A Detailed Lesson Plan
In Mathematics V
I. Objectives
Given several examples, the grade 5 pupils will be able to do the following with at least 80%
proficiency:
a. compare fractions using an illustration;
b. compare fractions with the same denominator and;
c. apply the concept of comparing fractions in solving word problems.
II. Content and Materials:
a. Content: Comparing Fractions
b. Materials: DLP, Pictures
c. References: Bandejas, Joemarie A, et.al, Phoenix Math for the 21 st Century
Learners;2016, pp. 86-92
Wright, Amelia C, et.al, Math for Life Teachers Resource Materials;
2013, pp. 76-79
d. Values Integration: Patience
III. Procedure
Teacher’s Activity Pupils Activity
A. Procedure
1. Prayer
2. Review
Good morning class! Good morning sir.
How are you today? We are great sir.
That’s good to here!
Do you still remember this symbols,
< , > and = ? Yes sir.
Let’s try if you really remember.
What do we call this symbol, < ? Sir, that symbol is lesser than
symbol.
Nice!
How about this, >? That is the greater than symbol sir.
How about this symbol,=?
If I will compare 5 to 18, what Sir, it is the equal symbol.
symbol will I use?
Sir, the symbol should be use is
If I will compare 10 to 9, what lesser than or <.
symbol will I use?
We use the greater than symbol sir
How about if I compare 100 to 100, or >.
what symbol will I use?
Excelent! It’s the equal or = symbol sir.
3. Motivation
Now, I have here sets of pictures and
I want you to examine them
carefully. If you think that the first
picture is greater or bigger than the
second picture, you will clap your
hands. On the other hand, if you
think that the second picture is
bigger or greater than the first
picture,you will shake your hands.
Are you ready?
Yes sir we are ready.
Lets start.
A B
Pupils clap their hands.
Pupils clap their hands.
Pupils clap their hands.
Pupils shake their hands.
Pupils shake their hands.
Pupils shake their hands.
Pupils shake their hands.
Pupils shake their hands.
B. Lesson Proper
1. Presentation
Today, we are going to use our
comparing skills in comparing
fractions. But remember, we can only
compare fractions if we are referring
to the same thing.
1
Say for example, is of the
2
1
chalkboard the same with of this
2 No sir because chalkboard is
book? Why? different from the book.
That’s right.
Now, in your notebooks, I want you
1
to draw a rectangle. Then, show
4
using that rectangle. The pupils draw rectangle showing
Done? ¼ on their notes
It should look like this. Yes sir.
Then, draw another rectangle which
has the same size with your first
rectangle.
3
Show using that rectangle.
4
The pupils draw another rectangle
showing ¾.
Now, let us compare these two
fractions.
1 3
4 4
Which is bigger?
Sir, ¾ is bigger than 1/4
Now, using the same rectangles,
2 1
illustrate and .
5 5
Who would like to show their
illustration on the board?
Sir!
Yes _______.
Which is bigger?
2/5 is bigger than 1/5 sir.
Correct!
3 5
Let us illustrate and .
8 8
Who would like to volunteer? Sir!
Yes ______.
Which is bigger? 5/8 is bigger than 3/8 sir.
Correct!
2
Let us have another, illustrate and
3
2
.
3
Who would like to illustrate this on
Sir!
the board?
Yes ________.
Now which is bigger? Sir they are the same
Great!
Let us have the summary of the
fractions that we had illustrated.
1 3
<
4 4
2 1
>
5 5
3 5
<
8 8
2 2
=
3 3
C. Comparison and Abstraction Some fractions numerator are
Now, what can you observe on the fractions bigger and some are smaller.
that we have compared?
Each of the compared fractions has
Ok. Good
the same denominator sir?
What else? What can you say about their
denominators?
That’s right!
What does the numerator tell us in Sir, the bigger the numerator is the
comparing fractions with same greater.
denominator?
Excellent!
D. Generalization Sir, we can compare fractions with
How are we going to compare fractions with the same denominator by just
the same denominator? comparing their numerator, the
bigger numerator is the greater.
E. Application
Activity
Now, let us test your skill in comparing
fractions. I want you to group into six and
choose your leader but before that what are
the guidelines that we should follow when The pupils read the guidelines and
form a group of six.
having a group activity?
Everybody read?
Guidelines for Effective Group Work
- Respect each other’s ideas
- Respect the other group members
- Don’t interrupt each other
- Everyone’s opinion should count
- Be honest with each other
- Be patience and work quietly.
This is your task. I have here a set of
problems inside the box. Your leader will
pick 1 question. Before let us read the
instruction.
Read and analyse the problem carefully.
Compare them using the symbol <,> or =.
Show your solution on the board
The first group to answer the problem will
get their prize on the pocket corresponds to
the number of the given question.
3
1. Joanna ate of the pizza, while James
8
5
ate of the pizza. Who ate less?
8
2. Peter and Bryan was thirsty and they
need to drink water. Peter drink 4/5 glass
of water and Bryan drink 3/5 glass of
water. Who drink more water?
3. On the class election Jugz and Teddy are
running for the class president. Jugz got
5/8 of the class votes while Teddy got
3/8 of the vote. Who won as the class
president?
4. Keiko has 3/5 of an apple. She has 4/5 of
an orange. What fruit is more than the
other?
5. For homework, Rosa is supposed to read
3/ 4 of a chapter of Math and 2/4 of a
chapter of science. Which fraction is
smaller?
6. Emilio has completed 7/11 of his
homework. Jenny has completed 5/11 of
her homework. Who has completed more
homework?
IV. EVALUATION
A. Compare the following fractions using illustration.
Ex.
1/8 5/8
Answer:
1 2
1.
3 3
5 1
2.
6 6
7 8
3.
10 10
B. Compare the given fractions. Use <, >, or =.
2 5
1.
20 20
9 3
2.
10 10
7 7
3.
35 35
11 10
4.
39 39
21 27
5.
28 28
C. Answer the following problem.
1. Samantha needs the longest lace for her project. She has red, pink and blue laces. The
7 11 12
red lace is m long. The pink lace is m long and the blue lace is m long.
12 12 12
Which lace should she use? Why?
V. Assignment
A. Compare and illustrate the following fractions using the symbol, <, >, =.
1. 2/5 3/5
2. 4/9 6/9
3. 2/2 1/2
4. 6/10 6/10
5. 7/8 9/8
B. Analyse and answer the problem.
3 2
1. Which is longer, a stick that ism long or a stick that is m long?
4 4
2. Joey run ½ km while Kelvin run 11/2 km. Who runs farther?
3. Mother bought buko pie. I ate 2/4 of it and give 2/4 to my sister. Who ate more?
