School
Pre-service Teacher
Date/Time
STA. LUCIA
ELEMENTARY SCHOOL
Liway P. Miranda
February 10, 2025
Grade Level
1
Subject
Math I
Quarter
Fourth (4rd) Quarter
I. OBJECTIVES
A. Content Standards
The learners should have the knowledge and understanding of fractions ½ and ¼
B. Performance Standards
By the end of the quarter, the learners are able to illustrate and compare ½ and ¼
C. Learning
Competencies/Objectives
EN1PA-111a-c-2.2
II. CONTENT (Subject Matter)
III. LEARNING RESOURCES
(KAGAMITANG PANTURO)
A. References (Sanggunian)
1. Teacher’s Guide pages
(Mga Pahina sa Gabay ng Guro)
2. Learner’s Materials pages
(Mga Pahina sa Kagamitang Pang
Mag-aaral)
3.Textbook Pages (Pahina sa Aklat)
Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resources
(Iba pang kagamitang panturo)
C. Curriculum Link
D. Strategies ( Stratehiyang ginamit)
E.Values Integration
(Integrasyon sa Values)
IV. PROCEDURES
(PAMAMARAAN)
Preliminary Activities
Knowledge
Recognize one-half of a whole region


Skills
Affective
Divide a given whole region into halves; and
Count the number of halves in one whole
Value the importance of sharing
Numbers and Algebra
Matatag Curriculum-Weekly Lesson Log
DepEd Worksheet for Mathematics 1-Q4-Week 1
Fun activity on fractions, Half (1/2) worksheets for children
Google Search
Tarpapel, pictures, laptop, cartolina, marker, illustration boards
Edukasyon sa Pagpapakatao (E.S.P.)
Inquiry-Guided Instruction, Cooperative Learning, Game-based Learning, Differentiated
learning
Obedience in the given instructions by the teacher.
Possess a cooperative attitude in a series of activities.
Value the importance of sharing blessings to others
Teacher’s Activity
(Gawain ng Guro)
a.
Greetings
b.
Prayer
c.
Checking of Attendance.
d. Classroom Management
Ask the learners if their parents sometimes bring home “pasalubong” when they come home.
Tell them to give examples of “pasalubong” brought by their parents.
Ask the learners how a pasalubong was shared among the family members. Lead the discussion
to the idea of equal sharing of “pasalubong.”
A. Reviewing previous lesson
or Presenting the new
lesson
(Balik-aral o pasimula sa bagong
aralin)
Ask the learners what the picture shows
(ESP integration)
B. Establishing a purpose for the
lesson (Pagbabahagi ng layunin ng
aralin)
State the lesson objectives
 To recognize and illustrate one- half of one-whole region;
 To divide a given one-whole region into halves; and
 To count the number of halves in one-whole.
C. Presenting examples/ instances
of the lesson
(Pag uugnay ng mga halimbawa sa
bagong aralin)
(Unlocking of Difficulties)
Let me give you first the unfamiliar words that will come across while discussing further our
lesson.
CuttingFoldingShow a picture of a rice cake (bibingka) on the board as shown. If this rice cake is to be shared
by two siblings, how will they divide it?
Tell the learners that they will work in pairs. They will act as siblings who will share the whole
rice cake.
Say that it will be assumed that the shape of the whole rice cake is a circle. The circle cutout
will represent the whole rice cake.
Give a circle cutout to each pair. Ask them to divide the circle cutout into two.
Post unique answers on the board. Let the learners mark the folding line with a marker pen to
emphasize the partitioning done.
Get the cutout that has been equally divided. Show it to the class.
1. Into how many parts has the circle cutout been divided? (The circle cutout has been
divided into two parts.)
2. How will you describe the size of each part? (Each part has the same size or are
equal.)
3. How do you know that each part has the same size? (When we fold the circle cutout,
one part completely covers the other part. The two parts overlap completely.)
Call a learner to show this.
Say that the circle cutout represents one whole. The whole has been divided into two equal
parts. Each part (point to each part of the whole) is called one-half of a whole and is written as
½.
Write the following on the board.
½ one-half
Write the symbol ½ on both parts of the circle.
Say that ½ is called a fraction.
A fraction represents a part of a
whole that has been equally divided.
Write this definition on the board. Let the learners read it.
Say that a fraction has two parts, the numerator and the denominator. A fraction bar separates
the numerator and the denominator.
Write again the fraction ½ below the
first one. Label 1 as the numerator, 2
as the denominator, and the bar as fraction bar.
Describe each part.
Numerator – tells the number of equal parts being considered.
Denominator – tells the number of equal parts the whole has been divided.
Fraction bar – refers to the bar that separates the numerator and the denominator.
Write the above definitions on the board.
Focus learner’s attention on the fraction ½ written on the board.
What is the denominator in the fraction ½ ? It is “2.”
What does the number 2 mean? (It means that the whole has been divided into two equal parts)
Say that “dividing one-whole into two equal parts” is the same as
saying “dividing one-whole into halves.”
What is the numerator in the fraction ½? It is “1.”
What does the number 1 mean? (It means that one of the two equal parts is being considered.)
What is the meaning of the fraction ½? (It means that we are considering one part of one-whole
that has been divided into two equal parts.)
How many ½ are there in one-whole? (There are two ½ in one-whole.)
Tell the learners that “two 1/2” is the same as saying “two halves.” Write
this on the board:
“ two ½ ” is the same as saying “two halves”
Let a learner count ½ the parts or halves.
Now, get one circle cutout that was not divided equally into two parts.
Ask the following questions:
1.
2.
What do we consider as one whole? (It is the circle cutout.)
Into how many parts has the whole or circle been divided? (The whole has been
divided into two parts.)
3.
Can we call each part one-half? Why? (No, because the two parts do not have the same
size or are not equal.)
Call one learner to justify that the two parts are not equal.
Reiterate that we can call each part ½ if the whole has been divided into two equal parts.
D. Discussing new concepts and
practicing new skills #1
(Pagtatalakay ng bagong konsepto at
paglalahad ng bagong kasanayan
No. 1)
Have the learners work in pairs again. This time, give them 3 rectangle cutouts. Say that one
rectangle cutout will be considered as one whole. Ask them to divide each cutout into two equal
parts in different ways.
Possible answers:
A.
B.
C.
Have the learners justify that they were able to divide the one-whole into two equal parts. Once
checked, label each equal ½ part.
It is possible that the learners will use folding to justify. It can be easily justified that the two
parts overlap completely for A and B by folding, but not for C.
Fold C at first and show that the two parts do not overlap completely.
Challenge learners to justify that C has been divided equally. Get their ideas. This would lead to
cutting along the folded line to show that the two parts are equal. This would make learners
realize that they can cut or fold the cutout to prove that the two parts are equal. Show that
cutting also works for A and B.
Have the learners work in groups. Divide the class into four groups.
Directions: Encircle the shapes that have ½ colored in.
E. Discussing new concepts and
Practicing new skills #2
(Pagtatalakay ng bagong konsepto
at paglalahad ng bagong kasanayan
No. 2.)
Have the learners work in groups. Divide the class into four groups.
Directions: find the half of the objects below
F. Developing Mastery
(Leads to Formative Assessment3)
(Paglilinang sa Kabihasan)
G. Finding Practical applications of
Concepts and skills in daily living
(Paglalapat ng aralin sa pang arawaraw na buhay)
Divide the class into 4 groups. Assign the different tasks that have to be done in 5 minutes.
Rubrics for the group task
Presentation
Cooperation
Total
/10
/10
/20
Group 1: Match and paint
Direction: Identify half of the shapes below.
Group 2: Give me my toppings!
Group 3: Fill me
Group 4: Halves only!
H. Making Generalizations and
Abstractions about the lesson
(Paglalahat ng Aralin)
To summarize the lesson, ask the learners the following questions:
1. What is a fraction? (A fraction represents part of a whole.)
2.
What are the parts of a fraction? (The parts are the numerator and the denominator.
There is a fraction bar that separates the numerator and the denominator.)
3.
What does the denominator tell us? (It tells the number of equal parts the whole has
been divided.)
4.
How about the numerator? (It tells the number of equal parts being considered.)
I.
5.
If the whole has been divided into two equal parts, what do you call each part? (Each
equal part is called one-half and is written in symbol as ½.)
6.
How many ½ or halves are there in one whole? (There are two or halves in onewhole.)
7.
What if the whole has not been divided equally into two parts, can you call each part
one-half? Why? (No, because each part must be of the same size to be called one-half
of the whole.)
Evaluating learning
(Pagtataya ng Aralin)
J. Additional activities for
application or remediation
(Karagdagang gawain para sa
takdang aralin)
Assignment:
I.
REMARKS
II.
REFLECTION
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons 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 this work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovations or localized
materials did I use/discover
which I wish to share with other
teachers?
Prepared by:
LIWAY P. MIRANDA
Pre-service Teacher
Checked/Reviewed:
CLARITA M. ALAFRIZ
Cooperative Teacher
RAUL V. MENDOZA EdD
School Head