Republic of the Philippines

Region V
CAMARINES NORTE STATE COLLEGE
Ret. Judge Antonio C. Entienza Campus

A DETAILED LESSON PLAN IN MATHEMATICS I

Week 3: 2nd Quarter

I. OBJECTIVES
At the end of the lesson, the students should be able to:
1. Identify ½ and ¼ of a whole object.
2. Maintain a broad knowledge and enjoyment in performing task showing ½ and ¼
of a whole object.
3. Construct and make use of piece of paper in performing set task showing ½ and
¼ of a whole object.

II. SUBJECT MATTER

A. Topic: Visualizing and Identifying ½ and ¼ of a Whole Object
B. Instructional Materials: Fraction wheel
C. References:
D. Values Integration: Sharing and Collaboration

III. PROCEDURE

Teaching Hints Teacher’s Activity Students’ Activity

A. PRELIMINARIES

a. Greetings  Good morning class!  Good morning ma’am!

b. Prayer  Please remain standing  ( The students will pray.)

for our class prayer.

c. Checking of the
attendance  Who are the absent  No one ma’am.
today?
d. Checking of
Assignment  Do we have any  None ma’am.
assignment?
B. ACTIVITY Pick a Pair and Share it!
This girl is Karen. Karen has a
- Brings piece of square paper. She
understanding wants to share one-half of the
to what the paper to her brother Carlo.
learners How should Karen divide the
already know paper?
and clarity to
what they  What are the names of  The names of the children are Karen
should learn the children? and Carlo
further  What does Karen  Karen has a piece of square paper.
- Helps catch have?  She wants to share it with her brother
students’ Carlo.
interest  What does she want to
- Use of prior do with the piece of  She wants to give one-half of the
knowledge square paper? paper to Carlo.
 What part of the paper  They would get the same size of
does she want to give paper.
to Carlo?
 If Karen would give
one-half of the paper  Possible answers of the students:
to Carlo, who would
 get a bigger piece,
Karen or Carlo?
 How do you think did
Karen divide the piece
of square paper?
( The teacher will
distribute one square
sheet of paper to each
student.)

C. ANALYSIS
 If you were Karen, do  Yes, ma’am. Because I believe
- Students you class mind to share sharing is caring.
process and your piece of paper to  And we should spread love ma’am.
classify what is Carlo?
valid or not  Very good students!
- Teacher
facilitates the ( Ask the students to look at
class through answer B. )
asking
questions  What is the shape of  The shape of each part is rectangle.
- Students gain a each part of the whole
wider view of sheet of paper?  The two rectangles are of equal
the lesson and  What can you say sizes.
draw closer to about the two  Yes, we can call each rectangle one-
the main topic rectangles? half of the sheet of paper.
 Can we call each
rectangle one-half of  (The students will show the equal
the sheet of paper? part of the square of paper.)
 Ask the student to
show that the two parts
of the paper are of
equal sizes.
 When a whole is
divided into two parts
of equal sizes we call
each part as one-half.
D. ABSTRACTION  Okay, now class do  Yes, ma’am. It’s all about
you have any idea, “FRACTION”.
- Focuses on the what our topic is all
lesson about?  Fraction is used to represent the
presented and  And what is portion/ part of the whole thing.
asks questions “FRACTION”?
to lead the  Very good!
students in ( The teacher will give  Yes ma’am.
reinforcing further information
what they know about the word
and what they “FRACTION”. )
should know  So class I have here a
more about circle. Tell me where
- Students are should I cut these, it is
expected to here? or is it here?
grasp the lesson  Yes, very good!
discussed and Now I will cut these
to be able to into two parts. Now
generalize the we have the right pace
discussion in of the circle and the
their own words left pace of the circle.
( The teacher will give
more example.)
 So now class, what we  We cut the shape into two.
 did to those shapes?
 Yes we cut it into two
parts.
 When a whole is
divided into two parts
of equal sizes we call
each part as “one-half”
or ½.
(The teacher will
further discuss.)
 So, now class if the
whole object is parted
into 4 equal parts we
considered it as one-
fourth or ¼.
 Did you understand
class?  Yes, ma’am.
 Again we call this as
what?  Fraction ma’am!
 Very good!
 Okay, if you really
understand class our
lesson today I will
grouped you into 4
groups.

 Figured it out!
I have here a 4 pieces  Possible answers of the students:
of one-fourth shaped
paper. You will
arrange it as how the
whole piece of paper
looks like.

E. APPLICATION
REFLECTION TIME!
- Brings the
students to be  As a student, how can  As a student it is important because
more practical you say that fraction it tells you what portion of whole
in life can help in everyday you need, have or want.
- Let them reflect life?
on how they  Also when baking or cooking it tells
have learned  Very good students! you how much ingredients you need
from the lesson ( The teacher will give to have and put.
further information
why fraction is
important in everyday
life.
 IV. EVALUATION

A. Shade the shapes as required by the fraction.

1. 2. 3.

½ ¼ ½

4. 5.

¼ ½

V. ASSIGNMENT

A. Luisa has a glass of juice. She pours it into two glasses. She wants each glass to
have ½ of the juice. Draw the amount of juice in each glass.

B. Shown below are one-fourth of a whole. Draw the whole.

1. 2.

Prepared by:

JANE ANN S. ALVARO

BEEd 2

DAN JAMEL MARCILLA

BEEd 2

MARK ELMER ROCAS

BEEd 2
Approved by:

JULIE ROSE P. PORTUGAL

Instructor I

Note:

1. Ensure that it can be facilitated for a 45-minute class session.

2. Remove all statement with red font before you submit.

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