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# Aklan State University

Banga, Aklan

## Detailed Lesson Plan in Mathematics

I. Objective
At the end of the lesson, the students will be able to;
1. Add similar and dissimilar fraction.
2. Apply the concept of adding fraction in real life situation.
3. Recognize the importance of adding fractions by participation in the class discussion.

## II. Subject Matter

Topic: Addition of similar and Dissimilar Fraction
Reference: Hutchison, D., Bergman, B. and Hoelzle, L. (2004). Elementary and
Intermediate Algebra. New York: The Mc Graw – Hill Companies, Inc.
Materials: Laptop, projector, board, chalk, video clip
Strategy: Deductive
NCBTS: Curriculum
Value Focus: cooperation, patience and attentiveness

## III. Learning Activities

Teacher’s Activities Student’s Activities

A. Preparatory Activities
1. Prayer
2. Greetings
3. Checking of attendance
4. Checking of assignment

## B. Review of Previous Lesson

What was our previous lesson all about? Last meeting we discussed about simplifying
fractions.

Very good!

What is the first step in simplifying fraction? Find the GCF of the numerator and
denominator.

Right!

How about the next step? Divide the GCF to the numerator and
denominator.

Exactly!

## I have here a problem. Who can go to the

board and solve it?

1. GCF = 6
12 12 6 2
÷ =
54 54 6 9
2. GCF = 3
21 21 3 7
÷ =
33 33 3 11

Excellent!

C. Motivation

## Before we proceed to our new lesson this

morning, let us have first an activity.

## This activity is quite similar to 4 pics 1 word.

1. The class will be divided into 2 groups.
2. Set of pictures will be flashed on the
slide with space provided for your
3. You need to guess the exact word that
describes the picture. Maximum of 30
seconds will be given to guess the word.

## Okay. Let’s start.

Operations

Fractions

How was the activity class? The activity was fun ma’am.

Alright!

What values did you gain in doing the activity? We are able to cooperate and work as a group
ma’am.

Very good!

## The activity we had a while ago has something

to do with our new lesson.

D. Presentation

## Today we are going to discuss addition of

similar and dissimilar fractions.

followed.

Suppose we have,
4 2
+
8 8

denominator. + =
8 8 8

Right!

+ = ÷ =
8 8 8 2 4

Precisely!

## Let’s try another example.

5 7 5 7 12 12
+ + = ÷ =1
12 12 12 12 12 12

Excellent!

fraction.

## Addition of dissimilar fraction has also steps to

follow. Consider this example.
3 4
+
2 5

## First, find the LCD. Then divide it to the 3 4 15 8

+ = +
denominator and multiply it to the numerator. 2 5 10 10

Very good!

fraction. 15 8 23 3
+ = 𝑜𝑟 2
10 10 10 10
Excellent!

3 2 3 2 6+2 8
+ + = = =1
4 8 4 8 8 8

Precisely!

Any question?

E. Application

## Let us apply the concept you have learned in

Please read the problem. A missile – launch was halted two times. The
first delay lasted for 6/4 of an hour while the
second one lasted for 3/5 of an hour. How long
was the missile – launch delayed?

## What is asked in problem? The number of hours the missile – launch

delayed.
Right!

What are the given? 6/4 of an hour for the first delayed and 3/5 of
an hour the second delayed.

Precisely!

What are we going to do? We will add 6/4 and 3/5 to get the total
number of hours the missile – launch delayed.

Exactly!

+ = = =2
4 5 20 20 10

## The number of hours the missile – launch was

1
delayed is 2 10 hours.

Excellent!

Any question?

## I have here a video clip showing the application

of adding fraction in solving the distance.

## Any classification class? None ma’am.

F. Generalization

To sum up our lesson for today, what is the first Add the numerator and just copy the
step in adding similar fraction? denominator ma’am.

Very good!

## What is the next step? Simplify the answer if possible ma’am.

Right!
How about in adding dissimilar fraction, what is Find the LCD. Then divide it to the denominator
the first step? and multiply it to the numerator ma’am.

Precisely!
What is the second step? ma’am.

Exactly!
None ma’am.
Any classification about our topic this morning?

IV. Evaluation

## Teacher’s Activities Student’s activities

Direction: In a ½ piece of paper, answer the
following.

1. 8 4 12 2
8 4 + = 𝑜𝑟 2
+ 5 5 5 5
5 5

2. 6 1 6+3 9
6 1 + = = =1
+ 9 3 9 9
9 3

## II. Problem solving 7 3 14 + 3 17 1

3. John walked 7/2 of a mile yesterday + = = =4
2 4 4 4 4
and 3/4 of a mile today. How many
miles has John walked? 4 ¼ miles has John walked.

V. Assignment

## Teacher’s Activities Student’s Activities

Direction: In a 1 whole piece of paper, answer
the following.

I. 1.

9 2 9 2 11
+ + =
12 12 12 12 12

2.
7 3 7 3 10 1
+ + = =
20 20 20 20 20 2

3.
4 6 4 6 8 + 6 14 7
+ + = = =
5 10 5 10 10 10 5
4.
9 8 9 8 27 + 8 35
+ + = =
4 12 4 12 12 12

## II. Problem Solving

Aira is preparing a final examination. She 5 6 5 20 + 18 + 10 48
+ + = = =4
study 5/3 hours on Friday, 6/4 hours on 3 4 6 12 12
Saturday and 5/6 hours on Sunday. How
many hours she studied over the Aira studied 4 hours over the weekend.
weekend?

Prepared by:

## BSEd 3-Math (Group 3)

Nina Hazel Ann Barrera
Rose De Juan
Aira Jane Irarum
Kate Nagal
Kimberly Joy Panaga
Abigail Tibulan