Lesson Plan Elementary Math I.

Objectives At the end of the 45 minutes of lesson, the student can be able to: A. Cognitive Multiply fraction by a whole number B. Psychomotor Write the equation and solution in finding the fractional part of a number C. Affective Be alert in all class activities and cooperate actively in a group II. Subject Matter Topic: Reference: Materials: Skills: Value:

Multiplying Fraction with Whole number BEC PELC D.1.1 Elementary Mathematics cut-outs of object, charts, audio visuals (Powerpoint) Finding a Fractional Parts of a number Alertness, Active Participation

III. Procedure A. Preparatory Activities 1. Prayer 2. Attendance 3. Review of the past lesson Im going to show you a card and tell what kind of fraction it is.. What kind of fraction is this?

( Yes, Maam )

( Maam , is a proper fraction )

Alright, What about this one? fraction is this? Thirteen fourths is an improper fraction, Maam

Nice one ..__________ Now, what type of fraction is this?

Maam, that is a mixed fraction, because it has whole number .

Very Good, Grade V

What if we are going to add/subtract fractions with similar denominators, What are we going to do?

** Just add/subtract the numerator and write the sum/difference over the same denominator. To add/subtract fractions with dissimilar denominators, first find the smallest equivalent fractions by using the least common multiple (LCD) to rename the dissimilar fractions into similar fractions and then proceed as in adding/subtracting fractions with the same denominator. 3 4 6 6 1 2 4 = 2 6 = 6 or (1/3)

B. Motivation Who wants to sing a Mathematics song. Raised your hands.. Im going to play a video about fraction , listen first before we are going to sing along, okay? (students: okay, maam) Fractions, fractions, Theyre parts of a whole, Fractions, fractions, Theyre what I know Theyre equal pieces, Theyre parts of a pie, Fractions, fractions,

Theyre alright! Half a pie, half a tree, Halves of different things, are different sizes you see, But a half is a half, big or small, It takes two halves, to make one whole (You have Fractions when you have equal sized parts of a whole. When it comes to halves, it takes two of them to make one whole!) Fractions, fractions, Parts of a whole, Fractions, fractions, Are what I know Theyre equal pieces, Parts of a square, Fractions, fractions, Theyre right here! Tells how many, Parts there are, Tells how many parts you got, When you have parts, Parts of the whole, Fractions, fractions what you need to know 1/3 of a pie, 1/3 of a bar, Thirds of different things are different sizes by far, But a third is a third, Big or small, It takes three thirds to make one whole! (It takes 3 thirds to make one whole, 1/3 then 2/3rds, then 3/3rds- thats one whole) Fractions, fractions, Theyre parts of a whole, Fractions, fractions, Theyre what I know Theyre equal pieces, Theyre parts of a pie, Fractions, fractions, Theyre alright! Numerator Never Under On the top, D for Denominator, always Down,

Numerator up, Denominator down, Fractions, fractions, Are all around! pie, square, 1/4 + 3/4 make one whole right here! And a quarter is a quarter, Big or small, It takes 4 quarters to make one whole! Fractions, fractions, Theyre parts of a whole, Fractions, fractions, Theyre what I know Theyre equal pieces, Theyre parts of a pie, Fractions, fractions, Theyre alright!

C. Developmental Activities 1. Presentation: Teachers Activity Students Activity

Class, What do I have in the table?

A picture

Alright, I have here a picture of tray of eggs.. In one tray how many eggs are there. Everybody lets count... Please write the number 30 on the board... Thank you ___________________ So now, we have number 30 in the board, what kind of number is this? Is it a fraction or whole number? Good.. Now, how can we know the 1/5 in 30 pieces of

30 1, 2, 3, ...., 30 (student is writing)

Number 30 is a whole number

eggs? Do you have an idea? (if nobody is raising up their hands, proceed to the explanation) Okay, this is how we are going to do to get the exact number of 1/5 in 30 pieces of eggs. First, group the eggs into 5 groups... How many groups, do we have now? How many eggs are there in each group? Very Good! Can we now get the exact number of 1/5 of 30? Now what is 1/5 of 30? Very Good! Grade 5 I have here another picture:

From 30 pieces of eggs, group them into 5 equal groups.

5 groups 6 pieces

Yes, Maam 6

How many marbles are there in this picture? Okay, now I want to get the number of 2/3 from 9 marbles.. How are you going to do it? Well done!.. 2. Group Activity Teachers Activity Okay class, group yourselves into _______. How many groups does our class have? How many students are there in each group? What is ______ in _________. Well done Class! For your group activity, I want you to illustrate the following: Group 1: of 20 Group 2: 2/5 of 25 Group 3 : 2/3 of 15

Group the marbles into 3 groups. And 2/3 from the 9 marbles is 6.

Students Activity (The children are grouping together) __________. __________. __________.

(the students must be doing their activity freely according to their own creativity)

3. Generalization: Deductive Method Teachers Activity Base on my presentation and your activity, What do you think is our lesson all about? Exactly,, It is multiplying fraction by a whole number. a.) To multiply a fraction simply divide the whole number with the denominator of the fraction then multiply it with the numerator of the fraction. Here it goes: 3/5 of 10 Solution: 105 =2 and 2 x 3 = 6 Therefore: 3/5 of 10 is

Students Activity Our Lesson is about getting a number of fraction from whole number.

Did you understand class?

b.) What if the whole number cannot be divide by a denominator of the fraction? Such as 1/4 of 5 = N To get the answer simply multiply the numerator with the whole number and divide the answer with the numerator. 1 x 5 = 5 and 5 4 = 5/4 (improper, so simplify it into 1 and )

Did you get it class?..

Yes, maam

4. Application: Give the answer of the following 1. What is 3/7 of 35? Answer: 15 Answer: 1/5 (8)

2. On a class of 40, 4/5 are boys. How many are girls IV. Evaluation : Multiply the following 1. 7/8 x 5 = N 2. 3/7 x 21 = N 3. 15 X 2/3 =N 4. 8 x 5/10 = N 5. 12 x 2/6 = N V. Assignment Find the product 1. 25 x 2/5 2. 4/8 x 6 3. 3/5 x 45

/fuerteslyn/ PT2/ LP/ To be presented to Dr. Abiog