Detailed Lesson Plan in Mathematics for

Multigrade Classes Grade 2 and 3

GRADE TWO GRADE THREE

I. OBJECTIVES I. OBJECTIVES
A. Content Standard A. Content Standard
The learner demonstrates The learner demonstrates
understanding of units understanding of proper and
fractions improper, similar and
B. Performance Standard dissimilar and equivalent
The learner is able to fractions
recognize and represent unit B. Performance Standard
fraction in various forms and The learner is able to
context recognize and represent
proper and improper, similar
C. Learning Competencies and dissimilar and equivalent
fraction in various forms and
a. M2Ns-IIIa-76.1: Read and contexts
write unit fraction
b. Perform the fraction CLearning Competencies
coloring activity
c. Recognize parts and a. M3NS-IIIb-72.5:
wholes both visually and Represents fractions using
numerically sets
b. Determine and practice
fractions represented in
the activity
c. Recognize the importance
of knowing fractions in our
everyday life

II. CONTENT II. CONTENT

Topic: Fractions of Whole Topic: Parts of Set: Fraction

A. References: Education.com A. References: Education.com

B. Other Learning Resources: B. Other Learning Resources:
Charts, Activity sheets, Activity sheets, Charts,
Instructional Materials Instructional Materials
Teacher’s Activity Pupil’s Activity Teacher’s Activity Pupil’s Activity
III. Procedure III. Procedure
 A. Preliminary A. Preliminary
Activities Activities
1. Prayer 1. Prayer
( The teacher ( The teacher (pupils are praying)
will ask the (pupils are praying) will ask the
pupils to pupils to
stand for the stand for the
prayer) prayer)

2. Energizer 2. Energizer
(the teacher (the teacher (pupils happily
will let the (pupils happily will let the enjoying the song)
pupils sing enjoying the song) pupils sing
and perform a and perform a
song “Johnny song “Johnny
with one with one
hammer”) hammer”)

3. Checking the 3. Checking the

attendance attendance (pupils attentively
(the teacher (pupils attentively (the teacher listening to the
will check the listening to the will check the teacher)
attendance of teacher) attendance of
the students) the students)

4. Checking of 4. Checking of
assignment assignment (pupils are passing
(the teacher (pupils are passing (the teacher their assignment)
will collect their assignment) will collect
the the
assignment of assignment of
the pupils) the pupils)

5. Recalling the 5. Recalling the

classroom classroom
rules rules
Classroom Rules: Classroom Rules: (Observing the rules)
The 3 AP’s (Observing the rules) The 3 AP’s
- Always be - Always be
Prepared Prepared
- Always be - Always be
Productive Productive
- Always - Always
Participate Participate
 B.Developing B. Developing
Activities Activities

1. Drill 1. Drill
Good Morning Good morning Good Morning Good morning
Student! ma’am! Student! ma’am.
For our drill I have So, today we’re going
here a short situation to have a drill first.
about a piece 0f I have here some
pizza. I am going to questions and you’re
read it and you’re going to answer it,
going to answer the Okay?
questions about the
situation later, okay? Yes, Ma’am. So, Number 1
“Ana, Ben, And How many red Joy: There are 3 red
Cindy’s mother triangles are in the triangles out of 5
bought a pizza. They picture? Yes, Joy? triangles.
were very happy.
Their mother cut the Okay, That’s right.
pizza into 8. Ana ate (Listening to the
1 slice of pizza. Ben teacher)
was hungry so, he
ate 3 pieces of pizza,
Cindy and their
mother ate 2 slices
each. They were very Okay, for Number 2.
happy." How many oranges
Now, I going to ask are there?
you some questions. Yes, Suzy? Suzy: There are 5
fruits and 2 of it are
How many slices of oranges.
pizza did Ana eat? Jezzy: Out of 8 slices
Yes, Jezzy? Ana ate 1 slice of
pizza.
Okay, Very Good!
Okay, Very good.
Who ate 3 slices of
pizza? Tom: Ben Ate 3 slices So, That’s all for our
Yes, Tom? of pizza. drill. Later on we’re
going to have more
That’s great! activities about our
lesson.
Last, who ate 2 Carl: Cindy and their
pieces of Pizza? mother ate 2 pieces
Yes, Carl? each.
Okay, that’s right.

So, That’s all for our

drill. Later on we’re
going to have more
activities about our
lesson.

C .Motivation C. Motivation
(Group the students (Following the (Divide the pupils (following the
into two) teacher) into 2 groups) teacher)
Now, You’re going to Now, we’re going to
do an activity, “Do as have a short activity.
I ask”. I will give you these
I will give this activity sheets and
materials for you to (listening to the you’re going to
use in your activity. teacher) answer it. Read the
You’re going to read instruction carefully
the instruction in the and I will give you 10
materials and do the minutes to finish
task. I will give you your tasks. Is that Yes, ma’am.
10 minutes to finish clear?
your activity. Is that Yes, ma’am.
clear? (give the activity (Both group 1 and 2
sheets and observe perform their
(distribute the Group 1 students) activity)
materials and Hey, I’m too round I
observe the pupils want to be an eight Instruction:
doing the activity) triangles. Help me. Cut out the fraction
tiles at the bottom of
the page. Glue them
into the box with the
correct fraction
match.

Group 2:
I’m too big and I
want to be small. I
want to be 9 small
boxes. Help me.
 (Both the group 1
and 2 are performing
their activity)
(After 10 minutes the
(After 10 minutes the teacher will check
teacher will check their activities)
their activities)

D.Presentation of D. Presentation of
the lesson the Lesson
Now, I would like you Now, I have here a
to determine this chart and there are
following pictures some questions and
and answer the tasks to perform. I
questions. would like you to
answer it.

So, Who can answer

number 1?

How many shaded

parts are there?
Write the number of Shade the equivalent
shaded parts in the value of ¼. (Krizza answers the
upper box and what Krizza, Please tasks)
is the total number answer.
including the shaded
and non-shaded
parts? Write the total How, about number (pupils raising their
number in the lower 2 hands)
box. Jane: (go to the
Yes, Jane? Please board and answer
answer. the question)

There are 8 slices of

How many apples are pizza. You ate ½ of it.
there? Write the How many slices of Sam: I ate 4 slices of
number of apples in pizza did you eat? pizza, ma’am.
the upper box and Yes, Sam?
write the total
number of fruits in Ken: (Answers the
the lower box. question in the Okay, very good.
Who can answer? board)
Yes, Ken?

Okay Very good.

E. Discussion E. Discussion
So now let’s proceed So now let’s proceed
to our discussion. to our discussion. (Listening to the
You’re going to learn You’re going to learn discussion)
all about Fractions of all about Parts of Set:
Whole. Fraction.

Let’s say you ordered A fraction has two

pizza. parts. The number on
It’s a whole Pizza. the top of the line is
called the numerator.
It tells how many
equal parts of the
whole or collection
(Listening to the are taken. The
discussion) number below the
line is called the (Listening to the
denominator. It discussion)
Two equal parts shows the total
Why don’t we cut divisible number of
into 2 equal parts? equal parts the
whole into or the
total number of (Listening to the
equal parts which are discussion)
there in a collection.

Parts of Set: Fraction:

(Listening to the
discussion) A fraction, basically (Listening to the
Equal means that a/b of something, is a discussion)
the parts have portion or part of
the same size. something. In the
Now, we have fraction a/b, we call a
2 halves. the numerator and b
Each half is 1 out of the denominator.
the 2 equal parts of When finding a
the whole pizza. fraction, a/b, of a
number, the
"halves" is the plural denominator
form of "half". represents how many (Listening to the
We write each part equal parts we will discussion)
as 1/2. divide that number
1/2 is a fraction into, and the
(Listening to the numerator
Writing Fractions discussion) represents how many
of those parts we are
considering.

Fractions have
a numerator and
a denominator.
The numerator is
written above the
denominator.
They are divided by a
line in the middle.
The numerator is the
number of parts that
we have. (Listening to the
The denominator is discussion)
the total number
parts in the whole. (Listening to the
 discussion)

F. Application F. Application
So, this time since we So, this time since we
already discussed our already discussed our
lesson. You’re going lesson. You’re going
to have an activity. to have an activity.
Please answer this Please answer this
activity sheets and activity sheets and
read the instructions read the instructions
carefully. Is that Yes, ma’am. carefully. Is that
clear? clear? Yes, ma’am.
I will give you 15 I will give you 15
minutes to finish minutes to finish
your activity. your activity.

(Distributing the (Distributing the

activities) activities)

(answering their (answering their

activities) activities)

(After 15 minutes the (After 15 minutes the

teacher will check teacher will check
the work of the the work of the
pupils) pupils)

G. Generalization G. Generalization
So, what have you What is our lesson
learned in our for today?
lesson? Yes, Sunny? Sunny: It’s all about
yes, Jen? Jen: It’s all about Parts of set: Fractions
Fraction of a whole.
How can you know if What do you think is
it is a numerator? the importance of
Yes, Sandra? Sandra: If it is the knowing this lesson Zac: It is very
number of parts that in our everyday life? important to know
How about the we have. Yes, Zac? this lesson because it
denominator? gives us idea to know
Yes, Danny? Danny: how much we
The denominator is consume and use
the total number everything that we
parts in the whole. use every day.
Okay, that’s right. Okay, that’s right. (possible answer)
You all did a great You all did a great
job. job.

IV. Evaluation IV. Evaluation

Now, I would like you Now, I would like you
to prepare and to prepare and
answer this following answer this following
activity. activity.
I will give you 10 I will give you 10
minutes to answer minutes to answer
this activity. Is that Yes’ ma’am. this activity. Is that Yes’ ma’am.
clear? clear?

(answering the (answering the

activity) activity)

(after 10 minutes the

teacher will check (after 10 minutes the
their activity) teacher will check
their activity)

V. Assignment V. Assignment
For your assignment For your assignment
kindly answer it. kindly answer it.
You’re going to pass Yes, ma’am. You’re going to pass
this tomorrow. Okay? this tomorrow. Okay? Yes, ma’am.

VI. Reflection VI. Reflection