Cot Math 2h4b4e
This document was ed by and they confirmed that they have the permission to share it. If you are author or own the copyright of this book, please report to us by using this report form. Report r6l17
Overview 4q3b3c
& View Cot Math as PDF for free.
More details 26j3b
- Words: 8,863
- Pages: 22
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 MATH Learning Competency/ies:
Grade Level
Quarter Duration 1 3rd 50 Read and write one- fourth in symbol and in words Code :
Date
(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
ing
Reads and writes one- fourth in symbol and in words
The fact or condition of knowing something with familiarity gained through experiences or association
Understanding
Identify one – fourth of a whole
Skills
Applying
Draw the whole given one- fourth of it.
The ability and capacity acquired through deliberate , systematic, and sustained effort to smoothly and adaptively carryout complex activities or the ability, coming from one’s knowledge, practice, aptitude, etc, to do something
Evaluating
Attitude
Valuing
Divides the whole into fourths.
Values
Valuing
Realize the proper division of a whole
Analyzing
Creating
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 ( 8 MINUTES)
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? 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) 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? Write on the board the fractional part ¼.
d.
e.
f.
What is in the middle of 1 and 4? ( it is the line that separate the numerator and denominator)
g. h. i.
Explain to the pupils how the numerator and the denominator was gotten. Write the word one- fourth on the board and read for the pupils. 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.
j. 4 .2 Activity (10 MINUTES)
A. Group the students into 5. Give each group a circle and a rectangular 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 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 (4 MINUTES)
How many parts were the circle and the rectangleMAT 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 (4 MINUTES) 4.5 Application ( 8 MINUTES )
Ask the pupils where the got the number 1 on the numerator and the number 4 on the denominator? How was ¼ separated? 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. A. Divide the shapes into 4 and shade one part of it.
4.6 Assessment ( 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 ( 4 MINUTES ) 4.8 Concluding Activity ( 4MINUTES )
Answer page 201 Let them watch the video https://www.khanacademy.org/math/arithmetic/fraction-arithmetic/arith-review-fractionsintro/v/cutting-shapes-into-equal-parts
5. Remarks 6. Reflections A.No of learners who require additional activities for remediations B. No of learners who require 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?
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
Prepared by : Name Position/ Designation Number:
School : Division: 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 MATH Learning Competency/ies:
Grade Level
Quarter Duration 1 3rd 50 Read and write one- fourth in symbol and in words Code :
Date
(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
ing
Reads and writes one- fourth in symbol and in words
The fact or condition of knowing something with familiarity gained through experiences or association
Understanding
Identify one – fourth of a whole
Skills
Applying
Draw the whole given one- fourth of it.
The ability and capacity acquired through deliberate , systematic, and sustained effort to smoothly and adaptively carryout complex activities or the ability, coming from one’s knowledge, practice, aptitude, etc, to do something
Evaluating
Attitude
Valuing
Divides the whole into fourths.
Values
Valuing
Realize the proper division of a whole
Analyzing
Creating
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) 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? Write on the board the fractional part ¼.
d.
e.
f.
What is in the middle of 1 and 4? ( it is the line that separate the numerator and denominator)
g. h.
Explain to the pupils how the numerator and the denominator was gotten. Write the word one- fourth on the board and read for the pupils.( kra 1- objective 1mov2) 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. The same thing will be done to the other divided square.
i.
j. 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 4.8 Concluding Activity
Answer page 201 Let them watch the video https://www.khanacademy.org/math/arithmetic/fraction-arithmetic/arith-review-fractionsintro/v/cutting-shapes-into-equal-parts
5. Remarks 6. Reflections A.No of learners who require additional activities for remediations B. No of learners who require 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?
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
Prepared by : Name Position/ Designation Number:
School : Division: 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 MATH Learning Competency/ies:
Grade Level
Quarter Duration 1 3rd 50 Read and write one- fourth in symbol and in words Code :
Date
(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
ing
Reads and writes one- fourth in symbol and in words
The fact or condition of knowing something with familiarity gained through experiences or association
Understanding
Identify one – fourth of a whole
Skills
Applying
Draw the whole given one- fourth of it.
The ability and capacity acquired through deliberate , systematic, and sustained effort to smoothly and adaptively carryout complex activities or the ability, coming from one’s knowledge, practice, aptitude, etc, to do something
Evaluating
Attitude
Valuing
Divides the whole into fourths.
Values
Valuing
Realize the proper division of a whole
Analyzing
Creating
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) 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? Write on the board the fractional part ¼. What is in the middle of 1 and 4? ( it is the line that separate the numerator and denominator)
d.
e. f.
g. h. i.
Explain to the pupils how the numerator and the denominator was gotten. Write the word one- fourth on the board and read for the pupils. 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 4.8 Concluding Activity
Answer page 201 Let them watch the video https://www.khanacademy.org/math/arithmetic/fraction-arithmetic/arith-review-fractionsintro/v/cutting-shapes-into-equal-parts
5. Remarks 6. Reflections A.No of learners who require additional activities for remediations B. No of learners who require 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?
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
Prepared by : Name Position/ Designation Number:
School : Division: 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 MATH Learning Competency/ies:
Grade Level
Quarter Duration 1 3rd 50 Read and write one- fourth in symbol and in words Code :
Date
(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
ing
Reads and writes one- fourth in symbol and in words
The fact or condition of knowing something with familiarity gained through experiences or association
Understanding
Identify one – fourth of a whole
Skills
Applying
Draw the whole given one- fourth of it.
The ability and capacity acquired through deliberate , systematic, and sustained effort to smoothly and adaptively carryout complex activities or the ability, coming from one’s knowledge, practice, aptitude, etc, to do something
Evaluating
Attitude
Valuing
Divides the whole into fourths.
Values
Valuing
Realize the proper division of a whole
Analyzing
Creating
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) 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? Write on the board the fractional part ¼. What is in the middle of 1 and 4? ( it is the line that separate the numerator and denominator)
d.
e. f.
g. h. i. j.
Explain to the pupils how the numerator and the denominator was gotten. Write the word one- fourth on the board and read for the pupils. 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 ( 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 4.8 Concluding Activity
Answer page 201 Let them watch the video https://www.khanacademy.org/math/arithmetic/fraction-arithmetic/arith-review-fractionsintro/v/cutting-shapes-into-equal-parts
5. Remarks 6. Reflections A.No of learners who require additional activities for remediations B. No of learners who require 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?
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
Prepared by : Name Position/ Designation Number:
School : Division: 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 MATH Learning Competency/ies:
Grade Level
Quarter Duration I 3rd 50 Read and write one- fourth in symbol and in words Code :
Date
(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
ing
Reads and writes one- fourth in symbol and in words
The fact or condition of knowing something with familiarity gained through experiences or association
Understanding
Identify one – fourth of a whole
Skills
Applying
Draw the whole given one- fourth of it.
The ability and capacity acquired through deliberate , systematic, and sustained effort to smoothly and adaptively carryout complex activities or the ability, coming from one’s knowledge, practice, aptitude, etc, to do something
Evaluating
Attitude
Valuing
Divides the whole into fourths.
Values
Valuing
Realize the proper division of a whole
Analyzing
Creating
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) 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? Write on the board the fractional part ¼. What is in the middle of 1 and 4? ( it is the line that separate the numerator and denominator)
d.
e. f.
g. h. i. j.
Explain to the pupils how the numerator and the denominator was gotten. Write the word one- fourth on the board and read for the pupils. 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. ( 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 4.8 Concluding Activity
Answer page 201 Let them watch the video https://www.khanacademy.org/math/arithmetic/fraction-arithmetic/arith-review-fractionsintro/v/cutting-shapes-into-equal-parts
5. Remarks 6. Reflections A.No of learners who require additional activities for remediations B. No of learners who require 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?
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
Prepared by : Name Position/ Designation Number:
School : Division: 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 MATH Learning Competency/ies:
Grade Level
Quarter Duration 1 3rd 50 Read and write one- fourth in symbol and in words Code :
Date
(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
ing
Reads and writes one- fourth in symbol and in words
The fact or condition of knowing something with familiarity gained through experiences or association
Understanding
Identify one – fourth of a whole
Skills
Applying
Draw the whole given one- fourth of it.
The ability and capacity acquired through deliberate , systematic, and sustained effort to smoothly and adaptively carryout complex activities or the ability, coming from one’s knowledge, practice, aptitude, etc, to do something
Evaluating
Attitude
Valuing
Divides the whole into fourths.
Values
Valuing
Realize the proper division of a whole
Analyzing
Creating
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) 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? Write on the board the fractional part ¼.
d.
e.
f.
What is in the middle of 1 and 4? ( it is the line that separate the numerator and denominator)
g. h. i.
Explain to the pupils how the numerator and the denominator was gotten. Write the word one- fourth on the board and read for the pupils. 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.
j. 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 4.8 Concluding Activity
Answer page 201 Let them watch the video https://www.khanacademy.org/math/arithmetic/fraction-arithmetic/arith-review-fractionsintro/v/cutting-shapes-into-equal-parts
5. Remarks 6. Reflections A.No of learners who require additional activities for remediations B. No of learners who require 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?
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
Prepared by : Name Position/ Designation Number:
School : Division: 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 MATH Learning Competency/ies:
Grade Level
Quarter Duration 1 3rd 50 Read and write one- fourth in symbol and in words Code :
Date
(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
ing
Reads and writes one- fourth in symbol and in words
The fact or condition of knowing something with familiarity gained through experiences or association
Understanding
Identify one – fourth of a whole
Skills
Applying
Draw the whole given one- fourth of it.
The ability and capacity acquired through deliberate , systematic, and sustained effort to smoothly and adaptively carryout complex activities or the ability, coming from one’s knowledge, practice, aptitude, etc, to do something
Evaluating
Attitude
Valuing
Divides the whole into fourths.
Values
Valuing
Realize the proper division of a whole
Analyzing
Creating
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 ( 8 MINUTES)
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? 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) 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? Write on the board the fractional part ¼.
d.
e.
f.
What is in the middle of 1 and 4? ( it is the line that separate the numerator and denominator)
g. h. i.
Explain to the pupils how the numerator and the denominator was gotten. Write the word one- fourth on the board and read for the pupils. 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. ( kra 3,objective 7, mov 2, mov 3)
j.
4 .2 Activity (10 MINUTES)
A. Group the students into 5. Give each group a circle and a rectangular 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 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 (4 MINUTES)
How many parts were the circle and the rectangleMAT 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 (4 MINUTES)
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 ( 8 MINUTES )
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 ( 8 MINUTES )
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.
it is a thing to 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 ( 4 MINUTES ) 4.8 Concluding Activity ( 4MINUTES )
Answer page 201 Let them watch the video https://www.khanacademy.org/math/arithmetic/fraction-arithmetic/arith-review-fractionsintro/v/cutting-shapes-into-equal-parts
5. Remarks 6. Reflections A.No of learners who require additional activities for remediations B. No of learners who require 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?
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
G. What innovation or localized materials did I use? Discover which I wish to share with other teachers?
Prepared by : Name Position/ Designation Number:
School : Division: 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 MATH Learning Competency/ies:
Grade Level Quarter Duration 1 3rd 50 Read and write one- fourth in symbol and in words Code :
Date
(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
ing
Reads and writes one- fourth in symbol and in words
The fact or condition of knowing something with familiarity gained through experiences or association
Understanding
Identify one – fourth of a whole
Skills
Applying
Draw the whole given one- fourth of it.
The ability and capacity acquired through deliberate , systematic, and sustained effort to smoothly and adaptively carryout complex activities or the ability, coming from one’s knowledge, practice, aptitude, etc, to do something
Evaluating
Attitude
Valuing
Divides the whole into fourths.
Values
Valuing
Realize the proper division of a whole
Analyzing
Creating
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.
d.
e. f.
g. h. i. j. 4.2 Activity
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) 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? Write on the board the fractional part ¼. What is in the middle of 1 and 4? ( it is the line that separate the numerator and denominator) Explain to the pupils how the numerator and the denominator was gotten. Write the word one- fourth on the board and read for the pupils. 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.
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 4.8 Concluding Activity
5. Remarks
Answer page 201 Let them watch the video https://www.khanacademy.org/math/arithmetic/fraction-arithmetic/arith-review-fractionsintro/v/cutting-shapes-into-equal-parts
6. Reflections A.No of learners who require additional activities for remediations B. No of learners who require 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?
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
Prepared by : Name Position/ Designation Number:
School : Division: 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 MATH Learning Competency/ies:
Grade Level
Quarter Duration 1 3rd 50 Read and write one- fourth in symbol and in words Code :
Date
(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
ing
Reads and writes one- fourth in symbol and in words
The fact or condition of knowing something with familiarity gained through experiences or association
Understanding
Identify one – fourth of a whole
Skills
Applying
Draw the whole given one- fourth of it.
The ability and capacity acquired through deliberate , systematic, and sustained effort to smoothly and adaptively carryout complex activities or the ability, coming from one’s knowledge, practice, aptitude, etc, to do something
Evaluating
Attitude
Valuing
Divides the whole into fourths.
Values
Valuing
Realize the proper division of a whole
Analyzing
Creating
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 ( 8 MINUTES)
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? 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) 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? Write on the board the fractional part ¼. What is in the middle of 1 and 4? ( it is the line that separate the numerator and denominator)
d.
e. f.
g. h. i. j. 4 .2 Activity (10 MINUTES)
Explain to the pupils how the numerator and the denominator was gotten. Write the word one- fourth on the board and read for the pupils. 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.
A. Group the students into 5. Give each group a circle and a rectangular 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 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 (4 MINUTES)
How many parts were the circle and the rectangleMAT 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 (4 MINUTES)
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 ( 8 MINUTES )
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 ( 8 MINUTES )
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.
(KRA 2-OBJECTIVE 6- MOV 2 ( KRA 2- OBJECTIVE 6- MOV 3) 4.7 Assignment ( 4 MINUTES )
Answer page 201
4.8 Concluding Activity ( 4MINUTES )
Let them watch the video https://www.khanacademy.org/math/arithmetic/fraction-arithmetic/arith-review-fractionsintro/v/cutting-shapes-into-equal-parts
5. Remarks 6. Reflections A.No of learners who require additional activities for remediations B. No of learners who require 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?
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
Prepared by : Name Position/ Designation
School : Division:
Detailed Lesson Plan (DLP) DLP NO.
Learning Area MATH Learning Competency/ies:
Grade Level
Quarter Duration 1 3rd 50 Read and write one- fourth in symbol and in words Code :
Date
(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
ing
Reads and writes one- fourth in symbol and in words
The fact or condition of knowing something with familiarity gained through experiences or association
Understanding
Identify one – fourth of a whole
Skills
Applying
Draw the whole given one- fourth of it.
The ability and capacity acquired through deliberate , systematic, and sustained effort to smoothly and adaptively carryout complex activities or the ability, coming from one’s knowledge, practice, aptitude, etc, to do something
Evaluating
Attitude
Valuing
Divides the whole into fourths.
Values
Valuing
Realize the proper division of a whole
Analyzing
Creating
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 ( 8 MINUTES)
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? 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) 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? Write on the board the fractional part ¼.
d.
e.
f.
What is in the middle of 1 and 4? ( it is the line that separate the numerator and denominator)
g. h. i.
Explain to the pupils how the numerator and the denominator was gotten. Write the word one- fourth on the board and read for the pupils. 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.
j. 4 .2 Activity (10 MINUTES)
A. Group the students into 5. Give each group a circle and a rectangular 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 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 (4 MINUTES)
How many parts were the circle and the rectangleMAT 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 (4 MINUTES) 4.5 Application ( 8 MINUTES )
Ask the pupils where the got the number 1 on the numerator and the number 4 on the denominator? How was ¼ separated? 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. A. Divide the shapes into 4 and shade one part of it.
4.6 Assessment ( 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 ( 4 MINUTES ) 4.8 Concluding Activity ( 4MINUTES )
Answer page 201 Let them watch the video https://www.khanacademy.org/math/arithmetic/fraction-arithmetic/arith-review-fractionsintro/v/cutting-shapes-into-equal-parts
5. Remarks 6. Reflections A.No of learners who require additional activities for remediations B. No of learners who require 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?
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
Prepared by : Name Position/ Designation Number:
School : Division: 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 MATH Learning Competency/ies:
Grade Level
Quarter Duration 1 3rd 50 Read and write one- fourth in symbol and in words Code :
Date
(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
ing
Reads and writes one- fourth in symbol and in words
The fact or condition of knowing something with familiarity gained through experiences or association
Understanding
Identify one – fourth of a whole
Skills
Applying
Draw the whole given one- fourth of it.
The ability and capacity acquired through deliberate , systematic, and sustained effort to smoothly and adaptively carryout complex activities or the ability, coming from one’s knowledge, practice, aptitude, etc, to do something
Evaluating
Attitude
Valuing
Divides the whole into fourths.
Values
Valuing
Realize the proper division of a whole
Analyzing
Creating
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) 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? Write on the board the fractional part ¼.
d.
e.
f.
What is in the middle of 1 and 4? ( it is the line that separate the numerator and denominator)
g. h.
Explain to the pupils how the numerator and the denominator was gotten. Write the word one- fourth on the board and read for the pupils.( kra 1- objective 1mov2) 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. The same thing will be done to the other divided square.
i.
j. 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 4.8 Concluding Activity
Answer page 201 Let them watch the video https://www.khanacademy.org/math/arithmetic/fraction-arithmetic/arith-review-fractionsintro/v/cutting-shapes-into-equal-parts
5. Remarks 6. Reflections A.No of learners who require additional activities for remediations B. No of learners who require 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?
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
Prepared by : Name Position/ Designation Number:
School : Division: 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 MATH Learning Competency/ies:
Grade Level
Quarter Duration 1 3rd 50 Read and write one- fourth in symbol and in words Code :
Date
(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
ing
Reads and writes one- fourth in symbol and in words
The fact or condition of knowing something with familiarity gained through experiences or association
Understanding
Identify one – fourth of a whole
Skills
Applying
Draw the whole given one- fourth of it.
The ability and capacity acquired through deliberate , systematic, and sustained effort to smoothly and adaptively carryout complex activities or the ability, coming from one’s knowledge, practice, aptitude, etc, to do something
Evaluating
Attitude
Valuing
Divides the whole into fourths.
Values
Valuing
Realize the proper division of a whole
Analyzing
Creating
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) 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? Write on the board the fractional part ¼. What is in the middle of 1 and 4? ( it is the line that separate the numerator and denominator)
d.
e. f.
g. h. i.
Explain to the pupils how the numerator and the denominator was gotten. Write the word one- fourth on the board and read for the pupils. 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 4.8 Concluding Activity
Answer page 201 Let them watch the video https://www.khanacademy.org/math/arithmetic/fraction-arithmetic/arith-review-fractionsintro/v/cutting-shapes-into-equal-parts
5. Remarks 6. Reflections A.No of learners who require additional activities for remediations B. No of learners who require 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?
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
Prepared by : Name Position/ Designation Number:
School : Division: 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 MATH Learning Competency/ies:
Grade Level
Quarter Duration 1 3rd 50 Read and write one- fourth in symbol and in words Code :
Date
(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
ing
Reads and writes one- fourth in symbol and in words
The fact or condition of knowing something with familiarity gained through experiences or association
Understanding
Identify one – fourth of a whole
Skills
Applying
Draw the whole given one- fourth of it.
The ability and capacity acquired through deliberate , systematic, and sustained effort to smoothly and adaptively carryout complex activities or the ability, coming from one’s knowledge, practice, aptitude, etc, to do something
Evaluating
Attitude
Valuing
Divides the whole into fourths.
Values
Valuing
Realize the proper division of a whole
Analyzing
Creating
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) 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? Write on the board the fractional part ¼. What is in the middle of 1 and 4? ( it is the line that separate the numerator and denominator)
d.
e. f.
g. h. i. j.
Explain to the pupils how the numerator and the denominator was gotten. Write the word one- fourth on the board and read for the pupils. 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 ( 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 4.8 Concluding Activity
Answer page 201 Let them watch the video https://www.khanacademy.org/math/arithmetic/fraction-arithmetic/arith-review-fractionsintro/v/cutting-shapes-into-equal-parts
5. Remarks 6. Reflections A.No of learners who require additional activities for remediations B. No of learners who require 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?
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
Prepared by : Name Position/ Designation Number:
School : Division: 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 MATH Learning Competency/ies:
Grade Level
Quarter Duration I 3rd 50 Read and write one- fourth in symbol and in words Code :
Date
(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
ing
Reads and writes one- fourth in symbol and in words
The fact or condition of knowing something with familiarity gained through experiences or association
Understanding
Identify one – fourth of a whole
Skills
Applying
Draw the whole given one- fourth of it.
The ability and capacity acquired through deliberate , systematic, and sustained effort to smoothly and adaptively carryout complex activities or the ability, coming from one’s knowledge, practice, aptitude, etc, to do something
Evaluating
Attitude
Valuing
Divides the whole into fourths.
Values
Valuing
Realize the proper division of a whole
Analyzing
Creating
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) 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? Write on the board the fractional part ¼. What is in the middle of 1 and 4? ( it is the line that separate the numerator and denominator)
d.
e. f.
g. h. i. j.
Explain to the pupils how the numerator and the denominator was gotten. Write the word one- fourth on the board and read for the pupils. 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. ( 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 4.8 Concluding Activity
Answer page 201 Let them watch the video https://www.khanacademy.org/math/arithmetic/fraction-arithmetic/arith-review-fractionsintro/v/cutting-shapes-into-equal-parts
5. Remarks 6. Reflections A.No of learners who require additional activities for remediations B. No of learners who require 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?
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
Prepared by : Name Position/ Designation Number:
School : Division: 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 MATH Learning Competency/ies:
Grade Level
Quarter Duration 1 3rd 50 Read and write one- fourth in symbol and in words Code :
Date
(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
ing
Reads and writes one- fourth in symbol and in words
The fact or condition of knowing something with familiarity gained through experiences or association
Understanding
Identify one – fourth of a whole
Skills
Applying
Draw the whole given one- fourth of it.
The ability and capacity acquired through deliberate , systematic, and sustained effort to smoothly and adaptively carryout complex activities or the ability, coming from one’s knowledge, practice, aptitude, etc, to do something
Evaluating
Attitude
Valuing
Divides the whole into fourths.
Values
Valuing
Realize the proper division of a whole
Analyzing
Creating
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) 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? Write on the board the fractional part ¼.
d.
e.
f.
What is in the middle of 1 and 4? ( it is the line that separate the numerator and denominator)
g. h. i.
Explain to the pupils how the numerator and the denominator was gotten. Write the word one- fourth on the board and read for the pupils. 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.
j. 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 4.8 Concluding Activity
Answer page 201 Let them watch the video https://www.khanacademy.org/math/arithmetic/fraction-arithmetic/arith-review-fractionsintro/v/cutting-shapes-into-equal-parts
5. Remarks 6. Reflections A.No of learners who require additional activities for remediations B. No of learners who require 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?
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
Prepared by : Name Position/ Designation Number:
School : Division: 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 MATH Learning Competency/ies:
Grade Level
Quarter Duration 1 3rd 50 Read and write one- fourth in symbol and in words Code :
Date
(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
ing
Reads and writes one- fourth in symbol and in words
The fact or condition of knowing something with familiarity gained through experiences or association
Understanding
Identify one – fourth of a whole
Skills
Applying
Draw the whole given one- fourth of it.
The ability and capacity acquired through deliberate , systematic, and sustained effort to smoothly and adaptively carryout complex activities or the ability, coming from one’s knowledge, practice, aptitude, etc, to do something
Evaluating
Attitude
Valuing
Divides the whole into fourths.
Values
Valuing
Realize the proper division of a whole
Analyzing
Creating
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 ( 8 MINUTES)
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? 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) 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? Write on the board the fractional part ¼.
d.
e.
f.
What is in the middle of 1 and 4? ( it is the line that separate the numerator and denominator)
g. h. i.
Explain to the pupils how the numerator and the denominator was gotten. Write the word one- fourth on the board and read for the pupils. 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. ( kra 3,objective 7, mov 2, mov 3)
j.
4 .2 Activity (10 MINUTES)
A. Group the students into 5. Give each group a circle and a rectangular 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 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 (4 MINUTES)
How many parts were the circle and the rectangleMAT 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 (4 MINUTES)
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 ( 8 MINUTES )
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 ( 8 MINUTES )
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.
it is a thing to 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 ( 4 MINUTES ) 4.8 Concluding Activity ( 4MINUTES )
Answer page 201 Let them watch the video https://www.khanacademy.org/math/arithmetic/fraction-arithmetic/arith-review-fractionsintro/v/cutting-shapes-into-equal-parts
5. Remarks 6. Reflections A.No of learners who require additional activities for remediations B. No of learners who require 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?
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
G. What innovation or localized materials did I use? Discover which I wish to share with other teachers?
Prepared by : Name Position/ Designation Number:
School : Division: 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 MATH Learning Competency/ies:
Grade Level Quarter Duration 1 3rd 50 Read and write one- fourth in symbol and in words Code :
Date
(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
ing
Reads and writes one- fourth in symbol and in words
The fact or condition of knowing something with familiarity gained through experiences or association
Understanding
Identify one – fourth of a whole
Skills
Applying
Draw the whole given one- fourth of it.
The ability and capacity acquired through deliberate , systematic, and sustained effort to smoothly and adaptively carryout complex activities or the ability, coming from one’s knowledge, practice, aptitude, etc, to do something
Evaluating
Attitude
Valuing
Divides the whole into fourths.
Values
Valuing
Realize the proper division of a whole
Analyzing
Creating
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.
d.
e. f.
g. h. i. j. 4.2 Activity
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) 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? Write on the board the fractional part ¼. What is in the middle of 1 and 4? ( it is the line that separate the numerator and denominator) Explain to the pupils how the numerator and the denominator was gotten. Write the word one- fourth on the board and read for the pupils. 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.
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 4.8 Concluding Activity
5. Remarks
Answer page 201 Let them watch the video https://www.khanacademy.org/math/arithmetic/fraction-arithmetic/arith-review-fractionsintro/v/cutting-shapes-into-equal-parts
6. Reflections A.No of learners who require additional activities for remediations B. No of learners who require 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?
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
Prepared by : Name Position/ Designation Number:
School : Division: 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 MATH Learning Competency/ies:
Grade Level
Quarter Duration 1 3rd 50 Read and write one- fourth in symbol and in words Code :
Date
(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
ing
Reads and writes one- fourth in symbol and in words
The fact or condition of knowing something with familiarity gained through experiences or association
Understanding
Identify one – fourth of a whole
Skills
Applying
Draw the whole given one- fourth of it.
The ability and capacity acquired through deliberate , systematic, and sustained effort to smoothly and adaptively carryout complex activities or the ability, coming from one’s knowledge, practice, aptitude, etc, to do something
Evaluating
Attitude
Valuing
Divides the whole into fourths.
Values
Valuing
Realize the proper division of a whole
Analyzing
Creating
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 ( 8 MINUTES)
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? 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) 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? Write on the board the fractional part ¼. What is in the middle of 1 and 4? ( it is the line that separate the numerator and denominator)
d.
e. f.
g. h. i. j. 4 .2 Activity (10 MINUTES)
Explain to the pupils how the numerator and the denominator was gotten. Write the word one- fourth on the board and read for the pupils. 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.
A. Group the students into 5. Give each group a circle and a rectangular 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 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 (4 MINUTES)
How many parts were the circle and the rectangleMAT 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 (4 MINUTES)
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 ( 8 MINUTES )
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 ( 8 MINUTES )
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.
(KRA 2-OBJECTIVE 6- MOV 2 ( KRA 2- OBJECTIVE 6- MOV 3) 4.7 Assignment ( 4 MINUTES )
Answer page 201
4.8 Concluding Activity ( 4MINUTES )
Let them watch the video https://www.khanacademy.org/math/arithmetic/fraction-arithmetic/arith-review-fractionsintro/v/cutting-shapes-into-equal-parts
5. Remarks 6. Reflections A.No of learners who require additional activities for remediations B. No of learners who require 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?
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
Prepared by : Name Position/ Designation
School : Division:
Related Documents 171j1w
Cot Math 2h4b4e
November 2022 0
Cot 3d4e1t
May 2022 0
Cot 3d4e1t
June 2022 0
Cot-curve d2r11
December 2019 99
Cot Sivetec 196d
March 2023 0
Tendinita Cot a555o
November 2019 24More Documents from "Jazz Capulong" 3n3o3p
Cot Math 2h4b4e
November 2022 0
Como Ser Un Buen Estudiante De Matematica 6k5h5r
December 2019 80
Chapter 13: Cities And Cultures - The Hidden Dimension By Edward Hall 4x5c6d
November 2019 27
Ccna 3 Chapter 5 5h5a1j
May 2021 0
2c82t
March 2021 0