Lesson Plan on Adding Dissimilar Fractions without Regrouping

October 13, 2014 Monday Mathematics VI-D. Silang 7:30-8:30, VI-A. Luna 8:30-9:30, VI-F. Baltazar 10:50-11:50

Adding Dissimilar Fractions without Regrouping I.

Learning Objectives Cognitive: Affective:

Add dissimilar fractions in simple or mixed forms without regrouping Follow direction carefully

II. Learning Content Skill: Reference:

Adding dissimilar fractions without regrouping BEC PELC IV.H.5 https://www.youtube.com/watch?v=YDIsHx2Xfi4

http://www.mathaids.com/cgi/pdf_viewer_3.cgi?script_name=adding_mixed_numbers.pl&difficult=1&probs=10&langu age=0&memo=&answer=1&x=97&y=21 Materials: fraction kit, strips of paper consisting of 2 colors (strips of paper must have the same size as the fraction kit), Show Me Board Value: Follow directions/obedience III. Learning Experiences A. Preparatory Activities 1. Mental Computation Add the following similar fractions mentally.

2. Review 1) Checking of assignment. 2) Use flash cards. Answer on your Show Me Board. (Adding similar fractions.)

Ex.

1)

1 5

+

3 5

=

3)

2)

5 8

+

6 8

=

4) 1 6 + 2 6 =

11 16

+

2

8 16

1

2

5) 3 7 + 2 7 =

= 5

3. Motivation Josie is good at cooking. Every Saturday, she sees to it that she bakes some cake. Josie would like to bake some plain cake and pineapple sponge cake. She uses only small amount of oil. For the plain cake, she needs 1 cup and 3 cup for the sponge cake. 4

8

B. Developmental Activities 1. Presentation a. Activity 1 – Whole Class Discussion/Problem Opener Materials: strips of papers, tapes, fraction kit Mechanics: 1) The teacher poses a problem. 3

1

Josie needs 4 cup oil for a plain cake and 8 cup for pineapple sponge cake. How many cups of oil are needed? 2) Discussion about the problem. 3) Ask pupils to get 2 strips of paper to represent the given data. Fold 1 strip into 4ths, mark the crease, and write the unit name on each piece. Cut one piece. Fold another strip into 8ths, mark the crease, write the unit name, and cut three parts. 3

1

4) Let pupils compare 4 and 8 as to the number of divisions. Make some observations. 5) Tape the strips end to end without overlapping. 6) Slide it on the fraction kit, until you find a number of the same fractions. 7) Guide the pupils to discover that: 1 4

is equal to

2 8

3 8

is equal to

3 8

hence

1 4

=

2 8

. Thus, 3 + 2 = 5 and the denominator 8, 5

therefore the answer is 8 . 8) Discuss the steps in finding the sum.

b. Activity 2 – Video Clip

Activity 3 – Cooperative Work Materials: worksheet (PPT)

.

Mechanics: 1) Give worksheet to each group. 2) Sample worksheet. Find the sum. a)

1 3

+

1 5

=

b)

3 4

+

1 8

+

2

c) 1 4 + 1

3 5

+

1

e) 3 3 + 1 6

= 1 5

1 2

1

2 5 + 2 15 + 3 6

1

1

j)

1 9 + 2 5 + 3 15

1

1

1

1

1

1

1

g) 2 2 + 3 12 + 4 4 =

1

d) 3 6 + 5 4 =

1

h) 1 8 + 2 3 + 6 6

2. Fixing Skills a. Add. 1)

2 4

2)

7 12

+

3 10

=

3)

1 4

=

4)

+

1 5

+ 1

3 10

+

1 15

=

5)

1

45 +58 =

How do you add dissimilar fractions without regrouping? C. Application: Find the total: 1

4) 2 5 + 1 4 =

=

5) 3 7 + 2 2 =

1) 6 2 + 2 3 = 1 6

2)

+

1 2

1

1

1

1

1

1

3) 2 10 + 3 4 = IV. Evaluation A. Find the sum. 1)

1 5

+

1 9

+

2)

1 2

+

5 8

=

3

1 6

=

1

1

1

1

1

1

1

1

1

5

1

7

1

1

4)

63 +17 +24 =

5)

1 6 + 2 4 + 3 12 =

6)

3 16 + 2 8 + 3 4 =

1

3) 3 8 + 2 4 = V. Assignment Find the total. 1)

1 5

+

2 5

=

1

1

1

1

7)

2 12 + 1 12 + 5 6 =

1

1

1

8)

4 10 + 2 5 + 1 20 =

1

9)

2 6 + 1 7 + 3 14 =

1

10) 3 9 + 2 5 + 2 15 =

2)

16 +13 +29 =

3)

3 4 + 2 4 + 1 12 =

4)

1 10 + 2 5 + 3 2 =

5)

6 5 + 1 2 + 2 10 =

1

1

1

1

1

1

1

1

1

1

1

44 +

3. Generalization

1

2

i)

f) 5 12 + 3 2 =

=

1

=

1 3

+

1 6

1