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    LP For Cot Math Q2

    Uploaded by

    Karjed Piamonte
    This lesson plan aims to teach fractions less than one. Students will identify fractions like 1/2, 2/8 by shading parts of a pie or other pictures. They will learn that a fraction is less than one when the numerator is less than the denominator, such as 2/3. For evaluation, students will write whether fractions are less than one. Their assignment is to encircle fractions less than one such as 2/4 from options including some greater than one like 5/3.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd

    LP For Cot Math Q2

    Uploaded by

    Karjed Piamonte
    114 views5 pages
    This lesson plan aims to teach fractions less than one. Students will identify fractions like 1/2, 2/8 by shading parts of a pie or other pictures. They will learn that a fraction is less than one when the numerator is less than the denominator, such as 2/3. For evaluation, students will write whether fractions are less than one. Their assignment is to encircle fractions less than one such as 2/4 from options including some greater than one like 5/3.

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    LP FOR COT MATH Q2

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    This lesson plan aims to teach fractions less than one. Students will identify fractions like 1/2, 2/8 by shading parts of a pie or other pictures. They will learn that a fraction is less than one when the numerator is less than the denominator, such as 2/3. For evaluation, students will write whether fractions are less than one. Their assignment is to encircle fractions less than one such as 2/4 from options including some greater than one like 5/3.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    114 views5 pages

    LP For Cot Math Q2

    Uploaded by

    Karjed Piamonte
    This lesson plan aims to teach fractions less than one. Students will identify fractions like 1/2, 2/8 by shading parts of a pie or other pictures. They will learn that a fraction is less than one when the numerator is less than the denominator, such as 2/3. For evaluation, students will write whether fractions are less than one. Their assignment is to encircle fractions less than one such as 2/4 from options including some greater than one like 5/3.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
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    Lesson Plan in Mathematics 3

    QUARTER 3

    I. OBJECTIVES: Identify the fractions less than one.


    II. Subject Matter: Identifying Fractions Less than One
    III. Procedure
    A. Preparatory Activities
    1. Drill
    Name the shaded part.

    2. Review:
    Parts of a fraction

    - What does 1 mean in 1/2, 1/3?


    - What does 4 mean in 2/4, 3/4?
    3. Motivation:
    Show a picture of a pie.
    -On Mary’s birthday, her mother baked a cake pie. She divided it into 8 equal parts to be shared
    among with her friends.

    -What do you call one of the equivalent parts?


    -Who can write the fraction in figure?

    B. Developmental Activities
    1. Presentation
    A. Show an illustration of the cake pie on the board.

    B. Let the pupil shade two of the eight equivalent parts.


    - How many parts are shaded?
    C. Comparing parts of whole region ( show pictures)
    Presenting the figures below.

    Let the pupils observe the figures.


    Ask: How many equivalent parts does each figure have?
    Have the pupils write the numerals representing the number of equal parts figure has.
    2. Group Activity
    Divide the pupils into 3 groups.
    Let them answer the guided practice
    Lesson Plan in Mathematics 3

    3. Generalization
    How do we know if the fraction is less than one?
    - A fraction is less than one when the numerator is less than the denominator.

    C. Application
    Draw and shade to show the fraction.
    1.

    4.

    4/5 3/8

    2.
    5.

    5/6 1/2
    3.

    2/4

    IV. Evaluation:
    Write √ if the fraction is less than one and X if its not less than one.
    ______1. 2/3
    ______2. 12/9
    ______3. 8/11
    ______4. 4/3
    ______5. 3/5

    V. Assignment:
    Encircle the fractions less than one.

    1. 2/4,5/3,4/4
    2. 5/8,12/10,1/5
    3. 6/6, 9/7, 4/5
    4. 1/2, 3/2, 4/3
    5. 5/5, 3/7, 6/4

    Prepared by:

    KAREN JADE G. PIAMONTE


    III-A Adviser

    Noted:

    ROQUE R. CAVAN
    ESHT-1
    Lesson Plan in Mathematics 3

    QUARTER 2

    I. OBJECTIVES: Visualize the multiplication of the numbers 6 and 7


    II. Subject Matter: Visualizing Multiplication of Numbers 6 and 7
    III. Procedure
    A. Preparatory Activities
    1. Drill
    Use the flash cards of multiplication tables 1,2,3,4 and 5.
    2. Review
    In 4x2 = 8, which is the multiplicand?the multiplier?the product?
    Have the pupils complete some multiplication sentences.
    A. 3x1 C. 5x3
    B. 4x2 D. 4x6

    3. Motivation
    Ask:
    What are the things you need during art activities?
    After you finished your art activities, what do you do with the materials?

    B. Developmental Activities
    1. Presentation
    Have the pupils read the story problem.

    Carla has a crayons: 2 red, 2 yellow, 2 blue, 2 green, 2 violet and 2


    orange crayons.
    How many crayons does Carla have?

    Ask questions to the pupils about the story problem.


    - Show Carla’s crayons to the pupils.

    - Show another set of boxes with circles.

    3 3 3 3

    3 3 3

    Ask: How many group of circles are there?


    How many circles are there in each group?
    How many circles are there in all?

    2. Group Activity
    Divide the pupils into 3 groups.
    Let each group complete the activity given to them.
    Lesson Plan in Mathematics 3

    3. Generalization

     Multiplication is a repeated addition.


     To get the product in multiplication, multiply the
    mutliplicand by the multiplier.
     Multiplier tells the number of times a number is to be
    added or the number of sets/groups while Multiplicand
    is the number to be added or the number of elements in
    a set.

    C. Application

    Find the product.


    1. 7x3 = ______
    2. 6x6 = ______
    3. 7x7 = ______
    4. 6x7 = ______
    5. 7x3 = ______

    IV. Evaluation:
    Multiply.

    1. 6 2 .6 3. 7 4. 6 5. 7
    x3 x9 x9 x5 x2

    V. Assignment
    Write the multiplication sentence. Then find the product.

    1. If you multiply 3 and 6 what is the product?


    2. Mulyiply 6 and 7
    3. ______is the product of 6 and 9.

    Prepared by:

    KAREN JADE G. PIAMONTE


    III-A Adviser

    Noted:

    ROQUE R, CAVAN
    ESHT-1
    Lesson Plan in Mathematics 3

    QUARTER 1

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