# Lesson Plan Format for Math Fractions

I. Objectives: At the end of the lesson, the students should be able to: 1. Identify simple fractions.

2. Shade the given figure based from the given fractions. 3. Appreciate the beauty of one’s work and demonstrate neatness in one’s work.

I. Subject Matter:

Topic: Simple Fractions

Reference: Comprehensive Curriculum of Basic Skills Grade 1

Author: Dawn Downs Purney

Pages: Page 429 - 435

Materials: Sky Flakes, Poster, Work sheets, Paper, Computer/LCD for powerpoint presentation (if available.)

Skills: Identify fractions (cognitive), Coloring (psychomotor), Appreciate the beauty of one’s work (affective)

Concepts: Fractions

II. Procedure:

A. Preparatory Activity/Review:

Teacher’s Activities Pupils’ Activities

What can you observe from the poster? (Answers will vary)

1 Lesson Proper

2 Motivation

Teacher: Class, what is this? A cracker. This is a whole cracker.

Do you also eat cracker? Yes/No, Madam. I know you are hungry, so we’ll take a bite. Do you know that I can share this one whole

cracker with two persons? Yes/No, Madam. See these divisions here? I can cut along these lines so I can share the two pieces with

another two persons.

1. Presentation

If I cut this cracker along the dotted

lines, what do I have now? Three pieces of the cracker.

These three pieces are all part of

the whole cracker. Am I right, class? Yes, Madam.

A part of a whole is called _______ (Answers will vary) any volunteer?

A part of a whole is called

FRACTION.

What is fraction, class? A part of a whole.

Good!

2. Discussion:

This is how you write a piece of

the cracker in fraction.

1 part, divided, shaded, numerator

--

3 number of equal parts, denominator

Class, what does the numerator

stands for? Part shaded or

divided. What does the denominator stands for?

Number of equal parts

If I draw an object with three equal parts

and only one part is shaded, how will I

write the fraction?

1

--

3

Good!

For these two pieces of crackers,

How do you write it in fraction?2

--

3

That’s right.

You can also write it this way

2 / 3

The three parts of the cracker, in

fraction, would be what?

I want a volunteer?(Answers may vary)

It is 3 / 3.

3

-- is also equal to 1, which is the

3

whole cracker.

Is it clear, class?Yes, Madam.

Good!

Now, I want you to have some exercises.

3. Application:

Directions: Color only the shapes that show halves...

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