5 + 4 =_____

A Detailed Lesson Plan in Mathematics

(Advance Casa)

I. General Objectives:
In the span of 45 minutes, the pupils are expected to add single digit-numbers.
Specific Objectives:
In the end of the lesson, the pupils should be able to;
A. define what is addition
B. identifies the parts of an addition sentence.
C. perform addition of single-digit numbers.

II. Subject Matter:
Adding Single-Digit Numbers
Reference: Working with Numbers C TX pp.64-66
Materials: real objects, counters and flash cards

III. Procedure / Learning Activities

Teachers Activity Pupils Activity

A. Preparation
1. Routinary Activities:
1.1. Prayer
1.2. Checking of Attendance
2. Motivation:
Before we start our lesson, let us first sing a
song. Let us sing, Adding Numbers.
Teacher will first sing the song and then we
will sing it all together.













3. Drill: (Adding One-Digit Number)
I have here some exercises on the drill cards,
read the addition sentences, raise your hand if you
know the answer.













Pupils sing the song.

Adding Numbers
(Tune: Oh, My Darling Clementine)

One and one, two; two and two, four;
Three and three, are six for me!
Four and four, eight; five and five,
ten!
Little fingers in my hand.
I can count them, I can clap them,
I can count from one to ten.
Teacher, help me count this numbers.
I can add them up to ten!










Pupils answer the drill cards.



3 + 5 =_____ 8 + 2 =_____
2 + 4 =_____
5 + 0 =_____ 6 + 1 =_____
5 - 4 =_____
4. Review:(Subtracting One-Digit Number)
Yesterday we talk about subtracting one-digit
number. Lets help Doraemon solve the exercises
inside the love letter. Pick one and answer, if you
give the correct answer, you will get a prize from
Doraemon.










B. Presentation:
1. Lesson Proper
Do you like sharing children?

What are the things that you share with your
classmates?
It is good sharing what we have, to others
especially to unfortunate ones.
Like this doughnut!
Do you eat doughnuts?
I want to share this doughnut, but if I cut it like
this, would it be fair? would it be equal?








Ok, I have here another one, let us cut it again.
Now, is this fair? is this equal?







Can I share this doughnut now?
How many parts of the doughnut do I have now?

This parts of the doughnut is an example of
FRACTIONS.

Say it again children, FRACTIONS





















Pupils answer exercises.


Yes, teacher.

Food, Toys, Stories




Yes, teacher!






No




Yes, teacher!







Yes, teacher!
Two parts!




Fractions.




7 - 4 =_____ 9 - 5 =_____
9 - 3 =_____
4 - 2 =_____ 8 - 3 =_____
Fractions are equal parts of a whole or a group.
Again, what are fractions?



I have a picture of a pizza; I will cut the pizza into
two parts. If I shade one part of the pizza, this
part is what we call one half. This is how we write
one half. Everybody say it, one half.



1
2




One-half is a part of a whole that is cut in two
parts.

Again, what is one-half?

2. Practice Exercises:
Cut the shapes with a line into halves, shade
one-half and write the name of the fraction.















D. Generalization:
What are fractions?

Describe a one-half.

E. Values Integration:
We used fraction in sharing things with others.



F. Application:


Fractions are equal parts of a whole or
a group.












One half







. One-half is a part of a whole that is
cut in two parts.























Fractions are equal parts of a whole or
a group.
One-half is a part of a whole that is cut
in two parts.
We used fraction in sharing things
with others.


Draw your favorite fruit and cut it in half.
Color the half of the fruit.
Label it . Your work will be posted in the Art
Work corner.





Pupils do their art work.

IV. Evaluation
(Paper and Crayon test)
Color the one whole RED and the one half BLUE.

















V. Assignment:
Bring modeling clay tomorrow for our activity.


Prepared and Presented by:
Rivera, Marykris A.
BEED 3D

Presented to:
Dr. Susana Velasco
Directed Study Professor