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Subject: Mathematics
Semester: 1
Period: 1
Week: 3
School Name:
Teacher’s Name:
Subject: Mathematics
Grade Level: Grade 3
Date: Week 3
Lesson Duration: 45 minutes
Week & Period: Week 3, Period 1
Topic: Fractions – Introduction and Comparison
Sub-topic: Halves, Thirds, Quarters; Comparing Fractions
Learning Objectives
By the end of the lesson, students should be able to:
Name parts of a whole (½, ⅓, ¼)
Represent fractions with shapes and real objects
Compare like and unlike fractions
Previous Knowledge
Students already know how to share objects equally among friends.
Instructional Materials
Mathematics textbook, paper for folding, fraction charts, fruits for sharing.
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Teacher cuts an orange into 2 equal parts and asks: What do we call one part? Learners respond.
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Teacher defines a fraction as a part of a whole. Example: ½ means one out of two equal parts.
Teacher demonstrates ½, ⅓, ¼ using paper folding.
Examples: Shade 1 out of 4 equal parts of a rectangle = ¼.
Teacher explains comparing fractions. If denominators are the same, compare numerators. Example: ¾ > ½.
Learners’ Activities (Expanded):
Learners fold paper into halves, thirds, and quarters.
Learners shade fractions in shapes.
Learners compare fractions using flashcards.
Assessment Checks:
Teacher asks: Which is bigger: ⅔ or ⅖? Shade ½ of a circle.
Notes (Expanded & Detailed):
Fractions show equal parts of a whole. The top number is numerator, the bottom is denominator. Fractions with bigger numerator are greater if denominators are the same.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Teacher reviews definition of fractions, names parts, and shows comparison examples.
Evaluation Method (Expanded):
Exit slip: Write the fraction for one shaded part of a rectangle divided into 3 equal parts.
Assignment (Expanded):
Draw and shade ½, ⅓, ¼ of different shapes.
Follow-up Activity:
Learners cut fruit or bread at home into halves and quarters and name the parts.
Differentiation / Inclusive Strategies
Teacher uses real-life food items for learners needing more clarity.
Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low