Lesson Planning of Fractions


Lesson Planning of Fractions (Proper and Improper )

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,                                                                                  
  •     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


  • 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

Fractions (Proper and Improper )

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



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.


  • 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.



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