I.

OBJECTIVES
At the end of the period, the learners are expected to:

Cognitive: Recognize ½ of a whole.

Psychomotor: Write fractions as ½ and ¼ of a whole.
Affective: Explain the importance of sharing one’s
blessings

II. SUBJECT MATTER

Recognizing ½ and ¼ of a Whole
Concepts:
a. A whole is an object that is complete in itself.
b. When an object is divided into 2 equal parts, each
part is called one-half or ½ of the whole.
c. Half is one of the two equal parts.
d. Two halves make a whole or 2/2 is 1.
Reference: Mathematics for Everyday Use 1 pp. 110-115
Soaring 21st Century Mathematics p.388 -391
Materials: pie, models and representations, S1 window
card,
Value Focus: Sharing and Cooperation
Interdisciplinary Focus:
ARTS – The primary colors are blue, red and
yellow.

III. PROCEDURE:
Teacher’s Activities
A. Routinary Activities
1. Opening Prayer
2. Opening Song
The teacher will ask the
pupils to sing the song
“Math Problems” in the
tune Jingle Bells
Math problems, Math problems
Head hurts when you think
But it helps those like me
In everything you see
Math problems, Math problems
I know they are hardn help you too
But it can help
In almost everything
A day or two may help
In understand things
And soon you’ll answer them
Just like 1, 2,3
What else can we do
Excepth think bout the clues
And solve things will never be a great
burden to you
Math problems, Math problems
They can be great fun!
Puzzles and simple tasks
Can be solved so soon
Pupils’ Activities
The pupils will sing the song
Math problems, Math problems
Head hurts when you think
But it helps those like me
In everything you see
Math problems, Math problems
I know they are hardn help you too
But it can help
In almost everything
A day or two may help
In understand things
And soon you’ll answer them
Just like 1, 2,3
What else can we do
Excepth think bout the clues
And solve things will never be a great
burden to you
Math problems, Math problems
They can be great fun!
Puzzles and simple tasks
Can be solved so soon

BONG BRYAN C. ADVINCULA

TEACHER 1
 Math problems, Math problems Math problems, Math problems
I know they are hard I know they are hard
But it helps those like me But it helps those like me
In everyday you see! In everyday you see!

3. Greetings
4. Checking of Attendance
5. Checking of Assignment

B. Preparatory Activities
1. Drill
To see how fast you are Pupils will answer their S1
in subtraction, kindly card in five minutes.
get a clean sheet of
paper and your S1 window
card. I will give you 5
minutes to answer your
card.
2. Review Pupils will work on their
This time we are going respective group.
to have a group
activity.
(The class will be
divided into five
groups).
Each group will be given
an activity card with a
written subtraction
problem to be answered
within 3 minutes.
(The teacher will remind
the pupils to show their
solution following the
steps in problem
solving.)

Kyle received P50 from What is asked?

his mother for his How much was left to him?
allowance. He shared P20 What are givens?
to the young beggar that P50 from his mother
he met on his way. How shared P20 to the young beggar
much was left to him? What is the operation to be
used? Subtraction
What is the number sentence?
50-20=N
Solution
P50-P20= P30
Answer : P30 was left to him

BONG BRYAN C. ADVINCULA

TEACHER 1
 We will divide the pie equally
among the members of our
3. Motivation family.
Suppose your father It is good that we share every
brought home a pizza blessing that we received.
pie, what will you do
with the pizza pie so Pupils will read the given
that everybody could problem.
have a share of it? Why?

C. Lesson Proper
1. Presentation
The teacher will ask the
pupils to read the problem.

One day, father brought

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

2. Discussion
1. What do we need to
answer in the given
problem?
We need to know how many parts
the pie should be
divided/shared.

2. How many persons are

about to receive an There are two persons to
equal share of the pie? receive an equal share of the
pie which include the wife and
the three children
3. What will you do with
the pie so that Ma’am we will divide/cut the
everybody could have a pie into two equal parts.
share of it?

Now, for us to have a clear

understanding on what to do
let us watch this video
presentation.
(The teacher will play a

BONG BRYAN C. ADVINCULA

TEACHER 1
video presentation about Pupils will watch the
FRACTION: One-half of a presentation.
Whole)

From what you have seen,

what do we mean with Fraction is a part of a whole,
fraction? a set or a group.

What does it mean when we

say a whole? A whole is an object that is
complete in itself.
How many 1/2s make a whole?
Two halves make a whole.
Now, let us go back with
our problem, how many
persons are about to Two.
receive the pie?

In how many parts are we

going to cut the pie?
We will cut the pie into two
(The teacher will cut the halves.
pie into two)

I have here one part of the

pie, how are we going to
name it? One-half.

How are we going to write

one-half?
1/2
That’s great!

Will anybody please write

it on the board?
(The teacher will do the
same with another part of
the pie)
How do we name each part
again?
The teacher will show again
another example.
(A pupil will come on the board
and write ½)
(A pupil will again come on the
board and write ½ beside the
part)
One part is called ½ of a
whole.

I have here a whole slice

BONG BRYAN C. ADVINCULA

TEACHER 1
 of bread. Let us divide the
bread into two. Can you Yes ma’am.
help teacher to divide it?

How many 1/2s make a whole?

What conclusion can we get
from this?
How do we write it? One-half and one-half or two halves
make a whole.
3. Fixing Skills
We can say that 2 halves make a
Check the following figures
whole.
that show ½ of a whole. 2/2 or 1.

D. Generalization
What do we call a part of a whole
that was cut into two?
How do we write a whole cut into
two?
How do we write one-half?
E. Valuing
What is the importance of sharing One part is called one-half of
our blessings? the whole.
2/2
F. Application 1/2
Color the shapes that are divided
into 2 equal parts. Answers vary.

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TEACHER 1
IV. EVALUATION
Draw a line that shows ½ of the
object.

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TEACHER 1
V. AGREEMENT
Draw lines to show how you can cut
the squares into equal halves in
different ways. The first one is done
for you.

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TEACHER 1