DETAILED LESSON PLAN

in
MATHEMATICS 1

I. OBJECTIVES:
At the end of 50 minutes, pupils are expected to:
a. Recognize ½ and ¼ of a whole object
b. Write fractions as ½ and ¼ of a whole.
c. Explain the importance of sharing one’s blessings.

II. SUBJECT MATTER:

a. Topic: Recognizing ½ and ¼ of a Whole
b. Reference: Matatag Curriculum Guide Mathematics 1 Q4-W1 pp.28.
c. Materials: Pictures, chart, board, chalk and activity sheet.
d. Values: Counting, sharing and collaboration

III. PROCEDURE: Inductive Method

TEACHER’S ACTIVITY STUDENTS’ ACTIVITY

A. PRESENTATION

Good morning class!

Good morning, teacher!

How are you today?

(Everyone's answered)
We’re fine, teacher!

Wow! Gladly to hear that class that you are

all fine. Now, before we proceed in our
discussion for today. Let us start this day
with a short prayer.

Everybody, please stand up.

In Jesus name, Amen.

Before you seat down, please pick up the

pieces of dirt and arrange your chairs
properly. (Everyone will pick up the pieces of dirt and
arrange their chairs properly)

Now, you may take your seats.

May I ask who’s absent today? None, teacher!

Gladly to hear that class that you are all here.

Just a reminder before we start.

Our classroom rules.

Everybody 123, eyes on me. 123 eyes on you. Zip my mouth and hands on
my desk.

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Good job!
a. Review
Now, let’s have our recap.
What have you learned from our previous
discussion last meeting? We learned about patterns.
Yes, Haylee.

Good memory!
You learned last meeting about patterns, where in
you learn how to visualize and identify what
would be the next picture, letter or object, based
on their unique pattern.
Yes, teacher.
Right, class?

To have a quick review about our previous

discussion let’s answer this activity.

What you are going to do is pick the right aquatic

animals that associated to its pattern and paste
what comes next. Yes, teacher.
Understand, class?
(class will raise their hands)
Raise your hand if you want to answer.

Okay, please pick picture here:

Red, Sam, John Lloyd and Paulo. (selected pupils will pick and paste the right
picture to answer)

Alright! Let’s all check their answers.

Are the pictures selected are align to the patterns? Yes, teacher.
Good job! It’s seems you understand well the
previous discussion.

Today, we will be learned a new topic but

before that let’s have an activity first.

b. Motivation
“Look, Analyze and Share”
Let me show you a picture and I want you to
analyze it. After, I will ask some questions Yes, teacher.
about the picture. Okay?

(show the picture to the class)

(pupils will take a look and analyze the

picture)

What do you see in the pictures? I see girl and boy sharing his food.
Yes, Gab?

Very good observation.

Which is sharing food, is the girl or boy? The boy, teacher.

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Yes, Haylee.
That’s right! So, the boy is sharing food to
the girl.

What do you think, why the boy is sharing

his food to the girl?
Yes, Earl. The girl don’t have food.

Wonderful! So, the girl don’t have food

that’s why the boy shared some of his food to
the girl.

Have you done that before with your

classmates or friends? Yes, teacher.

To whom you shared your food or snacks?

Yes, Carl. (answer may vary)

Very good, Carl! You know how to share

foods with your classmates.

What else you shared to your classmates?

Yes, Hailsey. My juice, I shared it to Crystal.

Wow! That is so nice to share, right class? Yes, teacher.

What do you feel when you are sharing what

you have to others?
Yes, Paulo. I feel so happy.

Alright! Paul said, he felt so happy when he

is sharing what he had to others.

Do you class feel the same? Are you happy

when you are sharing to other?
Yes, teacher.

Let’s take a look closer to the picture. As all

you can see class, the boy had 1 sandwich
and boy giving the half part of it to the girl, Yes, teacher.
right?

Did the boy give all of his sandwich? No, teacher.

Nicko?

That’s right. So, today we will discuss a new

topic that involves sharing.

B. Statement of the Aim

Let me read to you our objective for today.
At the end of 50 minutes, pupils are
expected to:
a. Recognize ½ and ¼ of a whole object
b. Write fractions as ½ and ¼ of a whole.
c. Explain the importance of sharing one’s
blessings.

C. COMPARISON AND ABSTRACTION

I have here a short story. I will read it loud to

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all of you. Yes, teacher.
Are you ready to listen?

One day, father brought home a family-sized

pizza pie. His wife and his only son George
were so happy with it. If the two of them are
about to receive an equal share, into how
many parts should the pie be divided?

On the next day, the father brought a pizza

for his only son and wife. He brought home
again a pizza but this time not only for his
wife and son but for his son and his
playmates. George playmates are Sandro,
Andie and Ana and that makes them 4. How
many part George needs to cut the pizza for
them to have pie to eat equally?

That’s all. I have question to ask about the

short story that I read.
If you know the answer, please raise your
hand. Wait until I call your name. Yes, teacher.
Understood?

1st question is, what did the father bought? The father bought pizza.
Yes, Ares.

Very good! The father bought pizza.

Next, if George and his mother will eat the

pizza, how many part should the pie be The pizza needs to divided into two, for
divided? mother and George.
Yes, Gab.

Excellent! The pizza should be divided into

two.

Next question, who are George Playmates? George playmates are Sandro, Andie and Ana
Alright! Yes, Hershe.

Perfect! George playmates are Sandro, Andie

and Ana.

Last question, George and his playmates will

eat the pizza brought by his father, How
many part George needs to cut the pizza for George need to cut the pizza into 4 pieces.
them to have pie to eat equally?
Yes, Kristoff.

That’s right! Because they are 4 that will

share the whole pizza.

Discussion Yes, teacher.

So class, in the story there are two problems
mentioned. Right?

First is, how many parts should the pizza be

divided if only his wife and only son George
will eat the pizza?

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Everyone, take a look on the pizza. How
many pizza is this?

1 pizza, teacher.

That’s right. So the pizza brought by the

father was 1 whole pizza. But how many
people will share the pizza? 2, the wife and son George.
Yes, Gab.

Exactly! To make sure that the wife and son

George will get equal part of the pizza, we
will cut it into half of the whole.
Like this:

1/2 part for the wife/ mother and other half

for son George.

We call it FRACTION. Everybody, say it. FRACTION.

FRACTION!

FRACTION – a whole that is divided into

equal parts.

Fraction have 2 parts: Numerator and

Denominator
NUMERATOR! DENOMINATOR!
Everyone, say NUMERATOR!
DENOMINATOR!

NUMERATOR - the number above the line

which tells how many parts is shaded or
taken.

DENOMINATOR- is the number below the

line which tells the number of equal parts
into which the whole is divided.

Two halves, teacher.

Now how many ½ we can get from the sliced
pizza?
Yes, Red.
(pupil will put ½ to each part)
Very good. Come here in front, please write
½ to each slice pizza.

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Good job! So, we have two halves in a 1
whole pizza.

Now, let’s go back to the second question in

the story.
Second is how many sliced will George need
to do if he and his playmates will have the
pizza?
So, here is the other pizza brought by the
father.

4 persons.

How many are they will share this pizza?

Yes, Naruto?

Correct. So, the pizza needs to be sliced into

4 equally to share it to George and his
playmates.

Let’s slice/ cut the pizza into 4.

(pupils will count, 1, 2, 3, 4)

Everyone, let’s count together how many
pieces of pizza we have now.

Alright, so we have now 4 slices.

We call it ¼ or quarter.
Quarter is one of four equal parts. Yes, teacher.

Do you understand class?

4 pieces.

How many slice or pieces we have now? (pupil will write ¼ in each slice)

Who wants to write ¼ in each slice of this

pizza?
Yes, Faithlyn.

Yes, teacher.
Very good.
Do you now understand Fraction? (pupil will act writing 1/2)

Everyone, can you write ½ in the air. (pupil will act writing 1/8)

Very good. How about 1/8?

None, teacher.
Wonderful.
Do you have questions?

Okay, let me give you other example but this

time I will use shapes. Yes, teacher.

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Do you know what are the shapes?

What shape is this?

It’s a heart.

Yes, Paulo.
(some say cut it, some say fold it)
That’s right. It’s a heart.
What we will do to make it ½?
(pupil will fold or cut the heart and show it to
Who wants to demonstrate here in front? the class as halve)
Yes, Ken.
(will do superman clap)

Good job! Let’s do the Superman clap.

It’s rectangle.
Next. What shape is this?
Yes, Red.

Very good. This is a rectangle. (pupil will put lines to make it ¼)

Using this chalk who can write lines and
divide it into fourths or quarter?
Yes, John Lloyd. 1, 2, 3, 4

Excellent! So, let’s count the parts. (will do Ang Galing Mo clap)

Alright! Let’s give him a “Ang GALING MO

Clap”
Yes, teacher.
Is the lesson clear, class?

D. GENERALIZATION
Before we end our discussion, let’s
summarize it all again. About fraction.

What we discuss today?

Yes, Naruto.

Correct! So, we talked about fraction. How The two parts are Numerator and
about the 2 parts of fraction? Denominator.
Yes, Haylee.

Very good.
Now, what do you call to the one part of a ½ / half.
whole if the whole is divided into 2 equal
parts? Yes, Ares.
¼ or quarter.
Excellent.
How about in to 4 equal parts?
Yes, Paulo.

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Wonderful!
Again class, don’t be confuse.
If a whole is divided into 2 equal parts, one
part is called one-half ½. If a whole is
divided into 4 equal parts, one part is called
one-fourth ¼ or quarter. None, teacher.

Do you have any questions?

Clarification?

E. APPLICATION
Let’s have a group activity.
(will count 1- 4 and go to their groupmates)
I will divide you in 4 groups. Let have
counting by 1 to 4. Now you have your
numbers, go to your groupmates and select a
leader.

This activity called “Color My Half and

Quarter”
Direction: Color the 1/4 size of color red
and the 1/2 size of color blue.

Together with your groupmates, you will

color this activity and help each other. Yes, teacher.

Do you understand class?

No, teacher.
Do we need mouth to put color?

If that the case, I don’t want to hear noise.

Work quietly.

You may now start doing the activity, (pupil will start doing their activity)
quietly. Your 10 mins, start now.

(teacher will roam around and assist the

pupils)
Yes, teacher.
Are you done class?

Now, let’s check and present your activity.

Here our criteria:
Unity and Collaboration- 20%
Explanation / Presentation - 30%
Accuracy of work - 50%
Total - 100 %

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 Let’s start to Group 1, leader come in front (group 1 will present their work)
together with your assistant.
(group 2 will present their work)
Next, Group 2 and presenter.
(group 3 will present their work)
Group 3, please come in front now.
(group 4 will present their work)
Lastly, Group 4. You may now present.

Alright! All of you worked well and follow

the instruction.
(class will do Eyy Clap)
Let’s give our self “Eyy Clap”.

IV. EVALUATION

IV. ASSIGNMENT

A. Draw the following figures. Divide them into 2 equal parts. Shade ½ of each.
Example:
1. circle
2. triangle

B. Draw the following figures. Divide them into 4 equal parts. Shade ¼ of each.
Example:
1. square
2. oblong

Prepared by:

Krisha A. Reano
March 04, 2025

Checked by:

Mrs. Rowena G. Perez

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 Cooperating Teacher

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