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Aug 31, 2017

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Mathematics

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Mathematics

© All Rights Reserved

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You are on page 1of 11

Date: ___________

I. Objectives:

Cognitive: Visualized addition of dissimilar fractions without and with regrouping

Skills: Visualized addition of dissimilar fractions without and with regrouping

References: BEC PELC II B 1.2

Enfolding Mathematics V

Materials: flashcards, game boards for square deal, fraction chart, strips

A. Preparatory Activities:

1. Drill on adding similar fractions will be flashed to the class. The pupils give the correct

answer.

2. Motivation:

Can we mix oil with water? Why?

Similarly, we cannot just put together dissimilar fractions, can we?

B. Developmental Activities:

1. Presentation:

Strategy: Modeling

Mother has one whole cake. First she sliced 1/3 and then 1/6 if the cake. What part of the

cake did she slice?

i. 1

3 6

Ask: What parts of the cake had been sliced off? What was the total part of the cake that was

sliced off?

1 1

3 6

1

2

2. Practice Exercises

Use diagrams or fractions regions to add the following.

1. 2 + 1 = 3. 2 + 5 = 5. 5 + 1 =

3 4 3 9 8 2

2. 2 + 1 = 4. 3 + 1 =

6 3 8 4

3. Generalization:

How can we add fractions if they are dissimilar? (We make them similar)

IV. Evaluation:

Complete the diagrams by shading them correctly showing the given addition statements.

Rename the answers if needed.

V. Assignment

Find the sum

1. 11 + 5 = 3. 2 + 7 = 5. 5 + 1 =

12 6 3 8 6 5

2. 1 + 3 = 4. 7 + 3 =

4 5 10 4

MATHEMATICS V

Date: ___________

I. Objectives:

Cognitive: Add dissimilar fraction

Values: Obedience

Skills: Adding dissimilar fractions

References: BEC PELC II B 1.3

Enfolding Mathematics V

Materials: flashcards, concrete objects

A. Preparatory Activities:

1. Mental Computation

Drill on finding the LCM of some given numbers.

Strategy: Relay game

Mechanics:

a. Divide the class into 2 (boys and girls). One representative from each group stands at he

back of the room.

b. Teacher flashes card with 2 to 3 written numbers. (Be sure numbers are manageable by

the pupils)

c. Pupils give the LCM orally6 and pupil who gives the 1st correct answer gets the point.

d. The game continues until all the 10 participants from each group have participated.

e. The group having the most points wins the game.

B. Developmental Activities:

a. Presentation:

Problem opener through cut outs (drawing picture of a circular pizza)

Faith ate 3/6 of a pizza. Mark ate 2/ 12 of the same pizza. How many parts of the pizza did

they eat in all?

1. What is asked?

2. What are given?

3. What kind of fractions are 3/6 and 2/12?

4. What operation is, needed to solve the problem?

5. Can we easily add 3/6 and 1/12? Why?

6. How can we add them? (Rename 3/6 into a fraction similar to 1/12)

7. Lets solve the problem.

2. Practice Exercises

Find the sum

3. Generalization:

How do we add dissimilar fractions?

In adding dissimilar fractions, find the LCD first. Then rename them to similar fractions. Add

as in adding similar fractions and reduce answer to lowest terms.

IV. Evaluation:

Rename these fractions as similar fractions. Add then express the sum in lowest term if possible

1. 2 + 3 = 3. 1 + 3 = 5. 5 + 1 =

8 4 4 6 8 4

2. 2 + 1 = 4. 6 + 1 =

8 2 10 2

V. Assignment

Find the sum and if necessary reduce the answer in its simplest form.

1. 3 + 4 = 3. 6 + 7 = 5. 5 + 10 =

6 10 15 10 9 15

2. 8 + 5= 4. 2 + 3 =

12 9 10 4

MATHEMATICS V

Date: ___________

I. Objectives:

Cognitive: Add dissimilar fraction and whole number

Values: Industry

Skills: Adding the dissimilar fractions and whole numbers

References: BEC PELC II B 1.4

Enfolding Mathematics V

Materials: fraction cards, fraction strips, cut-outs

A. Preparatory Activities:

1. Mental Computation

Drill on giving the LCD of given fractions

Example:

4 , 2 4 , 2 4 , 2

5 3 5 3 5 3

2. Motivation:

Who among you have tasted sweet tamarind candies? Do you have an idea what

ingredients they have?

B. Developmental Activities:

1. Presentation:

Strategy: Modeling Paper Folding

Use a problem Opener

Last week, Mr. Sanchez worked three days in his vegetable garden. He worked 1/3 hour

en the first day, 3/6 hour on the second day and 2 hours on the third day. How long did he

work in all?

1. Do as in strategy l-numbers 1 and 2 you may further as: What good trait do you think has

Mr. Sanchez for having a vegetable garden at home? How can such garden help in

sustaining a family's day to day expenses? What other benefits can you get for

maintaining such garden at home?

2. Divide the class in-groups. Give each group circular cutouts of uniform sizes.

3. Focus their attention on the number sentence they have written on the board.

4. Let your represent each addend using the circular cut-outs

5. Lead the pupils to notice that the fractions have ' different denominators and are therefore

unlike fractions.

2. Practice Exercises

Find the sum. Express answer in simplest form if possible

1) 4 + 6 + 2 + 3 3) 2 + 1 + 2 + 9 5) 8 + 6 + 3 + 4

3 4 8 2 8 6

2) 5 + 3 + 15 4) 10 + 6 + 1

10 6 12 3

3. Generalization:

How do we add dissimilar fractions and whole numbers?

- Change the dissimilar fractions to similar fractions then add following the rules in adding

similar fractions

Add the whole numbers

- Express the answer in lowest tem of possible

IV. Evaluation:

Find the sum. Express the answer in lowest term of possible

1) 7 + 12 + 3 + 2 = 3) 9 + 3 + 7 + 11 = 5) 15 + 9 + 3 =

10 6 15 6 14 8

2) 9+5 +4 = 4) 6+7+ 4 +3 =

12 8 20 8

V. Assignment

Find the sum: Write the answer in the lowest term if possible

1) 8 + 10 + 2 + 4 = 3) 8 +3+6+4 = 5) 18 + 6 + 4 =

12 9 10 8 15 10

2) 6 +2 +7+2+3 = 4) 12 + 2 + 7 + 3 =

4 9 10 6

MATHEMATICS V

Date: ___________

I. Objectives:

Cognitive: Add whole numbers and mixed forms

Skills: Adding whole numbers and mixed forms

References: BEC PELC II B 1.5

Enfolding Mathematics V

Materials: cut-outs, cardboard/cartolina, pair of scissors

A. Preparatory Activities:

1. Mental Computation

Drill on changing fractions to simplest form

2. Review on adding mixed forms and similar fractions.

B. Developmental Activities:

1. Presentation:

Strategy: Cut-it-Out (Modeling)

Mechanics:

1. The class will be divided into groups of five members.

2. Pupils will cut figures (whole and fractions) from the cartolina.

3. After cutting figures, pupils will construct problem exercise using the cutouts

4. The groups will exchange each others work and do the excises.

2. Practice Exercises

Add the following

1) 4 + 2 7 = 3) 5 + 5 3 = 5) 9 + 3 4 =

8 4 5

2) 5 + 10 1 = 4) 7 5 + 3 =

2 6

3. Generalization:

What kind of numbers did we add today?

How do we add mixed forms and whole numbers?

IV. Evaluation:

Add the following.

1) 6 + 3 1 = 3) 9+1 2 = 5) 6 + 4 =

10 3 7

2) 4 +5 = 4) 18 + 5 3 =

5 8

V. Assignment

Think of an addition statement that would give the following as the answer.

(Guess and check)

1. ______ + ______ = 11 3

4

2. ______ + ______ = 16 5

8

3. ______ + ______ = 9 4

9

4. ______ + ______ = 16 7

10

5. ______ + ______ = 13 5

11

MATHEMATICS V

Date: ___________

I. Objectives:

Cognitive: Add a mixed form and a dissimilar fraction

Values: Thoughtfulness

Skills: Adding of Mixed Form and Dissimilar Fraction

References: BEC PELC II B 1.6

Enfolding Mathematics V

Materials: fraction cards, cut-outs, number line model

A. Preparatory Activities:

1. Mental Computation.

Drill on adding similar fractions.

2. Review on giving LCD of 2 or more fractions

B. Developmental Activities:

1. Presentation:

Strategy: Developing a concept Using Models

Using a Problem Opener

1. Do as in Strategy I - numbers 1 and 2

2. You may ask further: What kind of children do you think are Tina and Ayen? Why is it

important to remember our old folks? What are other ways of showing our love and

concern for them?

3. Post this activity:

a. Represent 1 112 and 3f4 = N by actually putting together 1 1/2 and 3f4 (Guide the

pupils in cutting and pasting the parts together as shown)

b. What value did get for N as shown by the models? (2 1/4 )

4. Using the cut-outs, let the pupils discover the rule in" adding a mixed form and a fraction

by asking some leading questions such as: What did we do with the pair of dissimilar

fractions before we did addition? (change / rename them into similar fractions)

5. Provide more exercises.

2. Practice Exercises

Find the sum

1) 9 1 + 4 2) 4 3 + 1 3) 2 1 + 2

3 4 6 3 4 6

4) 5 2 + 1 5) 1 3 + 3

10 4 4 8

3. Generalization:

How do we add a mixed form and dissimilar fractions?

First rename the fractions into similar fractions. Add as we do with similar fractions.

Express the answer in simplest form if possible.

IV. Evaluation:

Add. Reduce answer to simplest form.

1) 6 2 + 1 = 2) 8 5 + 1 = 3) 2 1 + 2 =

3 6 10 4 4 6

4) 10 5 + 3 = 5) 7 7 + 2 =

8 6 10 5

V. Assignment

Find the sum.

1) 3 2 + 1 = 2) 9 4 + 3 = 3) 17 3 + 3 =

7 3 16 4 6 8

4) 4 8 + 3 = 5) 7 + 1 + 3 =

10 4 12 8

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