University of Southeastern Philippines

COLLEGE OF TEACHER EDUCATION AND TECHNOLOGY

Tagum – Mabini Campus
Apokon, Tagum City

EFFECTS OF USING MANIPULATIVES ON GRADE 7

STUDENTS’ ACHIEVEMENT IN FRACTION

A Classroom Action Research

Presented to the Faculty of the BSEd Mathematics Program
COLLEGE OF TEACHER EDUCATION AND TECHNOLOGY
University of Southeastern Philippines
Tagum-Mabini Campus
Apokon, Tagum City

In Partial Fulfillment of the Requirements

for EDUC 11 – Student Teaching
PRE-SERVICE TEACHER

May 2019
 EFFECTS OF USING MANIPULATIVES ON GRADE 7
STUDENTS’ ACHIEVEMENT IN FRACTION

_______________________________________

A Classroom Action Research

Presented to the Faculty of the BSEd Mathematics Program
COLLEGE OF TEACHER EDUCATION AND TECHNOLOGY
University of Southeastern Philippines
Tagum-Mabini Campus
Apokon, Tagum City

_______________________________________

In Partial Fulfillment of the Requirements

for EDUC 11 – Student Teaching
PRE-SERVICE TEACHER

_______________________________________

NEIL JOSHUA B. BURLAS

WINDELYN E. FALCO
EVE KAREN MAE M. ORCULLO
KOBE ARN O. TOLEDO

May 2019
 APPROVAL SHEET

This classroom action research entitled “Effect of Using Manipulatives

on Grade 7 Students’ Achievement in Fraction” submitted by PRE-SERVICE
TEACHERS of the BSED Mathematics Program in partial fulfilment of the
requirements for EDUC 11 – Student Teaching is, hereby, recommended for
presentation, approval and acceptance.

MILDIN J. RETUTAS, Ph.D.

Practicum Supervisor

ACCEPTED in partial fulfilment of the requirements for EDUC 11 –

Student Teaching

LYN G. ENRIQUEZ
Practicum Head
 ACKNOWLEDGEMENT

The researchers would not have succeeded without the support of some

people who helped us along in the process of making this study. Special

appreciation is extended to the following people who selflessly extended their

assistance to complete this action research.

To our families, friends and classmates for their unflagging love and

unconditional support throughout our lives and our studies. Without them, we will

be nothing in this victorious realm world.

To our Practicum supervisor, Mr. Mildin J. Retutas, who wholeheartedly

supported us during our practicum and for the guidance, suggestions and

advices he gave in order for us to finish this action research and of course for his

long patience.

To La Filipina National High School faculty and staff, for giving us the

opportunity to conduct our action research and for giving the chance to showcase

our ability in facilitating learning.

To the school principal, Mrs. Virginia S. Maningo and Adelina S. Cerbo,

Master Teacher in Mathematics Department, for allowing us to conduct our

research.

To Mr. Bernabe Cenabre, for allowing us to implement our intervention to

his section.
 To Grade 7-Faith students, who have been so active and participative

throughout the implementation of our intervention.

To our co- Pre-Service Teachers, for sharing their beautiful insights and

for partaking in this feat.

And finally, grateful heart to thank the Creator for showing us that the seed

of prayer produces fruit. We praise God, the Almighty for giving us strength,

wisdom and knowledge in completing this study.

-The Researchers
 TABLE OF CONTENTS
Title Page i
Acknowledgment ii
Table of Contents Iii
Abstract Iv
Chapter 1 The Problem and Related Literature 1
Introduction 1
Review of Related Literature 3
Theoretical Framework 5
Conceptual Framework 6
Statement of the Problem 8
Chapter 2 Methodology 9
Research Design 9
Participants of the Study 9
Research Instrument 9
Data Gathering Procedure 10
Statistical Analysis 12
Chapter 3 Results and Discussion 13
Chapter 4 Conclusions and Recommendations 17
Conclusions 17
Recommendations 18
Reflection 20
Action Plan 22
Implementation Plan 23
References 24
Appendices 26
Validated Letter 27
Adopted Test Questionnaire 28
Lesson Plan 30
Documentation 33
Effects of Using Manipulatives on Grade 7 Students’
Achievement in Fractions

Neil Joshua B. Burlas

Windelyn E. Falco
Eve Karen Mae M. Orcullo
Kobe Arn O. Toledo
BSEd Mathematics

Dr. Mildin J. Retutas

Practicum Supervisor/CAR Adviser

Fractions and its underlying concepts, when taught

using active and concrete techniques, serves as
primary foundation for future mathematics success.
This study was conducted to investigate the effect of
using manipulatives to the achievement of Grade 7
students in fractions concepts. The study utilizes the
one group pre-test post-test method of research.
Twenty-nine (29) students from Grade 7-Section Faith
participated as respondents in the study. The mean
score defines the level of the students’ achievement in
fractions before and after the fraction tiles were
implemented. Paired samples t-test was used in
finding the significant difference between the pre-test
and the posttest. It was observed that there is a
marked increase from the pre-test scores to the post-
test scores of the students. The results of statistical
analysis (t-value = -2.235, p-value (0.034) < α value
(0.05)) revealed that the use of manipulatives in
teaching fractions among Grade 7 students
significantly increases performance and achievement.
 Chapter 1

The Problem and Related Literature

Introduction

Competence with fractions is a good indicator of future success and

achievement in mathematics (Bailey, Hoard, Nugent, & Geary, 2012).

Furthermore, the National Mathematics Advisory Panel (NMAP, 2008) concluded

that learning fractions and mastering the procedure of problem solving using it

are central goals in the development of mathematical proficiency of students. It is

therefore evident that mastering the basic concepts involving fractions is an

essential component of mathematics education that needs to be developed

before more complex concepts in higher mathematical fields, like algebra. Thus,

difficulty in understanding fractions will most likely lead to a serious difficulty in

understanding succeeding mathematical concepts.

According to the study of Wijaya (2017), Indonesian students have low

conceptual understanding of fractions as reflected to the result of the Trends in

Mathematics and Science Study in 2017. Poor learning of fractions has emerged

as a major educational problem. Reasons for this are the Indonesian curriculum

failed to emphasize basic concepts of fractions by introducing operations on

fractions too early; mathematics textbooks have limited definitions of the word

fractions e.g. parts of wholes; and a limited use of models or representations of

fractions in instruction. Similarly, Kilpatrick, Swafford, and Findell as cited by

Clarke, et al. (2017) stated that the main reason why fractions are difficult to

understand is its numerous representations.

In the study conducted by Almeda, Cruz, and Dy (2013) of De La Salle

University-Manila, it was found out that students maintain a low understanding of

fractions even in the high school level. The study revealed that a major factor

contributing to this difficulty are misconceptions on the basic concepts. Domingo

(2004) also reiterated previous findings which states that the abstract

representation of fractions cannot be easily grasped by students due to its

absence in real life. Moreover, Meguire (2004) as cited by Almeda, et al. (2013)

found that students should first encounter the real-life concepts behind

abstractions of fractions such as physical models, so that the learning would be

meaningful.

During the practice teaching of the Pre-Service Teachers of the University

of Southeastern Philippines in La Filipina National High School, it was observed

that selected Grade 7 students have underdeveloped to poor mastery of the

concepts of fractions. Due to this, students exhibiting low mastery of the

concepts of fractions likewise fail to completely understand these lessons.

This study was conducted to test if using manipulatives such as fraction

tiles could help students to understand the concept of fractions. This study would

like to attest if the employment of manipulatives in the teaching and learning of

fractions of Grade 7 students improve the mathematics of students.

Review of Related Literature

Fractions occupy an important place in today’s mathematics curriculum,

but almost without exception, when people are asked what topic gave them the

most trouble in mathematics, the answer is fractions. It traditionally creates

uneasiness within the hearts of the learners (Brown, 2013). It is considered by

many as one of the most challenging mathematical concepts for students to learn

and for teachers to teach.

Historically, fractions have been the most difficult skills to master

(Misquitta, 2011). Sometimes, students became confused in solving it especially

when it involves adding, subtracting, multiplying and dividing with different

denominator. Hence, it is important to learn and master the basic before making

computations for it helps the learners to have a good performance in this area.

Conceptual knowledge of fractions includes understanding fraction

representation and determining fraction equivalence. Students must understand

the meanings of fraction before performing operations with them. A 2008 review

by National Mathematics Advisory Panel found that fractions are an essential

foundational skill for future mathematics success. A 2007 review of Miller and

Hudson stated that procedural knowledge refers to the ability to follow a set of

sequential steps to solve a task (as cited in Misquitta, 2011).

In order to have an adequate understanding of fractions, it is significant to

explain, model and represent fraction concepts in multiple ways. Before going to

computations, students must visualize and master the concepts of fractions. With

the aid of manipulative materials, learners can easily grasp the idea of equivalent
fraction. In this way, students have the opportunities to learn by doing. According

to Dale’s Cone of Experience, first hand experiences are the best way to

understand things and learners generally remember 90% of what they do

(Corpuz & Lucido, 2012). Learners need to be actively involved in their learning

and manipulate object in their surrounding so that they can generate better

understanding of mathematical concepts (Yusof, 2013).

Manipulative materials are concrete models that involve mathematical

concepts, appealing to several senses that can be touched and moved around by

the student. Manipulative materials must be selected for the activity and

appropriate for the concept being taught and appropriate for the developmental

level of the students. (Heddens, 2007).

To advance student’s learning with understanding, teachers must gain

insight into the paths of the students in developing understanding of fraction

equivalence. Students with conceptual understanding of fraction equivalence

have an integrated knowledge and are able to display and articulate the following

attributes: 1) A fraction represents a quantity being measured in relation to a

referent unit. 2) Equivalent fractions can be constructed from manipulatives or

pictorial representations by repartitioning or chunking. 3) Equivalent fractions can

be constructed using symbolic notations (as cited in Wong, 2008).

Heddens (2007) stated that using manipulative materials in teaching can

help students learn how to relate situations in real life to mathematics symbolism

and work together cooperatively in solving problems. Manipulatives used in the

teaching-learning process allow the students to discuss ideas and verbalize their

mathematical thinking.

Through the foregoing findings, we see that there is substantial precedent

to hypothesize that using manipulatives in the teaching of fractions is an effective

supplement to aid students’ achievement. With these, we are inclined to believe

that techniques such as fraction tiles, which will be used in this study, will have

an effect on the achievement of Grade 7 students in fractions.

Theoretical Framework

Bruner’s Three-Tiered Model of Learning and Experiential Learning

Theory serve as the anchorage of this study. These theories emphasize the role

of providing concrete and hands-on experiences to the learners.

To ensure that the learners will grasp the key foundations, it is

recommended that learners must learn first a certain concept at the enactive

level (Bruner, 1966). Bruner’s Three-Tiered Model of Learning and Experiential

Learning Theory stress the importance of providing concrete and hands-on

experiences for an effective learning process to occur- which can be acquired

through the use of manipulatives in teaching various concepts. The highlighted

use of manipulative materials, such as fractional tiles enable the learners to

effectively learn and build strong foundations because these manipulatives give

the learners the concrete and hands-on experiences needed. Through this, the

learner will not be shocked since they will acquire the concepts step-by-step from

the lowest or most concrete up to the highest or most abstract level. Kolb
explains that knowledge results from the combinations of grasping and

transforming the experience (Kolb, 1984). Hence, when students acquire

knowledge through active processes that engage them such as learning though

using manipulatives, learning is enhanced (Hartshorn and Boren, 1990).

Conceptual Framework

Manipulative materials as defined, are “objects which can be touched and

moved by students to introduce or reinforce a mathematical concept” (Hartshorn

& Boren, 1990). Smith (2009) expounds that these manipulatives provide hands-

on learning in mathematics and lessen and/or change the perception of students

that mathematics is very abstract, especially the concept of fractions.

The use of manipulatives from the enactive level can enhance the

transition process to the semi-concrete level then to the most abstract or iconic

level. Allen (2007) explains that the use of manipulatives “provide a concrete way

for students to link new, often abstract information to already solidified and

personally meaningful networks of knowledge, thereby allowing students to take

in the new information and give it meaning.” Parham (1983) and Allen (2007)

agree that students got higher achievements in mathematics lessons which were

taught using manipulatives than lessons taught without it. Thus, having smooth

transition as a result of the use of manipulatives such as fraction tiles in teaching

fractions can improve the students’ performance and achievement.

 Figure 1 presents the framework. This study anchors itself on the

assumption that using manipulatives in teaching the concept of fractions affects

the learning of Grade 7 students in fractions.

The independent variable for this study is the use of manipulatives

technique in teaching fractions. Consequently, the dependent variable will be the

mathematics achievement of the Grade-7 students on learning fractions since the

students’ performance will be affected by the use of manipulatives in teaching

this lesson.
Independent Variable Dependent Variable

Manipulatives technique Mathematics Achievement

in teaching fractions in Fractions

Figure 1. Schematic diagram showing the parameters of the study

Statement of the Problem

The purpose of this study was to provide empirical facts on the effects of

Manipulatives to the students’ achievement on fractions of Grade 7 High School

Students. Specifically, this study answered the following questions:

1. What is the level of students’ achievement in fractions before exposed to

using manipulatives?

2. What is the level of students’ achievement in fractions after exposed to

using manipulatives?

3. Is there a significant difference between the pre-test and post-test results

of Grade 7 students after being exposed to manipulative teaching?

 Chapter 2

Methodology

This chapter presents the methods used in this study. Specifically, these

are the research design, research locale, participants of the study and data

gathering procedure.

Research Design

The purpose of this study was to determine if the use of manipulative

when teaching basic concepts of fraction would greatly affect the performance

and achievement of the students. This study used one pretest – posttest design

with quantitative data. A pre and post-test was given to Grade 7-Faith students of

La Filipina National High School.

Participants of the Study

The respondents of the study were the 29 students from Grade 7-Faith of

La Filipina National High School. The researchers chose 29 students from this

section through complete enumeration. This study was conducted in La Filipina

National High School. It is a public secondary school that is located at Barangay

La Filipina, Tagum City.

Research Instrument

The instrument used in this study was adapted from the Equivalent

Fraction Test from MSTAR Intervention of University of Texas in Austin. It is

designed to measure the skills of the students in terms of basic concepts of

fractions. The test was administered to the other section to test its reliability. The

Cronbach alpha was 0.78. The scores were interpreted using the following table:

Score Range Qualitative Description Qualifying Statements

13.2 – 16 Outstanding The level of students’

achievement in fractions
is very high.

9.9 – 13.1 Very Satisfactory The level of students’

achievement in fractions
is high.

6.6 – 9.8 Satisfactory The level of students’

achievement in fractions
is moderate.

3.3 – 6.5 Poor The level of students’

achievement in fractions
is low.

0 – 3.2 Very Poor The level of students’

achievement in fractions
is very poor or failing.

Data Gathering Procedure

The following steps were followed in the conduct of the study. The

research proposal was presented to the action research committee for

comments, suggestions and approval. Next, the researchers adapted an

Equivalent Fraction Test from MSTAR Intervention of University of Texas in

Austin to be used by researchers. Then, permission to conduct the study was

sought from the Schools Division office of Tagum City through the school

principal.
 The researchers used observation as their basis in identifying problems

inside the classroom. It was observed that among the three sections handled by

one of the researchers, Grade 7-Faith experience difficulty in solving fraction

concepts. With that, the researchers chose 29 students from this section who

really have the difficulty in learning fraction concepts.

Upon knowing the problem and determining the suitable respondents, the

researchers administered a pre-test to the selected students. After that, the

researchers planned an intervention on how to provide solution for the identified

problem. The researchers have come up with an intervention of using

manipulatives like fraction tiles in teaching and learning fraction concepts. The

planned intervention was first checked and validated by the Master Teacher of

Mathematics Department of the said school and it was also approved by the

Cooperating Teacher at the same time the adviser of the selected section. A

lesson plan was also made to guide the researchers in teaching fractions using

manipulatives. After the series of activities designed for the conduct of the

experiment, a post-test was administered. It took three (3) days to completely

conduct the study. The implementation and the score gathered before and after

using manipulatives in teaching and learning fractions was documented to

identify whether the intervention did improve the performance skill of the students

in learning fractions. Finally, the researchers had the data from the pre-test and

post-test scores analyzed and interpreted.

Statistical Analysis

The data gathered were summarized, translated and analyzed using the

paired T-test as the tool to find the significant difference between the pre-test and

post-test mean scores. Normality of the data samples were also tested using

Kolmogorov-Smirnov Test.
 Chapter 3

RESULTS AND DISCUSSION

This chapter presents the analyses and interpretation of the results

and findings in this study. The discussion of the results is organized according to

the statement of the problem.

Fraction Test Scores of Students before using of Manipulatives

Table 1 presents the scores of students in the 16-item fractions test before

the intervention using manipulative instructional materials were implemented.

Table 1
Level of the Students’ Achievement in Fraction Before Implementation of
Manipulative Techniques

Mean SD Qualitative Description

Pre-test Scores 6.72 2.10 Satisfactory

It can be gleaned in the table that the mean score of the students in the

pre-test is satisfactory. Further, this shows that the students who took the test

have average understanding of fractions, and are possibly prone to make errors

in topics involving fractions.

This low achievement in fractions may be explained by the limited use of

manipulative instructional materials in the classroom. As stated in Liggett (2017),

students achieve better scores when allowed to use manipulatives when solving

mathematical problems compared to those who do not.

Fraction Test Scores of Students after Use of Manipulative Techniques

Table 2 presents the scores of students in the 16-item fractions test after

the intervention using manipulative instructional materials were implemented.

Table 2
Level of the Students’ Achievement in Fraction After Implementation of
Manipulative Techniques

Mean SD Qualitative Description

Post-test Scores 7.93 3.27 Satisfactory

Based on the table, the level of students’ achievement in fractions after

exposure to using of manipulatives is average. This means that the students

scored satisfactorily. The mean score students achieved an observable increase

in their scores which indicates that the use of manipulatives in the intervention

session affected the students’ achievement in fractions.

This gives a possible indication that the use of manipulatives in the

teaching-learning processes in fractions affects significantly the achievement of

students in fractions. Lusin and Yusof (2013) confirmed this by saying that pupils

exhibit higher achievement in doing fraction works after receiving intervention

using manipulatives.
Difference between Pre-test and Post-test Scores of Students in the
Fractions Test

Table 3 shows the paired sample test of pre-test and post-test mean

scores of students in fraction test. The paired t-test compares the means of the

scores of the same group of students to determine the significance of the

difference between the two groups of scores.

Table 3
Paired Sample Test of Pre-test and Post-test Mean Scores of Students in the
Fractions Test

Mean N SD T df Significance

Pre-test-Post-test -1.21 29 2.91 -2.235 28 0.034

It can be observed in the table that the computed t value for the set of data

was -2.235 with p-value of 0.034. Since the p-value is lesser than the alpha value

which is 0.05, we reject the null hypothesis. We conclude that there is a

significant difference between the pretest scores and the posttest scores of

students reviewed on the concept of fractions using manipulatives. Accordingly, it

can be said that using manipulatives, fraction tiles in this case, in the teaching-

learning process is effective in increasing student learning and consequently,

scores in assessment activities.

This is supplemented by the findings of Gaetano (2014) in which it was

found that students learning with manipulatives demonstrated significant

progress compared to when their learning tasks was given through traditional
methods. This is also supported by Shin & Bryant (2015) where is it indicated

that evidence-based instructional components such as concrete and visual

representations increase student performance with fraction concepts and skills.

 Chapter 4

CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the final conclusions of the study and the

recommendations for future steps in applying and further investigating the

findings of this study.

Conclusions

Based on the data obtained during this study, the researchers make the

following conclusions:

1. The students’ achievement in fraction before the

implementation of manipulatives was satisfactory with a

mean score of 6.7241 and a standard deviation 2.10266.

This finding indicates that the students achieved moderate

mastery of fraction concepts and still needs adequate

intervention and review.

2. The students’ achievement in fraction after the

implementation of manipulatives was satisfactory with a

mean score of 7.9310 and a standard deviation of 3.27252

which falls under the average level. There is an increase in

the students’ scores from the pre-test. However, it is

observable that the mean score remained at the satisfactory

 level which indicates that students still commit some errors

and has to be developed further.

3. There is a significant difference between the pre-test and

post-test results of Grade 7 students after being exposed to

manipulative teaching. Therefore, the use of manipulatives

(fraction tiles) in the teaching and learning of fractions in

Grade 7 students significantly improves their achievement in

fractions and is helpful in assisting students in understanding

these concepts.

Recommendations

The primary recommendation of the researchers is to implement

manipulative techniques more extensively in fraction reviews in Grade 7 classes.

Furthermore, to better utilize the findings of this study, the researchers

recommend the following measures:

1. The administrators of the Department of Education Division of Tagum

City, La Filipina National High School, and other schools, are urged to

implement a systematic process and methodologies on employing

manipulative instructional materials, as well as determining suitable

materials for each topic in mathematics that may be taught and learned

using manipulatives, especially fractions.

2. The teachers are encouraged to devise creative ways to implement

these manipulatives in the classroom beginning with initiating and

 sustaining attention during the activity. The teacher shall also facilitate

the students along the process because the presence of the

manipulative material does not diminish the importance of the teacher-

facilitator in the classroom due to the role of teachers in the selection

and organization of these materials (Orstein, 1990).

3. The parents are urged to allow their children to be exposed to

manipulatives that are related to their mathematics lessons involving

fractions while learning at home. To achieve this, constant coordination

with the teacher must be done to ensure that experiences given at

home are at par to those at school.

4. Students – The students must explore their immediate environment as

well as other situations and connect the concept of fractions to the

objects or phenomena in there. Constant encouragement to explore

must be given by parents and teachers to their children and students.

Future research is encouraged to explore other types of manipulative

instructional materials as well as to test the effectiveness of manipulatives in

higher concepts of fractions and in other mathematical concepts and branches.

Furthermore, it is also encouraged to venture into the effect of manipulatives in

other age levels or grade levels to test if the findings in this study are the same

among differing development stages or age.

 Reflection

Difficulties in life may be different from everybody yet, there is at least one

ending, we experience something new in our lives and we learn out of it. We

learn during our practicum journey that, not only few students but most of the

students were not able to get friendly with the word Fraction. Not all of the

students take interest in this matter for they think it’s difficult and not fun to learn.

Making adjustments in this subject matter to make it more learnable and

accessible is what the team is aiming for.

The team thinks that manipulatives can be more useful in relation to our

research that could make great improvement of the student’s performances

taking the fraction topics in additional learning for them and make it easier to

learn. We have learned that, after such preparation of the fraction tiles to make

significance and emphasizes to equivalence fraction, it is much appreciated

because the result can be more overwhelming to us. The students really

understand and starting to give interest learning fractions using the fraction tiles,

as long as they can manipulate the object more and experiment on their own to

discover the topics we are teaching.

The students tend to give their best to learn what does the teacher

teaches and makes reference into the fraction tiles if it’s the same thought they

are getting. Watching the students getting interest into one of the difficult topics in

mathematics makes us motivated and give our best so that the time and effort
that the students invested will not go into waste however they can make use of it

to learn things differently from the way they are learning these things before.

Helping study habits of the students and affects students’ lifestyle inside

the campus and turning their negative viewpoint of one subject matter into

positive one can be much heart melting for us. It can be their turning point to give

time to study because of the inspiration we bring to them that there is always a

way to make things more possible after difficulties they are facing.

It brings good vibes to study when there is an easy way to learn, therefore,

making manipulative such as fraction tiles in teaching is another way of making

the students attentive, participative and collaborative to make meaning of their

surroundings.

“If there is always a way, there is a will.” Keeping the students will in tune

to learn and eager to listen will be the key points and its factor could be materials

or manipulatives that the students can use so that experience is the best teacher

in which they can learn on their own with the guidance of the teacher. As long as

this method can be useful to them, it is ensuring that the students can learn

difficult topics as long as interest always comes.

 Action Plan

Time Person Verifiable

Activities Objectives Place
Frame Responsibility Indicators
To identify
Researchers
Researchers’ problems that La Filipina
January presence
observation in are present in National
24-25, Researchers during the
CT’s teaching and High
2019 demonstration
demonstration learning School
of the CT
process
Researchers To determine La Filipina
and Practicum what problem February 6, Mr. Mildin J. National Problem
Supervisor that needs to 2019 Retutas High Proposal
Conference be addressed School
To inform the
school head
Sending a that an action La Filipina
notification research will March 18, Mrs. Virginia S. National Copy of the
letter to the be conducted 2019 Maningo High letter
principal in her School
supervised
school
Sending an
approval letter To validate
for the task the task La Filipina
design to the design to be March 21, Mrs. Adelina S. National Copy of the
Master employed in 2019 Cerbo High letter
Teacher of the classroom School
Mathematics instruction
Department
Sending a
standardized
To validate
test La Filipina Copy of the
the test to be
questionnaire March 22, Mr. Mildin J. National standardized
used in the
about fraction 2019 Retutas High test
classroom
to the School questionnaire
instruction
Practicum
Supervisor
To implement
La Filipina
the Documentation
Conduct of the March 25- National
intervention in Researchers during the
study 27, 2019 High
the classroom implementation
School
instruction
 Implementation Plan

Time Persons Source of Verifiable

Action Data Needed Instrument
Frame Responsible Data Indicators

1 hour Adopted and

(March Scores of the validated Diagnostic
Pre-test Researchers Worksheets
25, students standardized Assessment
2019) test

Demonstration 1 hour
Students
Teaching (March Windelyn E. Curriculum Formative
Understanding Worksheets
(Lesson: 26, Falco Guide Assessment
about the topic
Fractions) 2019)

Employing 1 hour Adopted and

activities without (March Scores of the validated Formative
Researchers Worksheets
the use of 26, students standardized Assessment
manipulatives 2019) test
Demonstration 1 hour
Students
Teaching (March Neil Joshua Curriculum Formative
Understanding Worksheets
(Lesson: 26, B. Burlas Guide Assessment
about the topic
Fractions) 2019)
Employing 1 hour Adopted and
activities with (March Scores of the validated Formative
Researchers Worksheets
the use of 26, students standardized Assessment
manipulatives 2019) test
1 hour Adopted and
(March Scores of the validated
Post-test Researchers Assessment Worksheets
27, students standardized
2019) test
 References

Aksu, M. (2012). Student Performance in Dealing With Fractions. Retrieved from The Journal of
Educational Research:
https://www.researchgate.net/publication/261680243_Student_Performance_in_Dealing_
With_Fractions

Allen, C. (2007, Novemeber). An Action Based Research Study on How Using Manipulatives will
Increase Students' Achievement in Mathematics. Retrieved from
https://files.eric.ed.gov/fulltext/ED499956.pdf

Bailey, D. H., Hoard, M. K., Nugent, L., & Geary, D. C. (2012). Competence with fractions
predicts gains in mathematics achievement. Journal of Experimental Child Psychology,
447-455.

Berk, L. E. (1997). Child Development. Needham Heights: Allyn & Bacon.

Brown, E. (2013). Fractions: A Case Study. Retrieved from Research Gate:

https://www.researchgate.net/publication/305180570_Fractions_A_Concept_Study

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Burns, M., & Silbey, R. (2000). So you have to teach math? Sound advice for K-6 teachers.
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Cain-Caston, M. (1996). Manipulative Queen. Journal of Instructional Psychology.

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Corpuz, B. B., & Lucido, P. I. (2012). Educational Technology 1. Quezon: Lorimar Publishing, Inc.

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Appendices
Documentation
 Selected students from Grade-7 Faith Selected students from Grade-7 Faith
answering the given pre-test. answering the given post-test.

Windelyn E. Falco, a Pre-Service Teacher, Neil Joshua B. Burlas, a Pre-Service Teacher,

discussing the concepts of fraction. explaining how to use fraction tiles in
answering the given questions.

Selected students from Grade-7 Faith Selected students from Grade-7 Faith
answering the given worksheets. answering the given worksheets using fraction
tiles.
 University of Southeastern Philippines
College of Teacher Education and Technology
Tagum-Mabini Campus

LA FILIPINA NATIONAL HIGH SCHOOL

LESSON PLAN IN MATHEMATICS 7

I. OBJECTIVES
At the end of the session, the students will be able to:
a. identify the equivalent fractions; and
b. perform fraction using fraction tiles.
c. illustrate a fraction using fraction tiles; and
d. determine the equivalent of a given fraction.

II. SUBJECT MATTER

Topic: Fractions
Reference:
Time Allotment: 60 minutes
Materials: Fraction Tiles, Visual Aid, Chalk and Chalkboard,
Scotch Tape

III. PROCEDURE
A. Preliminary Activities
 Prayer
 Greetings
 Checking of Attendance

B. Lesson Proper
 Activity
Perform Me!
 The class will be divided in to five groups.
 Each group will receive fraction tiles in doing the
activity.
 There will be ten questions for this activity. Each
question will be raised through using flashcards.
 The first member in a group will be the first person to
answer followed by the next member.
  Each member will use the given fraction tiles in
answering the question. He or she will be given 30
seconds to perform the task.
 The task of each group is to show to the class the
equivalent form of the fraction being raised using
fraction tiles.
 Each correct answer is worth 1 point.

Questions:
1 3
1. 2 6. 4
2 3
2. 7.
5 10
3 7
3. 8.
8 12
4 10
4. 9.
5 12
6 8
5. 10 10. 9

 Analysis
 What do you mean by fraction?
 What strategies did you use in order to show the
equivalent form of the given fraction?

 Abstraction
Equivalent Fractions
 Each student will be given fraction tiles and a
worksheet with five questions.
 Their task is to supply the missing numerator of the
given question.
 To do this, they must show it using the given fraction
tiles in order to complete the task.
 They will be given five minutes to answer the task.

Fill in the missing fraction parts.

1
1. 2 = 10
1
2. 3 = 6
2
3. 3 = 9
2
4. 4 = 6
3
5. 4 = 8

 Application
The students will be called randomly in answering the
question through performing the fraction tiles.
 IV. EVALUATION
The students will answer the given posttest about fractions. (See
attachment)

Prepared by:
NEIL JOSHUA B. BURLAS
WINDELYN E. FALCO
EVE KAREN MAE M. ORCULLO
KOBE ARN O. TOLEDO
Pre-service Teachers