REPUBLIKA NG PILIPINAS

Republic of the Philippines

PAMANTASANG NORMAL NG PILIPINAS VISAYAS
Philippine Normal University Visayas
ANG PAMBANSANG SENTRO SA EDUKASYONG PANGGURO
The National Center for Teacher Education
LUNGSOD NG CADIZ
City of Cadiz

EXEMPLAR LESSON PLAN IN MATHEMATICS 6

A REQUIREMENT FOR THE COURSE
2P MSE 03 – Student Understanding and Metacognition in Learning Mathematics and Science

Submitted by:
Kyle Lazara Legaspi
OV III – 5 BMSEE

Submitted to:
Prof. Paul Magbanua
Subject Teacher

January 24, 2023

 I. OBJECTIVE:

At the end of the lesson, 80% of the Grade 6 pupils are able to:

a. solve the sum and difference of simple and mixed fractions with or without
regroupings

II. SUBJECT MATTER: Adding and subtracting simple and mixed fractions
 Reference: https://opentextbc.ca/mathfortrades1/chapter/adding-and-subtracting-
fractions/
https://www.georgebrown.ca/sites/default/files/uploadedfiles/tlc/_documents/
Adding_and_Subtracting_Mixed_Numbers_and_Improper_Fractions.pdf

 Concept: Addition and Subtraction with the same denominators. If the

denominators are already the same then it is just a matter of either adding or
subtracting the numerators (the top value).
 Value: Will be able to relate it in the real world life situation
III. MATERIALS:
 Pictures (or flashcards)
 Laptop for multimedia purposes

IV. PROCEDURES

Teacher’s Activities Pupils’ Activities

A. Preparatory Activities

“Good morning class!” “Good morning Sir!”

“How are you today?” “We’re fine sir!”

“Good to hear that!”

I. OPENING PRAYER (1 minutes)

“Before we begin our discussion, I want “Yes sir!”

everyone to please stand up as we will have
our opening prayer, repeat after me, okay?”

“Our most precious and heavenly Father,

please grant us a penetrating mind to
(The pupils’ repeat after the teacher)
understand, a retentive memory, method and
ease in learning, the lucidity to comprehend,
 and abundant grace in expressing ourselves.
Guide the beginning of our works, direct its
progress, and bring it to successful completion.
In your glorious name we pray, Amen”

“Okay class you may now sit down and be “Yes sir!”
ready for our lesson for today, but since this is
our quarter 1 and the first lesson, we will have
an activity, are you excited?”

II. ACTIVITY (5 minutes) “Yes sir!”

“Very good! Can I expect everyone’s attention
and participation on this activity?”
“Me Sir!”
“Wow! Thank you for that, anyone here like to
eat pizza?” “Yes sir!”

“Ohhh! Everyone like pizza right?

“I have here a picture of a printed pizza”

“Wow, a pepperoni, mushroom, olives and

green peppers pizza, how many slices does this “8 slices sir!”
pizza have?”

“Very good! Class please raise your hand if

“Yes sir!”
you want to answer so that you will be
 acknowledge, okay?”

“Good! 8 slices of pizza, what if I gave the 2 (Clint raised his hand)
slices to Adrian, how many of slices will be
left?”
“There will be 6 slices sir”
“Yes Clint?”
(Valentina raise her hand)
“Very good! 6 slices left, how about if I give 3
more slices to Selena, how many will remain”
“Only 3 slices sir!”
“Yes Valentina?”

“Very good again! Then Jucy eat 2 slices, how

many will remain?”
“Only 1 sir!”
“Yes Leomord?”
(Pupils’ do a round of applause)
“Excellent! Give yourself a round of applause”

III. PRESENTATION (2 minutes) “Yes sir!

“Thank you everyone for your active
participation, the activity we just had is related
to our topic for today’s lesson, but before that I
want you to read after me the objectives for our
today’s lesson, ready?”
(The pupils’ read after the teacher)

“Today you are expected to be able to solve

the sum and difference of simple fraction and
mixed numbers with or without regrouping”

IV.ANALYSIS (40 minutes)

“No sir!”
(Pupils’ answer may vary)
“Now that you have known our objectives for
today, let me first ask you a question, anyone
of you have an idea about fraction?”

“A fraction represents a part of a whole or,

more generally, any number of equal parts.
 When spoken in everyday English, a fraction
describes how many parts of a certain size
there are, for example, one-half, eight-fifths,
three-quarters.” “Yes sir!”

“One of the main example class is that when

your parents ask you to buy rice or sugar, they
will tell you how much you will buy. For
example, I will ask Vale to go and buy ¼
kilogram of sugar, that ¼ is an example of a
fraction, it is a part of a whole number like 1 is
divided into four, so it will take four ¼
kilograms to make 1 kilogram of sugar, are you “Yes sir!”
following class?”

“If you have any questions or clarifications

please raise your hand so that you will be
acknowledge, understood?”
“No sir”
(Pupils’ answer may vary)

“Very good! Now, what about if we add ¼ to

¾, do you know what will be the total
measure?”

“Take a look at our printed picture class, let’s

assume I have 2 large pizzas which we will
name Pizza 1 and Pizza 2”

(PIZZA 1)
 (PIZZA 2) “Yes sir!”

(Alucard raise his hand)

“1 sir!”

“Is the

“3 slices sir!”
printed picture clear class?”
“No sir!”
(Pupils’ answer may vary)
“Good! Assuming that I will take 3 slices of
pizza on Pizza 1, how many slices remain?”

“Yes Alucard?”

“Very good! How about I take 1 slice of pizza

on Pizza 2 how many slices will remain?”

“1 sir!”
“Yes Ivan?”

“Very good! Pizza 1 only have 1 slice left and

Pizza 2 have 3 slices, the slices that is left
represents the numerator of our fraction,
anyone have an idea about numerator?”
“Yes sir!”
“The numerator is the part of fraction that is
 above the line and signifies the number to be
divided by the denominator”
“Sir what about the number below? What is it
“For example, ¼ what number is above the called?”
line?”

“Yes Gloo” (Aladeen raise his hand)

“Very good! 1 is the number above the line and

1 is what we call the numerator of the fraction”
“4 Slices sir”
“Are you following class?”

“Questions so far?”

“That is what we called the denominator of the

(Khaleed raise his hand)
fraction; a denominator can be defined as the
bottom number in a fraction that shows the
number of equal parts an item is divided into.
Do you remember how much slices Pizza 1 and
Pizza 2 have?” “4 slices sir”

“Yes Aladeen?” (Aldrin raise his hand)

“Very good! The number of slices that Pizza 1

and Pizza 2 have is our denominator which is
4” “Base from what you said earlier sir that the
numerator is the slices of pizza left after you
took 4 slices in total which means the
“Question class, how many slices of Pizza if I numerator of the Pizza is 4 sir”
will add the remaining 1 slice of Pizza 1 to the
remaining 3 slices of Pizza 2, how much slices
of Pizza we will have?”

“Yes Khaleed?”

“Very good! We now have 4 slices, but we will

only have 1 Pizza left which has 4 slices so
 now, what is our numerator?”

“Yes Aldrin?”
(Miya raise her hand)

“If I remembered correctly sir, the total number

of slices of Pizza 1 and Pizza 2 before you took
slices is 4 sir”
“Wow, very good! A round of applause for
Aldrin”

(Layla raise her hand)

“Indeed our numerator is 4 which is the
remaining slices of Pizza”

“ 4/4 sir”
“Next we will move on to the denominator”

“What is our denominator?”

“Yes miya?”

(Sammy raise his hand)

“Excellent! The denominator is 4 so if we will

add ¼ to ¾ what will be the answer?”

“Yes Layla?” “5 and 7 sir”

“Correct! Very good Layla, then if the “12 sir!”

numerator and denominator have the same (Pupils’ answer in unison)
value of 4, we can turn this into a whole
number which is 1”

“Adding simple fraction is easy class, we

simply add the numerator and copy the (Mila raise her hand)
denominator of the given fraction but we can
only do that our denominator has the same
 value for example, we will add 5/15 to 7/15, “The denominator sir is 15”
and first we will add the numerator which is?”

(Maylen raise her hand)

“Yes Sammy?”

“12/15 sir”
“Very good! The numerators are 5 and 7 so
what is the sum of 5 and 7?”

“Correct! 12 is the right answer”

“Now, anyone can tell me what is the

denominator of the given fraction?”

“Yes Mila?”
“Add the numerator sir”
“Very good! The denominator of the given (Pupils’ answer in unison)
fraction is 20, so what is the sum of 5/15 and
7/15?” (Jam raise his hand)

“Go ahead Maylen”

“6 and 3 sir!”
“Very good! The sum of 5/15 and 7/15 is
indeed 12/15” “9 sir!”
(Pupils’ answer in unison)

“Another example, what is the sum of 6/15 and (Maddie raise her hand)
3/15?”

“We will copy the denominator sir”

“What will we do again first?”

“9/15 sir!”
(Pupils’ answer in unison)
“Very good! Let’s first add the numerator
which is?”

“Yes Jam?”
 (Pupils are brainstorming)

“Very good! 6 and 3 are indeed our numerator

so the sum of 6 and 3 is?”
(Mikaela raise her hand)

“Very good! The sum of our numerator is 9

after that what we will do?” “I think it will still be the same sir the only
difference is we subtract now instead of adding
it, first subtract the numerator and copy the
“Go ahead Maddie” denominator if the denominator has the same
value”

“Very good! Copy the denominator, so what

will be our fraction?” (Pupils’ do a round of applause)

“Very good class! What if we subtract the

fraction instead of adding? What should we
do? Any idea?”

“Anyone?” (Maya raise her hand)

“Go ahead Mikaela”

“Subtract the numerator sir”

“10 and 4 sir!”

“Excellent! A round of applause for Mikaela” (Pupils’ answer in unison)

“Indeed it will still be the same the only (Addie raise his hand)
difference is we subtract instead of adding the
numerator”
“6 sir!”
“For example class, what is the difference of
10/20 and 4/20? What we’re going to do
again?”

“Yes Maya?” (Naruto raise his hand)

 “Copy the denominator sir”
“Very good! First subtract our numerators
which are?”
“20 sir!”
(Pupils’ answer in unison)

“Correct! Now what will be the difference of

10 and 4?” (Ann raise her hand)

“Yes Addie?”

“Very Good! 6 is the difference of 10 and 4”

“6/20 sir!”

“What will we do next?”

“Yes Naruto?”
(Hanabi raise her hand)

“Very good! Copy the denominator which is?”

“Correct! So what will be the difference of “What if the denominator is not the same sir?”
10/20 and 4/20?”

“Yes Ann?”

“Very good! Indeed the difference is 6/20”

“Question so far class?”

(Beverly raise her hand)

“Yes Hanabi?”

“First subtract the numerator which are 15 and

“Very good question Hanabi! Since we are still 7 and the difference is 8 then copy the
dealing with simple fraction which have the denominator which is 27 and the difference of
same numerator, we will deal with those later 15/27 and 7/27 is 8/27 sir”
if we are done with this lesson. Since you
we’re still new to fraction, we are just going to
deal with the simple fractions, thank you for
that question Hanabi”
(Pupils’ do a round of applause)

“Now class I am going to give one more

problem about subtracting simple fraction
before we move on to adding mixed number or
mixed fraction”

“What is the difference of 15/27 and 7/27?”

(Kaylene raise her hand)

“Go ahead Beverly”

“I think 5 is the whole number sir for 4 is the

“Very good! A round of applause for Beverly numerator which is above the line of fraction
class” and 10 is the denominator which is below the
line of fraction”

“Now let’s move on to adding and subtracting

mixed fraction or mixed number”

“Mixed fraction or mixed number is still a

fraction but with a whole number within the
4
fraction for example we have 5 so that will
10
be considered as a mixed number or mixed
fraction, what do you think class is the whole
number?” (Hanzo raise his hand)

“The whole number is 7, the numerator is 6

and the denominator is 5 sir”
 “Yes Kaylene?”

“Very good observation Kaylene!”

(Kagura raise her hand)

“Indeed 5 is what we call the whole number so

let’s move on to adding mixed fraction”
“Add the numerator and copy the denominator
6 5 sir”
“What is the sum of 7 and ?”
15 15
“11 sir”
“What is the whole number, the numerator and (Pupils’ answer in unison)
the denominator?”

“Go ahead Hanzo”

“15 sir!”
(Pupils’ answer in unison)
“Very good Hanzo!”

“In adding mixed fraction or mixed number,

first we simply add the whole number but since
(Yve raise her hand)
we only have 1 whole number, we will just
copy the whole number which is 7 then next
what should we do?”

11
“Yes Kagura?” “7 sir!”
15

“Very good Kagura! We add the numerator

which are 6 and 5 and the sum is?”

(Jonathan raise his hand)

“Correct! 11 is the sum of our numerator and
let’s copy our denominator which is?”
 “I guess we will try to add the whole number
“Very good! 15 is indeed our denominator” first sir then add the numerator and copy the
denominator”
“Again first step is we will copy our whole
number which is 7 then let’s put the sum of our
simple fraction which is 11/15 beside the
whole number and the final answer is?”

“Yes Yve?”
(Allison raise her hand)

11
“Verygood Yve” 7 is indeed the answer” “8 and 2 sir”
15

4 5
“What about if we add 8 and 2 ?”
12 12

“Anyone have an idea if what we will do “10 sir!”

first?” (Pupils’ answer in unison)

(Jelyn raise her hand)

“Yes Jonathan?”

“Add the numerator sir which is 4 and 5 and

the sum is 9 then copy the denominator which
“Correct, very good!” is 12 sir”

(Rey raise his hand)

“We will first add the whole numbers which
are?”
9
“The sum sir is 10 ”
“Yes Allison?” 12

“Very good!”

(Karren raise her hand up)

“What is the sum of 8 and 2 class?”
“I guess it will be the same sir like adding and
“Very good!” subtracting the only difference sir is that we are
going to subtract instead of adding”
 “Next what we’re going to do?”

(Genevive raise her hand up)

“Yes Jelyn?”

“First we will subtract the whole number sir

“Very good Jelyn!” then subtract the numerators and copy the
denominators”
4 5
“So what’s the sum of 8 and 2 ?”
12 12

“Yes Rey?”
(Jenny raise her hand up)

“Very good!” “First we will subtract the whole numbers

which are 13 and 5 and the difference is 8 then
subtract the numerators which are 8 and 2 and
“What about if we subtract the mixed the difference is 6 then finally copy the
number?” denominator which is 20”

“Yes Karren?”

(Henry raise his hand up)

“Very good! That is correct so what’s our first

move? Anyone who have an idea?”
“What if we only had one whole number when
“Yes Genevive?” subtracting the mixed number what should we
do with the whole number sir?”

“Yes sir Thank you!”

“Very good Genevive”

“None sir”
8 2 (Pupils’ answer in unison)
“What if we subtract 13 and 5 what will
20 20
be the difference?”

“Yes Jenny?”

(Maddie raise her hand)

“Very good Jenny! Correct! That is how we

subtract mixed numbers, any questions before
we move on class?”

“Yes Henry?” “You need to buy four ¼ packs of sugar sir to

have 1kg of sugar, I add ¼ + ¼ + ¼ + ¼ which
gave me a sum of 4/4 and as mentioned before
that if the numerator and denominator have the
“Very good question Henry and thank you, we same value of 4, it can turn into a whole
will still only going to copy the whole number number 1”
if the given only have one whole under, did I
answer your question Henry?”

“Any more questions class?”

V. ABSTRACTION (7 minutes)

“If there’s none then I will be the one who’s

going to ask some questions”

“If I went to a local store then I need to buy

1kg of sugar but they don’t have a pack of 1kg
and only have a pack of 1/4, how many ¼ will
I need to buy in order to have 1kg of sugar in
total?”

“Yes Maddie?”

(Jelyn raise her hand)

“The remaining pizza sir will be 7. The Pizza 1

only have 4 remaining slices and on Pizza 2
only have 3 remaining slices then the
“Wow! Excellent Maddie! A round of applause remaining slices of Pizza 1 is added to Pizza 2
class” which is 4 + 3 = 7 and 7 will serve as the
numerator then copy the denominator which is
“Indeed I need to buy four ¼ in order to have
8, the number of slices of the pizza then I get
1kg of sugar”
the final answer of 7/8”
“Another question class”

“I have 2 pizzas and Pizza 1 has 8 slices and

Pizza 2 also has 8 slices. My brother take 4
slices on Pizza 1 while my sister take 2 slices
on Pizza 2 and my mother also take 3 slices on
Pizza 2. Then I add the remaining slices of
Pizza 1 to the remaining slices of Pizza 2. How
much Pizza slices is left”

“Remember class to put the denominator which

is the number of slices of the pizza”

“Who wants to answer?” (Pupils’ get a piece of paper)

“Yes Jelyn go ahead”

“Yes sir!”
(Pupils’ answer in unison)

“Very good! Well done Jelyn and Well done

class!”

“I am so happy and grateful for your active

participation”

VI. ASSESSMENT (10 minutes)

“I know that you are now ready for a short quiz

class before we dismiss”

“Class get a piece of paper” (Pupils’ do so)

“Are you ready? This is a 5 item quiz only.

This is not a multiple choice type of test, I
want you to solve and show your solution
understood class?”

1. What is the sum of 5/18 and 9/18?

14/18
 2. What is the difference of 20/50 and “Yes sir!”
13/50? (Pupils’ answer in unison)
7/50
9 2
3. What is the sum of 5 and
14 14
11
5
14
15 7
4. What is the difference of 8 and
16 16 “Thank you and Good bye Sir!”
8
8
16
14 12
5. What is the sum of 23 and 6
67 67
26
29
67

“Okay class ball pen’s up and exchange your

paper with your seatmate”

(AFTER CHECKING AND RECORDING OF

SCORES)

“Thank you everyone for your active

participation and before we say good bye to
each other I have an assignment for you”

ASSIGNMENT

“I want you to bring sand or whatever material

which is present at your home which is pack
inside a plastic wrapper and labelled as ½ , ¼ ,
1/8 and bring it in school tomorrow, always
remember class to let your parents know so
that they can guide you in order for your
safety understood?”

“Thank you and good bye class!”

Metacognitive Strategies Used

 Activating prior knowledge

 Modelling of Learned Strategies
 Structured Reflection