UNIDAD EDUCATIVA BALANDRA – CRUZ DEL SUR

LESSON PLAN: Week # 17 Monday, January 9th to Friday, January 13th 2023.
SUBJECT: Maths GRADE: 5th Basic TEACHERS: Lcda. Vanessa Pachucho
SKILLS:
1. Thinking skills
 critical thinking
 creativity and innovation
 transfer
2. Communication skills
3. Social skills
4. Self-management skills
 organisation
 affective
 reflection
5. Research skills
 information literacy
 media literacy

Date: Class # 1

Contents: Performing Basic Operations on Fractions (addition).

Objective:

After this lesson, students will be able to:

- Add unlike fractions and mixed numbers.
- Find the least common denominator.
- Subtract unlike fractions and mixed numbers

RESOURCES:
- Notebooks.
- Worksheets.
- Paper Pencils.

Activities:

10 min intro –
Basic operations such as addition, subtraction, multiplication, and division can be
carried out on fractions.
Addition and Subtraction of Fractions
Addition of Like Fractions:
Two or more like fractions (fractions whose denominator are the same) can be added
by simply adding up the numerators of the fractions and expressing it as a fraction
with the denominator being the same as the denominator of the ones that were
added.
Examples:
2/5+4/5+3/5=9/52/5+4/5+3/5=9/5
1/8+3/8+2/8=6/8
10 min guided practise –

Addition of Unlike Fractions:

Two or more unlike fractions (fractions whose denominator are not the same) can be
added by following the procedures below:
- Obtain the Lowest Common Multiple of the denominators (LCD).
- Express the fractions to be added in their equivalent forms with the LCD as the
denominator.
- Since fractions to be added now have the same denominator, add as in
addition of like fractions.
Examples:
- 1/3+2/51/3+2/5
Solution:
- LCD of 3 and 5 = 15
- =(5/15)+(6/15)=(5/15)+(6/15)
- =11/15

30 min individual practise –

Add the given like fractions and write the answers in simpli!ed form.

5 min –
Have a student write any fraction on the board. Ask for a volunteer to identify the
numerator and denominator in this fraction, and then create a matching visual that
represents the fraction.
Date: Class # 2

Contents: Performing Basic operations on Fractions (subtraction).

Objective:

Upon completion of this lesson, students will:

- subtract proper fractions with like denominators and simplify the result where
necessary,
- subtract proper fractions with unlike denominators and simplify the result
where necessary,
- solve word problems involving addition and subtraction of fractions.

RESOURCES:
- Instructor Guided Practice Questions.
- Homework Worksheet.
- Paper Pencils.
- Notebooks.

Activities:

10 min intro :

There are 3 simple steps to subtract fractions

Step 1. Make sure the bottom numbers (the denominators) are the same
Step 2. Subtract the top numbers (the numerators). Put the answer over the same
denominator.
Step 3. Simplify the fraction (if needed).

10 min guided practise –

Example 1:
3/4
− 1/4
Step 1. The bottom numbers are already the same. Go straight to step 2.
Step 2. Subtract the top numbers and put the answer over the same denominator:
3/4
− 1/4 = 3 − 1/4 = 2/4

Step 3. Simplify the fraction:

2/4
= 1/2

30 min individual practise:

5 min Conclusion:
Ask some students the process of addition and subtraction of proper fractions, check
the activity and give away the homework.

HOMEWORK:

Date: Class # 3

Contents: Subtracting Unlike Fractions.

Activities: Students prove they learnt about types of fractions.

Objective:
Upon completion of this lesson, students will:
- Identify the lowest common denominator in equations.
- Subtract fractions with unlike denominators.

- Explain in words and pictures how to add and subtract fractions.

Activities:

10 min intro –
Remind students that the denominator is the bottom number of a fraction and
represents the total number of pieces of the whole, while the numerator is the top
number and represents some of the parts of the whole (e.g., ⅖ represents 2 pieces
of the total 5 pieces).

10 min guided practise–

Write ⅘ − ⅒ on the board. Explain that the denominator is different so they cannot
subtract the number 1 from the number 4. Tip: draw bar models of ⅘ and ⅒ to show
that the total parts, or whole, (i.e., denominator) is different, so if they subtracted the
number 1 from ⅘ it would subtract too much. Think aloud finding multiples for the
denominators 5 (e.g., 5, 10, 15, 20, 25, etc.) and 10 (e.g., 10, 20, 30, 40, etc.) and
write them on the board. Explain to them that a multiple is the result of multiplying a
number by an integer (e.g., 4 x 4 = 12, where 12 is the multiple). Consider the list of
multiples and then circle the least common denominator, or the smallest multiple they
have in common (i.e., 10). Tell students that the least common multiple of two
denominators is known as the least common denominator (LCD). Then, think aloud
how to change the 5 in the denominator to 10 (i.e., multiplying 5 by 2) and multiply by
the number 2 on the top and bottom so that you get a new equation of 8 ⁄10 − ⅒.
Subtract one-tenth from eight-tenths to get a total of seven-tenths remaining.
Compare the final answer to what the answer would have been had you subtracted
the equation using unlike denominators.

10 min individual practise–

Ask students to explain why it's important to change the denominators so that they
are the same. Write some of their responses on the board. Write 5 ⁄8 − ¼ on the
board and ask students to help you solve the problem. Call on students to tell you the
next step and make some "mistakes" they have to correct along the way. Have a
volunteer explain how to subtract fractions when they have different denominators.
They should understand the following steps:
1. Check to make sure the denominators are the same.
2. If the denominators are not the same, find the least common denominator for the
denominators.

3. Multiply the denominator and numerator by the number that will make the
denominator equal to the least common denominator.
4. Subtract the fractions.
Write the steps on the board for students to reference as they work with their partners
to complete the first two problems from the Subtracting Fractions: Unlike
Denominators worksheet. Ask students to use their whiteboards to complete the
problems.

5 min –
Distribute a lined sheet of paper and write 11⁄12 − ¾ on the board. Ask students to
solve the problem and write down their process. Allow students to share their answer
to the subtraction problem and their written explanation aloud to their partners. Give
them the opportunity to make any adjustments as necessary.
Date: Class # 4

Contents: Adding Unlike Fractions.

Activities: Students prove they learnt about types of fractions.

Objective:
Upon completion of this lesson, students will:
- Identify the lowest common denominator in equations.
- Add fractions with unlike denominators.

- Explain in words and pictures how to add and subtract fractions.

Activities:

10 min intro –
When you have fractions with different denominators, you can use equivalent
fractions to add them. Look at the models to see how.

To add ¼ + 5/8, you can think of 1/4 as 2/8.

Those fractions are equivalent, or the same.

The models show that ¼ + 5/8 = 2/8 + 5/8 = 7/8.

10 min guided practise–

You can also add fractions without models. When you have fractions with different
denominators, follow these steps to add:

 Rename the fractions using a common denominator.

 Add the numerators, and keep the denominator the same.
 Simplify if needed.

Let's try it with ¼ + 1/6.

First, rename the fractions using a common denominator. The least common
denominator of these fractions is 12. Multiply to make equivalent fractions with a
denominator of 12.

1×3 = 3 1 × 2 = 2

4×3 12 6 × 2 12

10 min individual practise–

Then, add the numerators and keep the denominator the same.

3 + 2 = 5
12 12 12

5 is already in simplest form. So, 1 + 1 = 5 !

12 4 6 12

5 min –
Allow students to share their answer to the subtraction problem and their written
explanation aloud to their partners. Give them the opportunity to make any
adjustments as necessary.