Lesson Planning of Fractions (Proper and Improper Fractions) Subject Mathematics Grade 3rd

 

Lesson Planning of Fractions (Proper and Improper Fractions)

Subject Mathematics

Grade 3rd

Students` Learning Outcomes

  • Differentiate between proper and improper fraction

Information for Teachers

  • An improper fraction is “top heavy” means, as;      8,   9,    16    

                                                                                           4     3      8



  • An fraction is proper when nominator is smaller than denominator, as; 
  •     3,    2,    8,       3                                                                              
  •     6    4     16        8
  • While teaching the lesson, the teacher should also consult textbook at all steps wherein and whenever it is applicable.

Material / Resources

Writing board, chalk/marker, duster, paper strips, fraction cards, fraction strips, box

Introduction

  • Show different kinds of diagrams to the class.
  • Ask them to tell the fraction of each diagram.
  • Write the fraction on the board, as;      2,   3,   1,   5,   7,   3

                                                                       4    3    2    4   5     6

  • Ask students how each fraction is different from other.
  • Explain if students finding difficulty.
  • Use proper vocabulary e.g. Proper and Improper Fraction

Development

Approach

Group work, discussion, demonstration, activities

Activity 1

  • Show one paper strip to the students.
  • Discuss how to share one strip into two students.
  • Ask student what fraction each child has, write fraction on the board.
  • Now take three strips and discuss how to share equally among two students.
  • By making half of three strips each students will get three halves.
  • Ask them to write it mathematically on the board.
  • Make student realize that in first situation each student got less than a whole stripe but in second case each student gets more than a whole stripe.
  • Discuss ½ and 3/2 fractions, highlight values of numerator and denominator in both cases.


Activity 2

  • Write different proper and improper fractions on the paper strips.
  • Put them in a box and give this resource to students in groups.
  • Ask one group to collect proper fraction cards and other groups of students to collect improper fraction card.
  • After cards collection ask each group to paste their collected cards on a chart paper, give a title ‘proper fraction’ and ‘improper fraction’.
  • Hang chart papers in front of class and give a presentation about proper and improper fractions.

Activity 3

  • Hang a fraction board (as shown in the figure) on writing board; provide a coin and a pointer to students.
  • Ask them to flip coin, if head appears students need to hit a proper fraction with pointer from a suitable distance.


  • If they hit correctly one point will be given to students otherwise student will lose the one mark.
  • Each student will get three turn.
  • Winner will be appreciated with a gift.

 

Sum up / Conclusion

  • Sum up the lesson by asking following questions, as;

  1. What is the difference between proper and improper fraction?

  • Ask any two examples of proper and improper fraction.

Assessment

  • Give some fractions to students and ask them to separate proper fractions and improper fraction.
  • Ask students to complete the sheet by writing fraction, and also circle improper fractions.

  • Teacher is also required to involve the students in solving the problems given in the exercise at the end of unit / chapter.

Follow up

  • Ask students to write 10 examples of proper and improper fractions in their notebooks.
  • Ask students to show any two proper and improper fraction through diagram.


Comments

Post a Comment

Popular posts from this blog

Lesson Plan of Modal Verbs Lesson Plan of Modal Verbs

Image
Lesson Plan of Modal Verbs English Grade V Students’ Learning Outcomes ·          Illustrate use of can/can’t, may/mayn’t, and should/ shouldn’t to express permission, prohibition, doubt, and obligation. Information for Teachers ·          A modal is a kind of auxiliary (helping) verb that is used to express: ability, possibility, permission or obligation. Modal phrases (or semi-modals) are used to express the same things as modals ·          Can, may and should are called modal verbs. ·          Can is used to express ability or to say that something is possible. For example: I can speak English. ·          To form the negative we add “not” after can to form one word: can’t. For example: She can’t eat two burgers. ·          May is used in formal style to request for permission (in questions) giving permission (in affirmative sentences) and refusing permission (in negative sentences). For example: May I borrow your book for a day? You may have
Read more

LESSON PLAN OF CONVERSION OF EXCLAMATORY SENTENCES FROM DIRECT TO INDIRECT SPEECH Subject English Grade 10th

Image
  LESSON NO. 33-CONVERSION OF EXCLAMATORY SENTENCES FROM DIRECT TO INDIRECT SPEECH Subject English Grade 10 th Rules: 1.       Reported verb should be changed in the following manner:  2.       Inverted commas should be replaced by ‘that’. 3.       Change the Reporting Verb said into exclaimed, cried out, wished, prayed, confessed, applauded, called to witness, etc. 4.       The exclamatory sentence is turned into a statement and linker that is used in the indirect speech. 5.       If the exclamatory sentence begins with what or how to denote extreme emotion, it becomes great or very according to sense. Normally great is placed before a noun and very is placed before an Adjective e. 6.       Omit all the interjections and exclamations and cover their sense by means of suitable Adverbs or Adverb Phrases, such as, with joy, with sorrow, with regret, with impatience, with contempt, with delight, etc. 7.       Use the conjunction that to introduce the Reported Speech. 8.       If a
Read more

LESSON PLAN OF CONVERSION OF IMPERATIVE SENTENCES BEGINNING WITH ‘LET’ FROM DIRECT TO INDIRECT SPEECH

Image
  LESSON NO. 35-CONVERSION OF IMPERATIVE SENTENCES BEGINNING WITH ‘LET’ FROM DIRECT TO INDIRECT SPEECH Subject English Grade 10 th (a)     When let express a proposal, the Reporting Verb is changed into ‘proposed’ or ‘suggested’ and ‘let’ is replaced by should. Moreover, the imperative form is changed into Assertive form with the linker ‘that’; as, (a)     If the word ‘let ‘denotes permission, it is changed into some phrase as  ‘might’ or ‘might be allowed’ or imply into the infinitive to let, or into some other form according to the sense; as, 
Read more