DateLearning ObjectivesLearning Content, Materials, StrategiesLearning TasksValue IntegrationEvaluation

October 4, 2013At the end of the lesson the Grade 3 pupils are expected to :

1. identify the concept of fraction.2. differentiate the numerator and the denominator.

3. create their own fractions using M & Ms and pizza shape.Learning Content: Concept of Fraction

Materials:

Strategies:

- Method:Motivation:

Ask students:

1. Who among you love to eat pizza?

2. What toppings do you love the most?

Tell students that we will have a game.

Game: Pizza Puzzle

Mechanics:

a. Ask 8 volunteers for each group.

b. Ask them to form a line at the other side of the room.

c. Give each volunteer a piece of the puzzle.

d. Let them form the puzzle within 45 seconds. One after the other.

e. The first group to form the puzzle correctly will be declared winner and will have a prize.

Lesson Development:

1. Ask students:

a. How many equal parts is the pizza divided?

b. How many parts of the pizza was group 1 was able to form?

c. How about group 2?

2. Tell students:

The name of the part of the pizza that group 1 was able to form is ____.

Ask students:

a. How about the part of the pizza that group 2 was able to form?

3. Use the answers to start the lesson about fraction.

____ And ____ are called fractions.

4. Discuss the topic about fractions.a. Define what fraction is.

b. Point out to students that there are two numbers that form a fraction.

c. Ask students what they think of the two numbers tell us about the fraction.

d. Tell students that both numbers are needed to write a fraction.

e. Explain that the top number is called the numerator and the bottom is called the denominator.

f. Explain that the numerator describes the number taken or used.

5. Model the definitions.a. Present to students a circle which is divided into fourths.

b. Tell students that they are ordering a pizza for their family, but everyone wants different toppings.

c. Tell students that while they want pepperoni, their parents want mushroom, one sibling wants cheese, and another sibling wants green peppers.

d. Tell students that instead of ordering four pizzas, they will just order one

e. Label one fourth with each of these toppings

f. Tell students that to describe this pizza they need to use fractions because it is not a pizza which only has one topping

g. Ask student what fraction of the pizza is pepperoni

f. Ask students:-What is the denominator?-What is the numerator?-What fraction of the pizza is mushroom?-What fraction of the pizza is not green pepper?6. Generalization:a. Ask for student volunteer to write one of their created fraction on the board

b. Ask for another volunteer to point out the denominator. And ask him/her to explain what the denominator describes in the fraction.

c. Ask for another student to point out the numerator and to explain what the numerator explains in the fraction.

7. Assessment/Evaluation:

10 item Seatwork

8. Assignment

10 items

Value of fairness can be integrated by explaining how important it is for siblings to share food equally among themselves. Applying fairness in division will also lead to having respect and love for people around.A. 10 item Seatwork

Direction: Give the fraction for the shaded parts. Write your answer on the line provided.

1. ________

2. ________

3.

4.________

5.________

B. 10-ItemsAssignment:

Direction: Show on the figure the fraction given by shading the parts. Use crayons in shading.

4. 4/6

2 5/7.

3. 2/8

4. 1/5

4. 7/10