School
Teacher
Date &
Time
I. OBJECTIVES :
A. Content Standard
B. Performance Standard
C. Learning Competencies
D. Objectives
II. SUBJECT MATTER :
III. LEARNING RESOURCES
A. References MELCS in Mathematics 2
CG in Math p. 52
LM in Math p.292-295
B. Other Learning Resources
IV. PROCEDURES
(Good morning children, how
are you this afternoon?
May I know who is not around
this time?
Are you ready to our new
lesson? May I see, you do the
three rhythmic patterns)
ACTIVITIES
A. Preparatory Activities
B. Presenting the lesson
Grade Level II – Masinop
Learning Area Mathematics
May 4, 2021 Quarter 3rd Quarter
1:00-1:50 PM
The learner demonstrates understanding of unit fractions.
The learner is able to recognize and represent unit fractions in various forms and
contexts.
The learner visualizes, represents and identifies unit fractions with denominators of
10 and below. M2NS-IIId-72.2
a. visualize and identify unit fractions with denominators 10 and
below,
b. respond to the needs of others; and
c. participate in group activity properly.
Visualizing and Identifying Unit Fractions with Denominators 10 and Below
cutouts of different shapes, crayons, manila papers
Projector, laptop and cable wires.
ACTIVITIES NOTES
Greeting
Checking of attendance
Setting the class
► 1. Review: a. Tell me the shape of the following:
► Tell me also its color.
2. Motivation: Look at the picture.
►What is this?
► What sweet food do you expect on birthday?
►What will our mother do to a cake?
► Why she will slice the cake?
►It is good to share our cake to others? Why?
Eddie sliced the cake into four equal parts. He gave 1 sliced to his
friend and ate the remaining slices.
►What unit fraction did he gave to his friend?
One of the equal part is called fraction.
 We say: ¼

Valuing

►What kind of a boy he is?

► What values does she possess?
► Do you want to be like him? Why?

C. Guided Practice

Look at the shaded part of each shape.

►How many equal part is the region divided?

D. Applying to New and

Other Situation

A group of 9 friends is sharing 1 square cake equally. Each child gets

E. Developing Mastery
(Leads to Formative
Assessment)
1 slice. This is 1/9 of the square cake.
►Draw lines on the square cake to show 1/9 on it.
In your group, you will draw or identify each unit fraction.
► I will rate your group according to the rubrics

F.Processing the Activity
►The teacher will point space in the viewing room for each group
placement.
► I will give 10 minutes to do the activity.
► Let the pupils observe the figures while the teacher check and rate
their scores.

G. Finding practical ► While walking in the corridor, a kinder child sees you bringing 3
application of concepts and banana cue. He beg you to give the one of them. Will you give 1/3 of
skills in daily living your banana cue? Why

H. Making generalization and

abstractions about the lesson ► How do we visualize and identify the unit fraction?

I. Evaluating Learning ►Do the activities in the module.

J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTIONS
A.No. of learners who earned
80% in the evaluation
B.No.of learners who require
additional activities for
remediation who scored below
80%
C.Did the remedial lesson
work? No. of learners who
have caught up with the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me?
G. What innovations or
localized materials did I
use/discover which I wish to
share with other teachers?