SORSOGON STATE COLLEGE

Magallanes, Campus
Magallanes, Sorsogon
2nd Semester, A.Y.2019-2020

A Detailed Lesson Plan in Mathematics 4

Learning Competency:
 Solves routine and non- routine problems involving Addition and / or Subtraction
of fractions using appropriate problem solving strategies and tools.

I. Objectives
At the end of the lesson, at least 75% of the pupils will:
 Demonstrate solving routine problems involving Addition of Similar fractions;
 Relate solving routine problems involving Addition of Similar fractions in real life
situations; and
 Solve routine problems involving Addition of Similar fractions.

II. Subject Matter

A. Topic: Solving routine problems involving Addition of Similar fractions

B. Reference:

C. Instructional Materials:

 Visual aids
 4 manila papers
 4 markers
 Chalk and chalkboard

D. Teaching Methods / Strategies:

 Inductive and Collaborative- inquiry approach

E. Concept:
 Problem solving involving Addition of fractions

F. Values Integration:

 Cooperation, discipline and teamwork in doing an activity would be

enhanced.
III. Procedure

Teacher’s Activity Pupils’ Activity

A. Routinary Activities
1. Greeting

“Good morning class.” “Good morning sir.”

2. Prayer

“Please stand for our opening prayer.” Pupils will stand up and
one assigned pupil will
lead the prayer.

“Please look below your chairs and desks and

pick those papers and plastics.” Pupils will pick up some
“Okay, thank you class. Please be seated.” papers and plastics.

“Thank you sir.”

3. Checking for attendance

The teacher will check the attendance based on

pupils’ sitting arrangement. And confirm through
asking.

“Who is absent today?” “None sir!”

B. Preparatory Activities
1. Drill / Review

“Do you still remember our previous

discussion?” “Yes sir.”

“Very good! So, What’s our last topic?”

The teacher will ask for volunteer.

“Yes student 1.” “We discus about

Addition of Similar
fraction.”

“Very good! Then, what is a similar fraction?” “Sir, similar fractions are
fraction having the same
denominators.”
“Very good, that’s correct.”

The teacher will post an activity on the board

and the will answer it on the board. The pupils will raise their
hands.
“Okay! Who can answer the activity on the
board?”

“Very good! Okay! Thank you, class, that’s a

proof that you listen to the last topic we
discussed.”
 2. Motivation
GAME: PIKO FRACTIONS
Directions: The pupils will start on 0 then hop on
the fractions that are only having similar
denominators and the pupils will add the
fractions and continue to hop until they get the
final answer which is 1.

The will ask for volunteer pupils. The pupils will raise their
hands.
C. Presentation of the Lesson
“Class are you ready to study our new topic
today?” “Yes, sir!”

“Our lesson for today is all about Solving

routine problems involving Addition of Similar
fraction.”

D. Lesson Proper

“Today we are going to tackle about how to

solve word problems involving Addition of
Similar fractions. But before that, do you
remember the 6 steps on solving word “Yes, sir!”
problems?”
“1. Find the unknown.”
“And what are those?” “2. Find the given.”
“3. Find the operation
to be used.”
“4. Mathematical
sentence.”
“5. Solution.”
“6. Conclusion.”
“Okay! Very good!”

SOLVING ROUTINE PROBLEMS INVOLVING

ADDITION OF SIMILAR FRACTIONS

“In adding Similar fractions, we add the

numerator and copy the common denominator”.

The teacher will show an example of Word

Problems involving Addition of Similar
Fractions.

1. Rechel rode her bike for 1/5 of a

mile on Monday and 2/5 of a mile
on Tuesday. How many miles did
she ride altogether?
a) Unknown:
 The number of miles did Rechel
rode.

b) Given:
  1/5 mile on Monday
 2/5 mile on Tuesday

c) Operation to be used:
 Addition

d) Number sentence:
 N = 1/5 + 2/5

e) Solution:
1 2 1+ 2
 + = =3/5
5 5 5

f) Conclusion:
 Therefore, the number of miles
she rode is 3/5 miles.

E. Generalization
‘Now class, who can recall the topic we
discussed today?”. “Sir, our topic is all about
Solving problem involving
Addition of Similar
fractions.”
“And, what are we going to do when adding
similar fractions?” “Sir, add the numerator
and copy the common
denominator.”
“And now, who among you can tell the step by
step procedure in solving a problem?” “1. Find the unknown.”
“2. Find the given.”
“3. Find the operation
to be used.”
“4. Mathematical
sentence.”
“5. Solution.”
“6. Conclusion.”
“Very good Pupils! It’s a proof that you are
listening to our topic.”

F. Application
The teacher will divide the class into 4 groups
each group will be given a task. The pupils
answer it in the manila paper that is provided by
the teacher.

“By the way class, what the things that we

should remember when doing an activity?
“Sir, cooperate to your
group mates and do not
“Okay Very Good Class! I will give you 5 be noisy.”
minutes to finish the activity.”

IV. Evaluation
 DIRECTION: Answer the following problems using the 6 steps of solving
problem.

1.) A pizza is served during the party of the BEEd III. If Richard ate 1/4 of the
pizza and 2/4 is eaten by Joseph then, what part of pizza did they eat in all?

a.) Unknown
b.) Given
c.) Operation to be used
d.) Mathematical sentence
e.) Solution
f.) Conclusion

V. Assignment / Agreement

STUDY HOW TO SUBTRACT SIMILAR FRACTIONS.

Prepared By:

ZOREN G. TORRES