LESSON PLAN IN MATHEMATICS

Subject/Course: Teaching Mathematics in the Intermediate Grades

Course Description: This course emphasize the integration of technological

pedagogical content knowledge that includes topics on rational numbers,
measurement, geometric figures, pre-algebra concepts, application of simple
probability, and data analysis. This course is capped with microteaching that
utilizes appropriate teaching strategies for the development of critical and problem
solving, reasoning, communicating, making corrections, representations, and
decisions in real life situations.

Number of hours: 3 hours

Number of units: 3 units

I. Objectives:
 Visualize and recognize mixed number and improper
fraction.
 Change improper to mixed number and vice versa.
 Express fractions in simplest form
 Visualize and perform four operations of dissimilar
fractions and mixed numbers.

II. Subject Matter:

Topic: Fractions
References:
 Kheong, F.H., et. al. (2016). My Pals Are Here Maths 4. Marshall
Cavendish Education. Singapore.
 Kiong, T. S. (2018). Mathematics Heuristics and Strategies to
Problem Solving Primary 5. Farfield Book Publisher. Singapore.
 Leong, S. (2011). Mathematics Thinking Skills & Heuristics Level
4. Singapore Asia Publishers Group Pte Ltd. Singapore.
Materials: Powerpoint Presentation, Video, Teacher-made Worksheets,
Calculator, Rubric

III. Procedures:
A. Preliminary Activities
1. Daily Routine
 Prayer
 Classroom Rules
 Greetings
 Checking of Attendance
 Passing of Assignments

2. Review
 What was our topic yesterday?
 Who can summarize our topic yesterday?
 Who can share about what you have learned in our last
discussion?

3. Motivation
Let us play Match Me! Each one of you will be given half of the
heart. You match each fraction with the corresponding simplest
form to make a complete heart.

B. Lesson Proper
1. Presentation
Formal Discussion

2. Activity
This time, the students will be group into 6. Each group will
choose a leader and will report of their output in front. The
teacher will give 5 minutes to do their task.

Group 1
Represent each fraction in as many ways as you can.

3 1 1
1. 3 2. 5 3. 6
4 2 3

Group 2
Create a word problem involving fraction. Solve it and
express your answer in simplest form.

Group 3
Study the figure below. What is the perimeter of the figure?

3
3 m
8

1
7 m
4

Group 4
Create a word problem involving subtraction of fractions
using the information inside the box.

In a 4 × 100-meter relay, the distance covered be the three

runners are known except for the last runner, Angela Rian.

1
 Leain Jade - of the distance
3

1
 Angel Grace - of the distance
6
2
 Jhazmer - of the distance
9

Group 5
Answer the following.
1. Will multiply a fraction by whole numbers ever result in a
whole number? If not, explain why not. If so, give an
example.
2. Will multiply a fraction by a whole numbers ever result in
a number less than 1? If not, explain why not. If so, give
an example.
3. Will multiply a fraction by a whole numbers ever result in
a number greater than 1? If not, explain why not. If so,
give an example.

Group 6
5 1
Teacher M asked her learners to work on this:÷
6 3
Two of her learners, Rey and Hannah, worked out like this

Rey Hannah

5 1 6 1 5 1 6
÷ = × ÷ = ×3
6 3 5 3 6 3 5

6 18
¿ ¿
15 5

2 3
¿ ¿3
5 5

3. Analysis
 Did you enjoy your activity?
 How do you feel by doing your activity?
 What did you learned in your activity?

4. Abstraction
 Visualized and recognized mixed number and improper
fraction.
 Changed improper to mixed number and vice versa.
 Expressed fractions in simplest form
 Visualized and performed four operations of dissimilar
fractions and mixed numbers.
5. Application
After learning this lesson, reflect on how it can be learned by your
future pupils in a more effective, creative and meaningful way.
Discuss your:

1. Motivational Activity. I will use…

2. Teaching Strategy. I will employ…
3. Mode of Assessment. I will administer…

IV. Evaluation
Encircle the letter of the correct answer.
1. Which is an improper fraction?

3 8 15 10
A. B. C. D.
7 12 15 13

17
2. What is the mixed form of ?
5

2 3 2 5
A. 5 B. 2 C.3 D. 3
3 5 5 2

3. Which of the following is NOT expressed in simplest form?

9 19 29 49
A. B. C. D.
36 36 36 36

4. If 3 is added to both the numerator and denominator of fraction, the

1
result is . Which of these could be the original fraction?
2

1 2 5 3
A. B. C. D.
4 7 9 8

3 1
5. Bohn drank liters of milk. Duen drank liters less than Bohn. How
5 3
much milk did the two boys drink in all?

4 5 13
A. L B. L C. L D. 1 L
8 7 15

6. Herma baked 54 ensaymada and pan de coco. The number of

5
ensaymada was of the total number of bread baked. How many
9
pan de coco did Herma baked?

A. 18 B. 24 C. 30 D. 36
2
7. Green bought some rubber bands. He gave of them to Blue. If
7
Blue received 26 rubber bands, how many rubber bands did Green
have at the start?

A. 52 B. 65 C. 78 D. 91

2
8. Manny spends of an hour jogging every day. What is his total time
3
taken if he jogs for 15 consecutive days maintaining the same rate?

A. 10 B. 12 C. 14 D. 16

9. Marben bought 8 kilograms of dried anchovy for his sari-sari store.

1
He put kg per packet. How many packets did he fill?
8

A. 1 B. 16 C. 32 D. 64

3
10. Six pizzas were shared among a group of children. Each child got
8
of a pizza. How many children were there in the group?

A. 14 B. 16 C. 18 D. 20

V. Assignment
Direction: Draw if the fraction is in its simplest form and if it is
not.

2 7
1. 6.
9 8

14 5
2. 7.
21 35

11 12
3. 8.
19 24

4 17
4. 9.
20 51

2 7
5. 10.
3 18

VI. Performance Task