Republic of the Philippines

Province of Rizal
SOM Municipality of Montalban

Colegio de Montalban
Kasiglahan Village, San Jose, Rodriguez

DETAILED
LESSON PLAN
IN
MATHEMATICS
(Grades 4 – 6 in Elementary)

Prepared by:
DARADAL, ARMAROSE

Course/Year & Section:

BEED GEN – 2E

Submitted to:
Mrs. MARITES V. ODON
 I. OBJECTIVES

At the end of the lesson, the student should be able to:

a. Illustrate subtraction of similar fractions;
b. Subtract similar fractions and mixed numbers; and
c. Solve word problems involving subtraction of similar fractions and mixed
numbers.

II. CONTENT

A. Topic: Subtractions of Similar Fractions and Mixed Numbers

B. Materials: Power Point Presentation, black board, and chalk.

III. PROCEDURE

Teacher’s Activities Students’ Activities

A.
PREPARATORY
ACTIVITIES
A. Greetings
“Good morning, class!” “Good morning, ma’am!”
1. Daily Routine

B. Prayer
“Before we start our lesson for
today, may I call on (student’s
(a student will lead the
name) to lead the prayer.
prayer)

C. Checking of Attendance

“Class monitor, may I know who “Ma’am, there are no

are absent today?” absentees in our class today.”
 Teacher’s Activities Students’ Activities
“Very Good! And because of (students will give
that, give yourselves a ‘hey, themselves a ‘hey, hey, hey
hey, hey clap.” clap.)

2. Review
“Okay, class. Who among you
remembers what the lesson we
(student will raise their hand)
discussed yesterday?”
Answer: Ma’am what we have
discussed yesterday is about
Addition of Similar Fractions.
“Very good, (student’s name).
So now, as a review, we will
answer these following
activities. What you’re going to
do is you will add the shaded
fractional parts.”

5
+ = =
9

4
=
5

“Good job, everyone! And for (students will give themselves

that give yourselves an ‘Aling an Aling Dionisia clap.)
Dionisia clap’.”
B. “Class, does anyone of you (students will raise their
DEVELOPMENTAL know the name of this cartoon hands)
ACTIVITIES character?”
Answer: Dora the
explorer!
1. Activity

“Does anyone of you know

who’s always with Dora?”

(students will raise their

hands)
Answer: Boots!

"Correct! Boots is always by

Dora's side on her adventures.
But, unfortunately, Dora and
Boots have problems…"
“What do you see in these
pictures I’m holding right now?”
(shows the 2 different streets)
(students will raise their
hands)
Answer: two different
roads/street.
“Dora and Boots need to
differentiate the two largest
streets in their barangay.
2
Banana st. occupies of the
5
barangay’s area, while Apple st.
1
occupies of barangay’s area.
5
What is the difference between
the two streets?”

“Okay, now, could you please

give me the two given fractions
that I have mentioned earlier?” (students will raise their
hands)
2 1
Answer: and
“Very good, (student’s name).” 5 5

"So, if we put those fractions in

a number sentence, this is how
it appears…
2 1
− =𝑁
5 5
“If we would illustrate the said
fractions, that is…

“Who would like to answer this

problem?”
2. Analysis “So first, do the two tables have
the same number of boxes?”
(students will answer)

“How many boxes are there in the

first and second table?”
(students will raise their
hands)
Answer: 5
“Okay, so many shaded parts are
there in the first table?”
(students will raise their
hands)
Answer: 2
“Very good, (student’s name). The
number of shaded part in the first
table is 2. How about the second
table? How many shaded parts are
there?”
(students will raise their
hands)
Answer: 1
“So now how many shaded parts
was left if we subtract the first
table from the first table? Who
wants to try to answer this one?’

(students will raise their

- hands)
Answer:

-
 “Very good, (student’s name). So
the difference between the
2 1 1
Banana st. 5 and Apple st. is .
5 5

“Okay, class, what have you

observe while answering this
problem? What kind of operation
did we use?” student will raise their
hands)
Answer: Subtraction

“Good job, (student’s name). We

used the operation of subtraction.”

3. Abstraction “So today, our lesson is all about

Subtractions of Similar Fractions
and Mixed Number.”

“Class, what have you observe in

the given fractions earlier? What
are their similarities?
(students will answer)
Answer: They have the
same number at the
bottom of the line.

“So again, the bottom number in a

fraction is what we call…?

(students will answer)

Answer: denominator
And the number at the top is
what we call…?
(students will answer)
Answer: numerator
If the two fractions have the same
denominator, we will call them
similar fractions. Because they
share the same denominator. Do
you understand, class?”
 Students will answer,
“yes”
"Okay, so I have here 2
construction papers. I will divide
these papers into eight parts. And
then I will put 6 shades on the
first paper and 2 shades on the
other paper?”

“If we subtract these 2 shaded

parts, how many shaded parts of
the paper was left?”
(students will raise their
hands)
Answer: 4

“And how many total number of

boxes are there in the first and
second table?” (students will raise their
hands)
Answer: 8

“So if we will put that in fraction,

that is…?”

(students will raise their

hands)
4
Answer: parts
8
"Very good, (student’s name)! But
4
what if we simplify ? What
8
number can be both divided to 4
and 8?
 (students will raise their
hands)
Answer: 2
“Very good! So 4 divided 2 is 2
and 8 divided 2 is 4. Therefore,
4 1
the lowest term of 𝑖𝑠 .
8 2

“Class, reminder… to subtract

similar fractions, we will subtract
the numerators of the given
fractions and copy the same
denominator. Do you now
understand how to subtract similar
fractions, class?”
(students will answer)
“Okay, class I have here another
example. I have here 3 bottles
with sand inside them, we will
pour out the sand in 1 bottle
1
and 4 of the sand in another
bottle. What fraction of sand in the
bottle was left? So, first, who
would like to give me the given
numbers?
(students will raise their
hands)
1
Answer: 3 and 1
4
“Very good, (students’ name). The
two given numbers and fractions
1
are 3 and 1 . But class what have
4
you observe in the said fractions?

(students will raise their

hands)
Answer: They are
different; the first number
is a whole number and
the second one has a
whole number and a
fraction.
“Great job, (student’s name). They
are different; 3 is a whole number
and the 1 ¼ is a mixed number.
Please keep this in mind, class: A
mixed number is a number that
consists of a whole number and a
proper fraction. So 1 is our whole
number and ¼ is our proper
fraction, that’s why it is called a
mixed number. Do you understand
it, class?” (students will answer)

“So going back to our problem,

3–1¼=N
So here, how do we solve a whole
number from a mixed number?”

“First, in order for us to subtract a

whole number from a mixed
number, we have to make our
whole number to a mixed number.
Again, class, what is our whole
number? (students will answer 3)

“So we will make our whole

number – which is 3, into a mixed
number.
1
3–1 =N
4

“We will find a way on how to

make 3 – our whole number into
mixed fraction. What is equivalent
of 3 in a fraction? First, we have to
copy the other’s fraction
denominator which is 4, and then
we will add another 4 as our
4
numerator. , when put into
4
whole number, that is equal to 1
(4 divided 4 is 1.).
And then, how do we get the
whole number 3? We will add 2 to
1, and class, 2 + 1 is equal to…”
(students will answer 3)

4
Therefore, 2 is equivalent to a
4
whole number, 3.”

1
3–1 =N
4
4 1
2 –1 =N
4 4

“Now that the two given are the

same mixed number already, we
can finally subtract them. So who
would like to try to answer this
one?
1
3–1 =N
4
4 1
2 –1 =N
4 4

(students will raise their

hands)
3
Answer: 1
4
“Very good! Lets give (student’s
name) an Aling Dionisia clap.

(students will give an

Aling Dionisia clap)
“To subtract mixed numbers of
fractions with the same
denominators, we will follow these
steps:
• Subtract the fractional parts;
• Subtract the whole number;
and
• Simplify the answer.
4. Application “Class, I want you to get a piece
of paper and answer the following
given. After 5 minutes, we will
check your works.”

1.

8 5 3 1
or
12 12 12 4

2.

4 2 2
5 5 5

3.

2 1 1
3 3 3

4 1 3 1
4. 2 –1 = 1 𝑂𝑅 1
6 6 6 2

7 7
5. 11 – 9 = 11 – 9 =N
13 13
13 7
10 –9 =N
13 13
13 7 6
10 –9 =1
13 13 13
 “So who got all the correct (students will answer)
answers?”

“So again, what do we call to the

fraction who have the same
denominator?”
(students will raise their
hands)
Answer: Similar Fraction

“Very good! How about a number

that consists of a whole number
and a proper fraction?”
(students will raise their
hands)
Answer: Mixed Number

“Good job, everyone. Now I want

you to get a piece of paper and
prepare for our quiz.”

IV. EVALUATION
Solve the following problems.
1. Mother bought 1 kilogram of brown sugar. She used ½ kilogram of it for
her ginataan. How many kilograms of sugar was left?

2. Lydia has 3 meters of cloth. She used 1 3/5 meters for her blouse. How
many meters of cloth was left?

3. Marjon used 3 2/4 kilograms of flour in making doughnut and 2 ¾

kilograms in making maja blanca. If he has 10 kilograms of flour, what part of
the flour was left?