Detailed Lesson Plan in Addition Of Similar Fractions And Mixed Numbers

I. Objectives

At the end of the discussion, the pupils are expected to:

1. illustrateadditions of similar fractions and mixed numbers;

2. show cooperation with the class activity; and
3. solve word problems involving addition of similar fraction and mixed numbers

II.Subject Matter

A. Topic: Addition of Similar Fraction and Mixed Numbers

B. Instructural Materials: Laptop, Projector, Cartolina, Marker, Scotch Tape,
Illustration Board, Paper Bags, and Plastic Bottles, Color Papers
C. Reference: “Teaching Mathematics in Primary Grades” pp. 50-55

III. Preparatory Activity

1. Drill

The class will have an activity entitled “Show Me” which the pupils are grouped into
four. The teacher will give the class five addition problems and the groups will write their
answers on the provided board. The group will just raise their board when the teacher
told them to. The group who has the highest score is the winner of the game and will
receive a prize.

“Good Afternoon, class!”

“Good Afternoon, teacher!”

“How are you, kids?”

“We’re fine. Thank you. How about you

teacher?”

“Im feeling great too! You know what

kids, I have a game for you. This game
is called Show Me. I will group you into
four groups. Okay, let us count 1 to 4.”

[The pupils are counting themeselves 1

to 4]

“Now that you are already grouped into

four. I will give you a “Show Me” board
and a marker to every group. I will give
you five addition problems. You will write
your answers in your board. You raise
your board when I tell you to.”

“Did you understand?”

“Yes, we did!”

“Okay let us start!”

Find the sum of the following:

1. 10 plus 25 1. 25
2. 30 plus 60 2. 90
3. 60 plus 25 3. 85
4. 90 plus 50 4. 140
5. 100 plus 150 5. 250

“Wow, nice! You all got the correct

answers so all of you will receive a
candy later.”

“Yehey!”

2. Review

The teacher will test her/his students if they still remember what was the discussion all
about last meeting.

“What was our discussion last meeting?”

“Who wants to answer?”

[Johnamae raises her hand]

“Yes, Johnamae. What was our discuss-

ion last meeting?”

“Our topic last meeting was all about

comparing and ordering fractions.”

“Excellent! Thank you, Johnamae.”

“Now, as you can see in the board. There

are set fractions. You will just arrange it
from least to the greatest value.”

“Who among you here wants to answer?”

[The pupils are raising their hands]

“Okay, Ara, Joy and Mary Grace can you

please go here in front and answer it. Ara
will answer the number 1, number 2 is for
Joy and Mary Grace will answer the number
3.”

1. 2/4 , 1/4, 3/4 1. 1/4 , 2/4 , 3/4

2. 2/4, 2/5 2. 2/5, 2/4
3. 1/2, 2/3 3. 1/2, 2/3

“Amazing! You all got the correct answers,

it means that you listened well to my discu-
ssion last meeting. I hope you will also
listen in today’s discussion, huh?”

“Thank you,Ara, Joy and Mary Grace.

Class, please give them a Dionesia Clap!”

[The pupils are clapping]

B. Developmental Activities

1. Motivation
The class will stay in their groupmates. The teacher will give them two colorboards. The
pupils are only to guess if its similar or dissimilar fractions. They will raise the blue
colorboard if its similar fraction and will raise the red colorboard if its dissimilar fractions.
The group who answers correctly the most is the winner.

“Okay, class. You will stay with your groupmates

because we have another game. Each group will
have two colorboards, the red and the blue. I
will tell you the fractions and you will just guess
if its similar or dissimilar fractions by raising the
colorboards. Blue is if its similar while red is if its
dissimilar.”

‘Did you understand?”

“Yes we did, teacher!”

1. 1/4 and 3/4 1. Similar Fractions (blue)

2. 1/8 and 3/8 2. Similar Fractions (blue)
3. 2/6 and 3/6 3. Similar Fractions (blue)
4. 1/10 and 9/10 4. Similar Fractions (blue)
5. 5/7 and 3/4 5. Dissimilar Fractions (red)

“You are really well, kids. You all are the

winners of the game.”

“Yehey!”

2. Presentation of the Lesson

Based on the activity, the teacher will ask the pupils if they have the idea of what will be
the lesson for today’s class.

“Who among you here have an idea of what

lesson will be tackled in today’s discussion?”

[Honey raises her hand]

‘Yes, Honey?”

“About similar fraction, teacher.”

“Hmm, good!”
“Our lesson for today is about Addition of
Similar Fraction and Mixed Numbers.”

3. Setting of Standards

The pupils will be asked on what things should be practiced during the discussion.

“Okay class, what should we do to clearly

understand our lesson?”

[Hanna raises her hand]

“Yes, Hanna.”

“We should listen to your discussion.”

“Okay. What else?”

[Joan raises her hand]

“Yes, Joan.”

“We should not be noisy and we should

give our fullest attention, teacher.”

“Great. Then, what should we do if we

want to answer or ask something?

[Marlyn raises her hand]

“Yes, Marlyn.”

“We will raise our right hand, teacher.”

“Very Good. I will expect that you will

listen carefully and will not be noisy during
the discussion. You will also raise your right
hand if you have something to ask or answer.”

“Yes, teacher.”

4. Discussion

The teacher will discuss now the lesson about Addition of Similar Fraction and Mixed
Numbers.

“Who among you here knows what is similar

fractions?

[Kent raises his hand]

Similar fractions have the same
denominator.”

“Perfect! Thank you, Kent.”

“Kent David is an athlete and will be the repre-

sentative of the class for the sports events for
the Intramurals. He was asked to bring 1/2
liter of water for the morning and 1/2 liter of
water for the afternoon. How many liters of
water will Kent David bring?

“To find on how many liters of water will Kent

David bring, we need to add the two similar
fractions.”

“But before that, what fractions that represent

the amount of water?

[Ellamielyn raises her hand]

“Yes, Ella.”

“1/2 represents the amount of water

that Kent will bring for the morning.
Another 1/2 represents the amount of
water that Kent will bring for the noon.”
“Wow! Thank you, Ella.”

“We have here 1/2 that represents the

amount of water that Kent will bring for the
morning, and another 1/2 represents the
amount of water that Kent will bring for the
afternoon.”

“The first thing we do is to check if it

has the same denominator.”

“Are they similar fractions?”

“Yes, teacher!”

“Very Good. Now we already checked if

its similar fractions. We now add the
two numerator.”

“What are the two numerators?”

[Nazel raises her hand]

“1 and 1, teacher.”

“Pretty good! What is the sum of 1 and 2?”

[Roannie raises her hands]

“2, teacher.”

“Excellent! Now we have already add the

numerator, the next thing we do is to
copy the denominator. What is the denomi-
nator?”

[Alliah raises her hands]

“2, teacher.”

“Perfect! So 1/2 plus 1/2 is equals to 2/2 .

But because the numerator and the denomi-
nator have the same value, the fraction will
become now as a whole number. It is now a 1.”

“So. Kent David will bring 1 liter of water in all.”

“Did you understand the steps on adding similar

fractions?”

“Yes, we did!”

“Now that you already know the steps on

adding similar fractions, lets proceed to adding
of similar fractions and mixed numbers.”

“May Ann bought 2 1/4 kilograms of Kamote

and 1 2/4 of Singkamas in Puregold. How many
kilograms of root camp did May Ann bought in
all?”
“Whats the first step again on adding similar
fractions?”

[Nicole raises her hand]

“We have to add the two numerators.”

“Very Good, Nicole. So what are the two

numerators?”

[Raquel raises her hand]

“1 and 2, teacher.”

“Excellent, Raquel. So what is the sum of

1 and 2?”

[Charl raises her hand]

“3, teacher.”

“That’s great, Charl. So we have 3 as our

numerator. Then, what will we do next?”

[Chrecel raises her hand]

Copy the denominator, teacher.”

“That’s awesome, Chrecel! So we have now

3/4. Now, because we have mixed numbers,
we will also add the two mixed numbers
together. What are the two mixed numbers?”

[Christal raises her hand]

“1 and 2, teacher.”

“Very Good, Christal! Now, what is the sum

of 1 and 2?”

[Shiela Jane raises her hand]

“3, teacher.”

“ Excellent, Shiela Jane. So May Ann bought

3 ¾ kilograms of rootcamps in all in the
Puregold Store.”

“I have an another example. Angel painted the

wall. She used 3 1/4 liters of blue paint and 5
3/4 of white paint. How many liters did Angel
paint in all?

“What was the first step again in adding similar

fractions and mixed numbers?”

[Jea raises her hand]

“Yes, Jea. What was the first step in adding

similar fractions and mixed numbers?”

“Add the numerators first, teacher.”

“That’s great! Thank you, Jea.”

“So what are the two numerators?”

 [Narissa raises her hand]
“3 and 1, teacher.”

“So, what is the sum of 1 and 3?”

[Jezreel raises his hand]

“The sum of 1 and 3 is 4, teacher.”

“Very Good, Jezreel!”

“Now that we already have our numerator,

what is the next step?”

[Roldan raises his hand]

“Yes, Roldan. What is the next step?”

“Let us copy the similar denominator.”

“Excellent, Roldan. What was the denomi-

nator?”

[Mikee raises her hand]

“Yes, Mikee.”

“4, teacher.”

“That’s great, Mikee. Our numerator is 4 while

our denominator is 4 also. So we have 4/4, now
because it has the same value with the denomi-
nator, it will become 1. Then what will do next?

[Ana Mae raises her hand]

“Yes, Ana Mae.”

“Lets now add the two mixed numbers,

teacher..”

“Very Good, Ana Mae. So what are the mixed

numbers?”

[Clytie raises her hand]

“The two mixed numbers are
5 and 3, teacher.”

“That’s great, Clytie! So what is the sum of

5 and 3?”

[Shiela raises her hand]

“The sum of 5 and 3 is 8, teacher.”

“Very Good, Shiela. Now we have 8. Earlier,

the numerator had the same value with the
denominator, its became 1. So what are our
whole numbers, now?

[Dixie raises her hand]

“Yes, Dixie. What are the two whole numbers?”

“The two whole numbers are 8 and 1.”

“Perfect, Dixie. So lets now add these two.
What is the sum of 8 and 1?”

[Earl raises his hand]

“Yes, Earl. What is the sum of 8 and 1?”

“The sum of 1 and 8 is 9, teacher.”

“That’s great. Earl. So Angel painted 9 liters

of paints in all.

“Did you understand?”

“Yes, we did.”

5. Generalization

The teacher will ask the pupils if they really understood the steps on adding similar
fractions and mixed numbers.

“What were the steps on adding similar

fractions and mixed numbers?”

[Jeshryl raieses her hand]

“Yes, Jeshryl. What were the steps on

adding similar fractions and mixed numbers?

“The steps on adding similar fractions

and mixed numbers are, first is to add
the numerators, then copy the denomi-
nator. Lastly, add the whole
numbers.”

“Is Jeshryl correct, class?”

“Yes, teacher?”

“Okay, what was that again, Roxanne?”

What are the steps on adding similar
fractions and mixed numbers?”

“The steps on adding similar fractions

and mixed numbers are, first is to add
the numerators, then copy the denomi-
nator. Lastly, add the whole
numbers.”

“Very Good, Roxanne. What was that

again, class?”

“The steps on adding similar fractions

and mixed numbers are, first is to add
the numerators, then copy the denomi-
 nator. Lastly, add the whole
numbers.”

“That’s great! You all really understood our

discussion well.”

6. Application

The teacher will give an activity to test the knowledge of the pupils regarding on the
lesson.

“Okay. Now, stay with your group. The same

group we had created a while ago. I will give
you a paper and you will assign 1 classmate
to write your answer. If you finish answering,
raise your paper. Who finished first is the
winner.”

“Okay let us start!”

1. 1 3/4 + 3 1/4 1. 5
2. 1 1/10 + 1 2/10 2. 2 3/10
3. 7 1/9 + 8 8/9 3. 16

“Wow! You all got the correct answers but

the group who finished first is the Group 2.”

[Group 2 yells]
“Yehey!”

“Lets give Group 2 a Dionesia Clap!”

[The class are clapping]

7. Assesment

The teacher will give a quiz individually.

“Please prepare, 1/4 sheet of paper and

answer the following.”

1. 1 1/4 + 2 3/4 1. 4
2. 1 1/4 + 3/4 2. 2
3. 2 3/7 + 2 4/7 3. 5
4. 10 1/4 + 10 3/4 4. 21
5. 7 3/4 + 1 1/4 5. 9