Lesson Plan in Mathematics 2

I. Objectives: At the end of the lesson the pupils can:

a. visualize adding and subtracting like fraction;

b. tell the importance of sharing;

c. add and subtract like fraction.

II. Subject Matter: Adding and Subtracting Like Fraction

References: Our World of Math 2 p. 296-305

Materials: Visual Aids and Pictures

III. Procedure: Developmental Math

Teacher’s Activity Pupil’s Activity

A. Preparation
1. Drill

Good morning class! Good morning teacher.

What is your topic with teacher Edol Yesterday we studied about comparing and
yesterday? ordering fractions, teacher.

Thank you! In relation with your topic

yesterday, let us have first an activity.

Direction: Tell which of the fraction is greater

than.

1. 1/6 , 3/6

2. 3/8 , 2/8

3. 6/12 , 8/12

4. 1/3 , 2/3

5. 5/6 , 2/6

Teacher’s Activity Pupil’s Activity

B. New Lesson
1. Motivation

(The teacher shows the visual and asks the

pupils.)

The cake was cut into 6 slices. Ron ate 2/6

while Meg ate 1/6 of it.
How much cake was eaten?
How much cake was left?

In this problem class, 2/6 and 1/6 are like (Pupils listen)
fractions because they have the same
denominator.

Do you know what operation should we use to No, teacher.

answer these questions?

2. Statement of the Aim

This morning we will be studying about adding
and subtracting like fractions. Please listen (Pupils listen)
carefully so that at the end of the lesson you
can visualize adding and subtraction like
fractions, tell the importance of sharing and
add or subtract like fractions.

3. Developmental
3.1 Teacher’s Activity
(The teacher gives examples and let the pupils
listen.)

In adding like fractions, there are only two

steps to remember:
For example:

1. Add 2/7 and 1/7

Step 1 To add fractions with the same

denominator, add only their numerator.

So: the numerators are 2 and 1. Then all we

Teacher’s Activity Pupil’s Activity
need to do is to add 2 and 1.

2+1=3

Step 2
Then copy the common
denominator. The common denominator is 7.

Therefore,
2/7 + 1/7 = 3/7

2. Add 2/9 and 4/9

Step 1 To add fractions with the same

denominator, add only their numerator.

So: the numerators are 2 and 4. Then all we

need to do is to add 2 and 4.

2+4=6

Step 2
Then copy the common
denominator. The common denominator is 9.

Therefore,
2/9 + 4/79 = 6/9

In subtracting like fraction, there are only two

steps to remember also.
For examples:

1. Subtract 5/9 and 1/9

Step 1 To subtract fractions with the

same denominator, subtract only their

numerator.

So: the numerators are 5 and 1. Then all we

need to do is to subtract 5 and 1.

5–1=4

Step 2
Then copy the common
denominator. The common denominator is 9.

Therefore,
5/9 – 1/9 = 4/9

2. Subtract 4/5 and 2/5

Step 1
To subtract fractions with the

same denominator, subtract only their

numerator.

So: the numerators are 4 and 2. Then all we

need to do is to subtract 4 and 2.

4–2=2

Step 2
Then copy the common
denominator. The common denominator is 5.
Therefore,
4/5 – 2/5 = 2/5

3.2 Teacher-pupils’ Activity

1. Add 2/4 and 1/4

What should we do first? Add the numerators teacher.

Correct! What are the numerators? The numerators are 2 and 1 teacher.

So what is 2 + 1? 3, teacher.

That’s right! What should we do after adding Copy the common denominator, teacher.
the numerators?

What is the common denominator? 4, teacher.

Very good! Therefore, what is 2/4 + 1/4? 3/4, teacher.

Excellent!

2. Subtract 3/5 and 1/5

What should we do first? Subtract the numerators teacher.

Correct! What are the numerators? The numerators are 3 and 1 teacher.

So what is 3 - 1? 2, teacher.

That’s right! What should we do after adding Copy the common denominator, teacher.
the numerators?

What is the common denominator? 5, teacher.

Very good! Therefore, what is 3/5 – 1/5? 2/5, teacher.

Excellent!

3.3 Pupils Activity

(The teacher shows flashcards and let the
pupils answer.)

1. 2/8 + 3/8
2. 4/5 – 1/5
3. 5/8 + 1/8
4. 3/9 + 4/9
5. 7/9 - 2/9

4. Application
Rubrics:
 Criteria 10-8 7-5 4-0

Group 3
Group 2
Group 1

3. 3/8 + /8
ORGANIZATION The whole work was There has an There has no

5. 1/2 + 1/2
2. 3/6 + 2/6
1. 1/4 + 2/4

4. 3/6 – 2/6
3. 7/8 – 5/8
2. 5/6 – 2/6
1. 3/5 – 2/5

5. 7/10 – 4/10
logically done, the idea with a basic idea and without

4. 3/12 + 6 /12
introduction was good introduction and introduction and
and the conclusion has conclusion. conclusion.
evidence.

subtracting like fractions.

Direction: Add the following.
PRESENTATION Very clean and well Clean yet not There work was

Direction: Subtract the following

presented. well presented. not clean and
not well
presented.

Direction: Enumerate the steps in adding or

(Pupils do as told.)
(Pupils do as told.)
(Pupils do as told.)
 Teacher’s Activity Pupil’s Activity
Value Infusion

Did you share your idea in answering the Yes, teacher!

activity class?

Is sharing important? Yes, teacher!

Why is sharing important? Sharing is very important because if we share

what we know we can answer the problem
easier and faster, teacher.

Very good! In your house, what do you share We share the foods that we have teacher. We
to your family? also share the works household works,
teacher.

Very

IV Evaluation
Direction: Add or Subtract the following

1. 1/5 + 2/5 = 1. 3/5

2. 3/6 – 1/6 = 2. 2/6

3. 3/4 + 1/4 = 3. 4/4

4. 2/8 + 3/8 = 4. 5/8

5. 5/6 – 1/6 = 5. 4/6

V. Assignment
Direction: Write the missing number to
complete the number sentence.

1. 3/4 + ____ = 4/4 1. 1/4

2. ____ - 2/7 = 4/7 2. 6/7

3. ____ + 3/6 = 5/6 3. 2/6

4. 3/4 - ____ = 1/4 4. 2/4

5. 6/6 - ____ = 2/6 5.4/6