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

1
Quarter 1 Week 5
NATIONAL MATHEMATICS PROGRAM
Lesson Script in Mathematics

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.
The Intellectual Property Code of the Philippines states that “No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as
a condition the payment of royalties.”
Borrowed materials (e.g., texts, illustrations, musical notations, photos, and other copyrightable, patentable contents) included in this learning resource are owned by their
respective copyright and intellectual property right holders. Where applicable, DepEd has sought permission from these owners specifically for the development and printing of
this learning resource. As such, using these materials in any form other than agreed framework requires another permission and/or licensing.
No part of this material, including its original and borrowed contents, may be reproduced in any form without written permission from the Department of Education.
Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please call the Office of the Director of the Bureau of
Learning Delivery via telephone numbers (02) 8636-6540 and (02) 6540 or send an email to bld.od@deped.gov.ph.
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

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?
What will you do if you’ve seen
someone who hasn’t eaten yet?
How do you feel when you help
someone? Why?

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?
Directions: Answer the questions.
1. What does Rheyn have for
recess?
2. How many pieces of bread does
she have?
What did Rheyn notice from her
classmate?
How can we help Rheyn share her
food with her classmate?

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

4
Very Good!
This means that a whole can be equally divided into 2 parts.
Each part is called one-half.
In our next activity, I will be giving you different shapes. Fold the paper to show ½.
1. How did you divide the 1st shape? 2nd shape? 3rd shape?
Expected answers:
1. I folded the shape into two equal parts.
2. The shapes has two parts.

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?
Expected answers:
1. I divided the pineapple/sugar apple/watermelon into two equal parts.
NOTES TO THE TEACHER: These items were given to provide more examples to the learners. The pictures may vary according to availability.

6
Deepening
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.
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.

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?

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.
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?

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

10
Week DAY 2
A. Content
Standard
B. Performance
Standard
C. Learning
Competency
D. Learning
Objectives
• 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
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
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)

11
What is the girl holding?
Expected answer:
The girl is holding a bibingka.
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.
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.
Halves represent equal parts of a whole or set when equally divided into two parts.
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.
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.

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?
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.
What does Rheyn want to do with
the bibingka?
Expected answer:
Rheyn wanted to taste the bibingka.
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.
Developing
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.)

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?
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.
Very Good!
Each part is called one-half.
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.

14
1. How did you cut the paper into two equal parts?
Expected answers:
1. We cut the paper into two equal parts horizontally/vertically/or diagonally.
2. The shape has two parts.
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
Key Idea/Stem
(5 minutes)
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.

15
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.

16
Answers:
1.
2.
3.
4.
5.
2.
3.
4.
5.
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.

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.
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.

18
Answers:
1.
2.
3.
4.
5.
Answers: Answers:
Application or
Remediation (if
applicable)
Remarks
Reflection

19
Week DAY 3
A. Content
Standard
B. Performance
Standard
C. Learning
Competency
D. Learning
Objectives
• 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
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
Activating Prior
Knowledge
(3 minutes)
Before we go to our lesson, let’s have an activity.
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.

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)
Fourths represent equal parts of a whole or set when equally divided into four parts.
It is represented by the symbol ¼.
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?
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.
What did Mr. Cabusora notice on
the pizza?
Expected answer:
Mr. Cabusora noticed that the pizza
is not yet sliced.
If Mr. Cabusora will slice the pizza,
how will the pizza look like?
Expected answer:
The pizza will be sliced into four
equal parts.

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

22
2. The pizza has four equal parts.
3. Each part is called ¼.
Very Good!
Each part is called one-fourth.
In our next activity, I will be giving you different shapes. Fold the paper to show ¼.
1. How did you divide the 1st shape? 2nd shape? 3rd shape? 4th shape?
1
4
1
4
1
4
1
4

23
Expected answers:
1. I folded the shape into four equal parts.
2. The shapes has four equal parts.
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
Key Idea/Stem
(5 minutes)
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.
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.

24
Answers:
3. •
4. •
5. •
•
•
•
Answers:
4.
5.
Answers:
1.
2.
3.
4.
5.

25
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.
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?

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.

27
3.
4.
5.
2.
3.
4.
5.
Application or
Remediation (if
applicable)
Remarks
Reflection

28
Week DAY 4
A. Content
Standard
B. Performance
Standard
C. Learning
Competency
D. Learning
Objectives
• 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
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
Activating Prior
Knowledge
(3 minutes)
Before we go to our lesson, let’s have an activity.
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.

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)
Fourths represent equal parts of a whole or set when equally divided into four parts.
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?
Directions: Answer the following
questions.
1. Who went home?
2. What did they bring home?
Why did they bring home a
rectangular chocolate cake?
1. What do you think are their
achievements in school?

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
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.

31
1
4
1
4
1
4
1
4
1
4
1
4
1
4
1
4
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

32
4. The cake has four equal parts.
Very Good!
Each part is called one-fourth.
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

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

34
2. The cake has four equal parts.
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
Key Idea/Stem
(5 minutes)
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.
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.

35
Answers:
3. • •
Answers:
3.
Answers:
1.
2.
3.

36
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?

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.
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.

38
Answers:
4.
5.
Answers:
1.
2.
3.
4.
5.
Answers:
1.
2.
3.

39
4.
5.
4.
5.
Application or
Remediation (if
applicable)
Remarks
Reflection

40
Prepared by:
REGINA S. CABUSORA
T-III, SDO-LU
Reviewed by:
MARIVILLE R. CAMARILLO
Evaluator
GERRY D. ANDRADA
Evaluator
Approved by:

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

More Related Content

Similar to CO-2024-LS-G1-NMP_Q1_W5. Mathematics Program (20)

More from RonaldAtibagos2 (15)

Recently uploaded (20)

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