School:
GRADES 1 to 12
DAILY LESSON LOG
MONDAY
A. Content Standards The learner
demonstrates
understanding of
divisibility, order of
operations, factors
and multiples, and
the four
fundamental
operations involving
fractions
B. Performance Objective The learner is able to apply
divisibility, order of
operations, factors and
multiples, and the four
fundamental operations
involving fractions in
mathematical problems and
real-life situations.
C. Learning Competencies Adds and subtracts fractions
( Write the LC code for and mixed fractions without
each) and with regrouping M5NS-Ie-
84
I. CONTENT Adding fractions and Mixed
( Subject Matter) number without regrouping
II. LEARNINGRESOURCES MODULE 8 MATH 5
A. References
1. Teachers Guide pages
2. Learners Material Pages
Grade Level:
Teacher:
Teaching Dates and Time: (Week 5)
TUESDAY
The learner
demonstrates
understanding of
divisibility, order of
operations, factors
and multiples, and
the four
fundamental
operations involving
fractions
The learner is able to apply
divisibility, order of
operations, factors and multiples,
and the four fundamental
operations involving fractions in
mathematical problems and real-
life situations.
Adds and subtracts fractions and
mixed fractions without and with
regrouping M5NS-Ie-84
Adding fractions and Mixed number
with regrouping
MODULE 8 MATH 5
WEDNESDAY
The learner
demonstrates
understanding of
divisibility, order of
operations, factors
and multiples, and
the four
fundamental
operations involving
fractions
The learner is able to apply
divisibility, order of
operations, factors and multiples,
and the four fundamental
operations involving fractions in
mathematical problems and real-
life situations.
Adds and subtracts fractions and
mixed fractions without and with
regrouping M5NS-Ie-84
Subtracting fractions and Mixed
number without regrouping
MODULE 8 MATH 5
Learning Area: MATH
Quarter: 1st Quarter
THURSDAY
The learner
demonstrates
understanding of
divisibility, order of
operations, factors
and multiples, and
the four
fundamental
operations involving
fractions
The learner is able to apply
divisibility, order of
operations, factors and multiples,
and the four fundamental
operations involving fractions in
mathematical problems and real-
life situations.
Adds and subtracts fractions and
mixed fractions without and with
regrouping M5NS-Ie-84
Subtracting fractions and Mixed
number with regrouping
MODULE 8 MATH 5
FRIDAY
The learner
demonstrates
understanding of
divisibility, order of
operations, factors
and multiples, and
the four
fundamental
operations involving
fractions
The learner is able to apply
divisibility, order of
operations, factors and
multiples, and the four
fundamental operations
involving fractions in
mathematical problems and
real-life situations.
Adds and subtracts fractions
and mixed fractions without and
with regrouping M5NS-Ie-84
MODULE 8 MATH 5
3. Textbook pages
4. Additional Materials from
LRDMS
B. Other Learning
Resources
III. PROCEDURES
A. Reviewing past lesson or NEW LESSON
Presenting the new Begin with classroom routine:
lesson a. Prayer
b. Checking of attendance
( Drill/Review/ Unlocking of
Difficulties) d. Quick “kumustahan”
Have you ever encountered
these kinds of numbers?
1/4, 2/4, 3/2, 4/3, 1/5
(Let the learners read the
numbers to check if they still
remember how to read those
numbers.)
B. Establishing a purpose In your previous lesson, you
of the new lesson have learned the different
(Motivation kinds of fractions.
⮚ Fractions with the
same denominators
are called similar
fractions.
⮚ Fractions with
different
denominators are
Let’s check if you still remember Let’s check your assignment Let’s Subtract; Ask
the lesson that we discussed last
meeting. Directions: Analyze and answer the What have you learned
word problem below. Use a yesterday?
13 3/10 + 1 ½ = separate sheet of paper for your
solutions.
Are your ready for a quiz today?
In a family reunion, there were
different Filipino desserts (kakanin)
that were served on the table.
Tomas ate 𝟏 𝟑/𝟖 slices of
bibingka. Susan ate 𝟏 𝟔/𝟖 slices of
sapin-sapin. How much kakanin did
both of them eat?
=
=
In the previous lesson, you have In the previous lesson, you have In the previous lesson, you were
learned how to add fractions and learned how to add fractions and taught how to subtract fractions
mixed numbers without regrouping. mixed numbers with regrouping. and mixed numbers without
regrouping.
This lesson involves addition of This lesson, you are going to learn
dissimilar fractions, similar how to subtract fractions and mixed In subtracting mixed numbers
fractions, proper fractions, numbers without regrouping. This with regrouping, the fraction part
improper fractions, whole numbers lesson involves subtraction of of the second mixed number is
and mixed numbers. dissimilar fractions, similar larger than fraction part of the
fractions, proper fractions, first mixed number.
improper fractions, whole numbers To regroup, you borrow from the
and mixed numbers. column directly to the left (make
sure to subtract 1 from that
 called dissimilar column) and add it to the column
fractions you're working with. That will
give you enough to subtract.
C. Presenting Examples/ Our lesson for today is about Our lesson for today is about Our lesson for today is about Our lesson for today is about
⮚ A fraction whose
instances of the new Adding Fractions and Mixed Subtracting Fractions and Mixed Subtracting Fractions and Mixed Adding and Subtracting
lesson( Presentation) numerator is less number with regrouping number without regrouping number with regrouping Fractions and Mixed number
than its denominator with and without regrouping.
is called a proper
fraction.
⮚ A fraction with a
numerator that is
equal to or greater
than the denominator
is called an improper
fraction.
⮚ A fraction with a
numerator of 1 is
called a unit fraction.
⮚ A combination of a
whole number and a
fraction is called
mixed number.

Identify the type of fraction

correspond to the given
numbers. (Proper Fraction,
Improper Fraction, Mixed
Fraction)

8 3
2
12 4

9 8
5 3
 1
2
2

This time, you are going to

deal with adding fractions and
mixed numbers without
regrouping. This lesson
involves addition of dissimilar
fractions, similar fractions,
proper fractions, improper
fractions, whole numbers and
mixed numbers.
D. Discussing new concepts Consider the problem below. In Mathematics, regrouping is a Consider the real situation below: Analyze the word problem
and practicing new skills term used to describe the process below.
no.1.( Modeling) Martha is fond of creating arts of changing groups of ones into Rio arranges his reading books
and crafts. During the tens to make adding easier. and magazines in the bookshelves. Roldan and Jaime join the
quarantine she has been He has filled 2 𝟐/𝟑 of the variety show called the biggest
making a scrapbook and all Study the sample problem below: bookshelves with his reading books weight loss challenge wherein
she needed to buy are ribbons and magazines. Onefourth ( 𝟏/𝟒 ) the one with the greatest weight
to finish it up. Martha bought Aling Mila is a famous tailor in the of the bookshelves has magazines. loss after taking all the
3 𝟏/ 𝟐 m of yellow ribbon city. She is sewing a dress for Ms. What part of the bookshelves has challenges becomes the winner.
and 𝟐/𝟓 blue ribbon. How Togonon’s wedding. Aleng Mila Ria’s reading books? Roldan lose 𝟕 𝟏/𝟔 kilos, while
many meters of ribbon did she used 4 2/3 meters of white cloth Jaime lose 𝟑 𝟓/𝟔 kilos. Who will
buy? and 5 1/2 meters of red cloth. How To understand more, carefully be announced as the biggest
many meters of cloth did she use in study the steps on how to subtract weight-loss winner? How many
Adding mixed numbers with all? dissimilar fractions without kilos are their difference?
dissimilar fractions can be regrouping.
done by following the steps Adding mixed numbers with We want to know who the
below: dissimilar fractions with regrouping Subtracting mixed numbers with biggest weight-loss winner is and
can be done by following the steps dissimilar fractions can be done by how much is the difference of
We want to know how many below: following the steps below: Roldan and Jaime’s weight.
meters of ribbons Martha
bought. To solve for the sum We want to know how many To find the part of the reading
of 3 𝟏/ 𝟐 + 𝟐/𝟓 , here are the meters Aleng Mila used for the books in the shelves, subtract 𝟏 𝟒
following steps: wedding dress. To solve for the from 𝟐 𝟐 𝟑 . Here are the steps:
sum of 4 𝟖 𝟏𝟐 + 𝟓 𝟏 𝟐 , here are
the following steps:
 Step 1:
Align the fractions and STEP 1: Align the fractions and
compare the denominators compare the denominators.

Step 2:
Find the Least Common
Denominator (LCD). Rename STEP 2: Find the Least Common
the given as similar fractions. Denominator (LCD). Divide the
LCD to the denominator of each
dissimilar fraction then multiply to
the numerator.
Step 3:
Add the fractions. Write the
STEP 3: Add the whole numbers.
whole number before the
fraction sum.
4+5=9

STEP 4: Add the fractions.

Answer: Aleng Mila used 10 𝟏/𝟔

9
Answer: Martha bought 3
10
m of ribbon.
E. Discussing new concepts Consider the other problem
and practicing new skills below.
no.2( Guided Practice)
Lino won a bag of candies
from a birthday party weighing
4 𝟓/𝟏𝟐 g. while his younger
sister Lina, got 𝟓 𝟏/𝟑 g. When
they reached home, they
added all their candies in a
meters of cloth for the wedding
dress.
Consider the other problem below:
Sarah is preparing to go home to
her province from Manila as one of
the locally stranded individuals.
She checked the weight of her two
luggage to make sure that she will
not exceed in her baggage
allowance. Her first luggage
How about subtracting similar
fractions and mixed numbers? The
process is just as it is for addition
of fractions with like denominators,
except you subtract! You subtract
the second numerator from the first
and keep the denominator the
same. Follow the steps below:
How about subtracting mixed
numbers with regrouping having
dissimilar fractions?
Consider the problem below:
Karla was called by her teacher
to solve on the board, 7 𝟏/𝟓 -
3 𝟏/𝟒 = N. Karla doesn’t know
clear container. How much did
the siblings have in all?
We want to know how much
amount of candies Lino and
Lina have. To solve for the
sum of 4 𝟓/𝟏𝟐 + 𝟓 𝟏/𝟑 , here
are the following steps:
Step 1:
Simply add the whole
numbers.
Step 2:
Find the Least Common
Denominator (LCD).
Step 3:
Reduce the answer 𝟗/𝟏𝟐 to
the lowest term, since both the
numerator and denominator
has a common factor greater
than one. In this case, it is 3.
Step 4:
Finalize the answer by
combining 𝟑/𝟒 with the whole
number 9.
Answer: Lina and Lino’s
weighed 2 𝟑/𝟓 kg, the second
luggage is 6 𝟐/𝟑 kg. How much is
the total weight of her baggage?
Let’s practice more:
Imagine that you have a Hawaiian what to do. If you are her
pizza with equal-sized pieces. classmate and willing to help,
Some of the pizza has already how will you answer the given
been eaten, so you have a fraction fraction.
of the pizza remaining. You could
represent the pizza pieces with the Follow the steps below:
figure below.
The pizza is cut into 12 equal
pieces to start. Two are eaten, so
the remaining pizza can be
represented with the fraction
𝟏𝟎/𝟏𝟐 . If three more pieces of
pizza are eaten, what fraction of
the pizza is left? You can represent
that problem with the expression
𝟏𝟎/𝟏𝟐 – 𝟑/𝟏𝟐 .

F. Developing Mastery
(Leads to Formative
Assessment 3.)
( Independent Practice )
G. Finding practical
application of concepts
and skills in daily living
(Application/Valuing)
candies all in all is 𝟗 𝟑/𝟒
grams.
Let’s Do it!
Add then reduce to the
lowest term whenever
possible.
Adding fractions and mixed
fractions without regrouping is
a valuable skill in various
practical situations, including
daily living. Here's an example:
*Recipe Adjustments:* When
cooking or baking, recipes
Add, regroup then reduce to the
lowest term whenever possible.
Adding fractions and mixed
fractions with regrouping is a
valuable skill in daily life, especially
when dealing with measurements
and recipes. Here's a practical
application:
Imagine you're following a recipe
Subtract the following dissimilar
fractions, then reduce to the lowest
term whenever possible.
Subtracting fractions and mixed
fractions without regrouping is a
valuable math skill that can be
applied in various daily life
situations. One practical application
is in cooking or baking recipes.
Imagine you have a recipe that
Let’s try!
Subtract the given fractions and
mixed numbers. Reduce to the
lowest term, if possible. Write
your answers in your Activity
Notebook.
Here's a practical application of
subtracting fractions and mixed
fractions with regrouping in daily
life:
Imagine you're following a recipe
to bake a cake, and the recipe
calls for 1 3/4 cups of flour but
often call for specific
measurements of ingredients.
If you want to adjust a recipe
to make more or less food, you
may need to add or subtract
fractions.
This skill allows you to scale
recipes to fit your needs
without any difficulties
that calls for 3/4 cup of flour and 1
1/2 cups of sugar. To make sure
you have enough of each
ingredient, you need to add these
fractions.
So, you'll need a total of 1 whole
cup of flour and 2 cups of sugar for
your recipe. This application of
adding fractions ensures you have
the right proportions of ingredients
when cooking or baking, making
your dishes turn out just the way
you want them to.
calls for 3 1/2 cups of flour but you
only have 2 3/4 cups left in your
pantry. To determine how much
more flour you need, you can use
your subtraction skills:
So, you need 2/1 (which is
equivalent to 2) more cups of flour
to complete the recipe. This
practical application helps you
adjust recipes according to the
ingredients you have on hand,
ensuring your dish turns out just
right.
you only have 1 cup of flour in
your kitchen. You need to figure
out how much more flour you
need to complete the recipe.
1. First, you need to subtract the
amount of flour you have (1 cup)
from the amount required (1 3/4
cups). To do this, you'll need to
work with mixed fractions and
regrouping.
1 3/4 - 1 = ?
2. To subtract the fractions, you'll
need to find a common
denominator, which in this case
is 4.
1 3/4 - 4/4 = ?
3. Now, you can subtract the
fractions. 3/4 - 4/4 equals -1/4.
1 - 1/4 = ?
4. Finally, subtract the whole
numbers. 1 - 1 = 0.
So, the answer is 0 1/4 cups of
flour, which means you need an
additional 1/4 cup of flour to
complete the recipe. This
demonstrates how subtracting
fractions and mixed fractions
with regrouping can be applied
when adjusting recipes or
measurements in daily cooking

H. Making Generalization Fill in the blanks each item,
and abstraction about based on what you have
the learned in this lesson, In
lesson( Generalization) adding __________ fractions,
the _________________ are
the only ones being added.
The ________ must be written
above the common
____________________, and
the answers should be
expressed in the
______________ form as
much as possible. Below are
the steps in adding dissimilar
fractions: Convert
____________ fractions into
similar fractions. In converting
dissimilar fractions to
___________ fractions, we
need to get the ___________.
Add the _________ numbers
and fractional parts.
____________ whenever
possible.
I. Evaluating learning Add then reduce to the lowest
term whenever possible.
In adding similar and dissimilar
fractions, _________ first the
whole numbers if there is/are any.
In ____________ similar fractions,
the numerators are the only ones
being ___________. If the sum of
the ________________ is greater
than the denominator, then you
have to regroup by changing the
______________ fraction to mixed
fraction. The answers should be
expressed in the simplest
__________ as much as possible.
In adding _____________ fractions
with regrouping, first, you need to
convert dissimilar fractions into
____________ fractions by getting
the LCD. After ______________,
add the whole ___________ and
fractional parts. Simplify the
answer whenever possible.
Add, regroup then reduce to the
lowest term whenever possible.
and baking
In ____________ similar fractions In subtracting dissimilar
and mixed numbers, when they (1)__________ and mixed
_______________ are the same, numbers, we have to
just _______________ right away (2)________ with
the whole numbers and the (3)__________ denominators.
_________________. If the Then (4)________ the first
difference can still be reduced to fraction. Next, is to
the lowest term, then (5)_________ the whole
__________________. In numbers and (6)___________. If
subtracting dissimilar the answer has a common
______________ and factor, (7)___________ by
_____________ numbers, you reducing it to the
need to find the least (8)___________ term. To
______________ denominator to regroup, you borrow from the
make them similar. Then subtract column directly to the left (make
the whole numbers and sure to subtract (9)________
_______________. Write the from that column) and (10)_____
______________ over the it to the column you're working
common denominator. with. That will give you enough to
subtract.
Subtract then reduce to the lowest
term whenever possible.
J. Additional activities for Assignment: Assignment: Assignment:
application and Add then reduce the lowest Directions: Analyze and answer the
remediation( Assignment term whenever possible. Write word problem below. Use a Directions: Understand and
) your answers in your Activity separate sheet of paper for your answer the word problem below.
Notebook. solutions. Use a separate sheet of paper
for your answer.
In a family reunion, there were
different Filipino desserts (kakanin) Leah’s santan plants grew 18 2/3
that were served on the table. inches in one week. Her roses
Tomas ate 𝟏 𝟑/𝟖 slices of grew 3 3/4 inches in one week.
bibingka. Susan ate 𝟏 𝟔/𝟖 slices of How many more inches did the
sapin-sapin. How much kakanin did santan grow in a week than the
both of them eat? roses?
IV. REMARKS
V. REFLECTION
A. No. of learner who earned
80%
B .No. of learner who scored
below 80% ( needs
remediation)
C. No. of learners who have
caught up with the lesson
D. No of learner who continue
to require remediation
E. Which of my teaching
strategies work well? Why?
F. What difficulties did I
encounter which my
principal /supervisor can help
me solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share w/other teacher?