Republic of the Philippines

LEYTE NORMAL UNIVERSITY

College of Education
INTEGRATED LABORATORY SCHOOL
Tacloban City

DOMINADOR D. CINCO JR Mrs. Majean R. Placigo

AIRA N. OMPOY Supervising Teacher Educator
Teacher Interns

A Detailed Lesson Plan in Mathematics 3

April 7, 2025

I. Objective
A. Content Standard
Demonstrates understanding of fractions using regions, sets and number line.
B. Performance Standard
Is able to apply knowledge of fractions using regions, sets and number line in
various situations.
C. Learning Competencies and codes
Represent fractions using regions, sets, and the number line. M3NS-IIIB72.5

D. Objective
At the end of the lesson, the Grade 3 pupils are expected to do the
following with at least 80% mastery:
a. Identify fractions using regions, sets and number line.
b. Represent’s fractions using regions, sets and number line
c. Appreciate the importance of solving fractions represented in regions, sets,
and number line in their daily life.

II. Content and Learning Resources

A. Topic: Representing Fractions Using Regions, Sets, and Number Line
B. References: iMath 3 p. 133-134,
C. Learning Materials: video presentations, flash cards, puzzle

III. Procedure

Teacher’s Activity Learner’s Activity

As we begin our class, let us all stand. (All will stand up.)

● Prayer

“A Gift To You”
(The teacher will show a video.)
 ● Philippine National Anthem

“Lupang Hinirang”
(The teacher will show a video.)

● Panunumpa

“Panunumpa ng Katapatan sa
Watawat ng Pilipinas”
(The teacher will show a video.)

● LNU Mission and Vision

“Leyte Normal University Mission and

Vision”
(The teacher will show a video.)

● ASEAN Song
 “The ASEAN Way”
(The students take their seats.)
(The teacher will show a video.)

None, Teacher

● LNU Hymn

“Leyte Normal University Hymn”

(The teacher will show a video.)

● Exercise

“Round and Round”

(The teacher will show a video.)

Before you take your seats, pick up

the pieces of paper under your chair.

You may now take your seats.

Do we have any absent today class?

Before we formally begin our class.

Let me introduce myself first. I am
Mr. Dominador Cinco. You can call
me Teacher Dom. I am your teacher
today in math subject.

I only have 3 rules and that is

associated with my name.

D, don’t talk if teacher Dom is talking

in front.

O, observe proper sitting posture at

all times.
 M, make sure to raise your hand if
you have any questions. Give me a
chicken clap if that’s understood.

A. Reviewing previous lessons or

presenting new lesson
Good morning Grade 3!

Good morning, Teacher Dom!

How are we today?

Before we formally begin with our We are fine, Teacher!

discussion, let us recall what we discussed

last meeting?

Yes, Jude?

Very good Jude! We discussed reading and

writing fractions.
Reading and writing fractions, Teacher

Alexandra, can you share to us what have

you learned about reading and writing
fractions?

Alright, all your answers are correct!

It's about reading the fractions shown in different
shapes, we are also able to learn division so that
we can write the fraction based on the picture
given to us

B. Establishing a purpose for the

lesson

I have a picture on the board. How many

parts do we have in the circle?
 The circle Teacher is divided into six parts.

Yes, Kiara?

That’s right! The circle is equally divided

into six equal parts.
Three parts was shaded , Teacher
Now, how many parts of the circle are
shaded?

Yes, Shane?

That’s right! Out of six equal parts of the

circle, three parts was shaded.

Let’s try to identify what is the fraction of It’s three-sixths ,Teacher!

the shaded part of the circle.

Yes? Jay? Teacher, because only three was shaded out of

six parts of the circle.

Why did we come up with three-sixths?

Yes, Erika?

Very Good! Based on the given picture, the

circle is equally divided into six parts, three
of them was shaded. That’s why we come
up with three-sixths.

How about this picture? How many balls are

there? We have ten balls, Teacher!

⚪
⚪⚪⚪⚪⚪🎾 ⚪ ⚪
We have four colored balls, Teacher

Yes? Tracey?

That’s right, we have ten balls.

How many balls are colored? Yes, Quin? It’s four-tenths, Teacher

Very Good! Out of ten balls four of them are

colored.

Since out of ten balls, four are colored Teacher,

that’s why we come up with four-tenths
Now, let’s identify the fraction of the colored
balls?

Yes, Precious?

That’s right! How did we come up with four-

tenths?

Yes, Ronnette?

There are ten numbers, Teacher

Very Good! There are only four colored balls
out of ten balls that’s why tha fraction of The plot was until number two only Teacher.
that picture is four-tenths.

How about this picture? Since the plot is until number two only, and the
number line is divided into ten measurements. It’s
two-tenths.

How many number do we have in the

number line?

Yes, Ari?

That’s right! Until what number is the plot?

Yes, Lem?

Very Good, now let’s identify the fraction

based on the plot.

Yes, Erika?

Very Good! That’s actually right! Since the

plot is only at number two and the number
line is being divided into ten measurements
that’s why the fraction in two-tenths.
C. Presenting Examples/Instances of
the New Lesson

Great job, everyone! You were able to

identify the fraction based on the given
pictures that I show to you. Now, let’s take
a moment to think about what we just did.
What did you do in the previous activity?
Yes, Stephanie?

That’s right! We identify the fractions based We identify fractions, Teacher based on the
on the pictures I’ve shown to you. different pictures.

What can you observe with the fractions on

the different pictures being shown?
Yes, David?

Now, let me ask you class:

Can you think of any other objects, food or
things that can represent a fraction?
Teacher, the fractions are being presented in
Yes, Sophia? different forms, based on the pictures you have
shown to us. Like dividing the circle into equal
How are we going to use a cake to
parts, counting colored balls in a set, and
represent a fraction? Yes, Marco?
identifying the fraction using a number line.

Very Good, Marco! We can use different

regions to represent fractions. Like the
cake, if it is sliced into six regions or parts
and one slice will be eaten then we can
have one-sixths as a fraction based on the
eaten cake.
Based on the different pictures, as we
identify the fractions, what can we observe? We can use a cake, Teacher

Yes, Jayden? We can slice it into 6 slices, if someone gets one

slice then the fraction of the eaten cake is one-
sixths.

Very Good observation Jayden! Today we

will be discussing representing fractions
using region, sets and number line.
 The fractions Teacher, are being represented
Do we have any idea about representing using regions like the dividing the circle into six
fractions using region, sets and number equal parts, using set of a balls and a number
line? line.

Yes, Aeron?

That’s right, Aeron! We can represent

fractions using regions like the illustration of
a shaded cicrle, sets like the illustration of
colored and uncolored balls and using a
number line as well.

Today, we will learn how to represent

fractions using regions, sets, and number
line. Let’s explore how fractions represented
as regions, sets and number line help us in
real-life situations.

Figure 1:
Teacher, based on our activity, fractions were
represented using regions, sets, and a number
line. Meaning fractions can be represented in
many ways.

What do you think is the fraction of the

shaded circle?

Yes, Vhannie?

That’s right! How did we come up with

three-eights?

Yes, Neil?

Very Good!
A fraction is used when a whole is divided
into equal parts. Just like in the given figure
of the circle where it is divided into eight
equal regions and the three regions are
shaded. So we have three-eights.
A fraction can be presented using regions.
Figure 2

What do you think is the fraction of the

colored stars?

Yes, Niel?

That’s right! Why did we come up with four-

ninths based on the given figure?

Yes, Julie?

That’s correct! A fraction is utilized to name

a part of a set like what in this figure is
shown. We have 4/9 and read as four-
ninths.

Figure 3:
three-eights, Teacher

What do you think is the fraction of the

number line?

Yes, Zack?
The circle is being divided into eight equal parts.
That’s right! Three of them are shaded. That’s why the
A fraction can also be shown through the fraction is three-eights
use of the number line.

Based on the figure 3, we have 1/10 read

as one-tenth.
Four-ninths, Teacher

Since there are four colored stars out of nine

stars in a set. That’s why we come up with four-
ninths.

It’s two-eighths, Teacher.

We have eight apples in total, Teacher. And two

of them got rotten.
 It’s one-tenth, Teacher

D. Discussing New Concepts and Answer key:

Practicing New Skills #1
A.
1. five-tenths or 5/10
2. five-sixteenths or 5/16
In your Math Book, go to page 134 and
answer letter A and B only. 3. two-twelves or 2/12
4. three-sixteenths or 3/16
5. three-twelves or 3/12
B.

6.
1 2 3 4 5

7.
1 2 3 4 5 6 7

8.
1 2 3 4 5 6 7 8 9 10
 Answer key:

A.
1. x
2. ✔️
3. x

E. Discussing New Concepts and 4. ✔️

Practicing New Skills #2 5. x
6. ✔️
Answer the following on a piece of paper
for ten minutes. B.

1. ¼ - one-fourth
2. 1 ½ - one and one half
3. 2 - two and five-eights
4. ¾ - three-fourths
5. 6/12 - six-twelves
6. 6/9 - six-ninths

C.

A. 4 ¼
B. 4 ¾
C. 5 ½
D. 5 ¾
F. Developing Mastery (Leads to Answer key:
Formative Assessment)
1. b.
2. c.
In your paper, answer the following:
3. b.
4. d.
Directions: Choose the letter of the
correct answer. 5. a.
6. a.
7. d.
8. a.
9. b.
10. a.

G. Finding Practical Applications of Answer Key:

 Skills and Concepts in Daily Living.
In your paper, answer the following.

Directions: Based on the fractions given,

color and draw an illustration that will
represent every two fractions using regions,
sets, or number line.

H. Making Generalization and

Abstraction of the Lesson

Class, we have learned how to create and

solve fractions using regions, sets and
number line.

Again, what did we learn for today’s lesson?

We learned to create and solve fractions Teacher,

using regions, sets, and number line. We learned
that fractions cannot only be presented through
regions, like dividing a pizza into equal parts. We
Very good Grade three! can also solve it using sets and a number line.

Representing fractions in regions, sets and

number line is useful in everyday life,
whether we are dividing foods that we eat
everyday, segregating our laundry or things
that we used, or even by measuring the
water that’s left in our water bottles
through a number line. By understanding
fractions using regions, sets and number
line, we can divide, segregate and measure
more easily and apply math to real-world
situations.

I. Evaluating Learning
Answer Key:
1. 1/3 or one-third
2. 4/10 or four-tenth
3. 2/8 or two-eight
4. 2/4 or two-fourth
5. 6/12 or six-twelve
6. 5/12 or five-twelve
7. 3/7 or three-seventh
8. 2/10 or two-tenth
9. 3/10 or three-tenth
10. 1/10 or one-tenth

J. Additional Activities for Application or Remediation

Assignment in Math 3
Quarter 4, S.Y. 2024 – 2025

Directions: In your Math 3 book, answer page 345 – 346 at the back portion of your book, and
submit it on April 8, 2025.