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Subject: Mathematics
Semester: 1
Period: 2
Week: 10
School Name:
Teacher’s Name:
Subject: Mathematics
Grade Level: Grade 3
Date: Week 10
Lesson Duration: 45 minutes
Week & Period: Week 10, Period 2
Topic: Understanding and Comparing Unit Fractions
Sub-topic: Identifying, shading, and comparing unit fractions
Learning Objectives
By the end of the lesson, students should be able to:
Identify unit fractions such as ½, ⅓, ¼, ⅙
Represent unit fractions using shapes and number lines
Compare and order unit fractions by size
Previous Knowledge
Students already know basic fractions like half and quarter
Instructional Materials
Mathematics textbook for Grade 3, fraction strips, colored paper, number line, shapes
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
The teacher asks: “If we cut an orange into 2 equal parts and take 1 part, what fraction do we have?” Learners answer: ½.
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
The teacher defines a unit fraction as a fraction where the numerator is 1 and the denominator tells into how many equal parts the whole is divided. Examples:
½ means 1 out of 2 equal parts
⅓ means 1 out of 3 equal parts
¼ means 1 out of 4 equal parts
⅙ means 1 out of 6 equal parts
The teacher draws shapes divided into equal parts and shades one part to illustrate. On a number line, the teacher shows that fractions with larger denominators represent smaller parts. Example: ½ > ⅓ > ¼ > ⅙.
Learners’ Activities (Expanded)
Students fold paper into halves, thirds, and fourths, shading one part. Groups compare unit fractions using number lines and fraction strips. Learners participate in a sorting game where they order fractions from smallest to largest.
Assessment Checks
Shade 1/3 of a rectangle
Compare ½ and ¼
Order these fractions: 1/6, 1/3, 1/2
Notes (Expanded & Detailed)
Fractions represent parts of a whole. A unit fraction always has numerator 1. The smaller the denominator, the larger the fraction. For example, ½ is larger than ⅓ because dividing into 2 parts gives bigger pieces than dividing into 3.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: The teacher emphasizes that unit fractions are important in comparing parts of a whole and that bigger denominators mean smaller pieces.
Evaluation Method (Expanded)
Exit slip/quiz: Compare ⅓ and ⅙ using > or <.
Assignment (Expanded)
Draw a circle, divide it into 4 equal parts, and shade ¼. Write 3 examples of unit fractions and explain them.
Follow-up Activity
Students bring real-life examples of unit fractions (e.g., cutting bread, sharing fruits).
Differentiation / Inclusive Strategies
Use hands-on paper folding for weaker learners. Challenge advanced learners by comparing unit fractions with denominators above 6.
Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low