DAILY LESSON PLAN

MATHEMATICS DLP YEAR ONE

WEEK 25 DATE / DAY 11/10/2023 Wednesday
CLASS 1 Bestari TIME 2.00 – 3.00 pm 60 minutes
SOURCE / Recognise Fractions
Activity Book Fraction Kit, Power point
TEACHING AIDS (Text book – Page 1 – 3)
3.1 Concept of one over
NUMBERS AND
THEME/TOPIC/CS 3.0 FRACTIONS two and one over four in
OPERATIONS
proper fractions.
LEARNING
3.1.1 Identify one over two, one over four, two over four and three over four.
STANDARDS
LEARNING
OBJECTIVES By the end of the lesson, most of the pupils will be able to:-
1. Identify two fractions on one over two, one over four, two over four and
three over four.

DIFFERENTIATED 1. For students who need additional support, provide extra manipulatives and
LEARNING encourage them to physically divide and count the parts.
2. For students who grasp the concept quickly, challenge them to identify
equivalent fractions using the given fractions.

ACTIVITY PdP
1. Start the lesson by asking students to sing the song ‘ Happy
Birthday

https://www.youtube.com/watch?v=5gLp8T4Cev0

2. Ask students if they have ever shared a cake with their friends.
Discuss how they divided it into equal parts.

3. Introduce the concept of fractions by showing a whole cake and

some toys fruits and asking students how they would divide it
into two equal parts. Show the fraction card for one half and
explain its representation.

INTRODUCTION
(ENGAGE)

5 MINUTES

Assessment method: ORAL (Assessment for learning)

Question :

1. How do you share a cake equally among your friends?

2. What shapes of cake that you can easily divide into equal parts?
 1. The student given a flat block. Student have to form a group of
four. In a group of four, each student has a different colours of
flats.

2. The group members then identify how many similar or different

flat according to the colours. Teacher encourages the students to
explore the fraction that each of them have.

3. Have students explore other fraction (one over four, two over
four, and three over four) with their group members using
manipulatives. Encourage them to discuss and observe the
differences.

ACTIVITY 1
(EXPLORE)

15 MINUTES

Assessment method : OBSERVATION AND ORAL (Assessment for

learning)

Question :

1. If you combine this four flat block, what shape do you get?
2. How many red flats block that you have ?
3. How many white flats block that you have?
How many all the flat block that you have?

1. Gather the students and ask them to share what they discovered
about the different fractions.
2. Use the power point to draw visual representations of the fractions
and explain the vocabulary related to fraction.

ACTIVITY 2
(EXPLAIN)

10 MINUTES

Assessment method : (ORAL AND OBSERVATION) Assessment for

learning
 Question :

1. What the fraction that you can see from every group?
2. Can you see the differences among the fraction in every group?

1. Provide each student with their own set of worksheet and

manipulatives.
2. Ask students in pairs to represent each fraction complete the
table of fraction on their worksheets.
3. Circulate the classroom to provide support and guidance as
needed.

ACTIVITY 3
(ELABORATE)

15 MINUTES

Assessment method : (WRITTEN) Assessment as learning

Question :

1. What do the shapes or pictures above show?

2. What determines it is a fraction?
3. Which shapes are cut into equal parts?
4. Which shapes represent the fraction of one over two, one over
four, two over four, and three over four?

1. Distribute the Plickers Card to students.

ACTIVITY 4
(EVALUATE)

10 MINUTES
https://www.plickers.com/library#now-playing

2. The students have to show their answer using Plickers Cards

according the question that shown in front of the class.
3. Show the result for evaluation.
 Assessment method : (OBSERVATION) Assessment of learning

Question :

1. Identify the object that cuts into the equal part.

2. Which is one over two?
3. Name the fraction of the blue-shaded part.

1. Gather the students and review the key concepts and vocabulary
related to fractions.
2. Have a few students share their work with the class, explaining how
they represented each fraction.
3. Summarize the lesson by emphasizing the importance of accurately
CLOSURE identifying and understanding fractions.

5 MINUTES
Assessment method : ORAL (Assessment for learning)

Question :

1. What do you think about fraction?

2. Does one over two equal with half?
3. Does one over two and two over four is the same?

REFLECTION: