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# Daily Lesson Plan in Mathematics VI

## I. Objectives: Add similar fractions in simple or mixed forms with regrouping

II. Subject Matter:
Skills: Adding similar fractions with regrouping
Reference: BEC, PELC II. H.4, LG in Elementary Mathematics VI p. 204 207
Materials: Strips of papers, activity cards
III. Learning Experience:
A. Preparatory Activities
1. Drill in a form of a Game: Relay
Give the simplest form.
a. The teacher forms 3 groups with equal number.
b. Then she flashes cards which contains fractions (ex.

).

c. Next, the first pupil in the line will answer the first question, followed
by the next.
d. This goes on until all pupils have answered. Finally, the group with
2. Review: Write an equation for each short story.
1.Rodger rode

km and walked

after

## lunch. How much was he painted in all?

B. Lesson Proper
1. Motivation:
Let the pupils read a problem written on the chart: Norhakim needs 3
meters to make a seat cover for his car. He has 3 pieces of cloth which measures

## respectively. Do you think these are enough?

2. Lesson Proper:
a. Presentation: The teacher presents the problem about Norhakim.
i. Let the pupils get 4 strips of paper of the same width and length.
ii. Let one piece be the basic length.
iii. Ask the pupils to fold the strips into fourths.
iv. Label the strips. Strip A- Fold in 4 equal parts, mark the crease, cut
1 part. Strip B- Fold in 4 equal parts, mark the crease, cut 3 parts. Strip CFold in 4 equal parts, mark the crease, cut 2 parts.

v. Guide them to count the total fourths. Writhe the terms on the board
thus;

Ask: How many wholes do you have? How many fourths left? What
part of the fraction did you add? Guide the children to state how to add
similar fractions in simple form. Recall the problem about Norhakim. Are his
pieces of cloth enough?
b. Discuss with the class the steps in adding mixed similar fractions with
regrouping.
c. Working in Groups:
i. Let the pupils join their learning team. Give each group a worksheet.
ii. Ask a pupil to make a report.
iii. Discuss the step in adding similar fractions with regrouping. Guide
the pupils to make a generalization.
d. Board work: Each pupil is given a problem to be solved on the board.
Find the sum. Reduce the answer to simplest form.
1.

2.

C. Application: Pupils are group into five to find the total of the following:
1. Cooking: brown sugar and white sugar. How many cups in all?
2. Eating:

pie and

## cake. How many in all?

D. Generalization: What are the steps in adding similar fractions with regrouping?
How do you add similar fractions with regrouping?
IV. Evaluation:
Find the sum. Reduce the answer to lowest form if necessary.
1.
2.

+
+

3.
+

4.

V. Assignment:
Find the total. Reduce the fractional parts in lowest terms, if needed.
1.
2.

+
+

4.
+

4.

3.