School Grade Level

MATATAG ONE

K to 10 Curriculum Name of Teacher Learning Area MATH

Weekly Lesson Log
Teaching Dates and Time WEEK 2 Quarter FOURTH

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners should have the knowledge and understanding of fractions ½ and ¼
Standards

B. Performance By the end of the quarter, the learners will be able to illustrate and compare ½ and ¼
Standards

C. Learning The learners

Competencie • illustrate ½ and ¼ as parts of a whole;
s • compare ½ and ¼ using models; and
• count halves and fourths/quarters

D. Learning Form the whole region using the  Divide a whole group of Find the number of objects that is Compare one-half and one-fourth of
Objectives given one-fourth. objects into halves; one-fourth of a given whole group. a whole region or a whole group of
 Form the whole group of objects.
objects using the given one-
half; and
 Find the number of objects
that is one-half of a given
whole group.

II. CONTENT Forming the Whole Region Using the Forming the Whole Group of Finding the Number of Objects that is Comparing One-Half and One-Fourth HGP, CUF, ASSESSMENT
Given One-Fourth. Objects Using the Given One-Half One-Fourth of a Given Whole Group of a Whole Region or a Whole Group
of Objects

III. LEARNING RESOURCES

A. References MATATAG MATH 1 CG MATATAG MATH 1 CG MATATAG MATH 1 CG MATATAG MATH 1 CG

DepEd BLR DepEd BLR DepEd BLR DepEd BLR
SAMPLE DepEd MATATAG LEs and SAMPLE DepEd MATATAG LEs and SAMPLE DepEd MATATAG LEs and SAMPLE DepEd MATATAG LEs and LAS
LAS LAS LAS

B. Other PowerPoint PowerPoint PowerPoint PowerPoint

Learning Images Images Images Images
Resources metacard metacard metacard metacard

IV. TEACHING AND LEARNING PROCEDURES

Before/Pre-Lesson Proper
Activating Prior If you share this with a friend equally, Color one-fourth of each whole How do we divide the whole group How do we divide a given group of SEE CUF & HG TGs
Knowledge how much will each person get? region. of objects into halves or two equal objects into fourths or one-fourths?
parts? What is one-fourth of a group of
What is one-half of a group of objects?
objects? How do we form the whole group of
How do we form the whole group of objects given one-fourth of it?
objects given one-half of it?

How many one-fourths make one

Correct each person gets one-half of
whole?
the object.

Liam has 12 toy cars. He wants to

give one-fourth of his toy cars to
his little brother.

How many toy cars will Liam give

to his brother?
How many toy cars will Liam have
left after giving one-fourth to his
brother?

Lesson To form the whole region using the To divide a group of objects into To find the number of objects that To compare one-half and one-fourth
Purpose/Intention given one-fourth halves; form the whole group of represents one-fourth of a whole of a whole region or a whole group of
objects using the given one-half; group. objects.
and to find the number of objects
that represents half of a given
group.

Lesson Language one-fourth one-fourth one-fourth one-fourth

Practice identical/equal one-half one-half one-half
whole region identical/equal identical/equal identical/equal
whole region whole region whole region

During/Lesson Proper

Reading the Key Sharing the Yummy Cake Kenzo and Andrea’s Fair Share Marlon and Nolie’s Robot Problem Kira and Don sat side by side at the
Idea/Stem lunch table, staring at their pizza
One day, Teacher Anna brought a Kenzo and Andrea were best Marlon and Nolie had a big slices.
big, round cake to class. The learners friends who loved playing problem. They and their two
"I got one-fourth of a pizza," Don said,
were very excited! together. One afternoon, they friends had 16 robots, but they
holding up his piece.
“I want to share this cake with four of spread out their toys in Andrea’s didn’t know how to share them
 you,” Teacher Anna said. “But how living room—cars, dolls, stuffed equally. "I got one-half," Kira replied, looking
can I make sure everyone gets an animals, and building blocks. "We have to be fair," Nolie said. at hers. "I wonder who got the bigger
equal part?” "Let's each pick our favorites!" "Let's count!" piece?"
Liam raised his hand. “We can cut it Kenzo said excitedly. Marlon started handing out the Don thought for a moment. "One-
into four pieces!” Andrea paused. "But how do we robots, one by one, to each of the
fourth means the pizza was divided
Teacher Anna nodded. “Yes! When make it fair?" four friends.
"One for you, one for you, one for into four parts, and I got one."
we divide something into four equal That morning in school, their
you, and one for me," he said, until "And one-half means it was divided
parts, each part is called one-fourth.” teacher had taught them about
all the robots were given out. into two parts, and I got one," Kira
She carefully cut the cake into four one-half. "Half means dividing
equal pieces and gave one piece to something into two equal parts," When they finished, Nolie added.
Mia, Jake, Ella, and Sam. Andrea remembered. counted. "Wow! Each of us got 4 They placed their slices next to each
robots!" other and noticed that Kira's piece
Mia smiled. “Each of us got one- Kenzo thought for a moment.
"That’s right!" Marlon cheered. "16 was bigger.
fourth of the cake!” "Let's count our toys and split them
divided by 4 is 4!"
Jake looked at his piece. “If we put into two equal groups!" "Oh! One-half is more than one-
The friends smiled, happy that they
all four pieces back together, we will They carefully sorted everything. fourth!" Don realized. "You got the
had solved their problem
have a whole cake again!” There were ten cars, four dolls, six together. bigger piece, Kira!"
Teacher Anna clapped. “Great stuffed animals, and twelve Kira smiled. "Next time, let's share so
thinking! One-fourth means one part blocks. we both get the same amount!"
of something that is divided into four Kenzo grinned. "If we divide ten Don grinned. "Great idea!"
equal parts.” cars into two, we each get five!"
The learners enjoyed their cake while Andrea nodded. "And for the four
learning about one-fourth in a fun dolls, we each get two!"
and yummy way! They continued until all the toys
were equally shared.
"Now it's fair!" Andrea said happily.
Kenzo smiled. "Learning about
one-half really helped us!"
That day, they not only played but
also learned that sharing fairly
makes everyone happy!

Developing 1. What did Teacher Anna bring to 1. What problem did Kenzo and 1. How many robots did Marlon and 1. What fraction of the pizza did Don
Understanding of the the class? Andrea face while playing with Nolie’s group have in total? receive?
Key Idea/Stem 2. How many learners shared the their toys? a) 10 b) 12 c) 16 d) 20 a) One-half b) One-fourth
cake? a) They didn’t have enough toys. 2. How many friends were sharing c) One-third d) One-whole
3. What did Liam suggest making sure b) They didn’t know how to divide the robots? 2. Why were Kira and Don curious
everyone got an equal part? the toys fairly. a) 2 b) 3 c) 4 d) 5 about their pizza slices?
4. What is each piece of the cake c) They lost some of their toys. 3. How did Marlon and Nolie solve a) They wanted to know which tasted
called when it is divided into four d) They wanted to play different their problem? better.
equal parts? games. a) They kept all the robots for b) They wanted to see who got the
5. What happens when all four 2. What lesson did Kenzo and themselves. bigger piece.
pieces are put back together? Andrea learn in school that b) They gave all the robots to one c) They were not hungry.
helped them share their toys? friend. d) They wanted to trade slices.
a) Counting by twos c) They counted and shared the 3. How did Kira and Don compare
b) Adding and subtracting robots equally. their pizza slices?
numbers d) They lost all the robots. a) They measured them with a ruler.
This shape represents c) The concept of one-half 4. How many robots did each friend b) They placed them side by side.
one-fourth of a whole region. d) How to clean up their toys get? c) They asked their teacher.
3. How did Kenzo and Andrea a) 3 b) 4 c) 5 d) 6 d) They counted the toppings.
Find under your chairs for three divide the toys equally? 5. What lesson can we learn from 4. Who got the bigger piece of pizza?
cutouts that are equal or identical to a) They played a game to decide the story? a) Don
the given shape. who got more. a) It is fun to keep all the toys. b) Kira
b) They gave each other random b) Sharing equally is fair. c) They got the same size
Put them together by taping them toys. c) Counting is not important. d) The story doesn’t say
along their sides to form one whole c) They counted the toys and split d) It is better to play alone. 5. What lesson did Kira and Don learn
region on the Manila paper I gave them into two equal groups. at the end of the story?
you. Then trace the outline of the d) They took turns picking their a) Sharing makes things fair.
one whole region. favorite toys. b) Pizza is the best food.
4. How did Kenzo and Andrea feel c) Fractions are confusing.
after dividing the toys fairly? d) Eating quickly is important.
a) Sad because they wanted
more toys Each one of them got four robots. PAIRWORK
b) Happy because they shared
equally
c) Angry because one had more
toys
d) Confused about how to divide
the toys
Each cutout is one-fourth of the 5. What is the main lesson of the
whole region that has been formed. story?
The four cutouts are equal/identical a) Playing with friends is fun.
or have the same size. b) Counting is an important skill.
c) Sharing fairly makes everyone
happy. How many robots are in the whole
d) Toys are meant to be kept group of objects?
separate. How many robots are in rectangle
A?
What about in rectangle B?
What about in rectangle C?
What about in rectangle D?
What can you say about the
number of robots in rectangles A, B,
C, and D?
What can you say about the total
number of robots in rectangles A, B,
C, and D compared to the total
How many pieces make up the number of robots in the whole
whole shape or the whole region? group?
Each metal pizza pan represents the
Are all four pieces the same size? Kenzo and Andrea equally share
When a whole group of objects is whole pizza. Use one metal pizza pan
the six stuffed animals between
divided into four smaller groups, with to represent one-half of the pizza and
them. How many stuffed animals
each group containing the same the other wooden pizza board to
will each get?
number of objects, we say that the represent one-fourth. Compare which
whole group has been divided into of the two is bigger.
Each one of them has three
cars. fourths or four equal parts. We call
each part one-fourth of the whole How did you represent one-half of a
group of objects. whole and one-fourth of a whole?
This represents the whole group
of stuffed animals.
How do you know that the shaded
part is one-half of one whole?

How do you know that the shaded

part is one-fourth of one whole?

How are we going to compare which

is bigger, one-half or one-fourth?
 Remember that one-half is bigger
than one-fourth of the same whole
region.

If the whole group of objects has

been divided into four equal parts,
the four parts must have the same
number of objects for each part to
How many stuffed animals are in be called one-fourth of the whole
the whole group? group.
How many stuffed animals are in
rectangle A? Draw the number of balls in each
What about in rectangle B? rectangle to represent one- fourth of
What can you say about the the total number of balls in the
number of stuffed animals in whole group.
rectangles A and B?
What can you say about the total
number of stuffed animals in
rectangles A and B compared to
the total number of stuffed
animals in the whole group?

When a whole group of objects is

split into two smaller groups, with
each group having the same
number of objects, we say that
How many balls are in the whole
the whole group has been
group of objects?
divided into halves or two equal
How many balls are in rectangle A?
parts. Each part is called one-half
What about in rectangle B?
of the entire group. The combined
What about in rectangle C?
number of objects in rectangles A
What about in rectangle D?
and B is equal to the total number
What can you say about the
of objects in the whole group.
number of balls in rectangles A, B, C,
and D?
What can you say about the total
number of balls in rectangles A, B, C,
and D compared to the total
number of balls in the whole group?
 If the whole group of objects has
been divided into two equal
parts, the two parts must have the
same number of objects for each
part to be called one-half of the
whole group.

Draw the number of flowers in

each rectangle if the whole group
is divided into halves.

Deepening GROUP ACTIVITY Suppose that the three tops Suppose that the three marbles GROUP WORK
Understanding of the I'll provide cutouts, a sheet of Manila represent one-half of a whole represent one-fourth of a whole I want you to represent one-half
Key Idea/Stem paper, and a marker pen to each group of tops. Can you tell the group of marbles. Can you tell the and one-fourth of these whole group.
group. number of tops in the whole number of marbles in the whole
group? group?

Each cutout represents one-fourth of

a whole region. You must form the
How many marbles are in one-fourth
different whole regions using the
of the whole group?
cutout. Then you will trace the cutout
How many fourths are in one whole?
as you form each whole region. How many tops are in one-half of If one-fourth of the whole group of
the whole group? marbles is three marbles, how many
How many halves are in one marbles are there in each of the
whole? other fourths? Why?
If one-half of the whole group of How many marbles should the whole
tops is three tops, how many tops group of marbles contain? Why?
are there in the other half? Why?
How many tops should the whole
group of tops contain? Why?
After/Post-Lesson Proper

Making Generalizations How can we make a whole shape or How can we split a whole group How can we divide a group of
and Abstractions whole region using four one-fourth of objects into halves or two equal objects into four equal parts?
pieces? parts?
What does one-fourth of a group of
How many one-fourth pieces do we What does one-half of a group of objects mean?
need to make a whole? objects mean?
How can we find the whole group if
How many whole shapes can we How can we determine the whole we only know one-fourth of it?
make with the one-fourth pieces we group of objects if we are given
have? only one-half of it?

Evaluating Learning Draw a line to divide each whole A. Divide the whole group of A. Divide the whole group of happy 1. The circle represents a one-whole
region into four. Color one-fourth of hearts into halves. Draw one-half faces into fourths. Draw one-fourth region.
each shape. of the whole group in each of the whole group in each a. Divide the circle into fourths. Shade
rectangle. rectangle. one-fourth of it.

b. Divide the same circle into halves.

Shade one-half of it.

B. The guavas in A is one-fourth of a

whole set of flowers. Draw the whole
group of guavas.
B. The oranges in A is one-half of a
whole group of oranges. Draw the
whole group of oranges. c. Which is bigger, ½ or ¼ of the
whole region? _____

2. The whole group of crayons is given

below.

a. Draw one-half of the whole group

of crayons.
b. Draw one-fourth of the whole
 group of crayons.
c. Which has more crayons, one-half
or one-fourth of the whole group? ___

Additional Activities Practice the lesson at home. Study at home. Practice at home. Study the lesson.
for Application or
Remediation (if
applicable)

Remarks

Reflection

Prepared by: Checked & Noted: Approved:

TEACHER’S NAME MASTER TEACHER’S NAME PRINCIPAL’S NAME

Teacher I Master Teacher I Principal I