Detailed Lesson Plan in Teaching Math in the Primary Grades

By: Group 2
I. Learning objectives
At the end of the lesson, learners will be able to;
a. Solve world problems involving addition and subtraction of dissimilar
fractions and mixed numbers.
b. Comprehend the concept of multiplication involving whole numbers,
fractions and mixed numbers.
c. Demonstrate proficiency in dividing fractions by whole numbers and other
fractions.

II. Subject Matter

a. Topic: Addition and Subtraction of Dissimilar Fractions and Mixed
Numbers
b. References: Lp 1 EED6
c. Materials: Laptop, marker, cellphone

III. Learning Procedure

Teachers Activity Pupils Activity

I. Preliminaries Activity
a. Prayer
Before we start can somebody lead the (The students will start to pray)
prayer?
b. Greetings
Good Morning Pupils! Good morning teachers!
Before anything else we would like to
introduce ourselves so that you can
easily recognize us and also if you have
questions later on, alright?
Yes teacher
(the teachers starts to introduce their
selves)
c. Attendance
Is there any absent today class?
d. Energizer
(everybody participated) None ma’am
II. Lesson Proper
a. Group activity
The class will be divided into two
group. Each Group will have a 1
representative to pass the message that
will be given by the teacher. The
message will now be passed round the
circle by whispering to the next person
and the next, until it reaches the last
person. The last person will say a loud
in front the message he/she received.
The first group that successfully relay
the message will be the winner.

Are you ready class? Yes teacher!

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 (the pupils are participating)
b. Analysis
Wow! Group 1 got it first let’s give them (Group B are clapping)
a round of applause…
c. Abstraction
Teacher Jen: Our topic for today is all
about Addition and subtraction of
dissimilar fractions and mixed numbers.

Now, let us start. Here’s our first

problem:
4 6
+ =?
5 7
As you can see this fractions are
dissimilar fractions and dissimilar
fractions have different denominators.

Do you have any idea how to solve this

problem? Okay…

Here’s how we do it. First, we need to

get the LCD. To get the LCD we need to
get the least common multiples of the
denominators 5 and 7.

Now we will list down first the

multiples of 5 which are
5,10,15,20,25,30,35 …while the multiples
of 7 are 7, 14, 21, 28, 35… we can see that
their least common multiple is 35 hence
our LCD will be 35.

After that we will now rewrite the

fractions so they have the same common
denominator and then for us to get the
numerators we need now to divide
denominator 35 to denominator 5 and
the answer is 7 then we now multiply 7
to numerator 4, so 4x7= 28 that’s why
our numerator is 28. Next is multiply
denominator 35 to 7 and the answer is 5
then we will now multiply numerator 6
to 5 so, 6x5=30 that’s why our
numerator is 30.
4 6 28 30
+ = + =?
5 7 35 35

Now that both fractions have the same

denominator we can now add the
numerators.

No ma’am.
Because it is an improper fraction

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 4 6 28 30 58
+ = + =
5 7 35 35 35
Do you think this is our final answer
class?

Very good!
If our answer is an improper fraction we
need to simplify it by converting it to
mixed number by dividing the
numerator by the denominator.
Answer:
4 6 28 30 58 23
+ = + = or 1
5 7 35 35 35 35

Now let’s try another example but with

whole number which is a mixed
number.
Example:
1 1
1 + 2 =?
3 2

Their process is just the same as what Teacher their LCM is 6

we did earlier but with additional steps.

Let’s first get the LCM of 3 which are

3,6,9,12… next is the LCM of 2 which are
2,4,6,8…

What do you think is their LCM?

Yes Bernate?
Alright very good!
Teacher we will now divide
Now we see that their LCM is 6 we will denominator 6 to denominator 3 and 2
now rewrite both fractions since they for us to get the numerators.
have common denominator. But don’t
forget to copy first the whole numbers.

1 1 ? ?
1 + 2 =1 + 2 =¿
3 2 6 6
Teacher the answer will be 2!
What do you think is the next step?
Alright!
We will divide denominator 6 to
denominator 3 and our answer is 2 since
our answer is 2 we will now multiply it
to numerator 1. What will be the
answer? 3!

Okay!

Let’s copy 2 as the numerator. Next, we

will divide denominator 6 to 2 and our
answer is 3, multiply to 1 our answer
will be?

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 1 1 2 3
1 + 2 =1 +2 =¿?
3 2 6 6

Next is to add both whole numbers. By

adding 1 to 2 we get an answer of 3. So
we can now add both numerators,
numerator 2 added to 3 is equal to 5, we
will just copy the common denominator
5 Yes ma’am!
and our answer is 3 and it is the final
6
answer.

Answer:
1 1 2 3
1 + 2 =1 +2 =¿3
3 2 6 6

Do you get it now class?

Very good! Pupils: To subtract similar fraction,
simply subtract the numerator and then
And now our lesson will proceed to copy the denominator. For example
subtraction but the flow is just same as 10/15 – 3/15 = 7/15
what we did to addition.

TOPIC: Subtraction of Similar Fraction

Teacher Jilean: Alright, everyone please

read.

Why is it that 10/15 – 3/15 is equal to

7/15?

Because, it says that we should just

subtract the numerator which is the
upper part of the fraction bar.

Here, our numerators are 10 and 3. So,

10 minus 3 is equal to 7 and then copy
the common denominator which is 15.
That’s why the final answer is 7/15.
(Jeroshua raised her right hand)
Another example: 10/12 – 5/12

Again just subtract the numerator and Jeroshua: Teacher, the numbers are 10
just copy the common denominator. and 5.

So, what numbers are the numerators Students: 5!

here?

Okay, Jeroshua please stand up.

Very good!

Alright! 10 – 5 is equal to?

(Marlon raised his right hand)

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 That’s right!
(Marlon answered)
And copy the common denominator Marlon: 10/14 – 3/14 is equal to 7/14.
which is 12. So, the final answer is 5/12.

Another example: 10/14 – 3/14 =

Who wants to answer?

Okay Marlon, please come in front.

Excellent!
Pupils: Greatest Common Factor
However, this is not the final answer.
Why? Teacher why?

Because, 7/14 can be reduce into lowest

term. So we need to simplify it into
lowest term by finding the GCF or the
Greatest Common Factor. Pupils: Teacher, 1!

Again what is GCF class?

To find the GCF of 7 and 14, let’s do the

listing method. So, what do you think
are the numbers that can be multiplied
and the answer is 7?

We have 1 because 1 times 7 is 7.

Another, we have 7 times 1 is equal to 7.
So, 7 has the factors of 1 and 7.

How about 14? What are the numbers

that can be multiplied to get the answer
which is 14?

Alright! We have 1, another is 2 because

2 x 7 is equal to 14. We have 7 x 1 is Pupils: Teacher, 7!
equal to 1. We have 14 x 1 is equal to 14.

Now, let’s find their common factors.

We have 1 and 7. These two are the
common factors of 7 and 14. But we
have to get the greatest common factor.

What is the greatest number here?

Very good!

After finding the GCF, we are going to Pupils: Yes Teacher! No Teacher!
divide both numerator and denominator
to the answer which is 7/14.

Now, 7 divided by 7 is equal to 1. 14

divided by 7 is equal to 2. So, ½ is the

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 final answer. (Marie raised her right hand)

Did you understand class? Marie: 12/21 minus 3/21 is equal to

9/21.
Another example: 12/21 – 3/21 =

Who wants to answer?

Yes Marie, please come in front.

Alright! Very good!

However, this is not the final answer
since it is still reducible into lowest Students: 1! 3! 9!
term. So we need to simplify it into
lowest term by finding the GCF. To find
GCF of 9 and 21, we are going to use the
listing method.

What do you think are the numbers that

can be multiplied to get the answer of 9? Students: Teacher, 1! 3! 7! 21!

Alright! We have 1 x 9 = 9
We also have 3 x 3 = 9
And 9 x 1= 9

How about 21?

Very good!

We have 1 x 21 = 21
We also have 3 x 7 = 21
We have 7 x 3 = 21 Students: Teacher, 3!
And 21 x 1 = 21

Now, since we are just finding the

Greatest Common Factor, let us first
find their common factors.

We have 1 and 3. What do you think is

the greatest common factor here?

Very good children! Let’s give it a clap!

Now, after finding the GCF, we are Students: Yes teacher!

going to divide to the answer both
numerator and denominator which are 9 (Silence)
and 21.
So, 9 divided by 3 is equal to 9. And 21
divided by 3 is equal to 3. The final
answer is 3/7.

Did you understand class?

Any clarifications? Students: 1. To subtract dissimilar

fractions, change it into similar

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 Alright since you don’t have fractions by finding the LCD or least
clarification, let’s move to Subtraction of common denominator.
Dissimilar Fraction. 2. Subtract the numerators and copy
the denominator.

Everybody please read.

Alright! The first thing to do is to

change dissimilar fractions into similar
fractions by finding the LCD or the least
common denominator. After that, we
can already subtract the numerators and Pupils: Yes Teacher!
just copy their common denominator.

For example: 5/9 – 2/2 =

As you can see, they are dissimilar

fraction because the denominator here
are different.
Do you agree?

Of course!

So first thing to do is to change it into

similar fraction.
Pupils: Teacher, 6! 12! 18! 24! 30 ! 36!
Teacher how?

Of course by finding the LCD or least

common denominator.
To get the LCD of 6 and 9, we are going
to use again the listing method.
Pupils: 9! 18!
What do you think are the multiples of
6?

Excellent class!

We have 6, 9, 12, 18, 24, 30, 36,…

How about 9? What do you think are

the multiples of 9?

Very good class! Pupils: 18, Teacher!

We have 9, 18, 27, 36, 45,..

Now, let’s look for their common

multiples.

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 First we have 18, another is 36.
What do you think is the least common
denominator here?

You’re right! Let’s give it a clap!

Our LCD is 18, and we can now change

them into Similar Fraction.

Now, we just have to copy the common

denominator which is 18 and divide it to
the first denominator which is 9 the
answer is 2 and then multiply it to the
first numerator, the answer is 10.
Same process with the second fraction.
18 divided by 6 which is the second
denominator, the answer is 3 and
multiply it to the second numerator Pupils: Yes, Teacher!
which is 2, the answer is 6.
Moving on, let’s subtract both
numerators and that would be 10 minus
6 is equal to 4 and just copy the common
denominator which is 18. So, the answer
is 4/18.

May I ask, can we reduce this?

Yes, you’re right!

It is still reducible into lowest term so Pupilss: 1! 2! 4!
we need to simplify it into lowest term
by finding the GCF or Greatest
Common Factor.
To find the GCF of 4 and 18, we are
going to use again the listing method.
Pupilss: 2!
What do you think are the numbers that
can be multiplied to get the result of 4?

Alright! We have 1 x 4 =4
We also have 2 x 2 = 4
And 4 x 1 = 4

How about 18?

We have 1 x 18
2x9
3x6
6x3
9x2
18 x 1

Now let’s look for their common factors.

It has 1 and 2. Since we are just looking
for the GCF, what do you think is the
GCF here?

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 Very good! Let’s give it a clap! Pupils: Yes, Teacher!

After getting the GCF which is 2, we can

now divide both numerator and
denominator by 2.
So, 4 divided by 2 is equal to 2, 18
divided by 2 is equal to 9. The final
answer is 2/9.
Do you understand? (Pupils will now read the first bullet )

Teacher Trisha:
And now, we are going to discuss
Multiplication of Whole Numbers,
Fractions, and Mixed Numbers
Can you all please read the 1st bullet Yes teacher/No teacher

Okay, very well. I will give you an

example for that, 2 x 2/6 =
In multiplying whole numbers to a
fraction, we simply multiply the
numerator to the whole number. Is it
possible to simply multiply whole
number to a fraction? Yes ma’am!

Yes ,we can directly multiply whole

number to a fraction ,because whole
number has a denominator of 1 so
there's no need to write 1 because if you
multiply 1 to any number the product
of 1 is that number
Do you understand class?
(Niko raised his hand )
So 2 x 2 is equal to 4 and copy the 2 , ma'am
denominator. So the answer is 4/6. It
says that we need to reduce the answer (Do the amazing clap.)
to the lowest terms or convert it to
mixed fractions, what is the common
factors of 4 and 6?
Anyone in the class?
Yes, Niko?

Okay, very good .Let’s give Niko an

amazing clap.
Yes ma’am!

Since we have 2 as same factors of 4 and

6 we can now divide it to have our final
answer .Now, 4 divided by 2 is 2. 6 ( Jeroshua raised her hand )
divided by 2 is 3. So the final answer is
2/3. Jeroshua solve the problem
Understand class?
Another example 5 x 3/7. Yes ma’am!

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 Who wants to try?
(Do the amazing clap.)
Yes, Jeroshua!

Is it correct? Yes ma’am!

None so far ma’am
Okay very good. Let’s give her an
amazing clap. (Everyone will read )

Do you now understand class?

Any questions? Clarifications?
Okay very good. Let’s proceed to the
second bullet. Please read everyone.

Example : 5 x 2 1/4 =
First we need to change the mixed
numbers to improper fraction. To get
the improper fraction of 2 1/4 we need Yes ma’am
to multiply the whole number and the
denominator and add the numerator, Yes ma’am
now we have 9/4. Get it?
Now multiply the whole number and ( Marie raised her hand )
the numerator 5x9 = 45/4 or convert it ( Marie solved the problem)
to its lower term or mixed number, now Everyone ( Yes ma’am )
the answer is 11 1/4.Understand now (Do the amazing clap.)
class?

Another example: Who wants to try?

2 x 3 3/4 = Yes ma’am
Yes Marie. None ma’am
Is it correct?
Okay very good. Let’s give her an
amazing clap.

Did you understand now class? To multiply a fraction by another

Any questions or clarification? fraction, multiply both the numerators,
Very Good. and denominators. Express the answer
in simplest form, if necessary.

Teacher Jodell:
Now, let’s move on to multiplying the
fractions by another fractions. How to
get it? Kindly read everyone!

Very good! In multiplication,

Multiplying the fractions by another
fractions is easiest way than the addition
and subtraction of dissimilar fractions
because in multiplication all we have to
do is to multiply the numerator to
numerator and denominator to
denominator, on the other hand in
addition and subtraction of dissimilar
fractions we have to get first the least

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 common denominator (LCD).

6 1 6 3
One example is the x = ∨
7 2 14 7

How do we get it?

Of course we will first multiply the Yes, Ma’am.

numerator to numerator which is 6 x 1 is
6 and; the denominator 7 x 2 is 14, since (Shydelle raised her right hand.)
the numerator and denominator is
divisible by 2 we can be able to get the
answer by dividing to it. That’s why we
get the lowest term 3/7.
(Shydelle will solve In the board.)
Do you understand class?

Now, we another example. Who will try Yes, Ma’am.

it on the board?
(Pupils will clap)
Yes, Shydelle. Come here!
(Jeroshua raised her right hand.)
6 2
x
7 5 (Jeroshua will solve in the board.)

Is she correct? ( Pupils will clap)

Very good! Can we give her a very good

clap.

Another example who would like to Yes, Ma’am

volunteer?
None, Ma’am
3 4
x
5 7 To multiply a mixed number, change
the mixed number to an improper
Very good! Can we give her also a very fraction and then multiply. Express the
good clap. answer in lowest terms.

Do you understand class?

Any Clarifications about multiplying

fractions to fractions?

Since you already understand about

multiplying fraction to fraction, we will
now move to multiplying fraction to
mixed number. Kindly read first the
step.

I have here an example of a fraction to

mixed number. 2/7 x 4 2/3 -in order for
us to solve this we cannot just multiply
it but make it both into fraction, yet,
how we can do this? Because we cannot

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 just multiply the whole number to
fraction, in order to solve this is we have
to convert it first to improper fraction.
So how can we able to do it?

Since, 3 is the denominator we will

multiply it to the whole number 4 and
the answer is 12 then we will add 12 to
the numerator 2, 12 + 2 = 14. We can
now convert it into improper fraction.
2 2 4
We can now solve it x 4 is equal to .
7 3 3

2 2 2 14 28 4
x4 = x = =
7 3 7 3 21 3

2 multiplied by 14 is 28, and 7

multiplied by 3 is 21, we can get the
28
answer of and can convert to lowest
21
4
term .
3

The easiest way to get the answer is to

simplify if the fractions is divisible so
that we can be able to answer it easy. In
this case since the denominator of 7 is
divisible to the numerator of 14 we
cancelled first the number of 7 and 14 Yes, Ma’am!
and divided it by 7. 7 divided by 7 is 1 No, ma’am!
and 7 divided by 14 is 2 we can now
2 2 4
able to simplify it. Simplify ; x 4 =
7 3 3

2 14 4
x =
7 3 3

Do you understand class?

1 2
Another example is 4 x 2 , we will
6 3
have to convert it first to improper
fraction so that we can ba able to solve.

6 multiplied by 4 is equal to 24 and add

the numerator 1 so that we can get 25
and copy the denominator 6. The same
with 3 multiplied to 2 and add 1 we get
8 and copy denominator 3.
25 8
x
6 3
We can directly multiply the numerator
to numerator and denominator to
denominator But before multiplying it

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 we can simplify first the common
numbers we can do cancellation with 8
and 6 since it is divisible by 2 or it has
GCF of 2. So, 8 will become 4 and 6 will
25 8 100
become 3. x =
6 3 9

100
In some other cases, is acceptable
9
but this one is an improper fraction
(numerator is greater than the
denominator) so what we are going to
do is to convert it into mixed number, Yes, Ma’am!
and how we are going to do it? We have No, Ma’am!
to do a long division process so that we
can able to justify the answer.
None so far, Ma’am.

Aeron raised his right hand.

Do you understand class?

(Aeron will solve the equation.)

Any clarifications regarding with the
lesson?
Yes, Ma’am!

I have here another example, who

would like to
Volunteer? ( Pupils will do the firework clap)

Yes, Aeron! Yes, Ma’am

4 1
1. 1 x 1
5 2 (Marlon will solve the equation on the
Is it correct? board)

Very good! Can we give him a firework Yes, Ma’am!

clap

Now, for the last one may I call Marlon

to answer this last equation?

1 3
2. 5 x
4 8 Yes, we’re ready teacher

Is it correct?

Very good class! You really understand

well our discussion today.

Teacher Melona:
“Okay, class! Since you already know I think our next discussion is all about

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 how to solve fractions, whole numbers dividing teacher
and mixed number through
multiplication, can we move on to our
next discussion? Are you’ll ready?”
YES TEACHER!
Since we are done with addition,
subtraction, and multiplication what do
you think will be our discussion for (Everyone will participate)
today?

Anyone, Who have an idea?

Yes, teacher!
Yes, Nelyn?

Yes, you got it right, can we give Nelyn

a VERY GOOD CLAP?

(Do the very good clap)

Our topic for today is all about division

of fractions and mixed number, in order
to learn you should listen attentively (The pupils will listen attentively)
because later on teacher will discuss to
you some rules. Is it clear?

To divide a fraction or a mixed number

by another fraction or a mixed number,
multiply the dividend by the reciprocal
of the divisor. In simplest word, we can
use a technique called “KEEP, SWITCH,
and FLIP”.
(Show examples)

In finding the quotient of two fractions

we just need to keep the first fraction to
its original position, and second we just
need to switch the division symbol into
multiplication symbol and the last
fraction we just need to get it’s
reciprocal. So how we can get its
reciprocal? So simply FLIP the number,
1
for example the reciprocal of it will be
2
2
we just FLIP the value of numerator to
1
denominator. Understood class?
If we’re solving mixed number we just
need to put number 1 to its denominator
so we can make our whole number as
fraction and if we already make it as a Yes, teacher!
fraction we can now proceed to our
steps which is the KEEP, SWITCH, and
FLIP. If we already have our answer we

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 also need to look for it, if it is simplified
or not. (Show them how to do it and (Pupils raise their hand)
explain clearly) to simplify our answer (Will show the solution)
we just need to divide the numerator
and denominator by the largest number (Marilyn will explain it)
that can divide into both numbers
exactly. Through simplifying we reduce
or we make fraction as simple as (Pupils will clap)
possible.

Did you get it already, class? Yes, we do teacher!

(show them examples and let them

solve it using the KEEP, SWITCH and (KEEEP, SWITCH and FLIP teacher!)
FLIP) ALL

Who wants to answer?

Okay, Marilyn! Just change the position of numerator
and denominator teacher!
Can you explain to us, how you come
up with that answer, Marilyn? We just need to add number 1 to its
denominator, to make it fraction.
Your answer is correct! Good Job!

I think you already know how to solve

it, I’m sure that you’re equipped enough
and you’re ready for our next activity
for today, am I right?
We just need to simplify it teacher!
Again, what are the 3 easy steps/rules
we can use in solving division of
fraction and mixed number?
Yes, teacher (clapped their hands)
How about on getting the reciprocal,
what should we
Do?

How about if we have a whole number,

what can we do to make it as a fraction?

What should we do to make our answer

understandable?

Very good! Can we give ourselves a

round of applause for doing great today
and for listening to teacher?

d. Application
Quiz Bee:
The class will be divided into 5 group.
The group will make a circle and choose
one member to represent and will flash
the answer given by the group. The
teacher will flash the question on the
board and give 5 seconds to answer,

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Website: www.ssu.edu.ph Rated 3 Stars | QS Ratings System for Excellence (2022)
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 when the group has made their final
answer one member will go to front and
tell their representative the answer.
When the answer flashed the one who
got the correct answer will be given a
point. Since, the game have 3 rounds,
the group will assigned one member
who will lead each round. Quiz bee
game will have 3 rounds, the easy round
that consists of 5 series of item and
equivalent of 1 point each, the average
round with 3 items and 3 points each
and the last or the difficult round that
consists of 2 questions and equivalent to
5 points each. Overall, the total score is
25, and only with the highest score will
be the winner.

IV. Evaluation

Perform the indicated operations:

1.

2.

3.

4.

5.

7 17
6. × =
15 32

5
7. 12× =
36

9 27
8. ÷ =
10 30

15
9. 30 ÷ =
45

15
10. ÷ 12 =
24

WURI Fourth Industrial Revolution | Rank 1 in the Philippines and in the World (2022 & 2023)
Website: www.ssu.edu.ph Rated 3 Stars | QS Ratings System for Excellence (2022)
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 V. Assignment
Solve the following.
3 7 1
1. Find the total width of 3 boards that 1 inches wide, inch wide, and 1 inches
4 8 2
wide.
1 1
2. A patient is given 1 teaspoon of medicine in the morning and 2 teaspoon at night.
2 4
How many total teaspoons does the patient receive daily?
3
3. After spending of his monthly salary, Zoe has ₱980 left. What is his monthly salary?
8
3
4. Five-twelfths of my salary was spent on food, then I gave of the remainder to my
7
mother and had ₱856 left. How much did I spend for food?

Prepared by:
Matilla Melona Approved by:
Jodell Maga Roderick Montañez
Jilean Gabin Instructor
Jennelyn Camas
Trisha Fe Alpes

WURI Fourth Industrial Revolution | Rank 1 in the Philippines and in the World (2022 & 2023)
Website: www.ssu.edu.ph Rated 3 Stars | QS Ratings System for Excellence (2022)
Contact us: (055) 530-0629 | [email protected] Energy Efficiency Excellence Awardee (2022)
ASEAN Icons Awardee (2022)
Follow us on @ssucatbalogan Gawad Yamang Isip Awardee (2022)
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PRIME-HRM (2018)