Republic of the Philippines

Pangasinan State University

Bayambang Campus
LABORATORY INTEGRATED SCHOOLS - ELEMENTARY
Bayambang, Pangasinan
A.Y. 2021 - 2022

A Detailed Lesson Plan in

Mathematics I

Submitted by:

Mariel Gee-An P. Gragasin

Teaching Intern

Submitted to:

Ms. Jenny Rose C. Ermino

Supervising Instructor

Date of Submission: April 12, 2022

Date of Teaching: April 19, 2022
I. OBJECTIVES
At the end of the lesson, the pupils should be able to:
a. visualizes ½ and ¼ of a whole object,
b. identifies ½ and ¼ of a whole object, and;
c. represents and divides a whole into halves and fourths.

Sharing

II. SUBJECT MATTER

A. Topic: Fractions
B. Reference/s:
Adela C. Villamayor, Amella D. Celeridad-
Wright, Math for Life (Revised Edition)
C. Materials:
PowerPoint Presentation, AVP, Placards,
Crayons, Paper
D. Math Concepts:
Fractions - name parts of a whole
Denominator - tells us how many parts
make up a whole
Numerator - tells us how many parts
of the whole we have

III. PROCEDURE

Teacher’s Activity Pupil’s Activity

A. Preliminary Activities

1. Prayer

Before we start our class, let us pray.

2. Greetings

Good morning my dear students! How

are you?
We are doing great, teacher!
That’s good to know! Do you
remember me?
Yes, teacher.
My name is Mariel, you can call me
Teacher Mariel, and I will be your
teacher in your math class today.

Are you excited my dear students?

Yes, teacher!

Great! Me too!

3. Rules in Online Class

Now before we list down our rules,

I’ve prepared a song for you entitled:
“I Can Follow the Rules”.

Did you enjoy the song?

Yes, teacher!

Now, here are the rules that we have

to follow in our online class;

1. Always keep your microphone

on mute.
2. Use the raise hand button.
3. Keep your camera open.
4. Listen when someone is talking.

Can you follow these rules?

Yes, teacher. We can.

Great! Because of that, I will give you

a very good clap!

4. Motivation

Since our subject for today is

Mathematics, I prepared another
song for you.

Are you excited?

Yes, teacher!
This song is entitled “Math Song” in the
tune “Are You Sleeping”

Let us watch it first, then later on, we

are going to sing it altogether. Is that
clear?

Great! Did you enjoy the song?

Yes, teacher.

Nice! I enjoyed it too.

Yes, we enjoyed the song!

B. Presentation of the Lesson

What can you see in the picture?

A pizza, teacher!

Correct, this is a pizza.

Now, if I have a whole pizza, and I

want to share it with two of my pupils
named (__,___), how big would each
of them get?
Teacher, two equal parts.

Good answer. How did that happen?

Hmmm.

Let us look at how the students will

share the pizza.
As you can see, we have one whole
pizza and we are going to divide it
into two equal parts, like this:

One whole is divided into two equal

parts. So, if we cut a one whole pizza,
each part becomes a half or one-
half.

Did you get it, class?

Yes, teacher.

Good! Now, what if the whole pizza is

divided equally among 4 students,
what part of the pizza will each get?
We don’t know, teacher.
That’s okay.

This is how a whole is divided into four

equal parts:
Each part is called one-fourth.

Do you have any idea on what these

parts of a whole like ½ or ¼ called?
No, teacher.
I see. Let me give you a clue.
It starts with letter F.
What do you think it is?
(students thinking)
Take a look with the jumbled words
on your screen. What do you think it
is?
Fractions, teacher.
Very good! Let’s learn more about this
because our topic for today is all
about Fractions.

C. Development of the Lesson

Who among you shares his/her

“baon” to others?
Me, teacher.
Wow. Who among you gives paper to
your classmates?
Me, teacher.
What do you feel when you are
sharing what you have among
others?
It’s fulfilling to share what you
have, teacher.
Very good, great answer.

There’s a known quotation that says,

“The more you give, the more you
receive.”

Do you believe in that?

Yes, teacher.
Wow! Good to know.
Now, class, please get one whole
sheet of paper.
Okay, teacher.
Now, fold it in the middle, then color
one part of the folded area.

Are you done?

Yes, we are, teacher.

Okay, one part of the whole is

shaded. Right? Yes, teacher.

The shaded area is called one-half of

a whole or ½.

Get another whole sheet of paper.

Fold it in the middle vertically, then
fold it horizontally.

How many parts do we have now?

We have four parts, teacher.
Excellent. We now have four parts.
Shade 1 part of it.
The shaded area is one-fourth of a
whole or ¼.

This is one whole:

This is one half or 1/2:

This is one fourth or 1/4:

½ and ¼ are called FRACTIONS.

Can we read it altogether?

FRACTIONS. FRACTIONS.

Fractions simply means that it is a part

of a whole.

We have two parts of a fraction:

First is the numerator. It tells us how

many parts of the whole we have.
It is always at the top.

The second part is the denominator. It

tells us how many parts make up the
whole.
It is always at the bottom.

We can also see this symbol “- “. It tells

us that the whole is divided into equal
parts.

This is a one whole bar chocolate.

And these are the parts of the

chocolate:

How many parts of the chocolate bar

can you see in the picture?
There are four chocolate bars,
teacher.

Very good. Now let us take a look at

the situation.
Jeanerette wants to figure out how
can she share her bar of chocolates
equally to her four friends.

She gave one part each.

One part for Liam, one part for Beatriz,
one part for Sophia and one part for
Raphy.

One part of four equal parts is called

¼.

Jeanerette gave her friends one

fourth each of her bar of chocolates.

On the other hand, one part of two

equal parts is called ½.

Is it clear, class?
Yes, teacher.
D. Generalization

Okay, class. Let’s take a short recap

on what we have learned today.

What do we call again when there is

a part of a whole like ½ and ¼?
Fractions, teacher!

Correct. Fraction is a part of a whole.

What about the parts of fraction?

Who can recall?
 Teacher, numerator and
denominator.

Very good!
How about the quotation we have
learned today about sharing?
The more we give, the more we
receive, teacher.

Excellent! You all did great!

E. Application

Now, let’s have an activity.

Get your worktext in Mathematics,
Math for Life and go to page 295.

Name the fraction shown in each

picture. Number one has been done
for you.

Are you done answering?

Yes, Teacher!
Great! Let’s see if you got the correct
answers.
½, teacher!
What is the correct answer in number
2?
¼ is the answer, teacher.
Very good! What about the answer in
number 3?
½, teacher.
You got it right. What about the
answer in number 4?
¼ is the answer, teacher.

You are doing great! Let’s answer

number 5. What is the answer?
 Excellent. What about your answer in
the last item?
It’s 2/4, teacher.

Good job! You answered it all

correctly. Because of that, I will give
you a very good clap!

IV. EVALUATION
Get your worktext in Mathematics, Math for Life and go to page 296. Answer
the following questions.
 V. ASSIGNMENT
For your assignment, answer page 297 in your worktext in mathematics.