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QRT1 WEEK 6 TG Lesson 18

This document provides the lesson plan and procedures for a lesson that teaches students to create word problems involving the addition and subtraction of fractions. The lesson introduces sample problems, has students work in groups to create their own problems, and presents strategies for developing word problems that require adding, subtracting, or adding and subtracting fractions. The lesson concludes by having students apply their new skills to create one-step word problems using provided data.

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Jerrich Estaco
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108 views

QRT1 WEEK 6 TG Lesson 18

This document provides the lesson plan and procedures for a lesson that teaches students to create word problems involving the addition and subtraction of fractions. The lesson introduces sample problems, has students work in groups to create their own problems, and presents strategies for developing word problems that require adding, subtracting, or adding and subtracting fractions. The lesson concludes by having students apply their new skills to create one-step word problems using provided data.

Uploaded by

Jerrich Estaco
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Lesson 18: Creating problems (with reasonable answers) involving addition and/or

subtraction fractions Using appropriate problem solving strategies.

WEEK 6
Objective: Creates problems (with reasonable answers)) involving addition and/ or subtraction
of fractions using appropriate problem solving strategies.
Value Focus : Industry
Prerequisite Concepts and Skills:
 Adding or subtracting fractions
 Reducing fractions to lowest terms
Materials: Flash cards, activity cards, place value chart
References: K TO 12 Grade 5 Curriculum Guide M5NS-If-88.2
Lesson Guide Math5 p.177-179

Instructional Procedure:
A. Preliminary Activities
1. Drill
Have a drill on solving word problems involving addition and subtraction of fractions.
Give problems for the learners to solve. An example is given below.

Problem: After the harvest, Aling Sabel planted 3/5 of her garden with peanuts and
1/8 with cassava. How much bigger is the part planted with peanuts than the part
planted with cassava?

2. Review
Recall problem-solving steps and strategies. Ask the learners to tell what they
understand about the following essential guide questions to problem solving.
What is asked in the problem?
What are given?
How will you solve the problem?
What operation will be used?
What is the number sentence?
Is the solution or process correct?

3. Motivation
Talk about the growing of flowers in the garden.
Ask: Who among you have planted different kinds of flowers in the garden?

Values Integration: Elicit from the pupils that it is wiser to make your own flowers
Rather than buy expensive one. Can you give other ways of spending ones money
wisely?

B. Developmental Activities
1. Presentation
Present the problem to the class.
Liza bought 2/8 m of white ribbon and 2/4 m of yellow ribbon to make flowers.
After making 5 flowers, she found out she had 3/6 m of ribbons left. How many
meters of ribbon did she use for the flowers?
Based on the problem presented, how will you create problems involving
addition, subtraction or addition and subtraction of fractions?

2. Performing the Activities


Group the pupils into three, let the group work collaboratively on station 1 for
group 1, and station 2 for group 2 and station 3 for group 3.
Let them present their output one at a time, when done.

Station 1- Addition of Fractions


Directions: Based on the problem presented, create a problem involving addition
of fractions.
Station 2- Subtraction of Fractions
Directions: Based on the problem presented, create a problem involving
subtraction of fractions.
Station 3- Addition and Subtraction of Fractions
Direction: Based on the problem presented create a problem involving addition
and subtraction of fractions.

Sample Problems:
Station 1:
Liza bought ribbons to make flowers. She bought 2/8 m of white ribbon and 2/4m
of yellow ribbon. How many meters of ribbon did she buy to make flowers?

Station 2:
Liza bought ribbons to make flowers. She bought 2/8 m of white ribbon and 2/4 m
of yellow ribbon, which ribbon is longer? By how much more meter?

Station 3:
Liza bought 2/8 m of white ribbon and 2/4 m of yellow ribbon to make flowers.
After making 5 flowers, she found out she had 3/6 m of ribbons left. How many meters of
ribbon did she use for the flowers?

3. Processing the Activities


After all groups have presented, ask, how did you find the activity? How did you
create?
How did you create a problem involving addition, subtraction, or addition and
subtraction of fractions?
Expected Answers:
 We familiarized ourselves with the concept of addition and subtraction of fraction
 We thought of the problem we want to create.
 We read sample problems and studied their solutions.

4. Reinforcing the Concept and Skill


Discuss the presentation under Explore and Discover on page ___________
LM Math 5 Grade 5
Ask the pupils to work on item under Get Moving, page _______of LM Math
Grade 5. Check the pupil’s answers. For mastery, have them answer the item under
Keep Moving on page ______ of LM math Grade 5.

5. Summarizing the lesson


Lead the pupils to give the following generalization by asking:
How do you create problems Involving addition and/ or subtraction of the fractions?
To create word problems involving addition or subtraction of fractions, do the
following
 Familiarize yourself with the concept
 Think of the problem you want to create.
a. Consider the character, cite the situation/setting, data presented, word
problem to be created, and the key question.
b. Ensure that the word problem is clearly stated and practical.
 Read some sample problems and study their solutions.

6. Applying to New and Other Situations


Ask the pupils to answer some exercises given. Involving (a) addition and (b) .

C. Assessment
Using the data below, create a one-step word problem involving (a) addition of
fractions and (b) subtraction of fractions.
Name Vegetable Bought Quantity (in kg)
1. Raymond Squash 1/2
2. Justine Pechay 1/4
3. August Cabbage 3/4

D. Home Activity
Remediation
Create a one- step word problem Involving (a) addition and (b) subtraction of
fractions using the data below.

Enrichment
Create a word problem involving addition and subtraction of fractions using the
data below.
Days Grams of sugar used in making fruit shake
Monday ½ grams
Wednesday 2/5 grams
Saturday 2/4 grams
Sunday 4/5 grams

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