Lesson Plan in Mathematics III

I. OBJECTIVES
At the end of the lesson the students should be able to:

 Illustrate addition of similar fractions

 Add similar fractions
 Solve problems involving addition of fractions with the same denominators

II. SUBJECT MATTER

A. Topic: Addition of Similar Fractions
B. References: Liking Mathematics in the Grade School: Textbook in Mathematics
for Grade 3
C. Materials: Visual aids, pictures

III. PROCEDURE

TEACHER’S ACTIVITY PUPILS’ ACTIVITY

A. Preparation

“Good morning class” “Good morning Ma’am”

“Before we start our lesson, let us pray (One student will lead the prayer)
first”

“Are all present today?” “Yes Ma’am”

“So how’s your day? Is it good so far? “It is great Ma’am”

B. Review

“That’s good to know. Before we start our

new topic, let’s have a recap about our last “Yes Ma’am”
topic about Kinds of Fraction, right?

“What are the 3 Kinds of fraction?”

“Proper fraction, improper fraction and
mixed number Ma’am”.

“Very good! I am happy to know that you

mastered our past lesson. “Yes Ma’am.”
C. Motivation

“I am going to divide you into two groups. Children will do the activity.
I have here a sliced pizza with missing
pieces. Then you will find out if the missing
slice/s match with the slice/s.”

D. Discussion

“Class do you love to eat chocolate? Who “Yes Ma’am! We’ve love too.”
wants to eat a chocolate?”

“I have here a bar of chocolate and I am

going to divide it equally into four parts
4 2
(slice). I have now 4 slices or of left Ma’am.
4 4
2
chocolate. (Give the of the chocolate to
4
1 1
two pupils, each). So, I have given Liza
4 4
1
and another to Daisy. How much is
4
left?”

“I sliced the chocolate into four equal parts

1
so we get or 1 of course and I gave Daisy
4
1
and Liza each of the chocolate. So
4
1 1 2 1
+ =¿ is or . In a sentence, this is
4 4 4 2
how it is written.

1
4
1
+
4
1
4
4
4
“If we are going to put together the parts of
chocolate that I gave to Daisy and Liza and
the parts left to me, how much will it be all
in all?”
2
4
2
+
4
4
∨1
4
“Class, the process we did is called
addition.
2 “We added 1 and 1 and get 4, the
“How did we come up with for Liza and 2
4 denominator, hence, the answer is .”
Daisy?” 4

“We added 2 and 2 for the numerator and

get the numerator and get the denominator
4.
2 2 4
+ =
4 4 4

“To add fractions with the same

denominators, we simply add the
numerators and write the sum over the
same denominator.”

2
Example: Dulce ate of the cake in the
5
1
morning and in the afternoon. How
5
much cake was eaten by her?

E. Application

9
1. Stanley ate of his pizza and Pedro
10
7
ate of his pizza. How much pizza did
10
they eat together?
5
2. Emily walks of a kilometer to school
8
7
and George walks of a kilometer to
8
school. How far do they walk together?
7
3. Kathryn drove of a mile on Monday
9
4
and of a mile on Tuesday. How far had
9
she travelled on both days?
 3
4. A recipe requires of a cup of white
5
4
sugar and of a cup of brown sugar. How
5
much sugar is needed altogether?

F. Generalization

How do we add similar fractions?

Do we need to simplify the answers?

IV. Evaluation

A. Direction: Solve the fraction equations.

1 4
1. + =
5 5
3 1
2. + =
7 7
7 3
3. + =¿
8 8
2 3
4. + =¿
8 8
6 5
5. + =
12 12
B. Solve the following problems.
1
1. Korina, Angelie and Osa have the same amount of money. Korina spent of her
6
3 2
money. Angelie spent of her money. Osa spent of her money. What part of their
6 6
money did the three girls spend in all?
2. Venice has a plate of rectangular pizza sliced into thirty-sixths. She ate 5 parts of it
and each of her friends ate 4 parts. What part of the pizza did Venice and her
friends eat in all?

V. ASSIGNMENT

Direction: Add the shaded fractional parts.