A DETAILED LESSON PLAN

Teacher: Roshen Mae M. Ardiente Division: Iligan City

Grade Level: Two No. of Learners in Class: 30

Subject & No. Hours: Mathematics/ 1 hour Date and Time: Nov. 11, 2025

Quarter: Third Quarter Checked by: Rica Mae B. Guarin

I.​ OBJECTIVES

A.​ Content 1.​ The learner demonstrates understanding of division of whole numbers up to 1000
Standards including money
2.​ The learner demonstrates understanding of unit fractions.

B.​ Performanc 1.​ The learner is able to apply division of whole numbers up to 1000 including money in
e Standards mathematical problems and real-life situations.
2.​ The learner is able to recognize and represent unit fractions in various forms and
contexts.

C.​ Learning Arranges similar fractions in increasing or decreasing order.

Competenc M2NS-III-78.2
y

D.​ Learning At the end of our lesson, the learners should be able to:
Objectives ●​ Arrange similar fractions in increasing or decreasing order.

II. CONTENT

A.​ Subject Arranging Similar Fractions in Increasing or Decreasing Order

Matter

III. LEARNING RESOURCES

A.​ References

1.​ Teacher’s Most Essential Learning Competencies (MELCs) p. 204

Guide Learner’s Module - Quarter 3 - Module 12

2.​ Learner’s Pictures, Activity Charts, Activity Sheets

Materials

3.​ Textbook
Pages

B. Other Canva, Powerpoint Presentation, Laptop, TV, Visual Aids

Learning
 Resources

C. Mathematics
Concept Similar (like) Fractions are fractions with the same denominators. Increasing orders when
numbers are arranged from the smallest to the largest number, while decreasing orders are when
numbers are arranged from the largest to the smallest number.

D. Math Describing, Identifying, Observing, Recognizing

Progress
Skills

E. Teaching 7E’s strategy- Engaging, Eliciting, Exploring, Explaining, Elaborate, Evaluating and Extending;
Strategy Cooperative Learning Approach

F. Activities 3 Differentiated Activities

G. Values ●​ Demonstrate careful thinking and accuracy by arranging fractions in the correct order.
Integration

IV. PROCEDURES

1. Preliminary TEACHER’S ACTIVITY LEARNER’S ACTIVITY

Activities

A.​ Prayer Before we begin, may I request everyone to (The learners stand)
please stand up for our prayer. Kyla, will you (Kyla leads the prayer and learners pray
please lead the prayer? together)

B.​ Checking of Good afternoon, Grade 2 - Dahlia! I am Good afternoon, Teacher Rosh!
Attendance Teacher Rosh, your Math teacher for today.

Hmm… it seems some of you are still a little

sleepy. ​
Let’s wake up those sleepy faces and make
sure everyone’s awake and ready, okay?
Okay, Teacher!

When I say “Math!”, you say “Fun!” and do a

little clap! Let’s try it! (Learners clap their hands)

Great job! Let’s do it again, but this time,

louder and with more energy!

Wow! That’s the energy I love to see! Now,

 you’re all awake and ready to learn!

Before we start, please look at your seatmates

and see if anyone is absent today. No one is absent today, Teacher.

Very good! Since everyone is present today,

let’s give ourselves a

C.​ Energizer
Before you sit down, let’s boost our energy
first with a short dance!
[Link]
AVDd2Wf

You all did well, learners! It looks like you’re

all ready to listen and learn in today’s
discussion. Now, kindly pick up any pieces of
paper under your chairs and arrange them
properly before sitting down.

D.​ Checking of
Assignment Did I give you an assignment yesterday? Yes, Teacher.

Alright! If you have your assignment with you,

kindly pass it to the front, please. (Learners pass their assignment)

E. Setting of Now, I want you learners to remember our

Classroom classroom rules using the word “STAR”.
Rules
CLASSROOM RULES

S – Show respect.

T – Try your best.

A – Always listen.

R – Raise your hand before speaking.

Awesome, Grade 2! Can I hear a big “Yes,

Teacher!” if we all agree to follow these rules? Yes, Teacher!

F. Review of Before we move to our new lesson, let’s have a Yesterday, we learned about comparing similar
Past Lesson quick review. Class, can you tell me what our fractions, Teacher.
lesson was last meeting?
 That’s right! We learned about comparing Expected Learners Response:
similar fractions using relation symbols. Can Learner 1: “>” means greater than.
anyone tell me what the symbols “>”, “<”, and Learner 2: “<” means less than.
“=” mean? Learner 3: “=” means equal to.

Very good! Let’s try a short review. I will call 3

volunteers to come to the board and compare
these numbers using the correct symbols:

4 2
1.​ 5
___ 5
​
1.​ >
1 1
2.​ =
2.​ 2
___ 2
​ 3.​ <

3 4
3.​ 6
___ 6

Great job, everyone! I can see that most of you

remember how to use the symbols to compare
numbers.

2. Lesson Proper

ELICITING
A.​ Assessing Class, before we start our new lesson, let’s talk
prior about fractions. Who can tell me what a It’s part of a whole! / A piece of something,
knowledge fraction is? Teacher!

Very good! Can anyone give an example of a 1

of a pizza! /
1
of a cake!
fraction we see every day? 2 4

1
Very good! In a fraction like , the number at
4 It is called the numerator, Teacher.
the top is called what?

Correct! While the number below is called It is called the denominator, Teacher.
what?

Excellent! To test if you remember some other

fractions. I would like you to identify the
fraction for each image. Are you ready?

1
Number 1 is .
1.​ 8

2
Number 2 is 8
.
 4
Number 3 is 8
.

6
2.​ Number 4 is 8
.

8
Number 5 is 8
.

3.​

4.​

5.​

Great job, class! All your answers are correct!

Now that we remember what fractions are, let’s
see fractions in a real-life situation.

ENGAGING There are 10 equal slices of pizza on the plate.

B.​ Establishing Angel ate 3 slices while Rosa ate only 2 slices.
the purpose When Mark arrived, he ate 4 slices of pizza,
of the new and the remaining 1 slice was given to Gigi.
lesson

What is the total amount of the equal slices of

pizza on the plate? 10, Teacher.

Alright! Where do we put 10 — on top or

under the line in the fraction? Under the line in the fraction, Teacher.

Why do we put it under the line? Because it shows the total number of equal
parts!
Very good! That’s right — we put 10 under the
line, which is what we called the denominator,
and it tells us how many equal parts the whole
is divided into.

Now that we know there are 10 equal slices,

let’s find out who ate them! I’ll need 4 (Calls 4 students and places the cut-out pizza
 volunteers to play Angel, Rosa, Mark, and slices at the front)
Gigi.

Okay, Angel, how many slices of pizza did you Three, Teacher!
eat?

Alright, go ahead and take 3 slices of pizza. (Learner gets 3 slices and holds them up)

Very good! You may go back to your seat. (Learner go backs to their sit)

So Angel ate 3 out of 10 equal slices. How do 3

, Teacher.
10
we write that as a fraction?

Good job! So we put 3 in the numerator since

it tells how many slices Angel ate, and we put
10 in the denominator because it shows the
(Writes on the board: Angel = 3/10)
total number of equal parts in the whole pizza.
(Rosa picks up 2 slices and holds them up)
How about you, Rosa? 2
I ate 10 , Teacher.
Correct! You may sit down now.

Next, how about you, Mark? (Mark picks up 4 slices and holds them up)
4
I ate 10 slices of pizza, Teacher.
Excellent, Mark! You may also sit down now.

And lastly, how about you, Gigi? How much (Gigi picks up 1 slice and holds them up)
1
did you eat? I ate 10 slice of pizza, Teacher.

Great! You may take your seat as well.

Very good class! Now, let’s compare the

fractions.

EXPLORING Who ate the largest amount of pizza? Mark, Teacher!

C.​ Presenting
Examples/I Who ate the second largest? Angel ate the second largest amount.
nstances of
the new Who ate the third largest? Rosa, Teacher!
lesson
Correct! And who ate the smallest amount of Gigi ate the smallest amount of pizza,
pizza? Teacher!

Why do you think Mark ate the most pizza? Because 4 slices are more than 1, 2 or 3 slices!

Now, If we want to line up these fractions from

largest to smallest, what would the order be? 4
,
3
,
2
,
1
!
10 10 10 10

Very good! And if we wanted to line them up

 from smallest to largest? 1
,
2
,
3
,
4
!
10 10 10 10

Great job, everyone! I saw how you carefully

arranged the fractions and explained your
thinking. You noticed which fractions were
smallest and which were largest.

EXPLAINING Based on what we just did, can anyone guess

D. Discussing new our topic for today? (Wait for few guesses)
concepts and
presenting new skill Great guesses! Today we’ll be learning about
Arranging Similar Fractions in Increasing or
Decreasing Order.

And our objective for today is… I’ll read it

first, and then you’ll repeat after me — all
together, okay?

Learning Objective:
At the end of our lesson, the learners should be
able to:
●​ Arrange similar fractions in increasing
or decreasing order.

Let’s also define some important words that we

will use later.

Unlocking of Words:
Increasing - going from smallest to largest.
Decreasing - going from largest to smallest.
Order - the way we arrange things from
smallest to largest or largest to smallest.
Now, let’s remember what the numerator and
denominator means.
Numerator - the top number; it tells how
many parts we have.
Denominator - the bottom number; it tells
how many equal parts the whole is divided
into.

When fractions have the same denominator,

they are called similar fractions.

Ex.
3 2 4 1
5
, 5
, 5
, 5

Earlier, you arranged fractions from smallest to

largest and from largest to smallest.
When we arrange them from smallest to
largest, we call it increasing order. Can you say
increasing order? (All learners say increasing order)

Alright! It’s easier to arrange them when their

denominators are the same.

So, when we say increasing, the numbers or

fractions are getting bigger. We start with the
fraction that has the smallest numerator and go
up to the largest numerator.

Look at these fractions.

1 2 3 4
5
, 5
, 5
, 5

1
Which one is the smallest? 5
, Teacher.

Correct! And which one is the largest? 4

5
, Teacher.
Very good! So that’s how we arrange similar
fractions in increasing order:
1 2 3 4
5
, 5
, 5
, 5

Your turn! Who would like to arrange this

another example in increasing order?
4 6 5 7
Me, Teacher!
8
, 8
, 8
, 8

4 5 6 7
Alright! Come here in front and write it on the , , ,
8 8 8 8
board.

Very good! Now, let’s try the opposite. If

increasing means smallest to largest, what do
you think decreasing means?
Largest to smallest, Teacher!
Very good! When we arrange from largest to
smallest, that’s called decreasing order. Can
(All learners say decreasing order)
you say decreasing order?

Okay! So we start with the fraction that has the

largest numerator and go down.
Let’s look at the example.
4 3 2 1
5
, 5
, 5
, 5
4
Which one comes first? 5
, Teacher.
1
, Teacher.
Okay! And which comes last? 5

Correct! So, that’s how we arrange them in

decreasing order:
4 3 2 1
5
, 5
, 5
, 5

Let’s try another. Who would like to arrange

this in decreasing order? Me, Teacher!
4 6 5 7
8
, 8
, 8
, 8
7
,
6
,
5
,
4
8 8 8 8

Very good! So that’s how we arrange similar

fractions in increasing order — from the
smallest numerator to the largest. While
decreasing order, from the largest numerator to
the smallest.

Let’s try some more examples to practice! I

will call some volunteers to write their answers
on the board.

Arrange each set of similar fractions in

increasing order:
1 2 4 5
2 5 1 4 1.​ , , ,
1.​ 6
, 6
, 6
, 6
6 6 6 6
1 3 5 6
3 6 1 5 2.​ , , ,
2.​ 7
, 7
, 7
, 7
7 7 7 7

Arrange each set of similar fractions in

decreasing order:
3 7 5 9
1.​ 12
, 12 , 12 , 12 1.​
9 7 5 3
, 12 , 12 , 12
12
6 2 8 5
2.​ 9
, 9 , 9 , 9 2.​
8 6 5 5
, 9 , 9 , 9
9

Great job, class! You all did an amazing job

arranging the fractions in both increasing and
decreasing order!

Now that you already know how to do it, let’s

see how well you can apply what you learned.
This time, you’ll work together in groups. Are
 you ready? Yes, Teacher.

ELABORATING Directions:
E. Discussing new 1.​ The class is grouped into three.
concepts and
practicing new skill 2.​ Each group will be given 5 minutes to
finish the task.
3.​ Each group will be graded based on
this rubric.
Activity Rubric

4 3 2 1

Corre All Most Some Few

ctness answe answe answe or no
rs are rs are rs are correct
correct correct correct answe
and ; ; rs.
compl minor severa
ete. mistak l
es. mistak
es.

Coope Works Works Somet Rarely

ration very well imes partici
well with partici pates;
with group; pates; does
group partici minim not
memb pates al help cooper
ers; most to ate
encour of the others. with
ages time. group.
and
helps
others.

Time Compl Compl Compl Does

etes etes etes not
activit activit most finish
y y of the activit
within within activit y
the the y but within
given time, slightl the
time minor y over given
efficie delays time. time.
ntly. .
 GROUP 1

Look at the similar fractions inside the boxes.

The first box is for increasing order (smallest

to largest), and the second box is for

decreasing order (largest to smallest). Arrange

the fractions correctly by writing numbers 1 to

4 on the lines to show their order.

1.​ → 3, 2, 4, 1
→ 1, 3, 2, 4
2.​ → 2, 3, 1, 4
→ 4, 2, 3, 1

GROUP 2
Each box has 4 given fractions. You will also
receive fraction cards with the same fractions.
Look at what the box says. If it says increasing
order, paste the fraction cards from smallest to
biggest. If it says decreasing order, paste the
fraction cards from biggest to smallest.
 1 2 4 5
1.​ 6
, 6 , 6
, 6
6 5 3 1
2.​ 7
, 7 , 7
, 7
2 5 6 8
3.​ 9
, 9 , 9
, 9
9 7 5 3
4.​ 12
, 12 , 12
, 12

GROUP 3

Each box shows 4 fractions with visuals. Look

at what the box says. If it says increasing order,

arrange the fractions inside the box from

smallest to biggest. If it says decreasing order,

arrange them from biggest to smallest. After 1.​

1 2
, 5 ,
3
,
4
5 5 5
4 3 2 1
arranging, color the biggest fraction red and 2.​ 5
, 5 , 5
, 5
4 6 8 10
the smallest fraction yellow. 3.​ 10
, 10 , 10
, 10
10 8 6 4
4.​ 10
, 10 , 10
, 10
 Great job, everyone! I can see how well you
arranged the similar fractions correctly in
increasing and decreasing order.

F. Making
generalizations and Now, class — let’s remember what we learned
abstractions about today. Who can tell me what we practiced? Arranging similar fractions, Teacher!
the lesson

Yes, very good! What does arranging similar Putting them in increasing order which is
fractions mean? smallest to largest and in decreasing order
largest to smallest.

Exactly! And how did we know which fraction

is bigger? The fraction with the bigger numerator is
greater!
Excellent! That’s right! When the
denominators are the same, the fraction with
the bigger numerator is the greater one.

And where can we use this in real-life When we share food with friends! / When we
situations? divide things equally, Teacher!

Great answers!
 Values Integration: We learn to be careful, to not rush, and do it
What good habits do we learn when we think right, Teacher!
carefully before arranging similar fractions?

Exactly! When we’re careful and take our

time, we become patient, confident, and
accurate in solving problems. So always
remember — think carefully, stay patient, and
trust yourself to get the right answer!

EVALUATING
I.​ Evaluating Now, let’s see how much you’ve learned. Get
Learning ready for our short quiz — let’s show how
confident and careful you are when arranging
similar fractions!
​
Directions: Look carefully at each group of ​
fractions. Arrange them as the direction says. ​
Encircle the letter of the correct answer. ​
​
[Link] the fractions in increasing order: ​
​
1 4 2 3 ​
8
, 8
, 8
, 8 ​
​
A.
4
,
3
,
2
,
1 ​
8 8 8 8 Answer Key:
1.​ B
1 2 3 4
B. 8
, 8
, 8
, 8
2.​ A
3.​ B
2 1 3 4 4.​ A
C. 8
, 8
, 8
, 8 5.​ B

3 4 1 2
D. 8
, 8
, 8
, 8

2. Arrange the fractions in decreasing order:​

2 5 4 1
, , , ​
6 6 6 6
5 4 2 1
A. 6
, 6
, 6
, 6
​
1 2 4 5
B. 6
, 6
, 6
, 6
​
2 4 1 5
C. 6
, 6
, 6
, 6
​
4 5 2 1
D. 6
, 6
, 6
, 6

3. Arrange the fractions in increasing order:

 7 2 9 5
10
, 10
, 10
, 10

9 7 5 2
A. 10
, 10
, 10
, 10

2 5 7 9
B. 10
, 10
, 10
, 10

7 9 5 2
C. 10
, 10
, 10
, 10

5 2 9 7
D. 10
, 10
, 10
, 10

4. Arrange the fractions in decreasing order:

3 1 4 2
4
, 4
, 4
, 4

4 3 2 1
A. 4
, 4
, 4
, 4

1 2 3 4
B. 4
, 4
, 4
, 4

3 4 2 1
C. 4
, 4
, 4
, 4

2 3 4 1
D. 4
, 4
, 4
, 4

5. Arrange the fractions in increasing order:

9 8 5 2
12
, 12
, 12
, 12

5 2 8 9
A. 12
, 12
, 12
, 12

2 5 8 9
B. 12
, 12
, 12
, 12

9 8 5 2
C. 12
, 12
, 12
, 12

8 9 5 2
D. 12
, 12
, 12
, 12

EXTENDING
V. Additional Kindly get your math notebook and copy your
activities for assignment.
application or
remediation Assignment:
 Direction: Arrange the given fractions as
instructed. Write your answer on the blank.

1. Arrange the fractions in increasing order:​

6 4 8 2
, ,
10 10 10 10
, ​

→____________________________________

2. Arrange the fractions in decreasing order:​

3 7 5 1
, , , ​
8 8 8 8

→____________________________________

3. Arrange the fractions in increasing order:​

9 3 6 4
, ,
12 12 12 12
, ​

→____________________________________

4. Arrange the fractions in decreasing order:​

2 4 6 1
, , , ​
6 6 6 6

→____________________________________

5. Arrange the fractions in increasing order:​

5 3 1 4
, , , ​
7 7 7 7

→____________________________________

VI. Remarks

VII. Reflection

A.​ No. of _____ of learners who earned 80% in the

learners evaluation.
who earned _____ Lesson carried. Move on to the next
80% in the objective.
evaluation _____ Lesson not carried.
_____ % of learners got 80% mastery.

B.​ No. of _____ of learners who require additional

learners activities for remediation.
who acquire
additional
activities for
remediation
 who scored
below 80%

C.​ Did the _____ learners did not find difficulties in

remedial answering their lesson.
lesson _____ learners found difficulties in answering
work? No. their lesson.
of learners _____ learners did not enjoy the lesson
who have because of lack of knowledge, skill and interest
caught up about the lesson.
with the _____ learners were interested in the lesson,
lesson despite some difficulties encountered in
answering the questions asked by the teacher.
_____ learners mastered the lesson despite the
limited resources used by the teachers.
_____Majority of learners finished their work
on time.
_____Some learners did not finished their
work on time due to unnecessary behavior.
_____Yes _____No
of learners who caught up the lesson.

D.​ No. of _____of learners who earned 80% above.

learners _____ of learners who continue to require
who remediation.
continue to
require
remediation

Prepared by:

Roshen Mae M. Ardiente