A semi detailed lesson plan about mathematics, Study notes of Mathematics

Download A semi detailed lesson plan about mathematics and more Study notes Mathematics in PDF only on Docsity! Instructional Planning (iPlan) (With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. 42, s. 2016) Detailed Lesson Plan (DLP) Format DLP #: Learning Area: Grade Level: Quarter: Duration: Learning Competency/ies: (Taken from the Curriculum Guide) identifies proper fractions, improper fractions, and mixed numbers. Code: M4NS-IIe-79.2 Key Concepts / Understandings to be Developed Domain Adapted Cognitive Process Dimensions 1. Objectives Knowledge Categories: Remembering Identify proper and improper fraction. Understanding Skills Applying Illustrate proper and improper fraction. Analyzing Evaluating Creating Attitude Categories: 1. Receiving Phenomena 2. Responding to Phenomena 3. Valuing 4. Organization 5. Internalizing values Values Categories: 1. Receiving Phenomena 2. Responding to Phenomena 3. Valuing 4. Organization 5. Internalizing values 2. Content Identifying Proper and Improper Fractions 3. Learning Resources 4. Procedures 4.1 Introductory Activity (2 minutes). 1. Motivation: The teacher will give the students a word problem to read and understand the situation. But first the teacher will ask these questions: Ask: How many of you go to the market with your parents? What do you buy from the market? Why do you have to go to the market with your parents? The word problem: "One Saturday morning, Albert accompanied his mother tothe market to buy ingredients for the dish. They bought ¾ kilogramof potatoes, 5/4 kilograms of chicken, and 1 ¾ kilograms of potatoes. Albert carried the ingredients in going home." Ask these questions: 1. What ingredients did Albert and his mother buy? 2. What do you think is Albert’s mother going to cook? 3. What kind of a boy is Albert? 4. Will you do the same to your mother? Infuse the value of being helpful. 4.2 Activity (10 minutes). Group the students into three working teams. Using regions, let pupils illustrate the fractions used in the problem. Have them identify the kinds of fractions shown by theregions. Let them present their output. Less than one whole More than one whole Combination of awhole and part of a whole After the activity, ask the pupils to say something about the activity. Ask: 1. What can you say about the first fraction? 2. Can you give other examples? 3. What can you say about the second fraction? 4. Can you give other examples? 5. What is a mixed number? 6. From the problem, what do you think are those numbers that are used to represent the weight or kilograms of the ingredients? "Fractions" 4.3 Analysis (3 minutes). Introduce the term proper fraction for a fraction whose numerator is smaller than the denominator; improper fraction for a fraction whose numerator is equal to or greater than the denominator; and a mixed number for a fraction which is a sum of a whole number and a fraction. (The teacher will display the definitions and some examples for these three types of fractions.) 4.4 Abstraction (10 minutes). Lead pupils to generalize as follows: 1. What is proper fraction?  A fraction whose numerator is less than the denominator is called proper fraction. It is a fraction greater than 0 but less than 1. 2. What is improper fraction?  A fraction whose numerator is equal or greater than the denominator is called improper fraction. It is a fraction equal to 1or greater than 1. 3. What is mixed number?  A fraction which is a combination of a whole number and a proper fraction is called a mixed number.8 4.5 Application (15 minutes).