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Instructional Planning

(The process of systematically planning, developing, evaluating, and managing, the instructional process by using principles of teaching and
learning – D.O.42,s.2016)

Detailed Lesson Plan (DLP)


DLP NO. Learning Area Grade Level Quarter Duration Date
MATH 1 3rd 50
Learning Competency/ies: Read and write one- fourth in symbol and in words Code :
(Taken from the Curriculum Guide)
Key Concepts / Understanding to be .How do we write one fourth in symbol?
Developed
Domain Adapted Cognitive OBJECTIVES:
Process
Dimensions (D.O. No8 s.2015
Knowledge Remembering Reads and writes one- fourth in symbol and in words
The fact or condition of
knowing something with
familiarity gained Understanding Identify one – fourth of a whole
through experiences or
association
Skills Applying Draw the whole given one- fourth of it.
The ability and capacity
acquired through
deliberate , systematic, Analyzing
and sustained effort to
smoothly and adaptively
carryout complex Evaluating
activities or the ability,
coming from one’s
knowledge, practice,
aptitude, etc, to do Creating
something

Attitude Valuing Divides the whole into fourths.

Values Valuing Realize the proper division of a whole

2.Content DRAWING ONE- FOURTH OF A WHOLE OR A SET.

3.Learning Resources MATHEMATICS TG. PAGES 143-144, LM PAGES


Square sheets of papers, round shape and oblong shape of papers, pair of
scissors, crayons, paste or glue, clean sheet of bondpapers.
4. Procedures
4.1 Introductory Activity Review:
( 8 MINUTES) A. Group the students into five . Give each group two envelopes which contain some shuffled
shapes. Each envelope has half of the shapes of the other envelope. Let them find the partner of
each half from the other envelope.
B. Let them present their finished works to the teacher. Give a score to the group who is able to
complete the performed task.
C. Ask the pupils the following questions.
a. What did you with the shapes?
b. How did you find the other half of the shape?
c. What happen to the shapes?
Tell the pupils to clean up their tables after each activity to be ready for another activity.

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.

b. Post it on the board for the pupils to see.

c. Ask the pupils.


What shape did you see? (Square)
What happen to the square shape? ( divided into 4
How many cube parts can you see? ( 4)
d. From the divided squares , get a part of it . Put it apart from the rest. Ask the pupils how
many parts were gotten from the divided square. How many cubes were there in a
square?
e. Write on the board the fractional part ¼.
f. What is in the middle of 1 and 4? ( it is the line that separate the numerator and
denominator)

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.

B. The same procedure will be done to the rectangular shape.

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.

c. circle the shape that has ¼.

4.7 Assignment Answer page 201


( 4 MINUTES )
4.8 Concluding Activity Let them watch the video
( 4MINUTES ) https://www.khanacademy.org/math/arithmetic/fraction-arithmetic/arith-review-fractions-
intro/v/cutting-shapes-into-equal-parts
5. Remarks
6. Reflections
A.No of learners who require C. Did the remedial lessons work? No of learners who
additional activities for remediations have caught up with the lesson
B. No of learners who require D. No of learners who continue to require remediation
additional activities for remediation
E. Which of my learning strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use? Discover which I
wish to share with other teachers?
Prepared by :
Name School :
Position/ Designation Division:
Contact Number: Email Address
Instructional Planning
(The process of systematically planning, developing, evaluating, and managing, the instructional process by using principles of teaching and
learning – D.O.42,s.2016)

Detailed Lesson Plan (DLP)


DLP NO. Learning Area Grade Level Quarter Duration Date
MATH 1 3rd 50
Learning Competency/ies: Read and write one- fourth in symbol and in words Code :
(Taken from the Curriculum Guide)
Key Concepts / Understanding to be .How do we write one fourth in symbol?
Developed
Domain Adapted Cognitive OBJECTIVES:
Process
Dimensions (D.O. No8 s.2015
Knowledge Remembering Reads and writes one- fourth in symbol and in words
The fact or condition of
knowing something with
familiarity gained Understanding Identify one – fourth of a whole
through experiences or
association
Skills Applying Draw the whole given one- fourth of it.
The ability and capacity
acquired through
deliberate , systematic, Analyzing
and sustained effort to
smoothly and adaptively
carryout complex Evaluating
activities or the ability,
coming from one’s
knowledge, practice,
aptitude, etc, to do Creating
something

Attitude Valuing Divides the whole into fourths.

Values Valuing Realize the proper division of a whole

2.Content DRAWING ONE- FOURTH OF A WHOLE OR A SET.

3.Learning Resources MATHEMATICS TG. PAGES 143-144, LM PAGES


Square sheets of papers, round shape and oblong shape of papers, pair of
scissors, crayons, paste or glue, clean sheet of bondpapers.
4. Procedures
4.1 Introductory Activity Review:
A. Group the students into five . Give each group two envelopes which contain some shuffled
shapes. Each envelope has half of the shapes of the other envelope. Let them find the partner of
each half from the other envelope.
B. Let them present their finished works to the teacher. Give a score to the group who is able to
complete the performed task.
C. Ask the pupils the following questions.
a. What did you with the shapes?
b. How did you find the other half of the shape?
c. What happen to the shapes?
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.

b. Post it on the board for the pupils to see.

c. Ask the pupils.


What shape did you see? (Square) ( kra 1- objective 1- mov 2)
( this integrates to other field of learning such as arts as recalling their stocked
knowledge.
What happen to the square shape? ( divided into 4
How many cube parts can you see? ( 4)
d. From the divided squares , get a part of it . Put it apart from the rest. Ask the pupils how
many parts were gotten from the divided square. How many cubes were there in a
square?
e. Write on the board the fractional part ¼.
f. What is in the middle of 1 and 4? ( it is the line that separate the numerator and
denominator)

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?

4.5 Application A.Pair the students.


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.

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.

c. circle the shape that has ¼.

4.7 Assignment Answer page 201


4.8 Concluding Activity Let them watch the video
https://www.khanacademy.org/math/arithmetic/fraction-arithmetic/arith-review-fractions-
intro/v/cutting-shapes-into-equal-parts
5. Remarks
6. Reflections
A.No of learners who require C. Did the remedial lessons work? No of learners who
additional activities for remediations have caught up with the lesson
B. No of learners who require D. No of learners who continue to require remediation
additional activities for remediation
E. Which of my learning strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use? Discover which I
wish to share with other teachers?
Prepared by :
Name School :
Position/ Designation Division:
Contact Number: Email Address
Instructional Planning
(The process of systematically planning, developing, evaluating, and managing, the instructional process by using principles of teaching and
learning – D.O.42,s.2016)

Detailed Lesson Plan (DLP)


DLP NO. Learning Area Grade Level Quarter Duration Date
MATH 1 3rd 50
Learning Competency/ies: Read and write one- fourth in symbol and in words Code :
(Taken from the Curriculum Guide)
Key Concepts / Understanding to be .How do we write one fourth in symbol?
Developed
Domain Adapted Cognitive OBJECTIVES:
Process
Dimensions (D.O. No8 s.2015
Knowledge Remembering Reads and writes one- fourth in symbol and in words
The fact or condition of
knowing something with
familiarity gained Understanding Identify one – fourth of a whole
through experiences or
association
Skills Applying Draw the whole given one- fourth of it.
The ability and capacity
acquired through
deliberate , systematic, Analyzing
and sustained effort to
smoothly and adaptively
carryout complex Evaluating
activities or the ability,
coming from one’s
knowledge, practice,
aptitude, etc, to do Creating
something

Attitude Valuing Divides the whole into fourths.

Values Valuing Realize the proper division of a whole

2.Content DRAWING ONE- FOURTH OF A WHOLE OR A SET.

3.Learning Resources MATHEMATICS TG. PAGES 143-144, LM PAGES


Square sheets of papers, round shape and oblong shape of papers, pair of
scissors, crayons, paste or glue, clean sheet of bondpapers.
4. Procedures
4.1 Introductory Activity Review:
A. Group the students into five . Give each group two envelopes which contain some shuffled
shapes. Each envelope has half of the shapes of the other envelope. Let them find the partner of
each half from the other envelope.
B. Let them present their finished works to the teacher. Give a score to the group who is able to
complete the performed task.
C. Ask the pupils the following questions.
a. What did you with the shapes?
b. How did you find the other half of the shape?
c. What happen to the shapes?
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.

( kra 1, objective 1, mov 3)

b. Post it on the board for the pupils to see.

c. Ask the pupils.


What shape did you see? (Square)
What happen to the square shape? ( divided into 4
How many cube parts can you see? ( 4)
d. From the divided squares , get a part of it . Put it apart from the rest. Ask the pupils how
many parts were gotten from the divided square. How many cubes were there in a
square?
e. Write on the board the fractional part ¼.
f. What is in the middle of 1 and 4? ( it is the line that separate the numerator and
denominator)
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.
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?

4.5 Application A.Pair the students.


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.

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.

c. circle the shape that has ¼.

4.7 Assignment Answer page 201


4.8 Concluding Activity Let them watch the video
https://www.khanacademy.org/math/arithmetic/fraction-arithmetic/arith-review-fractions-
intro/v/cutting-shapes-into-equal-parts
5. Remarks
6. Reflections
A.No of learners who require C. Did the remedial lessons work? No of learners who
additional activities for remediations have caught up with the lesson
B. No of learners who require D. No of learners who continue to require remediation
additional activities for remediation
E. Which of my learning strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use? Discover which I
wish to share with other teachers?
Prepared by :
Name School :
Position/ Designation Division:
Contact Number: Email Address
Instructional Planning
(The process of systematically planning, developing, evaluating, and managing, the instructional process by using principles of teaching and
learning – D.O.42,s.2016)

Detailed Lesson Plan (DLP)


DLP NO. Learning Area Grade Level Quarter Duration Date
MATH 1 3rd 50
Learning Competency/ies: Read and write one- fourth in symbol and in words Code :
(Taken from the Curriculum Guide)
Key Concepts / Understanding to be .How do we write one fourth in symbol?
Developed
Domain Adapted Cognitive OBJECTIVES:
Process
Dimensions (D.O. No8 s.2015
Knowledge Remembering Reads and writes one- fourth in symbol and in words
The fact or condition of
knowing something with
familiarity gained Understanding Identify one – fourth of a whole
through experiences or
association
Skills Applying Draw the whole given one- fourth of it.
The ability and capacity
acquired through
deliberate , systematic, Analyzing
and sustained effort to
smoothly and adaptively
carryout complex Evaluating
activities or the ability,
coming from one’s
knowledge, practice,
aptitude, etc, to do Creating
something

Attitude Valuing Divides the whole into fourths.

Values Valuing Realize the proper division of a whole

2.Content DRAWING ONE- FOURTH OF A WHOLE OR A SET.

3.Learning Resources MATHEMATICS TG. PAGES 143-144, LM PAGES


Square sheets of papers, round shape and oblong shape of papers, pair of
scissors, crayons, paste or glue, clean sheet of bondpapers.
4. Procedures
4.1 Introductory Activity Review:
A. Group the students into five . Give each group two envelopes which contain some shuffled
shapes. Each envelope has half of the shapes of the other envelope. Let them find the partner of
each half from the other envelope.
B. Let them present their finished works to the teacher. Give a score to the group who is able to
complete the performed task.
C. Ask the pupils the following questions.
a. What did you with the shapes?
b. How did you find the other half of the shape?
c. What happen to the shapes?
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.

b. Post it on the board for the pupils to see.

c. Ask the pupils.


What shape did you see? (Square)
What happen to the square shape? ( divided into 4
How many cube parts can you see? ( 4)
d. From the divided squares , get a part of it . Put it apart from the rest. Ask the pupils how
many parts were gotten from the divided square. How many cubes were there in a
square?
e. Write on the board the fractional part ¼.
f. What is in the middle of 1 and 4? ( it is the line that separate the numerator and
denominator)
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 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?

4.5 Application A.Pair the students.


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.

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.

c. circle the shape that has ¼.

4.7 Assignment Answer page 201


4.8 Concluding Activity Let them watch the video
https://www.khanacademy.org/math/arithmetic/fraction-arithmetic/arith-review-fractions-
intro/v/cutting-shapes-into-equal-parts
5. Remarks
6. Reflections
A.No of learners who require C. Did the remedial lessons work? No of learners who
additional activities for remediations have caught up with the lesson
B. No of learners who require D. No of learners who continue to require remediation
additional activities for remediation
E. Which of my learning strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use? Discover which I
wish to share with other teachers?
Prepared by :
Name School :
Position/ Designation Division:
Contact Number: Email Address
Instructional Planning
(The process of systematically planning, developing, evaluating, and managing, the instructional process by using principles of teaching and
learning – D.O.42,s.2016)

Detailed Lesson Plan (DLP)


DLP NO. Learning Area Grade Level Quarter Duration Date
MATH I 3rd 50
Learning Competency/ies: Read and write one- fourth in symbol and in words Code :
(Taken from the Curriculum Guide)
Key Concepts / Understanding to be .How do we write one fourth in symbol?
Developed
Domain Adapted Cognitive OBJECTIVES:
Process
Dimensions (D.O. No8 s.2015
Knowledge Remembering Reads and writes one- fourth in symbol and in words
The fact or condition of
knowing something with
familiarity gained Understanding Identify one – fourth of a whole
through experiences or
association
Skills Applying Draw the whole given one- fourth of it.
The ability and capacity
acquired through
deliberate , systematic, Analyzing
and sustained effort to
smoothly and adaptively
carryout complex Evaluating
activities or the ability,
coming from one’s
knowledge, practice,
aptitude, etc, to do Creating
something

Attitude Valuing Divides the whole into fourths.

Values Valuing Realize the proper division of a whole

2.Content DRAWING ONE- FOURTH OF A WHOLE OR A SET.

3.Learning Resources MATHEMATICS TG. PAGES 143-144, LM PAGES


Square sheets of papers, round shape and oblong shape of papers, pair of
scissors, crayons, paste or glue, clean sheet of bondpapers.
4. Procedures
4.1 Introductory Activity Review:
A. Group the students into five . Give each group two envelopes which contain some shuffled
shapes. Each envelope has half of the shapes of the other envelope. Let them find the partner of
each half from the other envelope.
B. Let them present their finished works to the teacher. Give a score to the group who is able to
complete the performed task.
C. Ask the pupils the following questions.
a. What did you with the shapes?
b. How did you find the other half of the shape?
c. What happen to the shapes?
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.

b. Post it on the board for the pupils to see.

c. Ask the pupils.


What shape did you see? (Square)
What happen to the square shape? ( divided into 4
How many cube parts can you see? ( 4)
d. From the divided squares , get a part of it . Put it apart from the rest. Ask the pupils how
many parts were gotten from the divided square. How many cubes were there in a
square?
e. Write on the board the fractional part ¼.
f. What is in the middle of 1 and 4? ( it is the line that separate the numerator and
denominator)
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. ( 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?

4.5 Application A.Pair the students.


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.

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.

c. circle the shape that has ¼.

4.7 Assignment Answer page 201


4.8 Concluding Activity Let them watch the video
https://www.khanacademy.org/math/arithmetic/fraction-arithmetic/arith-review-fractions-
intro/v/cutting-shapes-into-equal-parts
5. Remarks
6. Reflections
A.No of learners who require C. Did the remedial lessons work? No of learners who
additional activities for remediations have caught up with the lesson
B. No of learners who require D. No of learners who continue to require remediation
additional activities for remediation
E. Which of my learning strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use? Discover which I
wish to share with other teachers?
Prepared by :
Name School :
Position/ Designation Division:
Contact Number: Email Address
Instructional Planning
(The process of systematically planning, developing, evaluating, and managing, the instructional process by using principles of teaching and
learning – D.O.42,s.2016)

Detailed Lesson Plan (DLP)


DLP NO. Learning Area Grade Level Quarter Duration Date
MATH 1 3rd 50
Learning Competency/ies: Read and write one- fourth in symbol and in words Code :
(Taken from the Curriculum Guide)
Key Concepts / Understanding to be .How do we write one fourth in symbol?
Developed
Domain Adapted Cognitive OBJECTIVES:
Process
Dimensions (D.O. No8 s.2015
Knowledge Remembering Reads and writes one- fourth in symbol and in words
The fact or condition of
knowing something with
familiarity gained Understanding Identify one – fourth of a whole
through experiences or
association
Skills Applying Draw the whole given one- fourth of it.
The ability and capacity
acquired through
deliberate , systematic, Analyzing
and sustained effort to
smoothly and adaptively
carryout complex Evaluating
activities or the ability,
coming from one’s
knowledge, practice,
aptitude, etc, to do Creating
something

Attitude Valuing Divides the whole into fourths.

Values Valuing Realize the proper division of a whole

2.Content DRAWING ONE- FOURTH OF A WHOLE OR A SET.

3.Learning Resources MATHEMATICS TG. PAGES 143-144, LM PAGES


Square sheets of papers, round shape and oblong shape of papers, pair of
scissors, crayons, paste or glue, clean sheet of bondpapers.
4. Procedures
4.1 Introductory Activity Review:
A. Group the students into five . Give each group two envelopes which contain some shuffled
shapes. Each envelope has half of the shapes of the other envelope. Let them find the partner of
each half from the other envelope.
B. Let them present their finished works to the teacher. Give a score to the group who is able to
complete the performed task.
C. Ask the pupils the following questions.
a. What did you with the shapes?
b. How did you find the other half of the shape?
c. What happen to the shapes? ( kra 1- objective 3- mov 3)
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.

b. Post it on the board for the pupils to see.

c. Ask the pupils.


What shape did you see? (Square)
What happen to the square shape? ( divided into 4
How many cube parts can you see? ( 4)
d. From the divided squares , get a part of it . Put it apart from the rest. Ask the pupils how
many parts were gotten from the divided square. How many cubes were there in a
square?
e. Write on the board the fractional part ¼.
f. What is in the middle of 1 and 4? ( it is the line that separate the numerator and
denominator)

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?

4.5 Application A.Pair the students.


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.

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.

c. circle the shape that has ¼.

4.7 Assignment Answer page 201


4.8 Concluding Activity Let them watch the video
https://www.khanacademy.org/math/arithmetic/fraction-arithmetic/arith-review-fractions-
intro/v/cutting-shapes-into-equal-parts
5. Remarks
6. Reflections
A.No of learners who require C. Did the remedial lessons work? No of learners who
additional activities for remediations have caught up with the lesson
B. No of learners who require D. No of learners who continue to require remediation
additional activities for remediation
E. Which of my learning strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use? Discover which I
wish to share with other teachers?
Prepared by :
Name School :
Position/ Designation Division:
Contact Number: Email Address
Instructional Planning
(The process of systematically planning, developing, evaluating, and managing, the instructional process by using principles of teaching and
learning – D.O.42,s.2016)

Detailed Lesson Plan (DLP)


DLP NO. Learning Area Grade Level Quarter Duration Date
MATH 1 3rd 50
Learning Competency/ies: Read and write one- fourth in symbol and in words Code :
(Taken from the Curriculum Guide)
Key Concepts / Understanding to be .How do we write one fourth in symbol?
Developed
Domain Adapted Cognitive OBJECTIVES:
Process
Dimensions (D.O. No8 s.2015
Knowledge Remembering Reads and writes one- fourth in symbol and in words
The fact or condition of
knowing something with
familiarity gained Understanding Identify one – fourth of a whole
through experiences or
association
Skills Applying Draw the whole given one- fourth of it.
The ability and capacity
acquired through
deliberate , systematic, Analyzing
and sustained effort to
smoothly and adaptively
carryout complex Evaluating
activities or the ability,
coming from one’s
knowledge, practice,
aptitude, etc, to do Creating
something

Attitude Valuing Divides the whole into fourths.

Values Valuing Realize the proper division of a whole

2.Content DRAWING ONE- FOURTH OF A WHOLE OR A SET.

3.Learning Resources MATHEMATICS TG. PAGES 143-144, LM PAGES


Square sheets of papers, round shape and oblong shape of papers, pair of
scissors, crayons, paste or glue, clean sheet of bondpapers.
4. Procedures
4.1 Introductory Activity Review:
( 8 MINUTES) A. Group the students into five . Give each group two envelopes which contain some shuffled
shapes. Each envelope has half of the shapes of the other envelope. Let them find the partner of
each half from the other envelope.
B. Let them present their finished works to the teacher. Give a score to the group who is able to
complete the performed task.
C. Ask the pupils the following questions.
a. What did you with the shapes?
b. How did you find the other half of the shape?
c. What happen to the shapes?
Tell the pupils to clean up their tables after each activity to be ready for another activity.

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.

b. Post it on the board for the pupils to see.

c. Ask the pupils.


What shape did you see? (Square)
What happen to the square shape? ( divided into 4
How many cube parts can you see? ( 4)
d. From the divided squares , get a part of it . Put it apart from the rest. Ask the pupils how
many parts were gotten from the divided square. How many cubes were there in a
square?
e. Write on the board the fractional part ¼.
f. What is in the middle of 1 and 4? ( it is the line that separate the numerator and
denominator)

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.

B. The same procedure will be done to the rectangular shape.

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.

c. circle the shape that has ¼.

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.

4.7 Assignment Answer page 201


( 4 MINUTES )
4.8 Concluding Activity Let them watch the video
( 4MINUTES ) https://www.khanacademy.org/math/arithmetic/fraction-arithmetic/arith-review-fractions-
intro/v/cutting-shapes-into-equal-parts
5. Remarks
6. Reflections
A.No of learners who require C. Did the remedial lessons work? No of learners who
additional activities for remediations have caught up with the lesson
B. No of learners who require D. No of learners who continue to require remediation
additional activities for remediation
E. Which of my learning strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use? Discover which I
wish to share with other teachers?
Prepared by :
Name School :
Position/ Designation Division:
Contact Number: Email Address
Instructional Planning
(The process of systematically planning, developing, evaluating, and managing, the instructional process by using principles of teaching and
learning – D.O.42,s.2016)

Detailed Lesson Plan (DLP)


DLP NO. Learning Area Grade Level Quarter Duration Date
MATH 1 3rd 50
Learning Competency/ies: Read and write one- fourth in symbol and in words Code :
(Taken from the Curriculum Guide)
Key Concepts / Understanding to be .How do we write one fourth in symbol?
Developed
Domain Adapted Cognitive OBJECTIVES:
Process
Dimensions (D.O. No8 s.2015
Knowledge Remembering Reads and writes one- fourth in symbol and in words
The fact or condition of
knowing something with
familiarity gained Understanding Identify one – fourth of a whole
through experiences or
association
Skills Applying Draw the whole given one- fourth of it.
The ability and capacity
acquired through
deliberate , systematic, Analyzing
and sustained effort to
smoothly and adaptively
carryout complex Evaluating
activities or the ability,
coming from one’s
knowledge, practice,
aptitude, etc, to do Creating
something

Attitude Valuing Divides the whole into fourths.

Values Valuing Realize the proper division of a whole

2.Content DRAWING ONE- FOURTH OF A WHOLE OR A SET.

3.Learning Resources MATHEMATICS TG. PAGES 143-144, LM PAGES


Square sheets of papers, round shape and oblong shape of papers, pair of
scissors, crayons, paste or glue, clean sheet of bondpapers.
4. Procedures
4.1 Introductory Activity Review:
A. Group the students into five . Give each group two envelopes which contain some shuffled
shapes. Each envelope has half of the shapes of the other envelope. Let them find the partner of
each half from the other envelope.
B. Let them present their finished works to the teacher. Give a score to the group who is able to
complete the performed task.
C. Ask the pupils the following questions.
a. What did you with the shapes?
b. How did you find the other half of the shape?
c. What happen to the shapes?
D. Tell the pupils to clean up their tables after each activity to be ready for another activity.
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.

b. Post it on the board for the pupils to see.


c. Ask the pupils.
What shape did you see? (Square)
What happen to the square shape? ( divided into 4
How many cube parts can you see? ( 4)
d. From the divided squares , get a part of it . Put it apart from the rest. Ask the pupils how
many parts were gotten from the divided square. How many cubes were there in a
square?
e. Write on the board the fractional part ¼.
f. What is in the middle of 1 and 4? ( it is the line that separate the numerator and
denominator)

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.

B. The same procedure will be done to the oblong shape.


( The noise of the pupils here are sounds to my ears as they teach their mates, , cooperate in the
group , learn from their experiences. This makes me to reflect that it is always best to engage
the learners in activities where it fun , where the sounds of their tiny voices reached out to the
parts of the classroom in the sense that they were talking about their activities. It is no longer
called the noise but rather learning.

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?

4.5 Application A.Pair the students.


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.

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.

c. circle the shape that has ¼.

4.7 Assignment Answer page 201


4.8 Concluding Activity Let them watch the video
https://www.khanacademy.org/math/arithmetic/fraction-arithmetic/arith-review-fractions-
intro/v/cutting-shapes-into-equal-parts
5. Remarks
6. Reflections
A.No of learners who require C. Did the remedial lessons work? No of learners who
additional activities for remediations have caught up with the lesson
B. No of learners who require D. No of learners who continue to require remediation
additional activities for remediation
E. Which of my learning strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use? Discover which I
wish to share with other teachers?
Prepared by :
Name School :
Position/ Designation Division:
Contact Number: Email Address
Instructional Planning
(The process of systematically planning, developing, evaluating, and managing, the instructional process by using principles of teaching and
learning – D.O.42,s.2016)

Detailed Lesson Plan (DLP)


DLP NO. Learning Area Grade Level Quarter Duration Date
MATH 1 3rd 50
Learning Competency/ies: Read and write one- fourth in symbol and in words Code :
(Taken from the Curriculum Guide)
Key Concepts / Understanding to be .How do we write one fourth in symbol?
Developed
Domain Adapted Cognitive OBJECTIVES:
Process
Dimensions (D.O. No8 s.2015
Knowledge Remembering Reads and writes one- fourth in symbol and in words
The fact or condition of
knowing something with
familiarity gained Understanding Identify one – fourth of a whole
through experiences or
association
Skills Applying Draw the whole given one- fourth of it.
The ability and capacity
acquired through
deliberate , systematic, Analyzing
and sustained effort to
smoothly and adaptively
carryout complex Evaluating
activities or the ability,
coming from one’s
knowledge, practice,
aptitude, etc, to do Creating
something

Attitude Valuing Divides the whole into fourths.

Values Valuing Realize the proper division of a whole

2.Content DRAWING ONE- FOURTH OF A WHOLE OR A SET.

3.Learning Resources MATHEMATICS TG. PAGES 143-144, LM PAGES


Square sheets of papers, round shape and oblong shape of papers, pair of
scissors, crayons, paste or glue, clean sheet of bondpapers.
4. Procedures
4.1 Introductory Activity Review:
( 8 MINUTES) A. Group the students into five . Give each group two envelopes which contain some shuffled
shapes. Each envelope has half of the shapes of the other envelope. Let them find the partner of
each half from the other envelope.
B. Let them present their finished works to the teacher. Give a score to the group who is able to
complete the performed task.
C. Ask the pupils the following questions.
a. What did you with the shapes?
b. How did you find the other half of the shape?
c. What happen to the shapes?
Tell the pupils to clean up their tables after each activity to be ready for another activity.
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.

b. Post it on the board for the pupils to see.

c. Ask the pupils.


What shape did you see? (Square)
What happen to the square shape? ( divided into 4
How many cube parts can you see? ( 4)
d. From the divided squares , get a part of it . Put it apart from the rest. Ask the pupils how
many parts were gotten from the divided square. How many cubes were there in a
square?
e. Write on the board the fractional part ¼.
f. What is in the middle of 1 and 4? ( it is the line that separate the numerator and
denominator)

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.

B. The same procedure will be done to the rectangular shape.

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.

c. circle the shape that has ¼.

(KRA 2-OBJECTIVE 6- MOV 2


( KRA 2- OBJECTIVE 6- MOV 3)
4.7 Assignment Answer page 201
( 4 MINUTES )
4.8 Concluding Activity Let them watch the video
( 4MINUTES ) https://www.khanacademy.org/math/arithmetic/fraction-arithmetic/arith-review-fractions-
intro/v/cutting-shapes-into-equal-parts
5. Remarks
6. Reflections
A.No of learners who require C. Did the remedial lessons work? No of learners who
additional activities for remediations have caught up with the lesson
B. No of learners who require D. No of learners who continue to require remediation
additional activities for remediation
E. Which of my learning strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use? Discover which I
wish to share with other teachers?
Prepared by :
Name School :
Position/ Designation Division:

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