I. OBJECTIVES At the end of the period, the learners are expected to: Cognitive: Recognize of a whole.

. Psychomotor: Write fractions as and of a whole. Affective: Explain the importance of sharing ones blessings II. SUBJECT MATTER Recognizing and 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 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. Pupils Activities

III. PROCEDURE:

Teachers 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 youll 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

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 youll 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 I know they are hard But it helps those like me In everyday you see!

Math problems, Math problems I know they are hard But it helps those like me 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 in subtraction, kindly get a clean sheet of paper and your S1 window card. I will give you 5 minutes to answer your card. 2. Review This time we are going 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 his mother for his allowance. He shared P20 to the young beggar that he met on his way. How much was left to him?

Pupils will answer their S1 card in five minutes.

Pupils will work on their respective group.

What is asked? How much was left to him? What are givens? P50 from his mother shared P20 to the young beggar 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

3. Motivation Suppose your father brought home a pizza pie, what will you do with the pizza pie so that everybody could 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? 2. How many persons are about to receive an equal share of the pie? 3. What will you do with the pie so that everybody could have a 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

We will divide the pie equally among the members of our family. It is good that we share every blessing that we received. Pupils will read the given problem.

We need to know how many parts the pie should be divided/shared. There are two persons to receive an equal share of the pie which include the wife and the three children Maam we will divide/cut the pie into two equal parts.

BONG BRYAN C. ADVINCULA TEACHER 1

video presentation about FRACTION: One-half of a Whole) From what you have seen, what do we mean with fraction? What does it mean when we say a whole? How many 1/2s make a whole?

Pupils will watch the presentation.

Fraction is a part of a whole, a set or a group. A whole is an object that is complete in itself. Two halves make a whole.

Now, let us go back with our problem, how many persons are about to receive the pie? In how many parts are we going to cut the pie? (The teacher will cut the pie into two) I have here one part of the pie, how are we going to name it? How are we going to write one-half?

Two.

We will cut the pie into two halves.

One-half.

1/2 Thats 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. I have here a whole slice
BONG BRYAN C. ADVINCULA TEACHER 1

(A pupil will come on the board and write ) (A pupil will again come on the board and write beside the part) One part is called of a whole.

of bread. Let us divide the bread into two. Can you help teacher to divide it? How many 1/2s make a whole? What conclusion can we get from this? How do we write it? 3. Fixing Skills Check the following figures that show of a whole.

Yes maam.

One-half and one-half or two halves make a whole.

We can say that 2 halves make 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 our blessings? F. Application Color the shapes that are divided into 2 equal parts.

One part is called one-half of the whole. 2/2 1/2 Answers vary.

BONG BRYAN C. ADVINCULA TEACHER 1

IV. EVALUATION Draw a line that shows of the object.

BONG BRYAN C. ADVINCULA 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.

BONG BRYAN C. ADVINCULA TEACHER 1