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    Detailed Lesson Plan

    Uploaded by

    Lovely Carbonel
    This lesson plan outlines teaching addition of similar fractions to students. It includes objectives, subject matter, procedures, examples, problems, and an evaluation. The procedures involve motivating students with an activity on pizza slices, discussing adding fractions using a chocolate bar example, and generalizing that to add fractions with the same denominators you add the numerators and keep the same denominator. Students are then given practice problems and word problems to solve.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd

    Detailed Lesson Plan

    Uploaded by

    Lovely Carbonel
    278 views4 pages
    This lesson plan outlines teaching addition of similar fractions to students. It includes objectives, subject matter, procedures, examples, problems, and an evaluation. The procedures involve motivating students with an activity on pizza slices, discussing adding fractions using a chocolate bar example, and generalizing that to add fractions with the same denominators you add the numerators and keep the same denominator. Students are then given practice problems and word problems to solve.

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    This lesson plan outlines teaching addition of similar fractions to students. It includes objectives, subject matter, procedures, examples, problems, and an evaluation. The procedures involve motivating students with an activity on pizza slices, discussing adding fractions using a chocolate bar example, and generalizing that to add fractions with the same denominators you add the numerators and keep the same denominator. Students are then given practice problems and word problems to solve.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    278 views4 pages

    Detailed Lesson Plan

    Uploaded by

    Lovely Carbonel
    This lesson plan outlines teaching addition of similar fractions to students. It includes objectives, subject matter, procedures, examples, problems, and an evaluation. The procedures involve motivating students with an activity on pizza slices, discussing adding fractions using a chocolate bar example, and generalizing that to add fractions with the same denominators you add the numerators and keep the same denominator. Students are then given practice problems and word problems to solve.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 4

    Lesson Plan in Mathematics III

    I. OBJECTIVES
    At the end of the lesson the students should be able to:

     Illustrate addition of similar fractions


     Add similar fractions
     Solve problems involving addition of fractions with the same denominators

    II. SUBJECT MATTER


    A. Topic: Addition of Similar Fractions
    B. References: Liking Mathematics in the Grade School: Textbook in Mathematics
    for Grade 3
    C. Materials: Visual aids, pictures

    III. PROCEDURE

    TEACHER’S ACTIVITY PUPILS’ ACTIVITY

    A. Preparation

    “Good morning class” “Good morning Ma’am”

    “Before we start our lesson, let us pray (One student will lead the prayer)
    first”

    “Are all present today?” “Yes Ma’am”

    “So how’s your day? Is it good so far? “It is great Ma’am”

    B. Review

    “That’s good to know. Before we start our


    new topic, let’s have a recap about our last “Yes Ma’am”
    topic about Kinds of Fraction, right?

    “What are the 3 Kinds of fraction?”


    “Proper fraction, improper fraction and
    mixed number Ma’am”.

    “Very good! I am happy to know that you


    mastered our past lesson. “Yes Ma’am.”
    C. Motivation

    “I am going to divide you into two groups. Children will do the activity.
    I have here a sliced pizza with missing
    pieces. Then you will find out if the missing
    slice/s match with the slice/s.”

    D. Discussion

    “Class do you love to eat chocolate? Who “Yes Ma’am! We’ve love too.”
    wants to eat a chocolate?”

    “I have here a bar of chocolate and I am


    going to divide it equally into four parts
    4 2
    (slice). I have now 4 slices or of left Ma’am.
    4 4
    2
    chocolate. (Give the of the chocolate to
    4
    1 1
    two pupils, each). So, I have given Liza
    4 4
    1
    and another to Daisy. How much is
    4
    left?”

    “I sliced the chocolate into four equal parts


    1
    so we get or 1 of course and I gave Daisy
    4
    1
    and Liza each of the chocolate. So
    4
    1 1 2 1
    + =¿ is or . In a sentence, this is
    4 4 4 2
    how it is written.

    1
    4
    1
    +
    4
    1
    4
    4
    4
    “If we are going to put together the parts of
    chocolate that I gave to Daisy and Liza and
    the parts left to me, how much will it be all
    in all?”
    2
    4
    2
    +
    4
    4
    ∨1
    4
    “Class, the process we did is called
    addition.
    2 “We added 1 and 1 and get 4, the
    “How did we come up with for Liza and 2
    4 denominator, hence, the answer is .”
    Daisy?” 4

    “We added 2 and 2 for the numerator and


    get the numerator and get the denominator
    4.
    2 2 4
    + =
    4 4 4

    “To add fractions with the same


    denominators, we simply add the
    numerators and write the sum over the
    same denominator.”

    2
    Example: Dulce ate of the cake in the
    5
    1
    morning and in the afternoon. How
    5
    much cake was eaten by her?

    E. Application

    9
    1. Stanley ate of his pizza and Pedro
    10
    7
    ate of his pizza. How much pizza did
    10
    they eat together?
    5
    2. Emily walks of a kilometer to school
    8
    7
    and George walks of a kilometer to
    8
    school. How far do they walk together?
    7
    3. Kathryn drove of a mile on Monday
    9
    4
    and of a mile on Tuesday. How far had
    9
    she travelled on both days?
    3
    4. A recipe requires of a cup of white
    5
    4
    sugar and of a cup of brown sugar. How
    5
    much sugar is needed altogether?

    F. Generalization

    How do we add similar fractions?


    Do we need to simplify the answers?

    IV. Evaluation

    A. Direction: Solve the fraction equations.


    1 4
    1. + =
    5 5
    3 1
    2. + =
    7 7
    7 3
    3. + =¿
    8 8
    2 3
    4. + =¿
    8 8
    6 5
    5. + =
    12 12
    B. Solve the following problems.
    1
    1. Korina, Angelie and Osa have the same amount of money. Korina spent of her
    6
    3 2
    money. Angelie spent of her money. Osa spent of her money. What part of their
    6 6
    money did the three girls spend in all?
    2. Venice has a plate of rectangular pizza sliced into thirty-sixths. She ate 5 parts of it
    and each of her friends ate 4 parts. What part of the pizza did Venice and her
    friends eat in all?

    V. ASSIGNMENT

    Direction: Add the shaded fractional parts.

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