I.

OBJECTIVES To be able to perform fundamental opera

A. Content Standard The learners demonstrate an und
B. Performance Standard The learners are able to perform the operations on fractions
C. Learning Competencies /Objectives Perform fundamental operations on fraction
II. CONTENT Fundamental Operations on Fraction
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher's Guide pages
2. Learner's Materials pages
3. Textbooks pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES

Ask students how fractions were introduced

and defined in their previous grade levels.
Call some students to the board to give
examples of fractions and draw
A. Reviewing previous lesson or corresponding visual representations. Then
discuss the objectives of reintroducing
presenting the new lesson fractions which include reinforcement of
concepts, sharpening their skills, and
enrichment on the topics through
applications on business and other relevant
fields.

Make the students realize the importance

of fractions through practical examples.
B. Establishing a purpose for the lesson

Start by asking the students to cite

circumstances, based from their own
C. Presenting examples/ instances of the experiences, wherein fractions were used.
The teacher may add more examples,
new lesson preferably those applications in everyday
life and those relevant to certain jobs or
professions.

D. Discussing new concepts and Review the definition of fractions and its
kinds such as proper, improper, mixed,
practicing new skills #1 similar and dissimilar fractions

E. Discussing new concepts and practicing

new skills #2

Write a fraction on the board and

ask the students what kind it is
F. Developing mastery (Leads to
Formative Assessment 3)
Ask the students to give a specific example
G. Finding practical application of of daily activities where fractions are
concepts and skills in daily living
applied
H. Making generalizations and Re-discuss the definition of Fractions and its
abstractions about the lesson kinds
Ask the students to define fraction,
enumerate its kinds and give example of
I. Evaluating learning each thru recitation.

J. Additional activities for application or

remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the
formative assessment
B. No. of learners require additional
activities for remediation
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter which
my principal or supervisor can help me
solve?
G. What innovation or localized materials
did I use/discover which I wish to share
with other teachers?

Submitted by:

ERICA DG. ANGELES

Teacher II
 To be able to perform fundamental operations on fractions and decimals
The learners demonstrate an understanding of fractions.
The learners are able to perform the operations on fractions: addition, subtraction, multiplication and division.
Perform fundamental operations on fractions and decimals ABM_BM11FO-Ia-1
Fundamental Operations on Fractions Decimals and Percentage

Review of the basic concepts on fractions

that has been discussed yesterday and
recall the definitions of prime numbers,
composite numbers, relativley prime
numbers,greates Common Factor, Least
Common Denominator
Introduce the solution on
Addition/Subtraction of fractions

Make the students realize the importance

of identifying prime, composite and
relatively prime numbers,LCD and GFC in
solving problems involving fractions. Emphasize the importance of addition and
subtraction of fraction problem that may
encounter in business operations

Cite a fraction problem that they may

encounter in business scenario
State the formal definition of a fraction as a
ratio of integers;(a) Give specific fractions with
corresponding visual representations showing
proper fraction as a portion of a whole
Emphasize fraction as a single number by
positioning several examples of fractions Discuss the solution on Adding and
(proper/, improper fractions, mixed Subtracting problems involving fractions
numbers on the real line.
Discuss simplification of fractions or
reducing a fraction to its lowest term

Ask the students to formulate a fraction problem

Write an example of fraction on the board that they may encounter as they put up their
and ask the students to simplify it business and allow other learners to solve, then
the facilitated learnings tooks place

Ask the students to give a specific example

of daily activities where fractions are
applied
 Re-discuss the solution in adding and
Re emphasize and re-discuss simplification subtracting problems involving fraction
of fractions thru finding LCD and GCF
Give more examples of fraction on the
board and ask the students to explain the quiz bee in adding and subtracting fraction
procedure on simplification

Ask the students to solve the sample

fraction on the board for simplification
taken 5 minutes of today's time for tutorial taken 5 minutes of today's time for tutorial
of slow learners of slow learners

Checked by:

BIENVENIDO L. GUEVARRA, JR.

Principal I
imals

tiplication and division.

FO-Ia-1

Review the solution for adding and

subtracting fractions then Introduce the
solution for Multiplication / Division of
Fractions

Emphasize the importance of multiplication

and division of fraction problem that may
encounter in business operations

Cite a fraction problem that they may

encounter in business scenario

Discuss the solution on multiplying and

dividing problems involving fractions

Ask the students to formulate a fraction problem

that they may encounter as they put up their
business and allow other learners to solve, then
the facilitated learnings tooks place
 Re-discuss the solution in multiplying and
dividing problems involving fraction

ask the students to solve problems on the

board involving fractions

short quiz on
addition/subtraction/multiplication/division
of fractions
taken 10 minutes of today's time for tutorial
of slow learners