4A’S DETAILED LESSON PLAN

(Mathematics 5)

I. OBJECTIVE:

Adds and subtracts fractions and mixed fractions without and with regrouping.
(M5NSIe-84)
 Adding and subtracting similar fractions
KBI: Sharing is Caring

INTEGRATIONS:

English Integration: Use adjectives (degrees of comparison, order) in sentences

EN4G-IIIa-13

II. SUBJECT MATTER:

Topic: Add and subtract similar fractions without and with regrouping

III. LEARNING RESOURCES

A. Materials and Equipment: Laptop (PPT presentation), traditional instructional
materials.
B. References:
 Mathematics-MELCs.pdf, M5NSIe-84
 Math textbook
IV. PROCEDURE:
A. Introduction
1. Drill:
Find the GCF or Greatest Common Factor of the following numbers.
1) 9 and 12
2) 6 and 30
3) 20 and 25

Answer key:
1. 3
2. 6
3. 5
2. Review:
Review some basic mathematical terms
Fractions have two parts; a number above and a number at the bottom
separated by a line in the middle called a fraction bar.
 In mathematical terms, the number above is called the numerator, and the
bottom number is called the denominator

Numerator- denotes how many of the parts we are taking.

Denominator – denotes how many equal parts the whole is divided into.

You have also learned before that there are different fractions: proper,
improper, and mixed. Can you still remember what are they?

A proper fraction – is a fraction whose numerator is smaller than its

denominator.
For example: 1
2

An improper fraction- is a fraction whose numerator is equal to or greater than

its denominator.
For example: 4 5
3 5

Mixed fractions are composed of a whole number and a fraction.

For example: 1
2
6

3. Motivation
Reading a short story involving a problem

"A cake"
Once upon a time, there was a girl named Ana. Ana is planning to bake a cake
for a snack so she invited her friend named Emma to help her. A cake recipe
needs 2/4 cup of sugar before baking and another 1/4 cup after baking. What
is the total amount of sugar they need in the recipe? While baking, Anna has
done 7/8 so far while Emma has only done 5/8. How much more work has
Ana done than Emma?

Questions:
What did Ana and Emma do in the story?
Students: baking a cake
2. What did you observe in the story? Does it involve fractions?
Students: it involves fractions, ma'am.
 3. What are asked in the story?
Students: the total amount of sugar they need in the recipe and how much
work Ana has done than Emma.
3. So, what is the total amount of sugar they need in the recipe? What
operation is being asked? Can you solve it?
Students: 2/4+1/4=
4. And how much more work has Ana done than Emma? What operation is
being asked?
Students: 7/8-5/8=

4. Presentation

Activity

Match the fraction number to their visual representation.

2/4+1/4=
7/8-5/8=

Now that you have matched the fraction numbers to their visual
representation. What do you think is our topic for today? Today we are going
to add and subtract similar fractions. At the end of the lesson, you will be able
to add and subtract similar fractions.

B. Activity

Group the students into here (3).

Set rules:
 Cooperate
 Work silently
 Enjoy

Each group will solve (add and subtract) the visual presentation of fractions
using a paper approach.

1.

2.
 3.

4.

5.

C. Analysis

In our previous activity, what did you do with our visual representation? What
are the operations did you use to solve the problem?
Students: we add and subtract, ma'am.
Very good! Can you write the representation into fraction numbers?
Let's try number these five.

1.
1 2 3
+ =
4 4 4
2.
2 3 5
+ =
6 6 6
3.
4 5 9
+ =
10 10 10
 4.
7 9 4
− =
9 9 9

5.
6 2 4
− =
6 6 6

D. Abstraction
a. Present the new lesson, and introduce them to the new ideas, knowledge,
and lesson.
 In this topic, we will learn how to add and subtract similar fractions
with or without regrouping.

Let’s try this problem, the problem is a similar fraction.

1 2
+ =?
5 5
Similar fractions – have the same denominator.

Now, how do we add them? Let’s try solving this problem by drawing
some representation
of each fraction.

+ =

Now, let's add this fraction without any representation:

1 2 3
+ =
5 5 5

Step 1: Add or subtract the numerators

Step 2: Copy the common denominator
Step 3: Simplify or reduce to the lowest term (if possible)

Let’s try some more examples,

1 3 4÷4 1
+ = =
8 8 8÷4 2
Can we reduce or simplify this fraction?
Yes, we can still reduce it to its lowest term.

How do we reduce it to its lowest term?

Well, let’s have a quick review
We can reduce a fraction by its lowest term by getting the numerator
and denominator’s Greatest Common Factor or the GCF.

Let’s get the GCF of 4 and 8 by using continuous division.

The GCF of 4 and 8 is 4.

Now that we know the GCF, we are going to divide the numerator and
denominator by 4.

1
Therefore, the final answer is
2

Let’s check our answer by drawing some representation.

1 3 4÷4 1
+ = =
8 8 8÷4 2

+ = =

Let’s try some more, this time let’s try subtraction.

6 4 2 ÷2 1
− = =
10 10 10 ÷ 2 5

Let’s simplify this by dividing its GCF

What is the GCF of 2 and 10? 2 right?
The final answer is 1/5
Let’s check our answer by drawing some representation
6 4 2 ÷2 1
+ = =
10 10 10 ÷ 2 5

- = =

Let’s have another example

3 6 9
+ = =1
9 9 9

We can see that the numerator and the denominator are the same,
right? If the numerator and the denominator of a fraction are the same,
that fraction is equal to 1.

MATH TRICK - If the numerator and the denominator of a fraction

are the same, that fraction is equal to 1.

Let’s check our answer by drawing some representation

3 6 9
+ = 𝑜𝑟 1
9 9 9

= or
rr

Let’s try another example

5 2 3
− = 𝑜𝑟 1
3 3 3
 Let’s try some more

5 4 9 2
+ = =1
7 7 7 7

If the answer is an improper fraction, simplify it by converting into a

mixed number by dividing the numerator and the denominator

1
2
7√ 9 = 1
7
7
2

Let’s check our answer by drawing some presentation

5 4 9 2
+ = =1
7 7 7 7

+ =

7 2
or 1 &
7 7

now let’s have another example

10 6 4
− =
3 3 3
Since our answer is also an improper fraction let us divide 4 by 3.

1
1
3√ 4 = 1
3
3
1

-
 Now, it’s time to add mixed numbers
2 1 3÷ 3 1
2 +1 =3 =3
6 6 6÷ 3 2
1 1
We cannot simplify 3 therefore our final answer is 3
2 2
Remember just copy the whole number.

Let’s try another example,

7 5 2 ÷2 1
5 −1 =4 =4
12 12 12 ÷ 2 6
Simplify the fraction and then copy the whole number and our final
1
answer is 3
2

E. Application
English Integration: Use adjectives (degrees of comparison, order) in sentences
 What do you observe in the picture?
Students: Pizza, ma’am.
 A 1 whole pizza and a 4/8 pizza.

 Can you use adjectives in a sentence to compare these two pizza?

Students: the 1 whole pizza is bigger than the 4/8 sliced pizza
 How many slices of pizza all in all?
Students: 1 and 4/8, ma'am.
(KBI Integration)
 Who’s anyone here tried eating pizza?
Students: yes, ma’am.
 How does it taste?
Students: yummy, ma’am
 Do you share it with anyone around you?
Students: yes, ma’am
 Very good! It’s really important to share what we have

F. Generalization
What are the steps in adding and subtracting similar fractions?
 1.
2.
3.

V. EVALUATION

Directions: Add and Subtract the following similar fractions. Reduce the sum to the
lowest term whenever possible.

4 3
1. + =?
10 10

13 5
2. − =?
12 12

9 1
3. + =?
10 10

17 7
4. − =?
24 24

7 8
5. 5 +6 =?
18 18

VI. REMARKS
VII. REFLECTION

Prepared by:
Maria Pinky I. Escobido
Pre-Service Teacher

Checked and Approved by:

Irene Barbosa
Master Teacher