CONTEXTUALIZED LESSON PLAN IN MATHEMATICS 1

CONTEXTUALIZED LEARNING RESOURCE (DCLR)

I. OBJECTIVES
Visualizes and identifies ½ and ¼ of a whole object.
Learning Competencies/ (M1NS-IIIb-72.1)
Objectives  Visualizes and identifies ½ of a whole object like
binagol and suman.
KBI: Shares things to others
II. CONTENTS Visualizing and Identifying ½ of a Whole Object
III. LEARNING RESOURCES
A. References
Teacher’s Guide
Learner’s Material Pages 182-184
Textbook Page
Additional Materials Item Bank, page 91 third quarter, picture of two children,
cut outs, charts, binagol, suman, square paper, charts
IV. PROCEDURES
A. Preliminary Activity Drill/ Review
Draw and separate objects into groups of equal
quantity.
1. 10 lollipops 2. 14 pebbles
group into 2 group into 4

3. 4. 30 popsicle
15 hearts group
sticks group
into 5
into 3

Motivation
Show a drawing(picture) of two children.

Say: This girl is Karen. Karen has a piece of square paper.

She wants to share one-half of the paper to her
brother Carlo.

Ask: How should Karen divide the paper? Who are the
two children? What does Karen have? What does she
want to do with the piece of square paper? What
part of the paper does she want to give to Carlo? If
Karen would give one-half of the paper to Carlo, who
would get a bigger piece, Karen or Carlo? How do
you think did Karen divide the piece of square
paper? What kind of sister is Karen? (Infuse the KBI)
B. Developmental Activity Activity 1

Present the problem below.

Karen has a piece of square paper. She wants to give

one-half of the paper to her brother Carlo. If you were
Karen, how would you divide the square paper?

Tell the pupils to pretend that they are Karen. Tell them
also that they will be given a square sheet of paper. Let
them divide the square sheet of paper to show one-half.
Distribute one square sheet of paper to each pupil.
Observe how they will divide the sheet of paper. Assist the
pupils who cannot follow. Discuss the answers of the
pupils. Show to them the possible correct answers.
Compare the wrong answers with the correct answers.
Emphasize to them that the whole is divided into 2 parts
of equal sizes and one part has been considered. Give
another examples showing ½ of a whole using a binagol
and suman. Tell something about binagol and suman.
Show them on how to divide binagol and suman into ½.

Activity 2

Group the pupils into four. Give each group a piece of

cut out. Have each group divide it into ½.

Group I Group II

Group III Group IV

(Set Standards for group activity first before doing the

given task. Presentation and reporting of each group’s
work.)

Activity 3
Look at the figures below. Draw a check mark (/) if it
can be divided into 2 equal parts.

1. ___ 2. ___ 3. ___ 4. ___ 5. ___

C. Analysis Ask: What did you feel while doing the activity? Were you
able to divide the whole into 2 equal parts? How did
you do it? For those who were not able to do it,
what
should you do? How will you know that a whole is
divided into ½? What part should be considered?

D. Abstraction Ask: How do you identify ½ of a whole?

(Lead and guide the pupils in making the generalization.)

One-half of whole can be identified if the 2 parts have
equal sizes and one part is considered.

E. Application
Encircle the figure that shows ½.

F. Assessment
Say Yes if the shaded portion shows ½ and No if it is not.

1. 4.

2. 5.

3.

G. Assignment Remediation

Answer the exercise on “Pag-adman Naton” on page

183, Kagamitan ng Mag-aaral (Waray) in Mathematics 1
(2017 edition)
 Samples:
Color the part that shows ½.

1. 2.

Enrichment

Answer the exercise on “Buruhaton Pag-aradman ha

Balay” on page 184, Kagamitan ng Mag-aaral (Waray) in
Mathematics 1 (2017 edition)

Samples:

Box the figure that shows ½.

V. REMARKS/ REFLECTION CPL: 5 ____ 4 ____ 3 ____ 2 ____ 1 ____ 0 ____

______ %

Prepared by:

ROSANNA C. VERBO
Grade IV Teacher