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Subject: Mathematics
Semester: 1
Period: 3
Week: 13
School Name:
Teacher’s Name:
Subject: Mathematics
Grade Level: Grade 5
Date: Week 13
Lesson Duration: 45 minutes
Week & Period: Week 13, Period 3
Topic: Fractions
Sub-topic: Adding & Subtracting Fractions (Like Denominators)
Learning Objectives
By the end of the lesson, students should be able to:
- Add fractions with like denominators
- Subtract fractions with like denominators
- Add and subtract mixed numbers with like denominators
Previous Knowledge
Students already know basic fractions and can identify numerators and denominators
Instructional Materials
Mathematics textbook for Grade 5
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Teacher asks: “If I cut a pizza into 8 equal parts and you eat 3 parts, how do I write that as a fraction?” Students respond with 3/8. Teacher then asks how much is left (5/8). This sets the stage for addition and subtraction.
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
**Definition:**Fractions with like denominators are fractions that have the same denominator (the bottom number). This means they are parts of the same-sized whole, so the parts can be directly added or subtracted by combining or removing the numerators (top numbers) while keeping the denominator unchanged.
Examples:
1. 2/7+3/7=5/7 Same denominator (7), numerators added.
2. 6/9−4/9=2/9 → Same denominator (9), numerators subtracted.
3. 2 3/5+1 2/5=3 5/5=4→ Add whole numbers (2 + 1 = 3), add fractions (3/5 + 2/5 = 5/5 = 1), total = 3 + 1 = 4.
4. 5 4/6−2 1/6=3 3/6=3 1/2→ Subtract whole numbers (5 - 2 = 3), subtract fractions (4/6 - 1/6 = 3/6 = 1/2).
**Learners’ Activities (Expanded):**Learners use fraction strips (paper or plastic models) to physically represent and join fractions like 26\frac{2}{6}62 and 36\frac{3}{6}63. This helps them see that the pieces fit together when the denominators are the same.Students fold squares or rectangles of paper into equal parts (e.g., fold into 4 parts), then color parts to represent two fractions (e.g., 1/4 and 2/4), then combine or subtract the colored parts.Using counters or bottle caps, students model fractions like 5/8 by using 5 red counters out of 8 total. They can then add or remove counters to simulate addition or subtraction.They also solve problems on whiteboards, use pictorial models (e.g., shading in diagrams), and work in pairs or small groups to complete fractions dominoes or fractions match-up games.
**Assessment Checks:**The teacher uses oral questions and mini-whiteboards to check understanding:
– “What is 4/10+3/10?”
– “Subtract: 7/8−2/8”
– “Solve: 3 1/6+ 2 4/6”
– “Is the denominator changing? Why or why not?”
– “Can we add 2/5+3/7? Why or why not?” (Answer: No, because denominators are different.)
Students may also complete exit tickets with 3–5 problems or do a quick hands-up quiz where they hold up color cards showing their answer.
**Notes (Expanded & Detailed):**When adding or subtracting fractions with like denominators, we do not change the denominator. This is because the “whole” is already divided into the same number of parts. We only add or subtract the numerators (the shaded or counted parts).For example, in 2/7+4/7, the 7 tells us the pieces are sevenths, and we are adding 2 pieces to 4 more pieces of the same size, giving 6 pieces out of 7: 6/7.For mixed numbers, we handle the whole numbers and fractions separately. If the sum of the fractions is an improper fraction (e.g., 6/6), it can be converted into a whole number and added to the other whole numbers.Fractions with like denominators are foundational because they prepare learners to understand how unlike denominators must be made alike before operations can be performed. This concept builds fluency for future skills in real-life contexts like recipes, sharing, measurements, and word problems involving parts of a whole.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Teacher reminds learners that when denominators are the same, they do not change in addition and subtraction.
Evaluation Method (Expanded):
Exit slip/quiz:
- Add: 3/6 + 2/6
- Subtract: 1 4/9 – 2/9
Teacher will collect slips and provide oral feedback.
Assignment (Expanded):
Solve:
5/12 + 4/12
9/10 – 6/10
3 2/7 + 2 3/7
Follow-up Activity:
At home, learners should observe fractions in cooking (½ cup + ¼ cup, etc.) and report.
Differentiation / Inclusive Strategies
Use more visual aids for struggling learners. Give challenging word problems for advanced learners.
Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low