I.

Objectives

At the end of the lesson, 75% of pupils should be able to:

a. Add similar fractions accurately;
b. Enumerate the steps in adding two similar fractions;
c. Participate actively in discussion and activity.

II. Subject Matter

“Adding Similar Fractions”

References: Mathematics 2(Teachers Guide) p. 319

Easy Mathematics for Children p. 305
Powertools in Math p. 335

Materials: Powerpoint, printed fractions, box, plus sign made in cardboard

III. Procedure

A. Preparatory Activities

1. Prayer

Teacher’s Activity Pupils Activity

“Everybody stand. Shekinah come in front

and lead the prayer”
“Classmates let’s pray to God.”

2. Greetings

“Good Morning class!”

“Good Morning Ma’am! Good morning
classmates! Its nice to see you again”
“Take your sit class”

3. Checking of Assignment

“Bring out your assignment, pass it forward

silently.”

“Class I will check your assignment later”

4. Review

“Now class who wants to tell me what was

our lesson yesterday?”

“Ma’am yesterday we study about similar

“Correct!” fractions”

“And class similar fractions is what?”

“Ma’am similar fraction is a fraction with same

“Very good!” denominator”

“Who wants to go to the board and write one

example of 3 similar fractions?
 1 2 3
4 4 4

“Correct! Who else?”

1 3 4
5 5 5

“Good answer! Another example”

1 2 3
6 6 6

“Class lets give them good job clap”

B. Developmental Activities
1. Motivation

“Now class before we go on to our new

lesson lets sing a jingle first.”

“Class I will sing it first and then after that

we try to sing it together”

“Is that clear?

“Class stand up and let us sing” “Yes teacher”

“Very Good class! Take your sit”

2. Presentation of the lesson

“Class who can tell me what this?

“Correct!”

“What we are going to do class if we see this “Teacher that is a plus sign”
plus sign in a problem?”

“Very good!”

“Teacher we need to add”

3. Discussion

“Class today I will teach you the steps on

how to add similar fractions.The first step is,
who wants to read?”

“Yes! Class numerators are the numbers

above the line in a common fraction.”
“1. Add the numerators”
“Who wants to go to the board and add the
numerators for this fractions?”
1/6 + 2/6 = ______

“Correct! Lets proceed to the second step.

Who wants to read?”

“Who wants to go to the board and copy the 1+ 2 = 3

same denominator of the fractions?”

“2. Copy the same denominator”

1/6 + 2/6 = 3/6

“All right! And for the last step. Who wants
to read?”
“3. Reduce the sum to lowest terms whenever
possible”

“Yes. For example, 3/6. Class for us to get

the lowest term of the fraction 3/6 we need to
get the GCF.”
“Ma’am GCF stands for Greatest Common
Factor”
“Class what is GCF?”

“That’s it! Good answer!”

“Now who wants to go to the board and try

to get the GCF for 3/6 then show as the
solution with answer.

3÷3=1
6÷3=2
“Correct! The GCF for 3/6 is 3. So she
divided both denominator and numerator by
3. 3 divided by 3 is equal to 1 and 6 divided
by 3 is equal to 2. Therefore the answer is
1/2.”

“Did you get it class?”

“Lets have another example.” “Yes Ma’am!”

1. 2 + 3 =
15 15

2. 4 + 1 =
8 8

3. 3 + 1 =
5 5
“Very good !”

4. Generalization

“ Class who wants to recite the steps in

adding similar fractions?”

“1. Add the numerators.

2. Copy the same denominator.
3. Reduce the sum to the lowest term whenever
possible”
“Good answer!”

“Class how about, GCF stands for what?”

“Teacher GCF stands for Greatest Common

“That’s it! Class did you understand our Factor”
lesson for today?”
“Yes teacher!”

5. Application

“For you to really understand our lesson let’s

have a game. Group 1 will be Bairon,
 Precious and Aaron. The rest are the Group
2.”

“Class for this game you need to add similar

fractions. Just pick one pieces of paper inside
your box then write it on the board and you
answer it.”

“The first group who got 5 correct answer

will receive a reward from me.”

“Are you ready class?”

“Group 1 form a line here and Group 2 to the

other side. Here is your box.”

“Class the game begin in 3, 2, 1 GO!”

“Yes ma’am!”

IV. Evaluation

Direction: Add the following fractions.

2 + 4 = 5 + 3 =
7 7 11 11

4 + 1 = 6 + 3 =
10 10 11 11

1 + 2 = 2 + 8 =
7 7 14 14

3 + 8 = 7 + 3 =
15 15 19 19

1 + 12 = 8 + 4 =
23 23 25 25

V. Assignment

Add the following:

1. 5 + 11 = 4. 10 + 5 =
23 23 33 33

2. 8 + 1 = 5. 8 + 4 =
10 10 13 13

3. 2 + 7 =
27 27

CRISHIEL MAE A. RAGUDO

Practice Teacher
Mr. GERALD C. ANCHETA
Cooperating Teacher