Name of Teacher Section

Leaning Area MATHEMATICS Quarter 3rd

Grade Level 2 Date Week 5 Day 1

I. OBJECTIVES
A. Content Standards The learners…
1. demonstrates understanding of division of whole numbers up to 1000 including
money.
2. Demonstrates understanding of unit fractions.
B. Performance Standards 1. is able to apply division of whole numbers up to 1000 including money in
mathematical problems and real-life situations.
2. is able to recognize and represent unit fractions in various forms and
contexts.
C. Learning Competencies/Objectives arranges unit fractions in increasing or decreasing order.
Write for the LC code for each M2NS-IIIe-78.1
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 223-225
2. Learner’s Materials pages 160-162
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
Before the Lesson
Teacher’s Activity Pupils’ activity
A. Review previous lesson or presenting Drill – Use flashcards of unit fractions. Let the whole (read the fraction
the new lesson class read the unit fractions then individually. shown in the flash
1/8, ½, 1/9, 1/3, 1/7, ¼, 1/6, 1/5 card)

Compare the following set of fractional units using

relation symbols =, >, and <. Do this on your paper.

B. Establishing a purpose for the lesson Let the pupils compare the length of their arms with - (Do as the
their classmates’. Let them arrange the length of their teacher give
arms from the shortest to the longest instructions)
Very good class!
C. Presenting examples/instances of the Prepare 5 pieces of sticks with the following lengths: (listening to the
new lesson ¼ of a meter, 1/5 of a meter, ½ of a meter, 1/6 of a teacher)
meter, 1/8 of a meter.

From these illustrations, you can see clearly the

longest to shortest fraction. -

During the Lesson What fraction is the longest? - ½

D. Discussing new concepts and What fraction is the shortest? - 1/8
practicing new skills #1
Now let us Arrange the fractions from the shortest to -1/8, 1/6, 1/5, ¼,
the longest. 1/2
Arrange the fractions from the longest to the shortest
 Very good class! - -1/2, ¼, 1/5, 1/6,
1/7
E. Discussing new concepts and Ayusin ang pagkakasunod-sunod ng unit fraction (arranging the unit
practicing new skills #2 fraction)
ayon sa hinihingi sa ibaba.

Ayusin simula sa pinakamalaki hanggang sa

pinakamaliit.

F. Developing Mastery (arranging the unit

fraction from
lowest to greatest)

(do the activity)

G. Finding practical applications of Basahin ang kalagayan sa ibaba. (read the situation)
concepts and skills in daily living
Gumupit si Aliyah ng 5 strips ng cartolina.
Gagamitin niya ang mga ito sa kanyang proyekto
sa paaralan. Ang mga ito ay may sukat na 1/10, ¼,
1/3, 1/8, 1/6.
Ayusin ang strips ng cartolina mula sa
pinakamahaba hanggang sa pinakamaikli.
After the Lesson What do we do in arranging unit fraction? To arrange unit
H. Making generalizations and fractions either from
abstractions about the lesson
least to greatest
(ascending order) or
from greatest to
least (descending
order), we look at
How do we identify the bigger unit fraction? the denominator.
smaller unit fraction? The lower the
denominator, the
bigger its value and
the bigger the
denominator, the
lower its value.
I. Evaluating learning Answer the following questions. Write your answer on
your paper.

J. Additional activities for application or Ayusin ang pangkat ng unit fraction sa ibaba mula
remediation
sa:
V. REMARKS
VI. REFLECTION

A. No. of learners who earned 80% in the

evaluation.
B. No. of learners who require additional
activities for remediation who scored
below 80%.

C. Did the remedial lessons work? No. of

learners who have caught up with the
lesson.
D. No. of 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 use./discover which I wish to share
with other teachers?