Documente Academic
Documente Profesional
Documente Cultură
(The process of systematically planning, developing, evaluating, and managing, the instructional process by using principles of teaching and
learning – D.O.42,s.2016)
Motivation:
a. Get two pieces of square sheet of paper and pair of scissors. Cut the square into cubes
dividing it into 4 and the other one into rectangular shape.
g. Explain to the pupils how the numerator and the denominator was gotten.
h. Write the word one- fourth on the board and read for the pupils.
i. Let the pupils read the word one- fourth and let them write the word on a piece of paper.
Let them spell out the word one- fourth.
j. The same thing will be done to the other divided square.
4 .2 Activity A. Group the students into 5. Give each group a circle and a rectangular shape . let them cut first
(10 MINUTES) the circle shape into four cuts. . Let them separate the one from the rest . ask the pupils to paste
the 3 remaining cuts and the one afar from the three on a piece of bondpaper. Ask the pupils how
many divided parts did they do? Let them write the denominator 4. How many parts were taken
away from the divided parts? Let them write the numerator on the correct position. Ask the pupils
if there is lacking aside from the 1 and 4. Below the numerical ¼ let them write the word one fourth
4. Tell the pupils to clean up their tables after each activity to be ready for another activity.
4.3 Analysis How many parts were the circle and the rectangleMAT were divided?
(4 MINUTES) How many parts were taken away from the divided circle and oblong?
What fractional part was shown ?
What separate the two numbers?
4.4 Abstraction Ask the pupils where the got the number 1 on the numerator and the number 4 on the
(4 MINUTES) denominator? How was ¼ separated?
4.5 Application A.Pair the students.
( 8 MINUTES ) Give a worksheet to the pair and let them divide the shape into 4 equal parts and color or shade
one divided part. Write the numerical symbol ¼ on the space provided and the word one- fourth
on the next space.
4.6 Assessment A. Divide the shapes into 4 and shade one part of it.
( 8 MINUTES )
B.Create a pie from the piece of paper plate and divide the pie into 4 equal piece. Put a design on
the ¼ of the pie.
g. Explain to the pupils how the numerator and the denominator was gotten.
h. Write the word one- fourth on the board and read for the pupils.( kra 1- objective 1-
mov2)
i. Let the pupils read the word one- fourth and let them write the word on a piece of paper.
Let them spell out the word one- fourth.
( this reminds me that I have to keep flashing the correct spelling for one- fourth inorder
for their young minds to naturally pick up the words.
j. The same thing will be done to the other divided square.
4.2 Activity A. Group the students into 5. Give each group a circle and an oblong shape . let them cut first the
circle shape into four cuts. . Let them separate the one from the rest . ask the pupils to paste the
3 remaining cuts and the one afar from the three on a piece of bondpaper. Ask the pupils how
many divided parts did they do? Let them write the denominator 4. How many parts were taken
away from the divided parts? Let them write the numerator on the correct position. Ask the pupils
if there is lacking aside from the 1 and 4. Below the numerical ¼ let them write the word one fourth
B. The same procedure will be done to the oblong shape.
4.3 Analysis How many parts were the circle and the oblong were divided?
How many parts were taken away from the divided circle and oblong?
What fractional part was shown ?
What separate the two numbers?
4.4 Abstraction Ask the pupils where the got the number 1 on the numerator and the number 4 on the
denominator? How was ¼ separated?
4.6 Assessment A. Divide the shapes into 4 and shade one part of it.
B. B.Create a pie from the piece of paper plate and divide the pie into 4 equal piece. Put a design
on the ¼ of the pie.
4.2 Activity A. Group the students into 5. Give each group a circle and an oblong shape . let them cut first the
circle shape into four cuts. . Let them separate the one from the rest . ask the pupils to paste the
3 remaining cuts and the one afar from the three on a piece of bondpaper. Ask the pupils how
many divided parts did they do? Let them write the denominator 4. How many parts were taken
away from the divided parts? Let them write the numerator on the correct position. Ask the pupils
if there is lacking aside from the 1 and 4. Below the numerical ¼ let them write the word one fourth
B. The same procedure will be done to the oblong shape.
4.3 Analysis How many parts were the circle and the oblong were divided?
How many parts were taken away from the divided circle and oblong?
What fractional part was shown ?
What separate the two numbers?
4.4 Abstraction Ask the pupils where the got the number 1 on the numerator and the number 4 on the
denominator? How was ¼ separated?
4.6 Assessment A. Divide the shapes into 4 and shade one part of it.
B. B.Create a pie from the piece of paper plate and divide the pie into 4 equal piece. Put a design
on the ¼ of the pie.
4.2 Activity A. Group the students into 5. Give each group a circle and an oblong shape . let them cut first the
circle shape into four cuts. . Let them separate the one from the rest . ask the pupils to paste the
3 remaining cuts and the one afar from the three on a piece of bondpaper. Ask the pupils how
many divided parts did they do? Let them write the denominator 4. How many parts were taken
away from the divided parts? Let them write the numerator on the correct position. Ask the pupils
if there is lacking aside from the 1 and 4. Below the numerical ¼ let them write the word one fourth
( kra 1- objective 2- mov 2) ( kra 1- objective 2- mov 3)
B. The same procedure will be done to the oblong shape.
4.3 Analysis How many parts were the circle and the oblong were divided?
How many parts were taken away from the divided circle and oblong?
What fractional part was shown ?
What separate the two numbers?
4.4 Abstraction Ask the pupils where the got the number 1 on the numerator and the number 4 on the
denominator? How was ¼ separated?
4.6 Assessment A. Divide the shapes into 4 and shade one part of it.
B. B.Create a pie from the piece of paper plate and divide the pie into 4 equal piece. Put a design
on the ¼ of the pie.
4.2 Activity A. Group the students into 5. Give each group a circle and an oblong shape . let them cut first the
circle shape into four cuts. . Let them separate the one from the rest . ask the pupils to paste the
3 remaining cuts and the one afar from the three on a piece of bondpaper. Ask the pupils how
many divided parts did they do? Let them write the denominator 4. How many parts were taken
away from the divided parts? Let them write the numerator on the correct position. Ask the pupils
if there is lacking aside from the 1 and 4. Below the numerical ¼ let them write the word one
fourth.
B. The same procedure will be done to the oblong shape. ( kra 1- objective 3- mov 2)
In this manner, children enjoy learning while they were doing instead of longer discussions. As
they learn they discover and arrived to the conclusion that targets the objectives of this lesson.
Their skills in using their hands and at the same time thinking of the answers are mastered
4.3 Analysis How many parts were the circle and the oblong were divided?
How many parts were taken away from the divided circle and oblong?
What fractional part was shown ?
What separate the two numbers?
4.4 Abstraction Ask the pupils where the got the number 1 on the numerator and the number 4 on the
denominator? How was ¼ separated?
4.6 Assessment A. Divide the shapes into 4 and shade one part of it.
B.Create a pie from the piece of paper plate and divide the pie into 4 equal piece. Put a design on
the ¼ of the pie.
g. Explain to the pupils how the numerator and the denominator was gotten.
h. Write the word one- fourth on the board and read for the pupils.
i. Let the pupils read the word one- fourth and let them write the word on a piece of paper.
Let them spell out the word one- fourth.
j. The same thing will be done to the other divided square.
4.2 Activity A. Group the students into 5. Give each group a circle and an oblong shape . let them cut first the
circle shape into four cuts. . Let them separate the one from the rest . ask the pupils to paste the
3 remaining cuts and the one afar from the three on a piece of bondpaper. Ask the pupils how
many divided parts did they do? Let them write the denominator 4. How many parts were taken
away from the divided parts? Let them write the numerator on the correct position. Ask the pupils
if there is lacking aside from the 1 and 4. Below the numerical ¼ let them write the word one fourth
B. The same procedure will be done to the oblong shape.
4.3 Analysis How many parts were the circle and the oblong were divided?
How many parts were taken away from the divided circle and oblong?
What fractional part was shown ?
What separate the two numbers?
4.4 Abstraction Ask the pupils where the got the number 1 on the numerator and the number 4 on the
denominator? How was ¼ separated?
4.6 Assessment A. Divide the shapes into 4 and shade one part of it.
B.Create a pie from the piece of paper plate and divide the pie into 4 equal piece. Put a design on
the ¼ of the pie.
Motivation:
a. Get two pieces of square sheet of paper and pair of scissors. Cut the square into cubes
dividing it into 4 and the other one into rectangular shape.
g. Explain to the pupils how the numerator and the denominator was gotten.
h. Write the word one- fourth on the board and read for the pupils.
i. Let the pupils read the word one- fourth and let them write the word on a piece of paper.
Let them spell out the word one- fourth.
j. The same thing will be done to the other divided square.
( kra 3,objective 7, mov 2, mov 3)
4 .2 Activity A. Group the students into 5. Give each group a circle and a rectangular shape . let them cut first
(10 MINUTES) the circle shape into four cuts. . Let them separate the one from the rest . ask the pupils to paste
the 3 remaining cuts and the one afar from the three on a piece of bondpaper. Ask the pupils how
many divided parts did they do? Let them write the denominator 4. How many parts were taken
away from the divided parts? Let them write the numerator on the correct position. Ask the pupils
if there is lacking aside from the 1 and 4. Below the numerical ¼ let them write the word one fourth
4. Tell the pupils to clean up their tables after each activity to be ready for another activity.
4.3 Analysis How many parts were the circle and the rectangleMAT were divided?
(4 MINUTES) How many parts were taken away from the divided circle and oblong?
What fractional part was shown ?
What separate the two numbers?
4.4 Abstraction Ask the pupils where the got the number 1 on the numerator and the number 4 on the
(4 MINUTES) denominator? How was ¼ separated?
4.6 Assessment A. Divide the shapes into 4 and shade one part of it.
( 8 MINUTES )
B.Create a pie from the piece of paper plate and divide the pie into 4 equal piece. Put a design on
the ¼ of the pie.
it is a thing to remember that every individual learned in different strategies, ways. In this part,
I gave my students the freedom to choose as what is easier for them to learn. I enjoyed also
working on my brain as how to deliver assessment in different ways that every nerve of my brain
cooperated to come up with these learning style.
g. Explain to the pupils how the numerator and the denominator was gotten.
h. Write the word one- fourth on the board and read for the pupils.
i. Let the pupils read the word one- fourth and let them write the word on a piece of paper.
Let them spell out the word one- fourth.
j. The same thing will be done to the other divided square.
4.2 Activity A. Group the students into 5. Give each group a circle and an oblong shape . let them cut first the
circle shape into four cuts. . Let them separate the one from the rest . ask the pupils to paste the
3 remaining cuts and the one afar from the three on a piece of bondpaper. Ask the pupils how
many divided parts did they do? Let them write the denominator 4. How many parts were taken
away from the divided parts? Let them write the numerator on the correct position. Ask the pupils
if there is lacking aside from the 1 and 4. Below the numerical ¼ let them write the word one fourth
( kra 2-objective 4- mov 2)
Tell the pupils to clean up their tables after each activity to be ready for another activity.
4.3 Analysis How many parts were the circle and the oblong were divided?
How many parts were taken away from the divided circle and oblong?
What fractional part was shown ?
What separate the two numbers?
4.4 Abstraction Ask the pupils where the got the number 1 on the numerator and the number 4 on the
denominator? How was ¼ separated?
4.6 Assessment A. Divide the shapes into 4 and shade one part of it.
B.Create a pie from the piece of paper plate and divide the pie into 4 equal piece. Put a design on
the ¼ of the pie.
g. Explain to the pupils how the numerator and the denominator was gotten.
h. Write the word one- fourth on the board and read for the pupils.
i. Let the pupils read the word one- fourth and let them write the word on a piece of paper.
Let them spell out the word one- fourth.
j. The same thing will be done to the other divided square.
4 .2 Activity A. Group the students into 5. Give each group a circle and a rectangular shape . let them cut first
(10 MINUTES) the circle shape into four cuts. . Let them separate the one from the rest . ask the pupils to paste
the 3 remaining cuts and the one afar from the three on a piece of bondpaper. Ask the pupils how
many divided parts did they do? Let them write the denominator 4. How many parts were taken
away from the divided parts? Let them write the numerator on the correct position. Ask the pupils
if there is lacking aside from the 1 and 4. Below the numerical ¼ let them write the word one fourth
4. Tell the pupils to clean up their tables after each activity to be ready for another activity.
4.3 Analysis How many parts were the circle and the rectangleMAT were divided?
(4 MINUTES) How many parts were taken away from the divided circle and oblong?
What fractional part was shown ?
What separate the two numbers?
4.4 Abstraction Ask the pupils where the got the number 1 on the numerator and the number 4 on the
(4 MINUTES) denominator? How was ¼ separated?
4.6 Assessment A. Divide the shapes into 4 and shade one part of it.
( 8 MINUTES )
B.Create a pie from the piece of paper plate and divide the pie into 4 equal piece. Put a design on
the ¼ of the pie.