MATHEMATICS 3

Quarter 3 Week 3 Day 1

I. OBJECTIVES
A. CONTENT Demonstrates understanding of proper and improper, similar and
STANDARD dissimilar and equivalent fractions.

B. PERFORMANCE Is able to recognize and represent proper and improper, similar and
STANDARD dissimilar and equivalent fractions in various forms and contexts.
C. LEANING Visualizes and represents dissimilar fractions.
COMPETENCIES/ M3NS-IIIc-72.6
OBJECTIVES
( CODE)
II. CONTENT Number Sense
Visualizing and Representing Dissimilar Fractions
III. LEARNING
RESOURCES
A. References:
1. Teacher’s Guide 228-232
pages
2. Learner’s Materials 223 - 228
pages
3. Textbook pages
4. Additional Materials
from LRMDS Portal
B. Other Learning Flashcards, chart, fractions cut – outs, strips of cartolina, crayons,
Resources https://www.youtube.com/watch?v=lTce7f6KGE0
https://courses.lumenlearning.com/prealgebra/chapter/visualize-
fractions/
https://www.mathsisfun.com/numbers/images/fraction.svg
https://www.ducksters.com/kidsmath/fractions14.gif
http://m.sweetclipart.com/spring-flowers-daisies-set1-clip-art/
https://www.helpingwithmath.com/printables/tables_charts/tab0401fr
actions_sixths01.htm
https://www.mathgoodies.com/lessons/fractions/classify
http://clipart-library.com/white-basketball-cliparts.html
https://en.wikipedia.org/wiki/File:Basketball_Clipart.svg
https://www.pinclipart.com/pindetail/oRhJJh_fraction-circles-clipart-
cliparthut-free-clipart-half-1/

III.INSTRUCTIONAL AVERAGE LEARNERS ADVANCE LEARNERS

PROCEDURE:
A. Review OPTION 1: Review the lesson on using regions, sets and number
line thru watching a video. (Fraction song for kids)
Ask.
What does the boy like to eat in the video? Draw the part of the pie
for him.
How many birds are there in the group? Write the fraction to
represent the blue birds.
In the video, into how many parts was the number line divided?
Draw and write the fraction for every part.
OPTION 2:
Write the fraction represented by the following figures:

67
 1. 2.

3. 4.

5.

B. Establishing the Does your family go on picnic?

purpose of the lesson Show a big and a small family eating together on a picnic.
How many members are there in family A? Family B?
(Emphasize the importance of having a small family)
C. Presenting Read the situation below:
Examples/ Instances of Family A bought a pizza and divided it into 4 equal parts. Family
the New Lesson/ B bought also a pizza and divided it into 8 equal parts.
Presentation
What part of the pizza did each member in Family A receive?
What part of the pizza did each member in Family B receive?’
Who receive bigger part? Family A or B? Why?
(Integrate the value of having a small family)

D. Discussing New Look at the illustration.

Concept and Practicing
New Skills/Modelling

FAMILY A FAMILY B
1
Each member of Family A had , of the pizza.
4
1
Each member of Family B had , of the pizza.
8
What does the number above the fraction bar tell?
What do you call the number above the fraction bar?
What does the number below the fraction bar tell?
What do you call the number below the fraction bar?
1
What did you notice about their denominator of the fraction &
4
1
?
8

Fractions with different denominators are called dissimilar fractions

(Show other figures as examples of dissimilar fractions.)
What fraction is shown by each figure in the set?
A B

68
 . . .

c.

.
E. Discussing New GROUP ACTIVITY # 1 GROUP ACTIVITY # 3
Concepts and Practicing 2. Write D if the pair of fractions are PICK & MATCH
new skills No. 2 (Guided dissimilar S if they are similar. 1. Pick the cut – outs that
Practice) 1. 2/4 4/8 match the given set of
dissimilar fraction.
Paste it under each fraction.

2. 2/6 4/7 1 4
1. &
3 7
5 3
2. &
9 5
3 5
3. &
3. 1/4 1/2 6 6
1 2
4. &
4 6

4. 2/3 1/6

5. 2/3 1/3

GROUP ACTIVITY # 4
GROUP ACTIVITY #2 SPIN & MATCH
Put check if the fractions are Materials:
dissimilar and X if not. - Spinner
-Cut outs of fractions
___1. showing different parts

Procedure:
1. A player will spin twice.
____2.
2. Choose the correct
figure from the given
cutouts that show the
fractional part.3. Tell

69
 whether the set of
fractions are similar or
_____3. dissimilar.

(Teacher will prepare cut

outs showing the given
fractions in the spinning
wheel)

____ 4.

___5.

70
F. Developing Mastery A. Answer the activity 4 on
(Leads to Formative Learner’s Material page 226.
Assessment 3.
(Independent Practice ) B. Write the missing numerator or
denominator to complete each pair
of dissimilar fraction.
G. Finding practical Read each situation then do what is asked.
application of concepts 3
1. Masipag Group planted
4
and skills in daily living
The Maagap Group planted
3 1
two figures show & ?
4 2
A C
D
71
Read the situation below
then do what is asked.
1. Mother bought 2 pizzas.
1
She gave of the 1st pizza to
4
2
Ben and of the 2nd pizza to
3
Maria. Which two figures
illustrates the fractions?
A B C D
3
2. Ama harvested
4
sack of coffee. Ina
1
harvested sack of coffee.
2
Illustrate the fraction ¾ and
½.
3. The Grade 6-A planted ¼
of their plot with tomatoes
while Grade 6-B planted 5/6
of the plot with beans.
Shade the figure to show ¼
and 5/6.
of the garden plot with pechay.
1
of the plot with eggplant. Which
2
B
 1
2. Mother bought two-pineapple pie. She gave the first pie to
4
3
their neighbor and kept the rest. They ate of the second pie.
4
Which two figures show the part taken from each pie?

A B C D

H. Making When do we say that fractions are dissimilar?

Generalization and (Dissimilar fractions have different denominators)
abstraction about the What do we use to show or represent dissimilar fractions?
lesson
Match Column A and B to represent the given fractions in Column
I. Evaluating learning A. Write the letter of your answer on your paper.
COLUMN A COLUMN B

𝟏 𝟏
___1. & A.
𝟒 𝟐

𝟏 𝟓
___2. & B.
𝟔 𝟖

𝟒 𝟏
___ 3. & C.
𝟔 𝟓

𝟓 𝟐
___ 4. &
𝟖 𝟑
D.

𝟐 𝟒
___5. &
𝟔 𝟕
E.

F.

J. Additional activities Cut and shade/color circles to show the following pair of dissimilar
for application and fraction.
remediation Paste your work in your notebook.
1. 7/8, 2/6 2. 5/10, ¾ 3. 3/8, 4/6
4. 7/9 , 2/3 5. 1/ 5 , 2/6

REMARKS

REFLECTION:

72
 A. No. of learner who
earned 80%

B. No. of learner who

scored below 80%
(needs remediation)

C. No. of learners who

have caught up with the
lesson

D. No of learner who
continue to require
remediation

E. Which of my teaching
strategies work well?
Why

F. What difficulties did I

encounter which my
principal /supervisor can
help me solve?

G. What innovation or
localized materials did I
use/discover which I
wish to share w/other
teacher?

73
 MATHEMATICS 3
Quarter 3 Week 3 Day 2
I. OBJECTIVES
A. CONTENT Demonstrates understanding of proper and improper, similar and
STANDARD dissimilar and equivalent fractions.
B. PERFORMANCE Is able to recognize and represent proper and improper, similar and
STANDARD dissimilar and equivalent fractions in various forms and contexts.
C. LEANING Visualizes and represents dissimilar fractions.
COMPETENCIES/ M3NS-IIIc-72.6
OBJECTIVES
(CODE)
II. CONTENT Number Sense
Visualizing and Representing Dissimilar Fractions
III. LEARNING
RESOURCES
A. References:
1. Teacher’s Guide K to 12 BEP Curriculum Guide for Mathematics 3 p. 85
pages
2. Learner’s Materials 223 - 228
pages
3. Textbook pages
4. Additional Materials
from LRMDS Portal
B. Other Learning https://www.google.com/search?q=fractional+pictures+pizza&tbm=isch&ved
Resources https://vecto.rs/design/vector-of-a-cartoon-school-boy-reading-aloud-in-
front-of-his-class-by-bnp-design-studio-8285
https://webenglish.se/celebration/international-literacy-day-2019-09-08/
https://mathblog.com/reference/arithmetic/number-line/
III.INSTRUCTIONAL AVERAGE LEARNERS ADVANCE LEARNERS
PROCEDURE:
A. Review Look at the picture:

What can you say about the pictures?

*In how many parts the whole is divided?
*Who can write it in fraction?

B. Establishing the Today we are going to discuss further about Vizualizing and
purpose of the lesson Representing Dissimilar Fractions

ATTENDANCE CHECK:
 Let all the boys stand, count how many boys are in the class?
 Let us count how many girls are in the class?
 How many are present today?
 Can you write in fraction the number of boys present?
 Write the fraction for the number of girls present.

C. Presenting Examples/ Read the situation below:

Instances of the New There are 8 boys and 10 girls in Mr. Reyes Reading Class.
Lesson/ Presentation What part of the class are boys?
What part of the class are girls?
Write your answers on the board.
What did you notice about the denominators?
What do all fractions with different denominators?

74
 Let us illustrate the fraction 8/18 and 10/18.
Group 1 – use regions to represent the fractions
Group 2 – use number line to represent the fractions
Group 3 – use sets to represent the fractions
Guide the pupils in making the output.

D. Discussing New Look at the illustration:

Concept and Practicing
New Skills/Modelling
8/18

10/18

0 1

0 1

What did we use to represent the dissimilar fractions in our activity?

(We use regions, number line and sets)

Who can represent the fraction 4/5 & 7/10 using regions? Sets? and
number line?

75
E. Discussing New
Concepts and Practicing
new skills No. 2 (Guided COLOR THE WHEELS
Practice)
GROUP ACTIVITY
 Your group will be
given circle to illustrate
the given fractions.
 Color it correctly to
show the dissimilar
fractions.
 Paste your circles on
the appropriate wheel.
GROUP ACTIVITY
FUN WITH SETS
1. Draw sets to represent the given
dissimilar fractions.
2. Color or shade the objects
correctly to illustrate the dissimilar
fractions.
3. Write the fraction shown by each
set.
A. 4 ripe oranges and 6 unripe
oranges in a set
B. 5 red balls and 7 green balls
C. 7 yellow flowers and 6 red
flowers

4/5 1/2 3/6

5/7
______ & ________

5/5 5/6 6/8 3/1

______ & ________

_____
2/5 4/5
______ & ________

F. Developing Mastery A. Answer the activity 4 on Use strips of paper, fold then
(Leads to Formative Learner’s Material page 226. illustrate the following dissimilar
Assessment 3. fractions
0
(Independent Practice 1. 3/5 & 4/6
2. 7/8 & 3/10
3. 8/12 & 4/9
4. 1/5 & 10/ 15

G. Finding practical Read each situation then do what is asked.

application of concepts
and skills in daily living 4
1. The Grade V students planted of the garden plot. The Grade VI
4
5
planted of their garden plot.. Fold the given paper strip to illustrate
8
4 5
& ?
4 8

1
2. My sister bought two apple pie. She gave the first pie to my
4
3
younger sister and kept the rest. They ate of the second pie.
4

76

H. Making Generalization
and abstraction about the
lesson
Divide the circles equally then color to represent the given dissimilar
fractions.
When do we say that fractions are dissimilar?
(Dissimilar fractions have different denominators)
What do we use to show or represent dissimilar fractions?

Divide equally each figure into regions then shade correctly to

I. Evaluating learning represent dissimilar fractions.

𝟑 𝟒
1. &
𝟒 𝟕

𝟑 𝟐
2. &
𝟔 𝟕

𝟓 𝟓
3. &
𝟖 𝟔

𝟒 𝟓
4. &
𝟏𝟎 𝟖

𝟏 𝟑
5. &
𝟕 𝟓

J. Additional activities for Represent or illustrate the following pair of dissimilar fraction.
application and Paste your work in your notebook.
remediation 1. 2/8, 2/5
2. 5/12, 1/6
3. 3/4, 4/10
4. 9/9 , 1/3
5. 2/ 5 , 2/7

REMARKS

REFLECTION:

A. No. of learner who

earned 80%

B. No. of learner who

scored below 80% (needs
remediation)

77
 C. No. of learners who
have caught up with the
lesson

D. No of learner who
continue to require
remediation

E. Which of my teaching
strategies work well? Why

F. What difficulties did I

encounter which my
principal /supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share w/other teacher?

78
 MATHEMATICS 3
Quarter 3 Week 3 Day 3

I. OBJECTIVES
A. CONTENT Demonstrates understanding of proper and improper, similar and
STANDARD dissimilar and equivalent fractions.

B. PERFORMANCE Is able to recognize and represent proper and improper, similar

STANDARD and dissimilar and equivalent fractions in various forms and
contexts.
C. LEANING Visualizes and represents dissimilar fractions.
COMPETENCIES/ M3NS-IIIc-72.6
OBJECTIVES
(CODE)
II. CONTENT Number Sense
Visualizing and Representing Dissimilar Fractions
III. LEARNING
RESOURCES
A. References:
1. Teacher’s Guide 228-232
pages
2. Learner’s Materials 223 - 228
pages
3. Textbook pages
4. Additional Materials
from LRMDS Portal
B. Other Learning Activity sheets, chart, fractions cut – outs, strips of paper, crayons,
Resources pictures
https://library.kissclipart.com/20181204/jw/kissclipart-circle-with-
portions-clipart-fractional-part-circl-5ec342328555ce2e.png
http://gingersnapstreatsforteachers.blogspot.com/2012/02/fraction
-clip-art.html
http://www.sharingflorida.com/wp-
content/uploads/2010/08/DSC07314.jpg
https://wikiclipart.com/cupcake-clipart-black-and-white_9355/
http://www.clipartpanda.com/categories/watermelon-clipart-black-
and-white
https://wikiclipart.com/candy-clipart-black-and-white_27183/
III. INSTRUCTIONAL
PROCEDURE: AVERAGE LEARNERS ADVANCE LEARNERS
A. Review What was our lesson yesterday?
What are similar fractions?
Which sets of figure below are examples of similar fractions?
What are dissimilar fractions?
Which sets of figure below are examples of dissimilar fractions?
A B

79
 C D

B. Establishing the Today we are going to discuss more about dissimilar fractions.
purpose of the lesson Get ready for our activity.
Group the pupils into 3. Play WHAT WORD AM I?
 Arrange the jumbled letters to form a word.
 Once you are done you can get the activity card for the
“Amazing Race”. (Clue: shapes )
angelcert clecir quasre
The first group to form the word out of the jumbled letters can start
the activity “The Amazing Race.
How to Play “Amazing Race”
 Divide the class into 3 groups.
 Provide them cut-outs and name the group according to
the shapes given like: “Rectangle Group”, “Circle Group”
and “Square Group”
 Give each group 3 pieces of cut – outs to shade.
 Write the fraction for each figure.
 The first group to post the outputs wins the race.
NAME OF 1st Cut- out 2nd Cut - Out 3rd Cut - out
GROUP
Rectangle 1 out of 3 parts 1 out of 4 parts 4 out of 8 parts
Circle 2 out of 3 parts 2 out of 4 parts 2 out of 8 parts
Square 3 out of 3 parts 3 out of 4 parts 2 out of 8 parts

C. Presenting Examples/ Look at the sets of fractions presented by your group.

Instances of the New What can you say about their denominators?
Lesson/ Presentation What fraction does each group of figure represent?

RECTANGLE Group CIRCLE Group SQUARE

Group
1 2 3
3 3 3

1 1 3
4 2 4

4 2 2
8 8 8

These are examples of dissimilar fractions. Read each fraction.

1 1 4 2 1 2 3 3 2
(A. , , B. , , , C. , , )
3 4 8 3 2 8 3 4 8

80
 Why do we call it dissimilar fractions?
What did you do to show or represent these dissimilar fractions?
(Show other examples of dissimilar fractions)
D. Discussing New Let us have another activity on representing dissimilar fractions.
Concept and Practicing Everybody will be get a strip of bond paper..
New Skills/Modelling Get 2 pieces of paper. Follow the steps to show dissimilar fraction,
5 2
& .
8 3
1. Divide the 1st paper into 8 equal parts. Shade 5 parts to show
5
.
8
2. Divide the 2nd paper into 3 equal parts. Shade 2 parts to show
2
.
3

What did you do to represent dissimilar fractions in our activity?

. Aside from using regions, what else can we use
to represent dissimilar fractions?
Can we use number line and sets and number line?
5 2
Who can show & using sets?
8 3
5 2
Who can show & using number line?
8 3
(Let them represent the dissimilar fractions in other ways.)

E. Discussing New GROUP ACTIVITY # 1 GROUP ACTIVITY # 1

Concepts and Practicing
new skills No. 2 FUN WITH COLORS:
(Guided Practi ce) Follow the directions in eaach
item to show dissimilar fractions.
1.Color 1/3 of the circle with
yellow and 3/5 with green
2.Color 5/6 of the circle with red
and ¼ with blue.
Paper Folding
1. Fold the figure into equal
parts based on the
denominator of the fraction.
2. Draw a line on the fold
using marker.
3. Shade the parts based on
the given numerator of the
fraction.
4. Do the same with the other
set of fractions.
5. Post your output after five
minutes.
1.

3. Color 2/4 with orange and 2/3

with green 2 3
6 4
4. Color 2/3
2.

2 5
4 6
3.
of the candies
with yellow and 2/5 of the
cupcakes with
1 1
2 3

81
brown.

GROUP ACTIVITY # 2
SPIN, COLOR & WIN
1. A player will spin twice to
determine the two fractions
5. Color 3/6 of strawberries with they will represent.
red and ¼ of the butterflies with 2. They will color the paper
blue. strip labeled with fraction
same as the fraction they got
in the wheel.
3. Identify if the pair of fraction
they have if similar or
dissimilar fractions.
4. To determine the winner,
add the numbers at the back
GROUP # 2 of their paper strip. Player with
Write the fraction illustrated by the highest total wins.
the figures, sets and number line
to show dissimilar fractions. (Teacher will prepare paper
1. green apples green strips. Label it with the
mangoes fractions in the wheel and at
_________ __________ the back write nos. 1-8 for
determining the winner.)
SET A SET B

2. ________ ________

3. ________ _______

4.

82
 5.
______
______

Color the part of the figure to Read each problem carefully.

show following dissimilar Illustrate your answer to show
F. Developing Mastery fractions. the given fraction.
(Leads to Formative 1. 1/ 2 , 2/3
Assessment 3. 1. Mother bought two pizzas.
1
(Independent Practice ) She gave part of the 1st to
4
2
Ben and of the 2nd pizza to
3
Maria. Represent the given
2. 4/6 2/5 dissimilar fractions.

3
3. 3/ 5 , 7/8 2. . Ama harvested sack of
4
1
coffee. Ina harvested sack of
2
coffee. Illustrate the given
dissimilar fraction.

4. Use number line to represent

the fractions. Draw a bracket to
show each pair of fraction.

5. 3/5 , 9/10

5. 7/9 , 5/10

G. Finding practical FOLD & COLOR:

application of concepts Provide each group materials
and skills in daily living needed to illustrate the pair of
dissimilar fractions below:
1. 5/8, 3/6
2. 2/ 6, ½
Read and answer the following
problems:
1. Carl spent ½ of the day in
school. He used ¼ of ½ day
studying his lessons. Draw a
circle then illustrate the part he

83
 used for studying and the part
3. ½, ¼ of the day he stayed in school.

2. Ciara has two square paper

H. Making Generalization
and abstraction about the
lesson(Generalization)
I. Evaluating learning
She folded the first square into
6 equal parts then the second
square into 8 equal parts. If
she shade 3 parts of the 1st
square and 3 parts of the 2 nd
square, what fractions does it
show? Show your answer by
paper folding.
When do we say that fractions are dissimilar?
(Dissimilar fractions have different denominators)
What did we do to illustrate/ represent the dissimilar fractions?
(To represent dissimilar fractions we use regions , sets and
number lines))
Choose and shade the correct figures to illustrate the given
dissimilar fractions below:

1. ¾ & ½

2. 2/4 & 3/8

3. 1 / 4 & 1/8

4. 2 /3 & 5/8

5. 1/6 & 3/5

J. Additional activities for Show/ Illustrate the following pair of dissimilar fraction using
application and regions/ sets.
remediation 1. 2/5, 2/ 12

84
( Assignment) 2. 5/10, 3 / 5
3. 7/8, 2/3
4. 4/5, 6/9
5. 5. 9/12, 1/6
6.
REMARKS
REFLECTION:
A. No. of learner who
earned 80%
B. No. of learner who
scored below 80%
(needs remediation)
C. No. of learners who
have caught up with
the lesson
D. No of learner who
continue to require
remediation
E. Which of my
teaching strategies
work well? Why?
F. What difficulties did
I encounter which
my principal
/supervisor can help
me solve?
G. What innovation or
localized materials
did I use/discover
which I wish to
share w/other
teacher?

85
 MATHEMATICS 3
Quarter 3 Week 3 Day 4

I. OBJECTIVES
A. A. CONTENT Demonstrates understanding of proper and improper, similar
STANDARD and dissimilar and equivalent fractions.
B. B. PERFORMANCE Is able to recognize and represent proper and improper, similar
STANDARD and dissimilar and equivalent fractions in various forms and
contexts.
C. LEANING Visualizes and represents dissimilar fractions.
COMPETENCIES/ M3NS-IIIc-72.6
OBJECTIVES (CODE)
II. CONTENT Number Sense
Visualizing and Representing Dissimilar Fractions
III. LEARNING
RESOURCES
A. References:
1. Teacher’s Guide pages 228-232
2. Learner’s Materials 223 - 228
pages
3. Textbook pages
4. Additional Materials from
LRMDS Portal
B. Other Learning Resources Cutouts crayons, paper strips, blouse & skirt, scarf
https://www.indiamart.com/proddetail/musk-melon-kharbuja-
17295803955.html
https://www.helpingwithmath.com/printables/tables_charts/tab
0401fractions_tenths01.htm

III.INSTRUCTIONAL AVERAGE LEARNERS ADVANCE LEARNERS

PROCEDURE:
A. Review Play the game Who is my Pair?
TASKS:
 Pupils will be given sets of fractions.
 The teacher will flash set of dissimilar fractions.
 The pupils holding the cut outs will come in front of the
class to show the pair of dissimilar fractions. Read the
pair of dissimilar fractions represented by the regions.
(Teacher msut prepare several cut outs for the activity.
Ex. 2/5 & 4/7 ¾ & 3/10 7/8 & 3/10

86
B. Establishing the purpose
of the lesson
C. Presenting Examples/
Instances of the New
Lesson/ Presentation
D. Discussing New Concept
and Practicing New
Skills/Modelling
E. Discussing New Concepts
and Practicing new skills No.
2 (Guided Practice
Show a picture melon fruit.
What recipes do you usually do with melon?
Show products from melon.
Let us learn more about dissimilar fractions.
Read the story Problem:
Mother cut the melon into halves, she gave 1/2 piece of
melon to her son for his fruit juice. Father divided another melon
into 8 parts. He put 5/8 in the blender to make fruit shake.
Illustrate the parts of the melons mother and father used.
How many part of the melon did mother give to his son?
Can you draw it.
How many part of the melon was used for fruit shake?
Illustrate it.
Write the fraction for each illustration.
What are the denominators? Are they similar or
dissimilar?
What are dissimilar fractions?
Look at the figure below.
Name the fraction represented by the shaded part.
_______
_______ _______ ______
Who can represent ½ using other ways?
Let them use number line or sets.
GROUP CONTEST
MARIA WENT TO TOWN
Materials:
Skirt & blouse, scarf, paper strips, crayons
TASKS:
1. Choose the best 5 contestants for your group.
2. At the start the player must wear the dress & scarf first before
he/she draw from a box a strip of paper where dissimilar
fractions are written. (The box must be 3 m away from the
players)
3.At the signal the first player will Illustrate the fractions drawn
using the paper strips.
4. The first player to illustrate the fraction gets the point.
5. The next player will wear the same dress then play the game
until everybody is done in the group.
4. The group with highest points win the game
What dissimilar fractions were illustrated by your groups?
(Refer to the outputs made by each group during the game)
What did you use to represent the dissimilar fractions?
Who used regions? Sets? Or no. line?
87
F. Developing Mastery
(Leads to Formative
Assessment 3. (Independent
Practice )
G. Finding practical
application of concepts and
skills in daily living
H. Making Generalization
and abstraction about the
lesson
Use crayons to illustrate the Use regions, sets or number
fractions below: line to illustrate the fractions
below.
1. 9/10 &
12/20 1. 7/12 & 4/ 9
2. 18/12 & 8/9
3. 12/20, 4/12
4. 7 /12, 8/10
2. 4/5 & 3/12 5. 7/ 10 & 6/12
3. 8/10 & 4/12
4. 7/15 & 9/ 10
5. 6/8 & 8/ 12
Your teacher told your group to bring cartolina. You need 1/4
for art activity and you will use ½ of it to make cards.
Illustrate the fraction ½ & ¼.
What did you learn today?
When do we say that fractions are dissimilar?
(Dissimilar fractions have different denominators)
What do we use to show or represent dissimilar fractions?
88
 Divide and shade the 2nd figure to represent the given
I. Evaluating learning dissimilar fractions.
𝟏 𝟏
1. &
𝟑 𝟐

𝟏 𝟓
2. &
𝟓 𝟖

𝟏 𝟒
3. &
𝟔 𝟓

𝟓 𝟕
4. &
𝟔 𝟏𝟐

𝟓 𝟑
5. &
𝟗 𝟒

J. Additional activities for Cut circles to show the following pair of dissimilar fraction.
application and remediation Paste your work in your notebook.
1. 7/8, 2/6
2. 5/10, ¾
3. 3/8, 4/6
4. 7/9 , 2/3
5. 1/ 5 , 2/6
REMARKS
REFLECTION
A. No. of learner who
earned 80%
B. No. of learner who
scored below 80%
(needs remediation)
C. No. of learners who have
caught up with the lesson
D. No of learner who
continue to require
remediation
E. Which of my teaching
strategies work well?
Why?
F. What difficulties did I
encounter which my
principal /supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share w/other
teacher?

89
 MATHEMATICS 3
Quarter 3 Week 3 Day 5

I. OBJECTIVES
A. CONTENT STANDARD Demonstrates understanding of proper and improper, similar and
dissimilar and equivalent fractions.
B. PERFORMANCE Is able to recognize and represent proper and improper, similar and
STANDARD dissimilar and equivalent fractions in various forms and contexts.
C. LEANING
COMPETENCIES/ Answer the summative test independently with at least 80% PL
OBJECTIVES (CODE)
II. CONTENT Summative Test
III. LEARNING RESOURCES
A. References:
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
LRMDS Portal
B. Other Learning Resources
Table of Specification, Test papers
III.INSTRUCTIONAL
PROCEDURE:
A. Review What are the topics we discussed for the last two weeks?

B. Establishing the purpose of Today we are going to have a summative test on

the lesson  Visualizing and representing dissimilar fractions
C. Presenting Examples/ (The teacher distributes the test papers)
Instances of the New Lesson/ Let us read the directions of the test. Refer to your test papers.
Presentation
D. Discussing New Concept and Answer the test questions.
Practicing New Skills/Modelling
E. Discussing New Concepts
and Practicing new skills No. 2
(Guided Practice)

F. Developing Mastery (Leads

to Formative Assessment 3.
(Independent Practice )
G. Finding practical application
of concepts and skills in daily
living
H. Making Generalization and
abstraction about the lesson (
Generalization)
I. Evaluating learning Checking and recording
J. Additional activities for
application and remediation

REMARKS

REFLECTION:

90
A. No. of learner who earned
80%

B. No. of learner who scored

below 80% (needs
remediation)

C. No. of learners who have

caught up with the lesson

D. No of learner who
continue to require
remediation

E. Which of my teaching
strategies work well?
Why?

F. What difficulties did I

encounter which my
principal /supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share w/other teacher?

91
 Table of Specification
SUMMATIVE TEST
Q3 Wk 3 D5

Items
NUMBER PERCE Number of
LEARNING COMPETENCY placement
OF DAYS NTAGE Items
1. Visualizing and representing
dissimilar fractions 4 20

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 SUMMATIVE TEST

Q3 – WK 3 D5

I. A.Color the part of the figure to show following dissimilar fractions.

1. 1/ 2 , 2/3

2. 4/6 2/5

3. 3/ 5 , 7/8

B Write D on the blank before the number if the set of fractions are dissimilar.
𝟐 𝟏
______1. ,
𝟓 𝟓

𝟑 𝟑
______2. ,
𝟗 𝟕

𝟔 𝟓
______3. ,
𝟓 𝟔

𝟒 𝟔
______ 4. ,
𝟖 𝟗

𝟏 𝟑
______ 5. ,
𝟑 𝟒

C.Using the grid/graphing paper, represent the following given dissimilar fractions.

1.) 3/5 , 4/7 , 1/3 , 5/8

2.) 1/2 , 4/5 , 3/4 , 2/3
3.)1/9 , 3/5 , 4/5 , 7/

4.)2/7 , 4 /5 , 1/4 , 3/6

5.)1/12, 3/15 , 4/10 , 5/8

93