CO-2024-LS-G1-NMP_Q1_W5. Mathematics Program

Mathematics Program Lesson plan

1. 1

Quarter 1 Week 5

NATIONAL MATHEMATICS PROGRAM
Lesson Script in Mathematics

2. National Reading Program
Lesson Script in Mathematics
Quarter 1: Week 5
SY 2024-2025

This material is intended exclusively for the use of teachers in the implementation of the MATATAG K to 10 Curriculum. It aims to assist in delivering the curriculum
content, standards, and lesson competencies.

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Published by the Department of Education
Development Team
Writer: Regina S. Cabusora
Content Evaluators: Raquel V. Abenes, Oscar O. Ancheta Jr., Gerry D. Andrada, Leilani B. Apolinar, Mariville R. Camarillo, Loreta I. Cepriaso,
Ace T. Ceremonia, Annabelle N. Doctolero, Victoria T. Dulay, Perpetua M. Eslava, Ramoel S. Espinueva, Danilo M. Laroya Jr.,
Roberto C. Lelina, Beverly J. Mendoza, Cedric Anthony E. Ochoco, Lorena C. Salvador, William A. Tubera
Language Evaluators: Raquel V. Abenes, Oscar O. Ancheta Jr., Gerry D. Andrada, Leilani B. Apolinar, Mariville R. Camarillo, Loreta I. Cepriaso,
Ace T. Ceremonia, Annabelle N. Doctolero, Victoria T. Dulay, Perpetua M. Eslava, Ramoel S. Espinueva, Danilo M. Laroya Jr.,
Roberto C. Lelina, Beverly J. Mendoza, Cedric Anthony E. Ochoco, Lorena C. Salvador, William A. Tubera
Illustrator: Regina S. Cabusora, Dane Marius Balmonte
Layout Artist: Regina S. Cabusora
Management Team
Tolentino G. Aquino, Rhoda T. Razon, Diosdado I. Cayabyab, Jorge M. Reinante, Nestor C. Herana, Emelyn C. Hobayan, Arlene A. Niro,
Edgardo P. Cosares, German E. Flora, Rica A. Perez, Perpetua M. Eslava, Lorena C. Salvador, Gina A. Amoyen, Virgilio C. Boado, Genevieve B. Ugay

3. LESSON SCRIPT IN MATHEMATICS 1

1

Week DAY 1
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content
Standard
The learners should have knowledge and understanding of fractions ½ and ¼.
B. Performance
Standard
By the end of the quarter, the learners are able to illustrate and compare the fractions ½ and ¼. (NA)
C. Learning
Competency
The learners are able to visualize, represent, and divide a whole into halves and fourths and identify ½ and ¼ of a
whole object. M1NS-IIIc73
D. Learning
Objectives
At the end of the lesson, the learners are able to:
• identify ½ of a whole object;
• understand that a whole can be equally divided into ½; and
• recognize that a whole is made up of halves.
II. CONTENT: Identifying ½ of a Whole Object
III. LEARNING RESOURCES
A. Reference National Learning Camp-Mathematics Intervention Camp, Lesson Plan for Grade 1
B. Other Learning
Resources
Images: https://clipartpng.com/?2218,bread-png-clip-art
https://www.pngwing.com/en/free-png-bsdxc
https://www.pngwing.com/en/free-png-tmrfz
https://www.pngwing.com/en/free-png-banow
https://www.pngwing.com/en/free-png-ztrzl
https://www.pngwing.com/en/free-png-ymorc
https://www.pngwing.com/en/free-png-bzmbi
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
Activating Prior
Knowledge
(3 minutes)
Good morning/afternoon, class! Are you excited for our National Mathematics Program class today?

I have here a bread. (Show the learners a piece of bread.)
Who among you eats bread?

Intervention Group Consolidation Group Enhancement Group
Directions: Answer the question.
What is your favorite bread?


Directions: Answer the question.
What will you do if you’ve seen
someone who hasn’t eaten yet?

Directions: Answer the question.
How do you feel when you help
someone? Why?

4. LESSON SCRIPT IN MATHEMATICS 1

2
Expected answer:
My favorite bread is pandesal/
mamon/ white bread/loaf bread/
Pan de Coco/ ensaymada/ others.

Expected answer:
If I have seen someone who hasn’t
eaten yet, I will give him/her food.

Expected answer:
Helping someone makes me feel
happy because I brighten their day
and I spread joy to them.


(Answers may vary but we need to process the learner’s response and give appropriate feedback.)

NOTES TO THE TEACHER: This activity will engage and relate learners in real-life situations and value the importance of sharing. The teacher must
prepare some bread before the class. The bread may vary according to the availability. The teacher will call a learner from each group to answer the
question.

Lesson
Purpose/Intention
(1 minute)
As we go on into our lesson, you will understand that a whole can be equally divided.

Let us do it!

Lesson Language
Practice
(1 minute)
Let us remember the meaning of the following terms before we go further into our discussion.

A fraction represents equal parts of a whole or set.
Halves represent equal parts of a whole or set when equally divided into two parts.
It is represented by the symbol ½.

NOTE TO THE TEACHER: NOTE TO THE TEACHER: This part introduces the key terms to be used in the lesson or terms that are new in the lesson.
The teacher will read out the terms and ask learners to read them to themselves and then out loud as a class.

During/Lesson Proper
Reading the Key
Idea/Stem
(3 minutes)

Listen carefully. I will read the story of Rheyn, a Grade 1 learner like you. Later, we will help Rheyn with her
problem.

It was recess time when Rheyn noticed her classmate who didn’t have food to eat. She has one piece of
bread as her snack. How can Rheyn share her food with her classmate?

Intervention Group Consolidation Group Enhancement Group
Directions: Answer the questions.
1. What does Rheyn have for
recess?
2. How many pieces of bread does
she have?
Directions: Answer the question.
What did Rheyn notice from her
classmate?


Directions: Answer the question.
How can we help Rheyn share her
food with her classmate?

5. LESSON SCRIPT IN MATHEMATICS 1

3
1
2
Expected answers:
1. Rheyn has a piece of bread.
2. She has one bread.

Expected answer:
Rheyn noticed that her classmate
didn’t have food to eat.

Expected answer:
We will cut the bread into two equal
parts.


Great! You are now ready to visualize ½ of a whole.

NOTE TO THE TEACHER: The teacher will call a learner from each group to answer the question/s.

Developing
Understanding of the
Key Idea/Stem
(10 minutes)
Look at the picture of this bread. You will cut it into two equal parts using a marking pen. (A learner from
intervention group will do the activity.)






Now, I want you to draw a piece of bread and show its two equal parts. (A learner from consolidation group will do
the activity.)

Next, I want you to cut this bread into two equal parts. (A learner from enhancement group will do the activity. The
teacher will assist the learner in cutting the bread.)

1. How did you cut the bread?
2. How many parts does it have?
3. What do you call each part?

Expected answers:
1. We cut the bread into equal parts.







2. The bread has two equal parts.
3. Each part is called ½.

1
2

6. LESSON SCRIPT IN MATHEMATICS 1

4
Very Good!
This means that a whole can be equally divided into 2 parts.
Each part is called one-half.
It is represented by the symbol ½.

In our next activity, I will be giving you different shapes. Fold the paper to show ½.









1. How did you divide the 1
st shape? 2
nd shape? 3
rd shape?
2. How many parts does it have?
3. What do you call each part?

Expected answers:
1. I folded the shape into two equal parts.









2. The shapes has two parts.
3. Each part is called ½.

7. LESSON SCRIPT IN MATHEMATICS 1

5
Let us play Fruit Ninja. Use a marking pen to show the ½ part of the fruit.












1. How did you divide the pineapple? sugar apple? watermelon?
2. What do you call each part?

Expected answers:
1. I divided the pineapple/sugar apple/watermelon into two equal parts.














2. Each part is called ½.


NOTES TO THE TEACHER: These items were given to provide more examples to the learners. The pictures may vary according to availability.

8. LESSON SCRIPT IN MATHEMATICS 1

6
Deepening
Understanding of the
Key Idea/Stem
(5 minutes)
You will be divided into three groups. Each group will answer the following tasks. Intervention Group will
look for the ½ part of the fruits/foods in Column A and connect it with its corresponding part in Column B.
Consolidation Group will look and encircle the other half of the shape on the given choices . And lastly,
Enhancement Group will color the ½ part of the shapes. Write your answers on the activity sheet.

Intervention Group Consolidation Group Enhancement Group
Directions: Look for the ½ part of
the fruits/foods in Column A and
connect it with its corresponding
part in Column B.

Column A Column B


1. •



2. •



3. •



4. •



5. •




•



•



•



•



•


Directions: Look for the other half
of the shape on the given choices.
Encircle your answer.


1.



2.




3.



4.



5.




Directions: Color the ½ part of the
shapes.


1.



2.



3.



4.



5.

9. LESSON SCRIPT IN MATHEMATICS 1

7
Answers:

1.



2.



3.



4.




5.


Answers:


1.



2.




3.



4.



5.


Answers:


1.



2.




3.




4.




5.



After/Post-Lesson Proper
Making
Generalizations and
Abstractions
(2 minutes)

You did a great job! You've demonstrated a solid understanding of fractions specifically the halves.

1. What do you call the representation of equal parts of a whole or set?
2. How many halves are there in a whole?
3. How do you write the symbol for halves?
4. How do you represent ½ in a whole?

10. LESSON SCRIPT IN MATHEMATICS 1

8
Expected answers:
1. Fraction represents equal parts of a whole or set.
2. There are two halves in a whole.
3. We write the symbol halves as ½.
4. We represent ½ in a whole by dividing it into two equal parts.

Evaluating Learning
(5 minutes)
Now, we will test our understanding of fractions specifically the halves by answering the following tasks. Write your
answers on the activity sheet.

Intervention Group Consolidation Group Enhancement Group
Directions: Put a check mark (✓)
on the line before the number if the
picture shows halves and a cross
mark (x) if it does not.


____1.




____2.




____3.




____4.





Directions: Draw the missing part
of the given figure.


1.




2.




3.




4.




5.


Directions: Encircle the correct
answer.

1. What is the symbol for halves?
1
2
1
3
1
4

2. Which of the following figure
shows ½?




3. What is the correct shaded half of
this figure?







4. What part of a whole is being
shown by the figure?

11. LESSON SCRIPT IN MATHEMATICS 1

9


____5.





Answers:
1. ✓
2. x
3. ✓
4. x
5. ✓
Answers:


1.




2.




3.




4.




5.


1
2
1
3
1
4

Directions: Color the half part of
the figure.







Answers:

1.


2.


3.


4.


5.



Additional Activities for
Application or
Remediation (if
applicable)

Remarks
Reflection

12. LESSON SCRIPT IN MATHEMATICS 1

10
Week DAY 2
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content
Standard
The learners should have knowledge and understanding of fractions ½ and ¼.
B. Performance
Standard
By the end of the quarter, the learners are able to illustrate and compare the fractions ½ and ¼. (NA)
C. Learning
Competency
The learners are able to visualize, represent, and divide a whole into halves and fourths and identify ½ and ¼ of a
whole object. M1NS-IIIc73
D. Learning
Objectives
At the end of the lesson, the learners are able to:
• identify ½ of a whole object;
• understand that a whole can be equally divided into ½; and
• recognize that a whole is made up of halves.
II. CONTENT: Identifying ½ of a Whole Object
III. LEARNING RESOURCES
A. Reference National Learning Camp- Mathematics Intervention Camp, Lesson Plan for Grade 1
B. Other Learning
Resources
LUSD Image Bank: Dane Marius Balmonte
Image: https://www.spot.ph/newsfeatures/47029/top -10-bibingka-in-metro-manila
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
Activating Prior
Knowledge
(3 minutes)
Good morning/afternoon, class! How are you today?

Who among you has sisters or brothers? I have here a picture of a twin sister. (Show the picture to the learners.)







Source: LUSD Image Bank (Dane Marius Balmonte)

13. LESSON SCRIPT IN MATHEMATICS 1

11
Intervention Group Consolidation Group Enhancement Group
Directions: Answer the question.
What is the girl holding?

Expected answer:
The girl is holding a bibingka.

Directions: Answer the question.
What do you think the girl will do
with the bibingka so that her twin
sister can taste it?

Expected answer:
The girl will cut the bibingka into two
equal parts so that her twin sister
can taste it.

Directions: Answer the question.
Do you do the same? Why?

Expected answer:
Yes, so that I can share the food that
I have.


(Answers may vary but we need to process the learner’s response and give appropriate feedback.)

NOTES TO THE TEACHER: This activity will engage and relate learners in real-life situations and inculcate the value of sharing. The teacher must
prepare the picture before the class. The picture may vary according to availability. The teacher will call a learner from each group to answer the question.

Lesson
Purpose/Intention
(1 minute)
As we go on into our lesson, you will deepen your understanding about ½ part of a whole.

Let us do it!

Lesson Language
Practice
(1 minute)
Let us recall the meaning of the following terms before we go further into our discussion.

A fraction represents equal parts of a whole or set.
Halves represent equal parts of a whole or set when equally divided into two parts.
It is represented by the symbol ½.

NOTE TO THE TEACHER: This part introduces the key terms to be used in the lesson or terms that are new in the lesson. The teacher will read out the
terms and ask learners to read them to themselves and then out loud as a class.

During/Lesson Proper
Reading the Key
Idea/Stem
(3 minutes)
Listen carefully. I will read the story of Rhenz, a Grade 1 learner like you. Later, we will help Rhenz with his
problem.

14. LESSON SCRIPT IN MATHEMATICS 1

12
Rhenz brought home a bibingka cooked by his grandmother. His sister Rheyn wanted to taste the bibingka.
How will Rhenz share his bibingka to his sister?

Intervention Group Consolidation Group Enhancement Group
Directions: Answer the questions.
1. What did Rhenz bring home?
2. Who cooked the bibingka?

Expected answers:
1. Rhenz brought home a bibingka.
2. His grandmother cooked the
bibingka.

Directions: Answer the question.
What does Rheyn want to do with
the bibingka?

Expected answer:
Rheyn wanted to taste the bibingka.

Directions: Answer the question.
How will Rhenz share his bibingka
to his sister?

Expected answer:
We will cut the bibingka into two
equal parts.


Great job! You are now ready to visualize ½ of a whole.

NOTE TO THE TEACHER: The teacher will call a learner from each group to answer the question/s.

Developing
Understanding of the
Key Idea/Stem
(10 minutes)
Look at the picture of a bibingka. You will cut it into two equal parts using a marking pen. (A learner from
intervention group will do the activity.)








I want you to draw a bibingka and show its two equal parts. (A learner from consolidation group will do the activity.)

Next, I want you to cut this bibingka into two equal parts. (A learner from enhancement group will do the activity.
The teacher will assist the learner in cutting the bibingka.)

15. LESSON SCRIPT IN MATHEMATICS 1

13
1. How did you cut the bibingka?
2. Are there other ways to cut the bibingka into two equal parts?
3. What are the other ways to cut the bibingka into two equal parts?
4. How many parts does it have?
5. What do you call each part?

Expected answers:
1. We cut the bibingka into two equal parts.
2. Yes. There are other ways to cut the bibingka into two equal parts.
3. We can cut the bibingka into two equal parts through the following ways:








4. The bibingka has two equal parts.
5. Each part is called ½.

Very Good!

This means that a whole can be equally divided into 2 parts.
Each part is called one-half.
It is represented by the symbol ½.
We can divide it horizontally, vertically or diagonally.

In our next activity, I will give you a square-shaped paper. Show me how you are going to cut it into two equal
parts.

16. LESSON SCRIPT IN MATHEMATICS 1

14








1. How did you cut the paper into two equal parts?
2. How many parts does it have?
3. What do you call each part?

Expected answers:
1. We cut the paper into two equal parts horizontally/vertically/or diagonally.








2. The shape has two parts.
3. Each part is called ½.

NOTES TO THE TEACHER: These items were given to provide more examples to the learners. The pictures and real object may vary according to
availability.

Deepening
Understanding of the
Key Idea/Stem
(5 minutes)
You will be divided into three groups. Each group will answer the following tasks. Intervention Group will
encircle the figure that shows ½. Consolidation Group will look for the ½ part of the shapes in Column A and
connect it with its corresponding part in Column B. And lastly, Enhancement Group will draw the ½ part of the
shapes. Write your answers on the activity sheet.

17. LESSON SCRIPT IN MATHEMATICS 1

15

Intervention Group Consolidation Group Enhancement Group
Directions: Encircle the figure that
shows ½.


















Answers:









Directions: Look for the ½ part of
the shapes in Column A and
connect it with its corresponding
part in Column B.

Column A Column B


1. •



2. •




3. •




4. •




5. •


•



•




•




•




•


Directions: Draw the ½ part of the
shapes.


1.



2.



3.




4.



5.



Answers:


1.

18. LESSON SCRIPT IN MATHEMATICS 1

16











Answers:

1.



2.



3.



4.



5.




2.



3.



4.



5.

After/Post-Lesson Proper
Making
Generalizations and
Abstractions
(2 minutes)

Awesome! You've showed a full understanding in identifying ½ of a whole.

1. How can we divide a whole into two equal parts?
2. How many halves are there in a whole?
3. How do you write the symbol for halves?
4. How do you represent ½ in a whole?

Expected answers:
1. We can divide a whole into equal parts horizontally, vertically and diagonally.

19. LESSON SCRIPT IN MATHEMATICS 1

17
2. There are two halves in a whole.
3. We write the symbol halves as ½.
4. We represent ½ in a whole by dividing it into two equal parts.

Evaluating Learning
(5 minutes)
Now, we will test our understanding of fractions specifically the halves by answering the following tasks. Write your
answers on the activity sheet.

Intervention Group Consolidation Group Enhancement Group
Directions: Encircle the shape
that shows ½.


1.



2.



3.



4.



5.



Directions: Color ½ part of the
given shape.


1.



2.



3.



4.



5.



Directions: Divide the shape into
two equal parts. Shade 1 part then
write ½ on the other part.


1.



2.



3.



4.



5.

20. LESSON SCRIPT IN MATHEMATICS 1

18
Answers:


1.


2.



3.



4.



5.



Answers: Answers:



Additional Activities for
Application or
Remediation (if
applicable)

Remarks
Reflection

21. LESSON SCRIPT IN MATHEMATICS 1

19
Week DAY 3
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content
Standard
The learners should have knowledge and understanding of fractions ½ and ¼.
B. Performance
Standard
By the end of the quarter, the learners are able to illustrate and compare the fractions ½ and ¼. (NA)
C. Learning
Competency
The learners are able to visualize, represent, and divide a whole into halves and fourths and identify ½ and ¼ of a
whole object. M1NS-IIIc73
D. Learning
Objectives
At the end of the lesson, the learners are able to:
• identify ¼ of a whole object;
• understand that a whole can be equally divided into ¼; and
• recognize that a whole is made up of fourths.
II. CONTENT: Identifying ¼ of a Whole Object
III. LEARNING RESOURCES
A. Reference National Learning Camp - Mathematics Intervention Camp, Lesson Plan for Grade 1
B. Other Learning
Resources
Image: https://www.freepik.com/premium-ai-image/there-is-pizza-with-pepperoni-generative-
ai_93047113.htm#page=4&query=pizza%20png&position=19&from_view=keyword&track=ais_user&uuid=fa944fbc -b1dc-4b5c-
992c-838e3da5421c
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
Activating Prior
Knowledge
(3 minutes)
Good morning/afternoon, class! How are you today?

Before we go to our lesson, let’s have an activity.

Intervention Group Consolidation Group Enhancement Group
Directions: Put a check mark (✓) if
the shaded part of the figure shows
¼.



Directions: Color ¼ of the shape.

Directions: Divide the shape into
four equal parts. Color ¼ part of it.

22. LESSON SCRIPT IN MATHEMATICS 1

20
(After the activity, process the learner’s output and give appropriate feedback.)

Let us see if you got them right.

NOTES TO THE TEACHER: The teacher will call a learner from each group to do the activity.
Lesson
Purpose/Intention
(1 minute)
As we go on into our lesson, you will understand that a whole can also be divided into four parts.

Let us do it!

Lesson Language
Practice
(1 minute)
Let us recall the meaning of the following terms before we go further into our discussion.

A fraction represents equal parts of a whole or set.
Fourths represent equal parts of a whole or set when equally divided into four parts.
It is represented by the symbol ¼.

NOTE TO THE TEACHER: This part introduces the key terms to be used in the lesson or terms that are new in the lesson. The teacher will read out the
terms and ask learners to read them to themselves and then out loud as a class.
During/Lesson Proper
Reading the Key
Idea/Stem
(3 minutes)

Listen carefully. I will read the story of Mr. Cabusora. Later, we will help him with his problem.

Mr. Cabusora bought a box of pizza for his four children. When he opened the box, he noticed that the pizza is
not yet sliced. If Mr. Cabusora will slice the pizza into four equal parts, how will the pizza look like?

Intervention Group Consolidation Group Enhancement Group
Directions: Answer the questions.
1. Who bought a box of pizza?
2. To whom will he give the box of
pizza?

Expected answers:
1. Mr. Cabusora bought a box of
pizza.
Directions: Answer the question.
What did Mr. Cabusora notice on
the pizza?

Expected answer:
Mr. Cabusora noticed that the pizza
is not yet sliced.

Directions: Answer the question.
If Mr. Cabusora will slice the pizza,
how will the pizza look like?

Expected answer:
The pizza will be sliced into four
equal parts.

23. LESSON SCRIPT IN MATHEMATICS 1

21
2. He will give the box of pizza to his
four children.



Very Good! You are now ready to visualize ¼ of a whole.

NOTE TO THE TEACHER: The teacher will call a learner from each group to answer the question/s.
Developing
Understanding of the
Key Idea/Stem
(10 minutes)
Look at the picture of a pizza. You will cut it into four equal parts using a marking pen. (A learner from intervention
group will do the activity.)










Now, do you like drawing class? I want you to draw a pizza and show its four equal parts. (A learner from
consolidation group will do the activity.)

Next, I want you to cut this pizza into four equal parts. (A learner from enhancement group will do the activity. The
teacher will assist the learner in cutting the pizza.)

1. How did you cut the pizza?
2. How many parts does it have?
3. What do you call each part?

Expected answers:
1. We cut the pizza into four equal parts.

24. LESSON SCRIPT IN MATHEMATICS 1

22











2. The pizza has four equal parts.
3. Each part is called ¼.

Very Good!

This means that a whole can be equally divided into 4 parts.
Each part is called one-fourth.
It is represented by the symbol ¼.


In our next activity, I will be giving you different shapes. Fold the paper to show ¼.






1. How did you divide the 1
st shape? 2
nd shape? 3
rd shape? 4
th shape?
2. How many parts does it have?
3. What do you call each part?

1
4
1
4
1
4
1
4

25. LESSON SCRIPT IN MATHEMATICS 1

23
Expected answers:
1. I folded the shape into four equal parts.







2. The shapes has four equal parts.
3. Each part is called ¼.

NOTES TO THE TEACHER: These items were given to provide more examples to the learners. The pictures may vary according to availability. The
teacher will prepare needed materials for the learners.
Deepening
Understanding of the
Key Idea/Stem
(5 minutes)
You will be divided into three groups. Each group will answer the following tasks. Intervention Group will
encircle the figure that shows ¼. Consolidation Group will connect the shapes in Column A with its corresponding
fourths in Column B. And lastly, Enhancement Group will divide the shapes into four equal parts and color the ¼
part of it.

Intervention Group Consolidation Group Enhancement Group
Directions: Encircle the figure that
divide into four equal parts.











Directions: Connect the shapes in
Column A with its corresponding
fourths in Column B.

Column A Column B


1. •



2. •



•



•

Directions: Divide the shapes into
four equal parts. Color the ¼ part of
it.

1.



2.



3.

26. LESSON SCRIPT IN MATHEMATICS 1

24








Answers:

























3. •



4. •



5. •




•



•



•


Answers:



4.




5.


Answers:


1.



2.



3.



4.



5.

27. LESSON SCRIPT IN MATHEMATICS 1

25
After/Post-Lesson Proper
Making
Generalizations and
Abstractions
(2 minutes)

Bravo! You've proven that you understand well about fractions particularly the fourths.

1. What do you call the representation of equal parts of a whole or set?
2. How many fourths are there in a whole?
3. How do you write the symbol for fourths?
4. How do you represent ¼ in a whole?

Expected answers:
1. Fraction represents equal parts of a whole or set.
2. There are four parts in a whole.
3. We write the symbol fourths as ¼.
4. We represent ¼ in a whole by dividing it into four equal parts.

Evaluating Learning
(5 minutes)
Now, we will test our understanding of fractions specifically the fourths by answering the following tasks. Write
your answers on the activity sheet.

Intervention Group Consolidation Group Enhancement Group
Directions: Put a check mark (✓) on
the line before the number if the
shaded part of the shape shows
fourths and a cross mark (x) if it
does not.



____1.




Directions: Shade the ¼ part of the
shape.


1.




2.



Directions: A. Encircle the correct
answer.

1. What is the symbol for fourths?
1
2
1
3
1
4

2. Which of the following figure
shows ¼?

28. LESSON SCRIPT IN MATHEMATICS 1

26


____2.




____3.




____4.




____5.




Answers:
1. ✓
2. ✓
3. ✓
4. x
5. ✓







3.






4.







5.



Answers:


1.




2.

3. What is the correct shaded fourth
of this figure?









4. What part of a whole is being
shown by the figure?





1
2
1
3
1
4

B. Color the ¼ part of the figure.







Answers:

1.

29. LESSON SCRIPT IN MATHEMATICS 1

27




















3.





4.




5.



2.



3.



4.



5.


Additional Activities for
Application or
Remediation (if
applicable)

Remarks
Reflection

30. LESSON SCRIPT IN MATHEMATICS 1

28
Week DAY 4
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content
Standard
The learners should have knowledge and understanding of fractions ½ and ¼.
B. Performance
Standard
By the end of the quarter, the learners are able to illustrate and compare the fractions ½ and ¼. (NA)
C. Learning
Competency
The learners are able to visualize, represent, and divide a whole into halves and fourths and identify ½ and ¼ of a
whole object. M1NS-IIIc73
D. Learning
Objectives
At the end of the lesson, the learners are able to:
• identify ¼ of a whole object;
• understand that a whole can be equally divided into ¼; and
• recognize that a whole is made up of fourths.
II. CONTENT: Identifying ¼ of a Whole Object
III. LEARNING RESOURCES
A. Reference National Learning Camp- Mathematics Intervention Camp, Lesson Plan for Grade 1
B. Other Learning
Resources
Images: https://sweetsfromtheearth.com/wp-content/uploads/2014/06/GF -Chocolate-Cake-QS-beauty-top.jpg
https://commercenorte.com/product/cassava -cake/
https://www.pngegg.com/en/png -clzng/download
https://princestreetpizza.com/menu/
https://toppng.com/show_download/365725/chocolate -sheet-cake-mask-congrats-chocolate-cake#google_vignette
https://www.thespruceeats.com/how -to-form-a-loaf-427573
https://www.pngall.com/chocolate-chip-cookie-png/download/145865
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
Activating Prior
Knowledge
(3 minutes)
Good morning/afternoon, class! How are you today?

Before we go to our lesson, let’s have an activity.

Intervention Group Consolidation Group Enhancement Group
Directions: Shade the ¼ part of the
shape.

Directions: Fold the paper to show
¼.

Directions: Divide the shapes into
four equal parts. Color the ¼ part of
it.

31. LESSON SCRIPT IN MATHEMATICS 1

29









(After the activity, process the learner’s output and give appropriate feedback.)

Let us see if you got them right.

NOTES TO THE TEACHER: The teacher will call a learner from each group to do the activity.
Lesson
Purpose/Intention
(1 minute)
As we go on into our lesson, you will understand that a whole can also be divided into four parts.

Let us do it!

Lesson Language
Practice
(1 minute)
Let us recall the meaning of the following terms before we go further into our discussion.

A fraction represents equal parts of a whole or set.
Fourths represent equal parts of a whole or set when equally divided into four parts.
It is represented by the symbol ¼.

NOTE TO THE TEACHER: This part introduces the key terms to be used in the lesson or terms that are new in the lesson. The teacher will read out the
terms and ask learners to read them to themselves and then out loud as a class.
During/Lesson Proper
Reading the Key
Idea/Stem
(3 minutes)

Listen carefully. I will read the story of Regina and her friends. Later, we will help them with their problem.

Regina and her three friends brought home a rectangular chocolate cake. They will celebrate their
achievements in school. How will Regina and her friends divide the cake so that they will have equal shares?

Intervention Group Consolidation Group Enhancement Group
Directions: Answer the following
questions.
1. Who went home?
2. What did they bring home?
Directions: Answer the question.
Why did they bring home a
rectangular chocolate cake?

Directions: Answer the question.
1. What do you think are their
achievements in school?

32. LESSON SCRIPT IN MATHEMATICS 1

30
Expected answers:
1. Regina and her three friends went
home.
2. They brought home a rectangular
chocolate cake.
Expected answer:
They brought home a rectangular
chocolate cake because they will
celebrate their achievements in
school.

2. How will they divide the cake
so that they will have equal
shares?

Expected answers:
1. Maybe their achievements in
school are they won in a contest,
they received a recognition, they
topped the class, and others.
2. They will divide the cake into four
equal parts so that they will have
equal shares.


Very Good! You are now ready to visualize the ¼ of a whole.

NOTE TO THE TEACHER: The teacher will call a learner from each group to answer the question.
Developing
Understanding of the
Key Idea/Stem
(10 minutes)
Imagine this is a rectangular chocolate cake. I will call someone to slice the cake into four equal parts.












1. How did you slice the cake?
2. Are there other ways to slice the cake into four equal parts?
3. Kindly show me the other ways on how you slice the cake into four equal parts.

33. LESSON SCRIPT IN MATHEMATICS 1

31
1
4
1
4
1
4
1
4
1
4
1
4
1
4
1
4
4. How many parts does it have?
5. What do you call each part?

Expected answers:
1. We sliced the cake into four equal parts.













2. Yes. There are other ways to slice the cake into four equal parts.
3. We can slice the cake into four equal parts through the following ways:












1
4
1
4
1
4
1
4

34. LESSON SCRIPT IN MATHEMATICS 1

32






















4. The cake has four equal parts.
5. Each part is called ¼.

Very Good!

This means that a whole can be equally divided into 4 parts.
Each part is called one-fourth.
It is represented by the symbol ¼.
We can divide it horizontally, vertically, or diagonally.

1
4
1
4
1
4
1
4
1
4
1
4
1
4
1
4
1
4 1
4
1
4 1
4
1
4
1
4
1
4
1
4

35. LESSON SCRIPT IN MATHEMATICS 1

33
In our next activity, I will give you a cut-out of a cassava cake. Use a marking pen to show the four equal parts.









1. How did you cut the cassava cake into four equal parts?
2. How many parts does it have?
3. What do you call each part?

Expected answers:
1. We cut the cassava cake into four parts horizontally/vertically/or diagonally.

36. LESSON SCRIPT IN MATHEMATICS 1

34











2. The cake has four equal parts.
3. Each part is called ¼.

NOTES TO THE TEACHER: These items were given to provide more examples to the learners. The teacher must prepare the materials before the class.
The pictures may vary according to availability.
Deepening
Understanding of the
Key Idea/Stem
(5 minutes)
You will be divided into three groups. Each group will answer the following tasks. Intervention Group will
encircle the figure that shows ¼. Consolidation Group will connect the shapes in Column A with its corresponding
fourths in Column B. And lastly, Enhancement Group will divide the shapes into four equal parts and color the ¼
part of it.

Intervention Group Consolidation Group Enhancement Group
Directions: Use a marking pen to
slice the following figures into four
equal parts.










Directions: Look at the shapes in
Column A and connect it with its
corresponding fourths in Column B.

Column A Column B


1. •


2. •




•


•


Directions: Draw the ¼ of the
following figures.


1.





2.

37. LESSON SCRIPT IN MATHEMATICS 1

35



















Answers:














3. •





•

Answers:
















3.




Answers:

1.



2.



3.

38. LESSON SCRIPT IN MATHEMATICS 1

36
























After/Post-Lesson Proper
Making
Generalizations and
Abstractions
(2 minutes)

Great! You've proven that you understand well about fractions particularly the fourths.

1. How can we divide a whole into four equal parts?
2. How many fourths are there in a whole?
3. How do you write the symbol for fourths or one fourth?
4. How do you represent ¼ in a whole?

39. LESSON SCRIPT IN MATHEMATICS 1

37
Expected answers:
1. We can divide a whole into four equal parts horizontally, vertically and diagonally.
2. There are four fourths in a whole.
3. We write the symbol halves as ¼.
4. We represent ¼ in a whole by dividing it into four equal parts.

Evaluating Learning
(5 minutes)
Now, we will test our understanding of fractions specifically ¼ by answering the following tasks. Write your answers
on the activity sheet.

Intervention Group Consolidation Group Enhancement Group
Directions: Encircle the figures
that show four equal parts.




















Directions: Shade the ¼ part of
the figure.



1.






2.







3.

Directions: Divide the figures into
four equal parts.



1.






2.






3.

40. LESSON SCRIPT IN MATHEMATICS 1

38
Answers:





























4.





5.




Answers:


1.





2.




3.




4.






5.



Answers:



1.





2.





3.

41. LESSON SCRIPT IN MATHEMATICS 1

39



4.





5.















4.





5.





Additional Activities for
Application or
Remediation (if
applicable)

Remarks
Reflection

42. LESSON SCRIPT IN MATHEMATICS 1

40

Prepared by:


REGINA S. CABUSORA
T-III, SDO-LU
Reviewed by:


MARIVILLE R. CAMARILLO
Evaluator


GERRY D. ANDRADA
Evaluator
Approved by: