Annex 2B.1 to DepEd Order No. 42, s.

2016
School Gamuton Elementary School Grade 2
Level
DETAILED
LESSON Teacher GLORYVIC G. GUALVEZ Learning MATHEMATICS
PLAN Area
Teaching March 30, 2023 Quarter 3
Dates and 1:00-1:50 PM
Time

*Recognize fraction with less than one with denominators 10 and below;
*Illustrate the way in identifying other fraction that are less than one with
I.OBJECTIVES 10 denominator below; and
*Appreciate the importance in knowing fraction in daily living.

A. Content
Standards Demonstrates understanding of unit fractions.

B. Performance Is able to recognize and represent unit fractions in various forms and
Standards contexts.
C. Learning Identifying other Fraction Less Than One Denominators 10 and below.
Competencies M2NS-IIIe-79.1
with LC code

II. CONTENT Fraction Less Than One Denominators 10 and below.

III. LEARNING
RESOURCES

A. References MATH 2– K to 12 MELC p. 203

1. Teacher’s Guide MATH 2– K to 12 MELC p. 203
pages
 LAS Math 2, Week 6, Quarter 3 p. 1-9
2. Learner’s LAS Math 2, Week 6, Quarter 3 p. 1-9
Material pages
3. Textbook pages
4. Additional
Materials from
learning
Resource (LR)
portal
B. Other Learning TV, Powerpoint presentation, mga larawan, fraction cards, manila paper, marker.
Resources
IV. Procedures PRELIMINARIES
*The teacher will start with the following with a prayer.
*Greetings
*Checking of attendance
*Setting of Standards
After setting the mood, the teacher will also set the standard to ensure
smooth conduct of the classroom activities.

S.A.F.E:
Stay in your seat unless given permission to move.
Always listen when someone is speaking.
Follow directions the first time the teacher is given.
Everyone must be respectful and kind to each other.
A. Reviewing Motivation
previous lesson “Fraction Pizza”
or presenting
the new lesson Let us create fraction pizzas. Divide the big pizzas into fraction of 1/4. Have
pupils decorate the big pizzas with different toppings while listening to the
song “I LOVE MATH Song”, and then identify the fraction of a big Pizza.
 Reviewing the lesson:

Begin the lesson by reviewing the concept of unit fractions (fractions with a
numerator of 1) and their relationship to the whole.
1. Introduce the symbols for greater than (>), less than (<), and equal to (=)
and explain their meanings.
2. Provide a fraction card and paste it on the board. The cards should include
unit fractions with denominators less than or equal to 10.
3. Call a pupil to compare the fractions using relation symbols (> , < or =).
B. Establishing a Let the pupils play the game “Fraction Frenzy”
purpose for the
lesson *Show a picture of a fractions (6/7, 5/6, 2/4, 4/9).
*Give each group of their assigned fraction.
*Once the fraction picture show on the TV the assigned group will say
the fraction symbol together their actions.

C. Presenting
examples/ After the introductory work, the teacher can give different group work to the
Instances of pupils.
the new lesson Give an activity group to the pupils and before to start the activity let
remind the pupils the safety protocols:
1. Always stay in your group.
3. Don’t make noise when doing your task with your groupmates.
4. Cooperate to your groupmates.
5. Engage a positive behaviour with your groupmates.

Explain the rubrics and instructions of the game to the pupils.

Rubrics:

Criteria 4 (Exceeds 3 (Meets 2 (Needs 1 (Not Meeting

Expectations) Expectations) Improvement) Expectations)
Collaboration All group Most group Some group One or more
members members members did group members
contributed contributed and not contribute did not
equally and worked well or work well participate or
worked together, but with others, complete their
effectively there were a which affected assigned
together to few instances the completion tasks, which
complete the of one or more of the task. significantly
task. members not affected the
participating. completion of
the task.
Task The group The group The group The group did
Completion completed the completed the partially not complete
task to a high task completed the the task or
standard, satisfactorily, task, meeting meet any of
meeting or meeting all some but not the
exceeding all requirements all requirements,
requirements and producing requirements producing an
and producing an acceptable and producing incomplete or
a quality outcome. an incomplete poor-quality
outcome. or lower- outcome.
quality
outcome.
Time The group used The group The group had The group did
Management time mostly used difficulty not manage
effectively time managing their their time
and effectively and time effectively at
efficiently, efficiently, effectively, all, resulting
completing the but there were which affected in significant
task on time a few instances the completion amounts of
and managing of poor time of the task unfinished
their time management or and resulted work and a
well rushing at the in some poor-quality
throughout the end of the unfinished outcome.
project. project. work.

The game will done in 5 minutes only.

Group 1. “ A Puzzler”
Direction: Fix the puzzle based on the given fraction

Group 2: “An Artist”

Direction: Draw the given fraction unit in any shape and color it.

1. three-seventh (3/7)
 Group 3:”An analyst”
Direction: Write the correct fraction unit and in a word of the given picture.

__________________________

Group 4: “A mathematician”
Direction: Read the problem carefully write the unit fraction.

Problem no. 1: "Agnes has one whole apple, she gave half of it to her sibling.
How many parts did each of them eat?"

*Each group will be given no more than two minutes for their presentation.
*Points will be given to each group (based on the rubrics) after the output
presentation."
D. Discussing new After the group activity, the teacher should give some questions about picture
concepts and fractions given, so that pupils can better understand the words they are not
practicing new skills familiar with. These questions will make them better understand the importance
#1 of each piece of knowledge in the lesson. The teacher will call a student for
each question, if the student is unable to answer, another student may call.
1. What is a fraction in a picture?
2. What is the denominator of a fraction?
3. What is the numerator of a fraction?
4. How can visual aids, such as pictures or drawings, be used to help identify
fractions with denominators of 10 or below?
5. Why is it important to learn the fractions?

*After answering the questions, the teacher will ask the pupils what they
 understand about the activity.
*This is to ensure that the pupils are ready for the teachers discussion."
E. Continuation of  The teacher will discuss about identifying fractions where the numerator
discussion of is smaller than the denominator and is less than one.
new concepts Example: If a whole is divided into four equal parts, each part is one-
leading to fourth. A whole can also be divided into four parts.
formative NUMERATOR
assessment
FRACTION LINE

DENOMINATOR

*This means that the numerator 1 is smaller than the denominator 4.

*The teacher ask the pupils if they understand the lesson. If they are, you
can proceed to the assessment level to measure if they really understand the
lesson.
F. Developing
Mastery *The teacher will only call on students who want to answer each question. The
(Leads to student will only give the letter of the correct answer.
formative
Assessment 3) 1. Alia divided a coconut pie into four parts. She ate all four parts.
Which fraction of the pie did she eat?
A. 1/10
B.2/10
C.3\10
D.4\10

2. Five friends bought a layer of banana cake. They shared the cake
equally and ate three parts. What fraction of the cake did each of them
eat?
A. 1/5
B. 2/5
C. 3/5
D. 4/5

3. Tatay Isko divided a bamboo stick into five equal parts. What fraction
of the stick is one part?
 A. 4/8
B. 3/8
C. 2/8
D. 1/8

4. Andy made a layer of mango float. He divided it into four equal parts.
What fraction of the mango float can each of his four friends eat?
A. 1/4
B. 2/4
C. 3/4
D. 4/4

G. Finding  Give an example why fraction is important in our daily lives.

practical
applications of  Then ask the pupils, As a grade 2 pupils how can you use the fraction in
concepts and your daily lives?
skills in daily
living
H. Making  Identifying other fractions less than one with denominators of 10 and
generalizations below involves recognizing and understanding fractions that represent a
and abstraction portion of a whole that is less than one, and that have denominators of 10
about the or less. A fraction has two parts: a numerator, which represents the
lesson number of equal parts being considered, and a denominator, which
represents the total number of equal parts that make up the whole.
 For example, if a pizza is cut into eight equal slices and you eat two of
them, you have eaten 2/8 or 1/4 of the pizza. In this case, the
denominator is 8 because there are eight equal slices in the whole pizza,
and the numerator is 2 because you ate two of those slices.
I.Evaluating Direction: Find the right fraction shape of the given fraction unit. Write only
learning the letter of the correct answer.

I. Additional Draw a real object that it can be a fraction and write the fraction unit and
Activities for and fraction in word.
application or
remediation
V.REMARKS

VI. REFLECTION

A. No. of learners
who earned 80%
in the
evaluation.
B. No. of learners
who require
additional
activities for
 remediation
C. Did the
remedial
lessons work?
No. of learners
who have caught
up with the
lessons.
D. No. Learners
who continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
F. What
difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
used/discover
which I wish to
share with
other teachers?
Prepared by:
GLORYVIC G. GUALVEZ
Teacher I
Checked by:
PRONIE C. EGPIT
Head Teacher III