Location via proxy:   [ UP ]  
[Report a bug]   [Manage cookies]                
Scribd
Upload
164 views

Lesson Plan in Mathematics 4: School: Teacher: Date: I. Objectives

1. The lesson plan outlines teaching Grade 4 students how to perform addition and subtraction of similar fractions, with objectives of adding and subtracting fractions and simplifying answers to lowest terms. 2. Activities include naming fractions, reviewing changing fractions, and motivating students with a picture about waste before presenting word problems to practice addition and subtraction of fractions. 3. Groups of students will work on fraction word problems and the lesson will conclude with making generalizations about adding and subtracting fractions and an assessment.

Uploaded by

dixie
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
164 views

Lesson Plan in Mathematics 4: School: Teacher: Date: I. Objectives

1. The lesson plan outlines teaching Grade 4 students how to perform addition and subtraction of similar fractions, with objectives of adding and subtracting fractions and simplifying answers to lowest terms. 2. Activities include naming fractions, reviewing changing fractions, and motivating students with a picture about waste before presenting word problems to practice addition and subtraction of fractions. 3. Groups of students will work on fraction word problems and the lesson will conclude with making generalizations about adding and subtracting fractions and an assessment.

Uploaded by

dixie
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 6

LESSON PLAN IN MATHEMATICS 4

SCHOOL: Bungo Elementary School GRADE FOUR-Magalang


TEACHER: MARY JANE L. MAGALLANES ENGLISH 4
DATE: September 18 , 2019 QUARTER 2 / Week 6

I. OBJECTIVES  Perform addition and subtraction of similar fraction


 Simplify the answer to lowest term
A. Prerequisite Concepts -Identifying similar fractions
and Skills -Changing fractions to lowest terms
B. Learning M4NS-IIg-82.3
Competencies
II. CONTENT ADDITION AND SUBTRACTION OF SIMILAR FRACTION
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages page 147-150
2. Learner’s Materials page 116-118
pages
3. Additional Materials Chart, flashcards, activity cards, powerpoint
from Learning Resource
(LR)portal
B. Other Learning Digital Learning Resources
Resources /Materials Math Module
Used
IV. PROCEDURES
A. Preliminary
Activities
1. Drill Conduct a drill on naming fractions for the shaded regions.
Name the shaded parts.

2. Review
“WHERE IS MY PARTNER”
Have a review on changing improper fractions to mixed numbers
and vice versa using the game “Where is my Partner?”

3. Motivation
Picture of empty bottles, papers, plastics, and other
garbages

Ask: Whjat do you see in the picture? What do you do with


your trashes? Do you add garbages to our surroundings or
you subtract?

Say: I show you this picture and ask those questions


because it has something to do with our lesson this morning.
Our lesson is “ADDITION AND SUBTRACTION OF SIMILAR
FRACTION”

B. Developmental Ask a pupil to read the problem.


Activities
1. Presentation Explore and Discover!

The Supreme Pupil Government (SPG) of Bungo


Elementary School was able to collect 2/4 kg of plastic
bottles and ¼ kg of disposable spoons and forks for their
project “Pera Mula sa Basura”. How many kilograms of
items did the pupils collect in all? How many kilograms
more of plastic bottles than disposable spoons and forks
were collected?

Ask: What was the project of the SPG Officers?


What recyclable materials did they collect?
What are being ask in the problem?

2. Procesing the
How many kilograms of items did the pupils collect in all?
Activities
SOLUTION: ADDING THE NUMERATORS OF THE
FRACTIONS
Therefore, kg of recyclable items were collected by the
SPG Officers of Bungo Elementary School.

• To add similar fractions, add the


numerators, then write the sum as a
fraction using the common
denominator. Reduce, the answer to
lowest term, if possible.

2nd Question:

How many kilograms more of plastic bottles than disposable


spoons and forks were collected?

There are ¼ kg more plastic bottles than spoons and forks.

• To subtract similar fractions, subtract the


numerators, then write the difference as a
fraction using the common denominator.
Reduce, the answer to lowest term, if
possible.

C. Reinforcing the
Concept and Skill (Short video clip on adding and subtracting similar fractions)

Let some pupil/pupils do the activity on the board

D.Developing mastery Provide each group with an activity.


Group 1- Problem: Every Saturday, Daniela spends 3/5 of
an hour sweeping the yard and 2/5 of an hour cleaning the
house. What part of an hour does she spend in doing the
household chores? Show your solution.

Group 2 –Problem: Marga is a Grade 4 pupil. She lives 7/8


km from the school. Cassy, her classmate lives 5/8 km from
the school. Who lives farther from school? How much
farther?

Group 3- Romina bought 6/8 kg calamansi. She used 2/8


kg of calamansi to marinate their foods. How many
kilograms of calamansi were not used? Draw and color your
answer.

Group 4-

E. Making generalizations How do we add and subtract similar fractions?


and abstractions about
the lesson
F. Evaluating learning Add or subtract the following given fractions. Simplify your
answer if needed.
G. Additional activities
for application or
remediation

IV. REMARKS
V. REFLECTION
A. No. of learners who
earned 80% on the ____ of Learners who move to the lesson
formative assessment
B. No. of learners who
require additional ___ of Learners who continue to require remediation
activities for remediation
C. Did the remedial
___Yes ___No
lessons work? No. of
learners who have caught
____ of Learners who coup up the lesson
up with the lesson
D .No. of learners who
continue to require ___ of Learners who continue to require remediation
remediation
E .Which of my teaching Strategies used that work well:
strategies worked well? ___ Group collaboration
Why did these work? ___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks
F. What difficulties did I __ Bullying among pupils
encounter which my __ Pupils’ behavior/attitude
principal or supervisor __ Colorful IMs
can help me solve? __ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used as Instructional Materials
__ local poetical composition
G. What innovation or The lesson have successfully delivered due to:
localized materials did I ___ pupils’ eagerness to learn
use/discover which I ___ complete/varied IMs
wish to share with other ___ uncomplicated lesson
teachers? ___ worksheets
___ varied activity sheets

Strategies used that work well:


___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks

Prepared by:

MARY JANE L. MAGALLANES


Teacher III

Checked and Noted:

FRANCISCA D. TIBURCIO
School Principal II

You might also like