A MODEL TEMPLATE FOR PRE – TEACHING

PLAN FOR TEACHERS

Subject MATHEMATICS 5
Competency
Add fractions and mixed fractions without and with regrouping
Learning Focus Fractions and Mixed Fractions
Required Skill Set Add
II. Desired Learning
Outcome
- Expected At the end of the lesson, the students will be able to add fractions
Behavior and mixed fractions without or with regrouping.
III. Learning Cloth
Context/Materials Powder juice
Water
Pizza
papers
IV. Learning
Activities
1. Knowledge  Introduce the steps in adding similar and dissimilar
Acquisition fractions
 Showed how to add fractions using the steps introduced.

2. Skill  Add fractions and mixed fractions

Acquisition

TEACHING-LEARNING PROCESS:
First Phase: (Integration with the language subject)
1. Reading and understanding the word problem that involves the addition of fractions
and mixed numbers.
2. Abstraction of the resource materials that lead to the desired knowledge
*Understanding how to add fractions and mixed numbers.
Second Phase:
Skills Acquisition: How to add fractions and mixed numbers?
* The learners will follow the steps on how to add similar and dissimilar fractions.
V. Practice modeling the expected student behavior
1. TEACHER/ TEACHER WITH THE WHOLE CLASS: Application of the skill in the
context of the knowledge learned.
 Add fractions and mixed numbers.
2. STUDENTS’ COLLABORATION: Application of the skill in the context of the
knowledge learned.
3. INDIVIDUAL: Application of the skill in the context of the knowledge learned.
 Add fractions and mixed numbers.
VI. ASSESSMENT

WHAT QUESTION SHOULD BE ASKED TO MEASURE THE STUDENTS’ EXPECTED

BEHAVIOR?

QUESTION:

Samantha prepared orange juice. She mixed q/4 liter of powdered juice and 1 ½ liter
of water. What is the total number of liters of liquid that she mixed?

Prepared: Checked by:

ROSELYN E. CLAVITE LUCIO A. MACALA, JR

Teacher III Principal II