CONTEXTUALIZED LESSON PLAN IN MATHEMATICS 2

CONTEXTUALIZED LEARNING RESOURCE (DCLR)

I. OBJECTIVES
Compares similar fractions using relation symbols.
Learning Competencies/ (M2NS-IIIf-77)
Objectives  Compares similar fractions (with the use of hotcake)
using relation symbols.
KBI: Shares food to others

II. CONTENTS Comparing Similar Fractions Using Relation Symbols

III. LEARNING RESOURCES
A. References
Teacher’s Guide
Learner’s Material Pages 157 - 160
Textbook Page
Additional Materials Item Bank, page 111 third quarter, flashcards, charts,
activity sheets, hotcake(real or picture)
IV. PROCEDURES
A. Preliminary Activity Drill
Read the following:

¼ and ¾ 5/6 and 2/6 8/10 and 6/10 2/3 and 1/3

Review
Say Yes if the following shows a similar fractions and No
if it’s not.

1. 3/5 and 1/5 4. 6/9 and 6/10

2. 8/12 and 10/14 5. 11/15 and 8/15
3. 9/16 and 13/16

Motivation

Show a hotcake (real or picture) to the pupils.

Ask: What do you see in this picture? (real-What is this?)

What do you call this here in our place? Have you
eaten this kind of food? How does it taste? Do you
like eating this? Will you share it to others? (Infuse the
KBI. Tell something about a hotcake.)
B. Developmental Activity Activity 1

Present the problem below.

Mother bought 2 pieces of hotcake. She divided
each hotcake into 4 equal parts. She gave 2/4 of the first
hotcake to her son Tim and 3/4 of the second hotcake to
her husband. Who got more?

Ask: Who bought hotcakes? How many pieces of hotcakes

did she buy? What did she do with it? To whom did
she give the hotcakes she divided? What part of the
first hotcake did she give to her son Tim? How about
to her husband, what part did she give? What can
you say about Mother? What are we looking for? Who
got more part of the hotcakes? How did you know
that it’s her husband?

(Lead and show the pupils on comparing similar fractions.

Have an illustrations of the two pieces of hotcakes Mother
divided. Emphasize to them that the bigger the numerator,
the bigger its value. Introduce the symbols >, <, = in
comparing. Give other examples.)
Activity 2
Group the pupils into four. Give each group the activity
sheets where the activity they are going to do is written.

Group I Group II
Give the fraction for each drawing Give the fraction for each drawing
then, compare. Use >, < or =. then, compare. Use >, < or =. A

A.

B.
B.

Group III Group IV

Give the fraction for each drawing
then, compare. Use >, < or =.
A.
Give the fraction for each drawing
then, compare. Use >, < or =.
A.

B. B.

(Set Standards for group activity first before doing the

given task. Presentation and reporting of each group’s
work.)
 Activity 3
Write >, < or = on the blank.

1. six – ninths ____ two – ninths

2. one – ninths ____ 1/9
3. three – ninths ____ five – ninths
4. seven – ninths ____ 2/9
5. 8/9 ____ 9/9
C. Analysis Ask: How did you find the activity? What did you do with
the fractions? What kind of fractions did you
compare?
How did you know that they are similar fractions?
What did you use in comparing? When do you use >,
< and = symbols?
D. Abstraction Ask: What are similar fractions? How do you compare
similar fractions?
(Lead and guide the pupils in making the generalization.)
Similar fractions are fractions having the same
denominators. Use >, < and = in comparing similar
fractions.

E. Application Write Yes if the statement is correct and No if it is not.

1. 6/9 > 8/9 4. 2/5 < 1/5
2. ¼ < 2/4 5. 4/6 = 4/6
3. 3/7 > 1/7
F. Assessment Compare the following similar fractions by writing >, < or
= on the blank.

1. 2/ ____ 1/7 4. 3/7 ___ 2/7

2. 4/7 ____ 5/7 5. 1/7 ___ 6/7
3. 7/7 ____ 7/7

G. Assignment Remediation
Compare the following similar fractions by using >, <
or = on the blank.
1. 3/8 ___ 5/8 3. 10/10 ___ 1/10 5. ¾ ___ ¼
2. 2/9 ___ 1/9 4. 2/6 ___ 9/6
Enrichment
Choose from the box the similar fractions that show
from smallest to greatest. Write it in the box on the stair.
1/5 3/5 4/5 5/5 2/5

_____
_____l
______l
______l
______l

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

____ %

Prepared by:

ROSANNA C. VERBO
Grade IV Teacher