You are on page 1of 6

Republic of the Philippines

DON HONORIO VENTURA TECHNOLOGICAL STATE UNIVERSITY


Bacolor, Pampanga

Date: September 24, 2018

A Detailed Lesson Plan in Mathematics IV

I. Objectives

At the end of the discussion, the pupils will be able to:

a. Analyze steps in adding and subtracting similar fractions.


b. Perform addition and subtraction similar fractions correctly.
c. Show patience while learning the skills.

II. Subject Matter


Topic: Adding and Subtracting Similar Fractions
References: Mathematics Teacher’s Guide IV and Internet
Materials: Visual Aids and Flash cards

III. Procedure
Teacher’s Activity Pupil’s Activity

A. Preparatory Activities `

1. Prayer

“Let us all stand and pray” (Prayer)

“Good morning, class!” “Good morning, Teacher!”

“Please pick up the pieces of paper under your (picking up the pieces of paper under the chairs)
chair”

“You may take your seats” (sitting down)

2. Checking of Attendance

“Is anyone absent for today?” (Pupils will response)

3. Drill

“Now, class I have here some flashcards of


fractions. All you need to do is to guest if it is
similar or dissimilar fractions. Is it clear?”
5 1 Similar Dissimilar
1.
9 3
4 2 4 2 5 1
2. 2. 1.
3 3 3 3 9 3
2 1 3 1 3 1
3. 3. 4.
3 5 4 4 4 4
3 1
4. 11 8 1 6
4 4 6. 5.
1 6 5 5 8 7
5.
8 7 3 1 7 3
11 8 8. 7.
6. 7 7 12 9
5 5
7 3
7.
12 9
3 1
8.
7 7
“Very good!”

4. Energizer

“Let sing the song I have prepared and the title of


this song is Solve It (Sorry).”

“I will teach you first the tune with actions”

“Is it too hard now to add fractions


cause all you have to-do is find the equal whole.
Find the equal whole and then add the top
(numerators).
Yeah I know all that I have to do and it won’t be to
hard to add the two.
Solve it! (2x)”
(The pupils sings the song with action)
(The teacher sings the song with action)

“Very good, you may now take your seats”

B. Motivation
“Class, do you love to eat chocolates?”
“Who wants to eat a chocolate?” “Yes teacher!”
“I have here a big bar of chocolate slices into sixths. “We’d love to, teacher”
5
(Give the to the two pupils)
6
2
So I have given to your classmates of the chocolate
6
3
and another to your classmates . What part of the 5
6 given
6
chocolate have I given in all and how much is left?”
1
“Yes Very Good! I sliced the chocolate into six equal left
6
6
parts so we get or 1 of course and I gave to your two
6
2 3 5
classmates. So + we get and the parts that is
6 6 6
1
left for me is .”
6

“Now class, do you have any idea of what will be our


topic for today?”
“Adding and Subtracting Similar Fractions”
“Exactly class!”

C. Presentation/Discussion
“Today, we will be discussing how to add and subtract
similar fractions.”

“To add fractions with similar denominators, we


simply add the numerators and write the sum over the
same denominator.”
“For example,
1 2 1+2 3
1. + = =
4 4 4 4
6 1 6+1 7
2. + = =
8 8 8 8
“How about these examples who can solve it?” (Raising their hands)
5 4 5 4 5+4 9
3. + = 3. + = =
16 16 16 16 16 16
1 1 1 1 1+1 2
4. + = 4. + = =
5 5 5 5 5 5
3 2
5. + = 3 2 3+2 5
6 6 5. + = =
6 6 6 6
“Very good!”

2
“Another example, Dulce ate of the cake in the
5
1
morning and in the afternoon. How much cake was
5
eaten by her?”
“So we are going to add the given fractions to answer
what is asked in the problem. As what is stated in the
rule, we simply add the numerators and write the sum
over the same denominator in adding similar fractions.
So, we simply add 2 and 1 which is equal to 3 and
write it over the same denominator which is 5.
3
And the answer is .”
5
“Did you get it?”

“So let’s proceed.”


“Yes teacher”
“To subtract fractions with similar denominators, we
simply subtract the numerators and write the
difference over the same denominator.”
“For example,
7 4 7−4 3
1. – = =
8 8 8 8
5 4 5−4 1
2. – = =
6 6 6 6
“How about these examples who can solve it?” (Raising their hands)
4 1
3. – = 4 1 4−1 3
5 5 3. – = =
10 3 5 5 5 5
4. – = 10 3 10−3 7
12 12
4. – = =
7 2 12 12 12 12
5. – = 7 2 7−2 5
8 8
5. – = =
8 8 8 8
“Very good!”

7
“For example, A water tank was full of water. After
8
2
a day of use, it was full. How much water was used
8
during the day?
“To find the amount of water that was used during the
3 7
day, we are going to subtract from . So simply
8 8
subtract the numerators 7–2 is equal to 4 and write it
over the same denominator which is 8 and then we get
5
.”
8
“From this time class, I want you to solve here in the
board.” (Raising their hands)

3 2 7 3 5 4
1. + 5. – 1. 5.
12 12 9 9 12 9

2 2 10 3 4 7
2. + 6. – 2. 6.
5 5 16 16 5 16

8 1 3 2 1 1
3. + 7. – 3. 7.
14 14 7 7 14 7

5 3 4 1 8 3
4. + 8. – 4. 8.
11 11 10 10 11 10

D. Generalization
“Now let us see if you really understand our lesson”

“Okay class, how to add similar fraction?” (Raising their hands)


“To add similar fraction, simply add the numerator
then copy the denominator.”
“Very good!”

“So how about, how to subtract similar fraction?”


(Raising their hands)
“To subtract similar fraction, simply subtract the
“Very good!” numerator then copy the denominator.”

E. Application
“For your group activities, I will divide you into 5
groups and I will distribute to each group the activity
all you have to do is to color the sum and difference of
the shaded portion and write the fraction
representation for each.”

“When you finished the activity just raise your hand


and say the group number and one representative to
interpret your answer.”

IV. Evaluation
Find the sum or difference.

4 2
1. +
7 7

2 1
2. +
4 4

8 3
3. –
9 9

1 3
4. –
5 5

7 4
5. –
8 8

V. Assignment
Solve each problem.
5 2
1. John ate of his pizza and Paul ate of
10 10
his pizza. How much pizza did they eat
altogether?

1
2. Jenny made yema cake. She ate of the
9
3
yema cake and gave of the yema cake to
9
her brother. What fraction of the yema cake
was left?

Prepared by:

Ocampo, Mariel G.