Bukmathix Reinforcement Class

Bukidnon Mathematics for Inclusive Excellence

Mathematics 5 Lesson No. 5

Note: This lesson may be taught in 1 to 2 days depending on the pace of the learners.
The time allotment can be adjusted, then,
DAY 1

Adding Simple Fractions and Mixed Fractions

Without and With Regrouping

I. OBJECTIVES
1. Adds simple and similar and or dissimilar fractions and mixed
fractions without and or with regrouping.
2. Solves routine word problems involving addition of fractions
using appropriate problem-solving techniques, strategies, and
tools.

II. MATERIALS NEEDED

▪ 5 pieces of manila paper/cartolina
▪ 10 pieces of marking pen
▪ 10 pieces of fraction cards

III. ACTIVITIES
❖ Activity 1: Review/Drill (5 mins)
What to ask (Teacher)
▪ What are the three types of fractions?
What to do (Teacher)
▪ Use the fraction cards below to conduct a drill on type of
fractions.

𝟏 𝟔 𝟏 𝟗 𝟐 𝟔 𝟏 𝟗
𝟐 𝟏 𝟗
𝟑 𝟓 𝟒 𝟓 𝟓 𝟏𝟎 𝟐 𝟏𝟐

▪ Instruct learners to stand if the teacher says, “The last one

standing is…” Note: the last one who stood shall name the
fraction card.
▪ Flash each card one at a time and call a learner to name the
fraction.
What to do (Learner)
▪ Name each card flashed as proper, improper, or mixed one at a
time.
▪ Group each fraction card under proper, improper, or mixed
after all fraction cards were flashed.

What to ask (Teacher)

▪ How do you name fractions?
▪ What is a proper fraction? Improper fraction? Mixed fraction?

1
Bukmathix Reinforcement Class
Bukidnon Mathematics for Inclusive Excellence

Mathematics 5 Lesson No. 5

❖ Activity 2: Mathematical Language/Vocabulary Development

(5 mins)

What to do/ask (Teacher)

▪ Do: Present the word bank above.
▪ Ask: Which of the following words in the box best complete each
given sentence?

add addends fraction total sum mixed lowest term

What to do (Teacher)
▪ Use a power point presentation or an activity sheet to accomplish,
“what to do (Learner)”.
▪ Say: Choose the most appropriate word to complete the sentence
from the word bank.

What to do (Learner):
Fill in the missing term.
1. The ________ (fraction) is a part of a whole.
2. The _____ (sum) of 3 and 4 is 7.
5
3. One-half is the ______ (lowest term) of .
10
4. The meaning of the words _______ (total) and ______ (sum) are
the same.
5. To _____ (add) numbers, there are at least two _________
(addends).

❖ Activity 3: Presentation & Discussion of Skill #1 (20 mins)

A. Presentation of the Problem (5 minutes)
What to do
▪ Group learners into 5-6 groups with 4-5 members in each
group.
▪ Present and discuss the problem.
Ana and Mark are helping their mother prepare a leche
flan for their visitors. Below is the recipe for 1 serving
good for 4 people:
12 egg yolks
1
1 cans of condensed milk (1 can is 300mL.)
2

If they will serve 22 people, how much of each ingredient

will Joanne prepare?

What to ask (Teacher):

By using a cabbage game, pandoras box, question cards or
Think-Pair and Share, ask the following questions:

2
If they will serve 22 people, how much of each
ingredient will Joanne prepare?
Bukmathix Reinforcement Class
Bukidnon Mathematics for Inclusive Excellence

Mathematics 5 Lesson No. 5

▪ Who help their mother prepare a leche flan for their
visitors?
▪ What are the ingredients needed?
▪ How many people can be served with one serving of
leche flan?
▪ What is the problem all about?
▪ What is asked?
▪ Have you tried helping someone finish their work? How
do you feel about it?

What to do (Learners):
▪ Answer orally and individually or collaboratively the
above questions.
B. Collaborative Problem-Solving (10 minutes)
What to do (Teacher):
▪ Guide learners how to accomplish the task.
▪ Provide the materials needed.
▪ Roam around, observe each group and listen carefully
to learner’s new and brilliant ideas.
▪ Record your relevant observations and
What to do (Learners):
▪ Share ideas in the group.
▪ Answer collaboratively the word problem.
▪ Come up with at least one solution.
C. Comparison and Discussion (5 minutes)
What to do (Teacher):
▪ Continue roaming around to check progress.
▪ Observe learners/groups and listen carefully.
▪ Manage the time and groups.
▪ Provide support to learners/groups.
▪ Assign a learner to present their work.
▪ Record new and correct solution from the learners, if
any.
▪ Encourage rethinking/redoing to solve the problem.
▪ Detect learners’ difficulty in accomplishing the task.
What to do (Learners):
▪ Discuss the solution (s) within the group.
▪ Identify the best or correct solutions.
▪ Group output be presented in the class.
D. Presentation of Possible Solutions
What to do (Teacher):
▪ Show and discuss all the possible solutions below.
▪ Help learners understand how to solve the problem.

3
 Bukmathix Reinforcement Class
Bukidnon Mathematics for Inclusive Excellence

Mathematics 5 Lesson No. 5

▪ Organize how the possible solutions be presented and
discussed in the class.
▪ Widen learners’ understanding on having more than
one solution.

Possible Solutions:

Method 4: Ratio and Proportion

4 people 22 people 12 x 22
= = = 66 egg yolks
12 egg yolks N 4

4 people 22 people 12 x 1.5 𝟏

1 = = = 𝟖 𝟒 𝑜𝑟 8.25 can of condensed milk
1 can of condensed milk N 4
2

4
Bukmathix Reinforcement Class
Bukidnon Mathematics for Inclusive Excellence

Mathematics 5 Lesson No. 5

E. Whole Class Discussion/Summary

What to do/ask (Teacher):

▪ Discuss how to add fractions.
▪ Ask the following:
o What is the rule in adding fractions?
o How was the problem solved?
o How is a fraction reduced in lowest term?
▪ Call learners to summarize how the problem is solved.

What to do (Learners):
▪ Share how the problem is solved.
____________________________________________________________________
Note: If you intend to teach this lesson in one day, the “Review” part below is no
longer presented.
DAY 2

❖ Review
Ask:
▪ How do you add fractions or mixed fractions with and without
regrouping?
▪ What are the different strategies, tools or methods in solving
word problems involving addition of fractions?

❖ Activity 4: Presentation & Discussion of Skill #2 (20 mins)

What to do (Teacher):
▪ Discuss and present more examples about adding fractions
per example.
5
Example 1: What is added to
6
2 1
Example 2: What is the sum of and 1 2?
3

1
Example 3: What is one-half more than the sum of 2
4
3
and 5 5?

3 3
Example 4: Father bought Kg of rive guava, Kg of
5 4
1
mango and 22 kg of banana. How many kilograms of
fruits did father buy all in all?

What to ask (Teacher):

▪ What word implies addition in Examples 1, 2 and 3??
▪ How do examples 1 and 2 differ from example 3?
▪ What is the answer in each example?

5
Bukmathix Reinforcement Class
Bukidnon Mathematics for Inclusive Excellence

Mathematics 5 Lesson No. 5

▪ How did you find the answer?

What to do (Learner):

▪ Work collaboratively to answer each question.

▪ Show their work in the class.

Learner’s Reflective Thinking:

What to ask (Teacher):

What daily activity in your life requires the skill on adding

fractions? Explain.

IV. ASSESSMENT (10 mins)

1. What is
2 1
2. What is the sum of 3 and 6?
7
2 3
3. What is one-half more than the sum of 8 4 and 3 10?
4. My friend wanted to prepare a leche flan for her birthday.
Below is the recipe for 2 servings that are good for 7 guests:
20 egg yolks
3
44 cans of condensed milk
1
2
kg of sugar

If there will be 50 guests, how much of each ingredient will

my friend prepare?

5. Mother bought three colors of cloth for her curtain. She

1 3 1
bought 2 meter red, 4 4 meters yellow and 42 white. How
many meters of cloth did mother buy all in all?

V. REMARKS/REFLECTION
❖ Remarks

No. of learners who needs additional support :

No. of learners who improved their performance :
Decision (Check : ___Re-teach; ___Review/Re-assess; ___Continue
which applies)
❖ Reflection
What impact did my teaching have on student learning?"
How well did I differentiate my instruction to meet individual
student needs?"
What changes can I make to enhance my teaching and better
support my students?"