Tarlac State University

COLLEGE OF TEACHER EDUCATION

Center of Development in Teacher Education
Reaccredited Level IV by the Accrediting Agency of Chartered Colleges
and Universities of the Philippines

DETAILED LESSON PLAN

School TARLAC STATE UNIVERSITY

Grade Level 1
Learning Area/Subject Mathematics
Quarter 3
Time Allotment 45 minutes
Teacher Agudal, Jillian R., Castañeda, Angel A., Gorospe, Mary Cris M., Medina,
Karen G., Pascual, Kristel D., Valdez, Trizsa Lei M.
I. Objectives
Content Standard
Demonstrate understanding of visualizes, represents and divides a whole object into halves and fourths and
identifies ½ and ¼ of a whole object.
Performance Standard
The learners should be able to recognize, represent, and compare fractions ½ and in ¼ various forms and
contexts.
Learning Competencies /Objectives
Write the LC code for each
At the end of the discussion the students will be able to:
a) Identify fractions as part of a whole using real-life examples;
b) Participate actively and cooperate with classmates during group activities on fractions;
c) Show understanding of one-half (½) and one-fourth (¼) by folding, or coloring objects or shapes
accurately.

II. Subject Matter

a. Topic: fraction as part of a whole
b. References: (Republic of the Philippines Department of Education MATATAG CURRICULUM
MATHEMATICS GRADES 1, 4 and 7, n.d.)
Prences Arcelo. (2024, April 6). Grade 1 Math DLP: Understanding Fractions ½ and ¼. Studocu.
[Link]
math-dlp-fraction/89690543?
c. Additional and other materials: L a p t o p , p o w e r p o i n t p r e s e n t a t i o n , I n s t r u c t i o n a l
materials, marker, crayons
III. Procedures Teacher’s Activity Students’ Activity

a. Prayer
A. Preparatory Activities
Okay Children, let us start our
day with a prayer by addressing
God because He is the one, we
are praying to. Please stand
properly.

"Let's fold our hands and close

our eyes. (The students will follow)
Dear God, thank you for this day.
Help us
To listen carefully and have fun
learning
about on our discussion today.
Amen."
 b. Greetings

Good morning, Grade 1 Pupils, “Good morning, Teacher”

Rise and Shine!

How are you today? How have “We are fine Teacher”
you been?

That’s good to hear children!

c. Checking of Attendance

May I know who is/are absent “No one is absent from the girls
from the girls? Teacher”
Do we have absentees today?

Okay very good!

How about from the boys? “No one is absent from the boys
Teacher”
It nice to hear that all of you are
present today.

“Before we begin the new lesson,

we will have a quick recap to
assess your understanding of the
topic we discussed yesterday.
Are you ready class?” “Yes, teacher!”

“We will call this activity “Guess

B. Reviewing previous lesson
the Shape!” And for the
(or) presenting a new lesson (The students are excited)
instruction in this activity:

“I will Show a flashcard or cutout

of a shape and after that I will ask
you what Shape I show and you
will describe it and How many
sides and corners does it have. “Yes, teacher!”
Did you understand?

(The teacher start asking what

shape and how many sides
does in the flash cards)

(The students are start

answering and raising their
hands)
 “Now, based on all your
answers, I see that you all
learned about our past lesson
which is the Basic Shapes
(circle, square, rectangle,
triangle)”

“In short, A basic shape is a

simple form that we can see
everywhere around us.
The common basic shapes
are circle, square,
rectangle, and triangle.”

A circle is round. It has no

sides and no corners.
A square has four sides and
four corners. All sides are
equal or the same length.
A rectangle also has four sides
and four corners. But! The
opposite sides are equal.
A triangle has three sides and
three corners.

“Did you understand class our “Yes, teacher! We learned a lot

previous lesson?” about our past lesson which is the
Basic shapes!”

C. Establishing a purpose to the

lesson Okay class, look at this pizza.
Have you ever shared food with
your friends or family? Yes, teacher

When we share, we want

Yes, teacher
everyone to get a fair amount,
right? No one should get too
little, and no one should get too
much.

But if we only have one pizza,

how can we share it so that
Cut it or devide it, teacher
everyone gets the same
amount?

If we cut the pizza, should the

pieces be the same size or
Same size, teacher
different sizes?

That’s right! The pieces must be

equal so it will be fair.

You see this whole shape? And

here it is cut into parts.
(Students listen attentively)
Today, we will learn how to talk
about these equal parts of a
whole.
 Are you ready to learn children? Yes, teacher

D. Presenting examples/instances
of the new lesson Before we start our new lesson,
let’s have a short activity.

Today, we will have an activity

(Student Raised their hands)
called “Color Your Pizza” I will
Me, teacher!
give each of you a picture of a
pizza and a crayon.

(Teacher distributes picture of a

pizza and crayons.) (Students receive the materials.)

Here are the rules:

1. You will color your pizza any

way you like.
2. You only have 2 minutes to
color your pizza.

Do you understand?

You may start now

- Yes, Teacher

Time’s up! Hold your pizza in (Students begin coloring their

front and show it to me. paper pizzas)
Now, look at your pizza. In real
life, when we share a pizza with
someone, we need to divide it
into equal parts, right? - Yes, Teacher
Very good! And today, I will
teach you how we show one-
half and one-fourth when we
divide a whole thing, just like
your pizza.

Okay class, Hold your pizza with

both hands.

Now, we will fold our pizza.

Watch me first.

(Teacher folds the sample

paper.)

Now, fold your pizza.

 How many parts do you see
now?

Very good! When a whole pizza - 2, Teacher

is folded into two equal parts,
each part is called one-half.

Can you say one-half?

Now fold it one more time, the

same way. - One-half!

Open it again.
Now you have four equal parts.

Each part is called one-fourth.

What is it called again? - One-fourth!

Very good, children.

E. Discussing new concepts and

practicing new skills Great job, class! Now that we
have colored, folded, and
shared our pizzas, let's talk
more about fractions

Class, today we are going to

explore something we use
every day without even
noticing; fractions. And to
make our learning fun and
real, I brought something
special!

(Teacher lifts a whole

watermelon)

Before anything else, what did

you observe in this watermelon? It’s whole, teacher!
No cuts!
Exactly! A whole means it is
complete. But what happens if
we need to share it with a
friend? How can we make sure
the sharing is fair? We need to cut it equally!

Correct! Fairness happens

when parts are equal. Fractions
help us show that.
(Teacher cuts the watermelon
into two equal parts)

Look carefully. I divided the

watermelon into two parts.
If I take one of these equal
parts, we call it one-half, written
as ½. - The parts are the same size!

Class, what do you notice?

Very good! Let’s look at the

fraction ½.

(Teacher writes ½ on the

board.)

In ½: The number 1 is the

numerator; it tells us how many
parts are taken.
- Numerator– taken part.
The number 2 is the Denominator– total equal
denominator ; it tells us into parts, teacher!
how many equal parts the whole
is divided.

Say it with me: Numerator–

taken part. Denominator– total
equal parts.

Now let’s take it further.

(Teacher cuts one of the

halves into two equal pieces
again, making four equal
slices total.)

- Teacher, They become

smaller!

Look again. Now our whole is

divided into four equal parts.
If I take one out of these four
equal pieces, we call it one-
fourth, written as ¼.

How do the slices change when

we divide the whole into more
parts?

That’s correct! In ¼:

1 (numerator) still means one

part taken.

4 (denominator) tells us the

whole is divided into four equal
parts.

Fractions help us understand

 fairness, sharing, and dividing
things equally.

F. Developing Mastery
Activity: “Color the
Fraction”
(Students break into groups and
“Okay class, let’s split into 5 receive their worksheets.)
groups. Each group will get a
worksheet with a circle and a
square.

“Group 1, your job is to color

half of the circle red.”

“Group 2, you will color one-

fourth of the square blue.”

“Group 3 you will color one- (Students start coloring.)

half (½) of the rectangle
yellow.”

“Group 4 your job color one-

fourth (¼) of the circle green.”

“Group 5 gets to do both color

half of the circle red and one-
fourth of the square blue.”

“Okay, let’s see your amazing

work!

“Group 1, show me your

circle.”
(Students proudly show their work
“Group 2, show me your and explain what they colored.)
square.”

“Group 3, show me your

rectangle”

“Group 4, show me your

circle”

“Group 5, show me both

shapes.”

Group1

Group 2

Group 3
 Group 4

Group 5

(Students chant together: “One-

half! One-fourth!”)

(Students clap and smile

“Wow, look at that! You did proudly.)
such a great job. Remember,
when we color half of a shape,
we say ½, and when we color
one-fourth, we call it ¼.”

“Wow, all of you colored the

fractions correctly, and you all
assisted one another as well.
Let’s give yourselves a big
round of applause!

G. Finding Practical applications

of Concepts and skills in daily
living “Slice It Right!”
½ and ¼ Food Activity

Mechanics:

Divide the class into 5 groups.

Give each group a food model

with a scenario inside the
container.

The group reads the scenario

and decides if it shows 1/2 or
1/4.

They show the correct fraction

using the food model.

Each group picks one

representative to explain their
answer.

They have 2-3 minutes to

finish the task.
 Here’s the scenario:

1. Liam cuts his brownie into

four parts and eats 1/4. What
part did he eat? 1/4

2. Sofia slices her kiwi into four

pieces and eats 1/4. What part
did she eat? 1/4

3. Noah divides his orange into

four parts and eats 1/4. What
part did he eat? 1/4

4. Ella cuts her bread into two

equal parts and eats 1/2. What
part did she eat? 1/2

5. Jake breaks his chocolate

bar into two equal pieces and
gives 1/2 to his friend. What
part did he give? ½

H. Making generalization
"Again class, what is our topic “It’s fraction that shows a part of a
all about?" whole, Ma’am!”

“A fraction shows a part of a

“Can you tell it in your own
whole.
simple words?” One-half means one out of two.
One-fourth means one out of
four.”
“Very Good, class! Or in
summary”
Fractions show parts of a whole
that are divided into equal
sections. When a whole object
is divided into two equal parts
and one part is taken, it is called
one-half (½). When it is divided
into four equal parts and one
part is taken, it is called one-
fourth (¼). The numerator tells
how many parts are taken, and
the denominator tells how many
equal parts make up the whole.
Fractions help us share things
equally and fairly.
 “Did you learned a lot about our “Yes, teacher! We truly learned
new lesson?” about Fraction!”

I. Evaluation

I. Instructions: Write the correct number shaded fraction.

II. COLORING ONE-HALF (½) AND ONE-FOURTH (¼)

Instructions: Color in the fraction of each shape written below it.

J. Additional Activities for Application and Remediation

Class, you will be having an assignment, it’s called Fruit Fractions! You’ll draw fruits and show how we can
share them in halves and fourths.

Instruction:
- Draw two fruits that you like (example: apple, watermelon, mango).
- Divide one fruit into 2 equal parts and label each part ½.
- Divide the other fruit into 4 equal parts and label each part ¼.
- Color each part neatly using crayons.

V. REMARKS

VI. REFLECTIONS

A. No. of learners who earned 80% on the formative assessment

B. No. of learners who require additional activities for remediation who scored below 80%

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