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    Adding Similar Fractions Lesson PLan

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    Wize Dee
    This document contains a semi-detailed lesson plan for a mathematics lesson on adding similar fractions for 5th grade students. [1] The objectives are for students to be able to add two or four similar fractions, write the sums, and show proper care of belongings. [2] The lesson contains preparatory activities including a mental computation game and fraction review. [3] The developmental activities include modeling addition of similar fractions using unit regions and assessing students through practice problems.

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    © All Rights Reserved
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    Adding Similar Fractions Lesson PLan

    Uploaded by

    Wize Dee
    495 views6 pages
    This document contains a semi-detailed lesson plan for a mathematics lesson on adding similar fractions for 5th grade students. [1] The objectives are for students to be able to add two or four similar fractions, write the sums, and show proper care of belongings. [2] The lesson contains preparatory activities including a mental computation game and fraction review. [3] The developmental activities include modeling addition of similar fractions using unit regions and assessing students through practice problems.

    Original Description:

    A sample demo plan in Adding Similar Fractions

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    This document contains a semi-detailed lesson plan for a mathematics lesson on adding similar fractions for 5th grade students. [1] The objectives are for students to be able to add two or four similar fractions, write the sums, and show proper care of belongings. [2] The lesson contains preparatory activities including a mental computation game and fraction review. [3] The developmental activities include modeling addition of similar fractions using unit regions and assessing students through practice problems.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    495 views6 pages

    Adding Similar Fractions Lesson PLan

    Uploaded by

    Wize Dee
    This document contains a semi-detailed lesson plan for a mathematics lesson on adding similar fractions for 5th grade students. [1] The objectives are for students to be able to add two or four similar fractions, write the sums, and show proper care of belongings. [2] The lesson contains preparatory activities including a mental computation game and fraction review. [3] The developmental activities include modeling addition of similar fractions using unit regions and assessing students through practice problems.

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    © All Rights Reserved
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    The lesson plan is about teaching students how to add similar fractions. It provides examples and activities to help students understand the concept.

    The lesson plan is for a 5th grade mathematics class. It aims to teach students how to add two or four similar fractions with or without regrouping.

    To add similar fractions, add the numerators and write them over the common denominator. Simplify the sum by reducing it to lowest terms whenever possible.

    Department of Education

    Region III
    DIVISION OF ZAMBALES
    Iba District
    LIBABA ELEMENTARY SCHOOL

    DEMONSTRATION PLAN
    in MATHEMATICS V

    Prepared:

    WILLIE A. DOMACENA
    Teacher I

    Noted:

    ERNESTO S. FLORDELIZ
    Head Teacher I
    SEMI-DETAILED LESSON PLAN
    MATHEMATICS V

    I. Objectives

    At the end of the lesson, the pupils must be able to:


    Cognitive: Add two or four similar fraction
    Psychomotor: Write the sum of the given similar fractions
    Affective: Show proper care of one’s belongings

    II. Subject Matter

    Topic: Adding two to four similar fractions without or with regrouping


    References: BEC-PELC II.B.1.1
    XL Excelling Mathematics 5 pp. 71-73
    Materials: fraction cards, unit regions, show me board
    Value: proper care of one’s belongings

    III. Learning Experiences

    A. Preparatory Activities

    1. Mental Computation

    Expressing Improper Fractions to Mixed Numbers

    Strategy: Show-Me-Board
    Materials: flashcards, show-me-board

    Mechanics:
    a. Divide the class into 4 Learning Barkadas.
    b. The teacher flashes an improper fraction and let them change it to mixed number.
    c. The group who shows the correct answer first gets the point.
    d. Continue the game. The team with the most number of correct answers wins.

    2. Review

    Put a before the number if the fraction is in the lowest terms. Simplify, if it is NOT.

    _______ 1) 9 _______ 2) 8 _______ 3) 10 _______ 4) 4


    11 10 15 6
    _______ 5) 7
    8

    B. Developmental Activities

    1. Presentation

    Strategy 1: Concept Development and Modeling


    Using a problem opener

    Trina used 3 metre of plastic to cover her art portfolio and 2 metre for her
    notebooks.
    8 8
    How many metres of plastic cover did she use?
    a. Help the pupils understand the problem by asking some comprehension questions. What
    is asked? What are given?

    Valuing:
    Ask further: What kind of pupil do you think is Trina?
    Why is it important to take care of your things?
    b. What operation should you use to solve the problem? What is the number sentence?
    (Pupils will write it on the board.)
    c. Direct the pupils’ attention to the unit region posted on the board.
    d. Ask the pupils how many pieces they have. (8 pieces)
    Continue asking, “What fraction can you give each piece?” 1
    8
    e. Ask one pupil to write 3 on the unit region and another one to put 2 .
    8 8

    (Elicit from them that these fractions represent the plastic cover Trina used for her
    art portfolio and notebook, respectively.) How many pieces were there in all? Let the
    pupils count the actual number of pieces. ?” 5
    8
    Expected Output:
    Show on the board that 3 + 2 = 5 .
    8 8 8
    f. Lead the pupils to discover the rule in adding similar fractions by asking “What did we do
    with the numerators?” Denominators?

    Strategy 2: Modeling
    Using a problem opener

    Aida bought 3 metre of blue ribbon, 4 metre of green ribbon and 2 metre of orange
    ribbon. 5 5 5
    How long are the ribbons when put together end to end?
    a. Ask leading questions similar to Strategy 1 a – b.
    b. Direct the pupils to the model shown below.

    3 2 4

    5 5 5
    9 or 1 4
    5 5

    c. Using the model:


    Let the pupils write the equation:
    3 + 2 + 4 = 9 or 1 4
    5 5 5 5 5
    What kind of fraction did you get as an answer? (It is an improper fraction. It was renamed
    into a mixed number.)
    d. Lead the pupils to the idea that in adding similar fractions, answers must be reduced to
    lowest terms or in simplest form.

    2. Fixing Skills

    Flash addition cards of dissimilar fractions. Let them answer it on their show me board. Call on
    pupil to explain their answer.

    a.) 13 b.) 8 c.) 2


    20 10 9
    + 5 + 3 + 4
    20 10 9
    _________ ____________ 1
    9
    ____________

    3. Generalization

    How do we add similar fractions?


    To add similar fractions, add the numerators over the common denominator. Reduce the
    sum to lowest terms whenever possible.

    C. Application

    Divide the students into 4 Learning Barkadas. Assign a group leader. Distribute the materials and the
    word problem each group. Ask them to answer it cooperatively. Let the group leader discuss their
    answer in front of the class.

    1. You finished 1 of a drawing on Tuesday and 3 more on Wednesday.


    8 8
    How much of the drawing did you finish?
    2. Rod and July had a pizza party last Friday evening. They ordered a large supreme pizza. The pizza was cut into
    8 slices. While they were waiting for their guests, Rod ate 1 of the pizza and July ate
    8
    3 of it. How much pizza did they eat before the guests arrived?
    8
    3. Alex weeded 1 of the garden early in the morning and 2 in the afternoon. What part of
    5 5
    the garden did Alex finish weeding?
    4. Mang Agaton feeds his chickens 1 kg of palay and 3 kg of corn everyday. How much
    palay 5 5
    and corn in all does he feed his chickens everyday?

    IV. Evaluation
    Find the sum. Reduce each sum to simplest form if possible.

    1. 4 + 3 3. 4 + 2 + 2
    8 8 9 9 9

    2. 3 + 4 4. 3 + 6
    4 4 11 11

    5. 5 + 3
    13 13

    V. Assignment

    Find he sum and give the answer in simplest form.

    1. 11 + 1 3. 2 + 3 + 8
    12 12 5 5 5

    2. 2 + 3 4. 4 + 1 + 5
    7 7 15 15 15

    5. 5 + 2 + 4
    12 12 12

    Name_________________________________________ Score_______________________
    Find the sum. Reduce each sum to simplest form if possible.

    1. 4 + 3 3. 3 + 6
    8 8 11 11

    2. 3 + 4 4. 5 + 3
    4 4 13 13

    5. 4 + 2 + 2
    9 9 9

    Name_________________________________________ Score_______________________

    Find the sum. Reduce each sum to simplest form if possible.

    1. 4 + 3 3. 3 + 6
    9 8 11 11

    2. 3 + 4 4. 5 + 3
    4 4 13 13

    5. 4 + 2 + 2
    9 9 9

    Name_________________________________________ Score_______________________

    Find the sum. Reduce each sum to simplest form if possible.

    1. 4 + 3 3. 3 + 6
    10 8 11 11

    2. 3 + 4 4. 5 + 3
    4 4 13 13

    5. 4 + 2 + 2
    9 9 9

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