A Detailed Lesson Plan in Mathematics I

Prepared by: Balbero, Javegail

Berungan, Neil Bryan
Dumagan, Kenneth
Magdula, Junrey
Maglacion, Johnrick
Repuela, Cery Rose

I. OBJECTIVES
A. Content Standard demonstrates an understanding of the
four fundamental operations involving
fractions and decimals.
B. Performance Standard Can apply the four fundamental
operations involving fractions and
decimals in mathematical problems and
real-life situations.
C. Learning Competency/ Divides simple fractions and mixed
Objectives fractions.
(Write the LC code for each) M6NS-Ic96.2
a. Identify the melodic contours,
b. Write an example of a note in
different melodic contours,
c. Appreciate the importance of
pitches or voices of people
around us by being
respectful.

II. CONTENT Dividing Simple Fractions and

SUBJECT MATTER Mixed Fractions

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide
2. Learning Materials
3. Textbook
4. Other Learning
Resources/Materials
5. Strategies EXPLICIT TEACHING,
COOPERATIVE LEARNING
6. Integration ESP, HEALTH, AP

IV. PROCEDURES
Teacher’s Activity Pupil’s Activity
A. Reviewing previous Everybody let’s stand up for a
lesson or presenting prayer. Let us pray, In the
new lesson name of the Father, the Son
and of the Holy Spirit Amen.
 Most Gracious and loving
Father, we praise and glorify
your name, we thank you
Lord for this another day that
you have given us. Bless every
one of us here so we may be
able to learn from our
teachers this afternoon. This
we ask and pray in Jesus’
name Amen. Amen

Good afternoon class. Good afternoon,

ma’am/sir.
Before we will proceed to our
new lesson for this afternoon,
let’s have a review first on our
last lesson about melody.

What is melody?

Melody is a group of notes

of various pitches. Whether
it is high or low a note
sounds which are played
one after another.

Let’s have an example. I am

going to give you a melody
of a particular song and
you are going to identify
what is the title of this
song.

Do you understand class? Yes ma’am/sir.

Twinkle Twinkle Little Star

Bahay Kubo

Baa Baa Black Sheep

B. Establishing a For this afternoon, we will
learn a new lesson. But
purpose for the
before that let’s have a game
lesson first. I am going to group
you into 4. Each group will
be given a puzzle, the group
who will finish first wins the
game.

Do you understand class? Yes ma’am/sir.

Very good.

In the count of 5, you have

 to start forming the puzzle.

1, 2, 3, 4, 5 start….

Group 1 Group 1

Group 2 Group 2

Group 3 Group 3

Group 4 Group 4

Group 1, what have you It is a picture of

formed? children going
upstairs
ma’am/sir.
Very good!

What is the direction is it The direction is

going up or down? going up
ma’am/sir.
Very good!

How about Group 2? It is a picture of

kids playing in the
slide ma’am/sir.

What is the direction is it The direction is

going up or down? going down
ma’am/sir.

Very good!
 What about group 3? It is a picture of
What have you formed? man climbing in a
rock ma’am/sir.

What is the direction is it It is going up

going up or down? ma’am/sir.

Very good! And the group It is a picture of a

4, what have you formed? children sliding in
a pool.

What is the direction? Is it It is going down

going up or down? ma’am/sir.

Very good!

The pictures you have

formed are very important
in understanding our new
lesson for this afternoon
because it is all about the
directions of melody or the
melodic contour.
Before we will start our
new lesson, let us read the
objectives for this
afternoon’s lesson.
Everybody please read the Recreates simple patterns
objectives: and contour of a melody.
Recreates simple patterns and MU3ME-IIb-5
contour of a melody. a. Identify the melodic
MU3ME-IIb-5 contours,
a. Identify the melodic b. Write an example of a
contours, note in different melodic
b. Write an example of a note contours,
in different melodic contours,
c. Appreciate the importance Appreciate the importance of
of pitches or voices of people pitches or voices of people
around us by being respectful around us by being
respectful
C. Presenting examples/ Melodic Contour or
instances of the new melodic directions-refers
lesson to the shape of a musical
piece
There are 3 melodic
contours:
1. Ascending- when the
notes move upward
 2. Descending- when the
notes move downward

3. Repeated- when the

notes stay in one
direction

D. Discussing new concepts I have here five envelopes.

and practicing new skills Inside these envelopes are
#1 questions about the lesson
discussed while ago.
First envelope, what is
melodic contour? Melodic contour or
melodic direction
refers to the shape of
a musical piece.

Second envelope, what are The melodic contours

the different melodic are: ascending,
contours? descending, and
repeated.

Ascending when the

Third envelope, what is notes move upward.
meant by ascending in
melodic direction?
Descending when the
Fourth envelope, what is notes move downward.
meant by descending in
melodic direction?

Repeated when the

Fifth envelope, what is note stays in the
meant by repeated in same or one
melodic direction? direction.
E. Discussing new concepts The same group, I will give
and practicing new skills you a manila paper.
#2 Written on it are graphic
organizers. What you are
going to do is to identify
 the different melodic
contour using the graphic
organizers and you are
going to give an example of
a particular melodic direction
given to your group. After 5
minutes, you will present your
output in front of the class.
Do you understand class?

Yes ma’am/sir.
F. Developing Mastery Another activity is the
(Lead to Formative cabbage relay. I want all
Assessment) of you to stand up. I have
here a cabbage made of
paper. Written on it are
different kinds of notes
arrange in ascending,
descending, and repeated
direction. What you are to
do is that while I am
playing the music you are
going to pass the cabbage
paper to your classmates,
when the music stops the
person who holds the
cabbage paper will peel
one and answer the
question if it is ascending,
descending, or repeated
direction.
Do you understand class? Yes ma’am/sir
G. Finding practical In our day to day living,
application of concepts and we heard a lot of sounds
skills in daily living. around us including the
voices of many people.
There are high notes, there
are also low notes. There
are voices of people who
are always in ascending
direction who we think are
always shouting. There are
also voices of people who
are in descending
direction, and we think
they do not like to talk
with us.
Now, how do we use our
tone of voice when we talk When we talk to other
to other people? people, we must use
the correct tone of
our voices and by
respecting the people
who have louder voice
 or those people who
have low tone of
voice.
Very good!
When we talk to other
people, we must use the
correct tone of the voice so
that we won’t offend them.
Also ,we must respect
other peoples’ voices
because we are different
and we are unique
individuals.
H. Making Generalizations Again what is our lesson It is all about melodic
and Abstraction about the for today? contour ma’am/sir.
Lesson
What is melodic contour? Melodic contour or
melodic direction
refers to the shape of
a musical piece.

What are the different The melodic contours

melodic contours? are: ascending,
descending, and
repeated.

What is meant by Ascending when the

ascending in melodic notes move upward.
direction?

What is meant by Descending when the

descending in melodic notes move downward.
direction?

What is meant by repeated Repeated when the

in melodic direction? note stays in the
same or one
direction.

I. Evaluating Learning A. Direction: Identify what is

asked in each item. Write your
answer on the space provided.

1. It is a melodic contour
in which the notes moves
in downward direction.
2. It is a melodic contour
in which the note stays in
one direction.
3. It is a melodic contour in
which the notes move in
upward direction.
 B. Write the correct melodic direction
in each note.

C. Write an example of a note

in ascending, descending,
and repeated direction.
 J. Additional Activities
for Application or
Identify the melodic
Remediation
direction of the children’s
song TWINKLE TWINKLE
LITTLE STAR.

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
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?