Universidad de Sta. Isabel de Naga, Inc.

BASIC EDUCATION DEPARTMENT

SY 2022-2023

LEARNING PLAN IN SCIENCE 1

CONTENT STANDARD:

 The learners demonstrate understanding of demonstrates understanding of unit fractions.

PERFORMANCE STANDARD:

 The students should be able to recognize and represent unit fractions in various forms and
contexts.

VALUE STANDARD: The students should adhere to rules and regulations.

The learners should be able to:

1. Visualize, represents and identifies unit fractions with denominators of

10 and below.

Time
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
Frame
4o mins. A. PREPARATORY ACTIVITY

B. Daily Routine

C. Greetings
“Good afternoon class! I am Teacher
“Good morning, Teacher Nyca!”
Nyca and I will be your teacher for
today.”

D. Prayer (The class will stand up)

“Okay class, let’s stand up for our
opening prayer”
Sign of the cross, “In the name of the Father, the Son, and the
Sign of the cross “In the name of the
Father, the Son, and the Holy Spirit,
Holy Spirit, Amen…
Amen…

“O Mary, conceived without sin…”

“pray for us who have recourse to
“Saint Vincent de Paul…
thee.”
“In the name of the Father, the Son, and the Holy Spirit, Amen” “Pray for us.”
“In the name of the Father, the Son,
“Okay again, good afternoon class!”
and the Holy Spirit, Amen.”

“How are you feeling today? “Good afternoon, Teacher Nyca”

“I’m good, teacher!”

“Okay, very good!”

E. MOTIVATION: PICTURE
ANALYSIS

1
Show them a picture of a pizza

 Ask them if they have already

Possible answers:
seen, bought, or eat a pizza.  Yes, teacher
 Ask them how they slice the  (answers may vary)
pizza.

F. LESSON PROPER

 How many pieces are there in

 8 pieces
pizza?

 How many slice/s did you  1, 2, 3, 4, 5, 6, 7, and 8

get/eat from 1 whole pizza?

 1/8, 2//8, 3/8, 4/8, 5/8, 6/8, 7/8,

8/8

 The denominator- the number

of equal parts that make one
whole unit.

 The numerator is the number of

parts you are counting.

 Give more examples to

students for them to understand
the lesson well.

1.

1.
 1

2
  2
 How many parts have a
colored?
 How many parts are there in
this picture?

 The 1 here is the numerator,

and the 2 is the
denominator. 1.

2.  1

 3

 How many parts have a

colored?

 How many parts are there in

this picture?

1/3
2.
 Now, the numerator here is
1, and the denominator is 3

3.
 1

 4

 How many parts have a

colored?

 How many parts are there in

this picture?

1/4 3.

 Now, the numerator here is

1, and the denominator is 4

 1

4.  5

 How many parts have a

colored?
 How many parts are there in

3
 this picture?

1/5

 Now, the numerator here is

1, and the denominator is 3

Unit-  a unit fraction is one part of a

whole number
Fractions- represent the parts of a
whole or collection of objects.

(The students will do as the teacher told

G. APPLICTION: Pairing so)
Activity

 Think and draw a 2 shapes.

 Illustrate the following
fractions:

1. 2/4
2. 3/9

 Color the numerator.

 Write which is the numerator

and the denominator.

 By identifying which is the

H. SYNTHESIS
numerator and the
denominator,.
 How will you visualize the
unit fraction with the
denominator of 10 and below?

EVALUATION:

Direction: Put check if the fraction has denominator of 10 and below, and  if it is not

_____1. 2/20
_____2. 4/8
_____3. 1/4
_____4. 1/6
_____5. 5/15

PRESENTED BY:
NYCA P. POSTRADO
BEED4 – STUDENT TEACHER

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