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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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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

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

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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.

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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!

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 What I Know

Visualize the following fractions.

5
1.
4

7
2.
3

2
3.
2

5
4.
5

8
5.
4

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 Visualizes Fractions that are equal to
Lesson
One and Greater than One

What’s In

Write the fractions for the shaded parts and unshaded parts.

Shaded Unshaded

_________ _________

_________ _________

_________ _________

_________ _________

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 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.
• 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 4 5 4 7 8 7
2 3 4 5 3 4 6 5

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

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 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.

2 4
two-halves four-fourths
2 4

3 5
three-thirds five-fifths
3 5

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
three-halves seven-fourths
2 4

5 14
five-fourths fourteen-fifths
3 5

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 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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 Additional Activities

Activity 5
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.

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 Answer Key

Additional Activity
Assessment What I Can Do
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1. , yellow Activity 4
3

4 10
2. , green 1. The fraction is:
4
2
14
3. , yellow
5
2. Learners are expected to
2 draw 5 plates with 2 apples in
4. , green
2 each

5.
7
, yellow 3.
4

3
6. , yellow 4.
2

3
7. , green
3
5.
5
8. , yellow
4

What’s More What's In What I Know

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

Activity 3
3.
4 6 3.
10 10
1. 4.
2 2
4.
2. 4 4 5.

3.

4.

5.

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References
Mathematics Teacher’s Guide

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Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

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

Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph