Lesson Plan In Mathematics IV

I. Objective: Visualize addition and subtraction of similar fractions

Prerequisite Concepts and skills:
● Changing fractions to lowest terms
● Identifying/Naming Fractions
II. Subject Matter: Visualizing addition and subtraction of similar fractions
M4NS-IIF-82.1
Materials: Fraction written on flash cards, chart

Reference: K to 12 Grade 4 Curriculum, TG pages 142 - 146 and LM Math Grade 4 pages 111-114

III. Learning Procedures:

A. Preliminary Activities
1. Drill
Conduct a drill on naming fractions for the shaded regions in a form of a game.
Name the shaded parts.

2. Review
Have a review on changing fractions to lowest terms.
Write each fraction in lowest term.
2 3 4 10 8
1. 2. 3. 4. 5.
6 15 18 15 18
3. Motivation
Talk about garbage disposal and the practice of segregating biodegradable and non-biodegradable
materials.
Ask: What do you usually do with the empty plastic bottles at home?
What other things can be recycled? Emphasize the importance 3 R’s

B. Developmental Activities
1. Presentation
Have them the problem.

Explore and Discover!

1
The Supreme Pupil Government (SPG) of School was able to collect 2 kg of plastic bottles and 4 kg of
4
disposable spoons and forks for their project Pera Mula sa Basura. How many kilograms of items did the pupils
collect in all? How many more kilograms of plastic bottles than disposable spoons and forks were collected?

* What recyclable items did they collect? In collecting the recyclable materials we need cooperation? Yes or No?
* What does the problem ask for?
* How will you solve the problem?
2 + 1 2
Find 4 parts is shaded
4 4
1
4
 parts is shaded
3
= 4
parts is shaded
2 1 3
So, 4
+ 4
= 4
2 1
Notice that 4 and 4 are similar fractions.
When adding similar fractions, add the numerators and write the sum over the common denominator.
3
Answer: The SPG was able to collect 4
kg of items.

1 2
To find the answer to the second question, subtract from
4 4
2 1 1
－ =
4 4 4
1
Answer: There was 4
kilogram more of plastic bottles collected than disposable spoons and forks.

2. Sit Work/Board Work for Practice. Express your answer in lowest term if possible.
6 2 8 4 6 3
1. + = 2. + = 3. + =
4 4 10 10 5 5

12 5 13 8
4. － = 5. － =
9 9 10 10

3. Performing the Activities

Group the pupils into five working teams or based on their classroom assignments.
Find the sum or difference. Shade using crayons to show the answer.

1. + = 4.

2. 5.

3.
 4. Processing the Activities
Ask the groups to present and discuss their answers on the board.
How did you solve for the answers?

5. Reinforcing the concept and skills

Discuss the other examples on adding and subtracting similar fractions.

1. 4 2 2. 6 5
+ = － =
8 8 12 12
6. Summarizing the Lesson
Lead the class to give the following generalization by asking: ``How do we add/ subtract similar fractions?``
To add similar fractions, add the numerators, then write the sum as a fractions using the common
denominator. Reduce the answer to lowest term, if possible.
To subtract similar fractions, subtract the numerators, then write the difference as a fractions using the
common denominator. Reduce the answer to lowest term, if possible.

IV. Assessment/Evaluation
Find the sum or difference. Express your answers in lowest terms if needed.
Write the answer on your answer sheets.
2 4 3 5 3 5 12 4 8 3
1. + = 2. + = 3. + = 4. - = 5. - =
6 6 9 9 12 12 8 8 15 15

V. Assignment/Home Activity

Solve each problem. Simplify the answer, if possible.

1. Every Saturday, Alma spends of an hour sweeping the yard and of an hour cleaning the
house. What part of an hour does she spend in doing the household chores?
2. Rodel is a Grade 4 pupil. He lives km from school. Bert, his classmate, lives km from
school. Who lives farther from school? How much farther?

Prepared by:

MELVIN J. LOZADA
Teacher - I
Activity 1
 Activ
ity 2
Activity 3
Activity 4