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Lesson Plan: Identify The Difference of Solving Similar and Dissimilar Fractions

The lesson plan outlines teaching students how to add and subtract fractions by first reviewing converting mixed numbers to improper fractions, then demonstrating adding and subtracting like and unlike fractions using examples at the board, and concluding with students practicing problem solving and being assigned advance reading.

Uploaded by

Ann Musni
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© © All Rights Reserved
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Download as DOCX, PDF, TXT or read online on Scribd
95 views

Lesson Plan: Identify The Difference of Solving Similar and Dissimilar Fractions

The lesson plan outlines teaching students how to add and subtract fractions by first reviewing converting mixed numbers to improper fractions, then demonstrating adding and subtracting like and unlike fractions using examples at the board, and concluding with students practicing problem solving and being assigned advance reading.

Uploaded by

Ann Musni
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Lesson Plan

I. Objectives:
At the end of the lesson the students are expected to:
a. Adding/ subtracting two given fractions,
b. Identify the difference of solving similar and dissimilar fractions
c. Appreciate the importance of fractions

II. Subject Matter:


Topic: Adding and Subtracting Fractions
Reference: Mathematics for the better life 5, pp. 114 - 115
Materials: Videos, Power point presentation, activity print outs

III. Procedure
A. Preliminary Activities
Teacher’s Activity Student’s Activity

1.Prayer

I’m requesting everyone to please (The students stood up for the prayer)
stand up for our prayer through this
video entitled “A Gift to You” and I
want all of you to sing along with it.

(the teacher plays the video and (the students start singing the song)
leads the singing)

2.Greetings

Good morning class… Good morning Ma’am!

You may now take your seats Thank you Ma’am

So how was your weekend? It was great Ma’am

That’s good to know!

3.Setting of Classroom Standards

Please pick up the pieces of paper (Students pick up the pieces of paper)
under your chair

Just a reminder before we Yes Ma’am


formally start with our class
today, turn off and keep your
Cellphones. Are we clear?

4.Checking of Attendance

As I call your name, raise your (Students raise their hand and say present
right hand and say present… as the teacher calls in their name)
5.Review of the Past Lesson

Last meeting we tackled on


how to transform mixed
number into improper
fraction,

To convert a mixed fraction to


an improper fraction we have
to:

 Multiply the whole number part by


the fraction's denominator.
 Add that to the numerator
 Then write the result on top of the
denominator.

Who can transform this mixed


number into improper fraction on
the board? 3 2/5

Yes (name of student) (one student from the class raise his hand)

3 × 5 = 15
15 + 2 = 17

Very good! As simple as


that…

Any questions and


clarifications before we None Ma’am
proceed to our next topic?

If none, then let’s proceed to


our new lesson

B. Lesson Proper

1.Motivation

(Play a video about fractions)

Class, do you love to eat pizzas? Yes Ma’am

Who wants to eat pizza? We’d love to, Ma’am

I have here a pizza and I am going


to divide it into 8 equal parts

So I have now 8 slices or 8/8


(Give the 2/8 of the pizza to two
students, 1/8 each)

So I have given the Anna 1/8 of the


pizza and another 1/8 to Maria. 2/8 given
How much pizza have I given all in 6/8 left
all and how much is left?

Yes, Very good. I sliced the pizza


into 8 equal parts so we get 8/8 or
1 of course and I gave Anna and
Maria 1/8 each of the pizza. So 1/8+
1/8, we get 2/8 or ¼ and the parts
that is left for me is 6/8 or ¾. If we
are going to add the parts of the
pizza that I have given to Anna and
Maria and the parts left for me, 4/4 or 1
how much will it be all in all?

Now class, do you have any idea of Adding and subtracting of fraction
what will be our topic for today?

Exactly, today we will be discussing


on how to add and subtract
fractions.

2.Activity

Divide yourselves into 3 groups.


Each group will be given an activity (the students divide their selves into 3
sheet. What you need to do is to groups)
complete the box with its
corresponding fraction, you will be
given 5 minutes to answer it. Any How are we going to do it mam?
question?

Ok, I will give you an example, take


a look on the board:

We will start answering at bottom


part of the box, to complete the
box the answer will 2/8 + 2/8 + 2/8
= 6/8
And in the second box 3/8 + 3/8 =
6/8
So the answer of the first box is 6/8
We just simplified it into its lowest
form. Understood class? Yes Ma’am

(the students perform the activity)


Answers:
1. 6/12 + 2/12 + 1/12
5/12 + 4/12
9/12

2. 4/7 + 1/7 + 2/7


2/7 + 5/7
7/7

3. 3/6 + 2/6 + 1/6


4/6 + 2/6
1

3.Analysis

Which part of the fraction in the numerators in number one are 6, 2, 1 ,


number one is/are the 5, 4 and 9
numerator/s?

How about in number two, which


part of the fraction is/are the the denominator in number two is 7
denominator/s?

In solving problem no. 3 what did


you do in order for you to get the We simply think of a possible fraction that
answer? we can add to 4/6 that may lead us an
answer of 1. So 4/6 + 2/6 = 6/6 or 1, and to
simplify it further we come up with an
answer of 3/6 + 2/6 + 1/6 = 6/6 or 1.
Excellent job!

4.Abstraction

Like fractions are fractions with the


same denominator. You can add
and subtract like fractions easily -
simply add or subtract the
numerators and write the sum over
the common denominator.
(Students listen attentively)
For example: 1/5 + 3/5 = 4/5

3/8 – 1/8 = 2/8 or ¼

We simplified 2/8 into its lowest


form by dividing them into 2
because 2 and 8 are both divisible
by 2 that is why we come up to an
answer of ¼.

The tricky part comes when you add


or subtract fractions that have
different denominators. To do this,
you need to know how to find the
least common denominator (LCM).
For example: ¾ + 1/6 = 11/12

The LCM is 12: (4)= 4, 8, 12

(6)= 6, 12

5. Application (Problem Solving)

From this time class, I want you to


solve here in the board

Number 1. (students raising their hands)


Yes, Fe
1. 4/5 – 2/3 1. 4/5 – 2/3
LCM: 15

12/15 – 10/15 = 2/15

(students raising their hands)


Number 2
Yes, Mark
2. 4/11 – 3/11 = 1/11
2. 4/11 – 3/11

Number 3
(students raising their hands)
Yes, Carl
3. 7/12 + 5/12
3. 7/12 + 5/12 =12/12 or 1

Lastly, for Number 4


(students raising their hands)
Yes, Cris

4. 3/4 + 2/8
4. ¾ + 2/8
LCM: 8

6/8 + 2/8 = 8/8 or 1

Excellent answers!

To the rest of the class did you get the


Yes Ma’am
correct answers?

Do you have any questions


None Ma’am
regarding our topic today?

C. Values Integration: At the end of the lesson, the students are able to appreciate the
value of putting effort to works.

D. Evaluation
Direction: Solve each given equation

1. 5/10 + 4/10 =
2. 8/12 - 3/12 =
3. 3/4 + 2/4 =
4. 7/9 - 4/9 =
5. 3/4 + 5/8 =
6. 9/10 - ¼ =
7. 1/12 + 3/8 =
8. 4/5 - 1/10 =
9. 5/12 + ¾ =
10. 2/3 - 1/8 =

E. Assignment

For your assignment, study in


advance our next lesson. Read
pages 120-125

That’s all for today. Goodbye and thank you teacher Ann. See
Goodbye class! See you
you tomorrow
tomorrow.

IV. Remarks:

V. Evaluation:

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