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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 ones 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 ones 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)
_______ 5)

_______ 2)
11

_______ 3)
10

10
15

_______ 4)

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
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?

4
6

Valuing:
Ask further:
b.
c.
d.
e.

f.

What kind of pupil do you think is Trina?


Why is it important to take care of your things?
What operation should you use to solve the problem? What is the
number sentence? (Pupils will write it on the board.)
Direct the pupils attention to the unit region posted on the board.
Ask the pupils how many pieces they have. (8 pieces)
Continue asking, What fraction can you give each piece?
1
8
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
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
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
5

9
5
c.

Using the model:


Let the pupils write the equation:

or

9
5

or

4
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
20
+
5
20
_________

b.)

8
10
+
3
10
____________

c.)

2
9
+
4
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
8

2. 3
4

3
8
4

4.
11

4
5.

V.

3.

+
13

4
9

+
11

2
9

2
9

8
5

3
13

Assignment
Find he sum and give the answer in simplest form.
1. 11
12
2. 2
7

1
12

3.

4.
15

+
7

5.

+
12

2
12

2
5

+
+
15

3
5
1

15

12

Name_________________________________________

Score_______________________

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


1. 4
8

3
8

3.

+
11

6
11

2.

3
4

4.
13

4
5.

+
13

2
9

Name_________________________________________

Score_______________________

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


1. 4
9
2.

3
4

3.

8
+

4.
13

4
5.

+
11

+
13

11

2
9

Name_________________________________________

Score_______________________

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


1. 4
+
3
10
8
2.

3
4

3.
4

4.
13

4
5.

2
9

+
11

+
13

11

2
9