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Mathematics
Quarter 3 – Module 2a:
Visualizing Fractions Equal to One and
Greater than One
Mathematics – Grade 3
Alternative Delivery Mode
Quarter 3 – Module 2a: Visualizing Fractions Equal to One and Greater than One

First Edition, 2020

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Such agency or office may, among other things, impose as a condition the payment of
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ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Author: Kim Harvey N. Dela Salde
Editors: Arnel S. Zaragosa, Jeremias C. Ceniza, Gina F. Silvestre, Ph.D., Elma C.
Prudente, Annie Fel Lingatong
Reviewers: Edgardo Dondon S. Lorenzo, Ailyn V. Ponce, Emily A Paller, Eduardo Eroy
Illustrators: Dennis Macaubos, Alfie Valenteros, Christian Loyd Alfuerto, Pit Ybanez
Layout Artist:
Management Team: Evelyn R. Fetalvero Alona C. Uy
Janette G. Veloso Maria Gina F. Flores
Analiza C. Almazan Arnel S. Zaragosa
Ma. Cielo D. Estrada Jeremias C. Ceniza
Renato N. Pacpakin Illuminado T. Boiser

Printed in the Philippines by ________________________

Department of Education – Region XI

Office Address: F. Torres St., Davao City

Telefax: (082) 291-1665; (082) 221-6147

E-mail Address: [email protected] * [email protected]

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Mathematics
Quarter 3 – Module 2a:
Visualizing Fractions Equal to One and
Greater than One
Introductory Message
For the facilitator:
Welcome to the Grade 3 Mathematics Alternative Delivery Mode (ADM)
Module on Visualizing Fractions Equal to One and Greater than One!
This module was collaboratively designed, developed and reviewed by
educators both from public and private institutions to assist you, the teacher or
facilitator in helping the learners meet the standards set by the K to 12
Curriculum while overcoming their personal, social, and economic constraints
in schooling.
This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to
help learners acquire the needed 21st century skills while taking into
consideration their needs and circumstances.
In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies that will
help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing
them to manage their own learning. Furthermore, you are expected to encourage
and assist the learners as they do the tasks included in the module.

For the learner:

Welcome to the Grade 3 Mathematics Alternative Delivery Mode (ADM)
Module on Visualizing Fractions Equal to One and Greater than One!

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This module is made with you in mind. Please be diligent in answering every bit
of question given to make this module interactive. Take note that this contains
instructions on how to use the module and the structure as well as the procedure
of working through the module are explained here. This also gives an overview
of the content of the module. It would be nice if you will answer the activities
and exercises first before looking up to the answer key. Should you have
questions regarding the exercises, please approach your facilitator for better
understanding.
This module has the following parts and corresponding icons:

What I Need to Know

This will give you an idea of the
skills or competencies you are
expected to learn in the module.

What I Know
This part includes an activity that
aims to check what you already
know about the lesson to take. If
you get all the answers correct
(100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help

you link the current lesson with the
previous one.

What’s New
In this portion, the new lesson will
be introduced to you in various
ways such as a story, a song, a
poem, a problem opener, an activity
or a situation.

What is It This section provides a brief

discussion of the lesson. This aims

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 to help you discover and understand
new concepts and skills.

What’s More This comprises activities for

independent practice to solidify your
understanding and skills of the
topic. You may check the answers
to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to
process what you learned from the
lesson.

What I Can Do This section provides an activity

which will help you transfer your
new knowledge or skill into real life
situations or concerns.

Assessment This is a task which aims to evaluate

your level of mastery in achieving
the learning competency.

Additional Activities In this portion, another activity will

be given to you to enrich your
knowledge or skill of the lesson
learned.

Answer Key This contains answers to all

activities in the module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

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The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other
activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with
it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you
are not alone.
We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it.

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 What I Need to Know

This module was designed and written with you in mind. It is here to help
you comprehend Fractions that are equal to one and greater than one. The scope
of this module permits it to be used in many different learning situations. The
language used recognizes the diverse vocabulary level of students. The lessons
are arranged to follow the standard sequence of the course. But the order in
which you read them can be changed to correspond with the textbook you are
now using.

After going through this module, you are expected to:

 Visualize the fractions equal to one and greater than one;

Enjoy your journey. Good luck!

 What I Know

Visualize the following fractions.

5
1. 4

7
2. 3

2
3. 2

5
4. 5

8
5. 4

Visualizes Fractions that are equal to

Lesson
One and Greater than One

What’s In

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Write the fractions for the shaded parts and unshaded parts.

Shaded Unshaded

_________ _________

_________ _________

_________ _________

_________ _________

What’s New
Before we discuss about fractions equal to one and greater
than one in this module, it is important to understand the
following terms used in the course of the lesson.
 Numerator - is the number above the line in a common
fraction. It tells how many parts indicated by the
denominator are taken.

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  Denominator - is the number below the line in a common
fraction. It tells how many times the whole is being divided.

Activity 1
Below are two sets of fractions.
A B

2 3 45 4 7 87
2 3 45 3 4 65

What do you notice about their numerators and denominators?

Color the set GREEN whose numerators are the same with the denominators.
Color the set RED whose numerators are greater than their denominators

What is It

A. Let us visualize fractions equal to one.

It is easy to determine that a given fraction is equal to one.

These are fractions that have the same numerator and denominator.
Examples are shown below.

4
 2 4
2
two-halves 4
four-fourths

3 5
3
three-thirds 5
five-fifths

Notice that each fraction above visualized a whole.

Each whole is divided according to the number of the given denominator.
All parts are shaded because the number of its numerator is equal to its
denominator.

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B. Let us visualize fractions greater than one.

A fraction is said to be greater than one if its numerator is greater than the
denominator.
Examples are shown below.
3 7
2
three-halves 4
seven-fourths

5 14
3
five-fourths 5
fourteen-fifths

Notice that each fraction above visualized more than one whole.
Each whole is divided according to the number of the given denominator.
The total number of the shaded parts follows the number of its numerator.
In visualizing fraction greater than one, since the numerator is greater than the
denominator just add another whole with the same number of divided parts until
the total number of shaded parts is attained.
This time, try to work by yourself what we have discuss in this section by
answering the following activities.

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 What’s More

Activity 2
Write the fractions of the following illustrations.

1. ____________

2. _________

3. _____________

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Activity 3
Visualize the following fractions.

6
1. 6

11
2. 8

3
3. 3

10
4. 5

9
5. 4

8
 What I Have Learned

How to visualize fractions that are equal to one and greater than one?
A. Determine whether the fraction is equal or greater than one.
1. Fractions are called “fractions equal to one” when their numerators and
denominators are the same.
2. Fractions are called “fractions more than one” when their numerators are
greater than their denominators.

B. Divide the whole according to the number of the given

denominator.

Shade the parts following the number of its numerator.

If the fraction is equal to one, just divide the whole into equal parts
according to the value of the numerator and denominator then shade all the
parts.

In visualizing fraction greater than one, since the numerator is greater than
the denominator just add another whole with the same number of divided
parts until the total number of shaded parts is attained.

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 What I Can Do

Activity 4
In a fruit basket, there are 5 red apples and 5 green apples. You are task to give
the same number of apples to five children. What fraction is being formed?
Draw the number of apples per plate to visualize your fraction.

The fraction is: ______________

Draw here:

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 Assessment

Visualize the following fractions.

4
1. 4

4
2. 3

3
3. 3

9
4. 5

5
5. 2

Additional Activities

Activity 5

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Fill in the table by writing the fractions in the boxes as visualized by the figures
below. Color the boxes in green for fractions equal to one and color yellow for
fractions greater than one.

1. 5.

2. 6.

3. 7.

4. 8.

Answer Key

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Additional Activity
Assessment What I Can Do
7
1. , yellow Activity 4
3
1. 10
4 The fraction is:
2. , green 2
4
14 2.
3. , yellow
5
Learners are expected to draw 5
2 plates with 2 apples in each
4. , green 3.
2
7
5. , yellow 4.
4
3
6. , yellow 5.
2
3
7. , green
3

What’s More What's In What I Know

Activity 2
7 Shaded/Unshaded
1. 1.
3
3 2
4 1.
2. 5 5
4 2.
14 2 2
3. 2.
5 4 4 3.
Activity 3
4 6 4.
3.
1. 10 10
5.

2. 2 2
4.
4 4
3.

4.

5.

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References
Mathematics Teacher’s Guide

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For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: [email protected] * [email protected]