October 13, 2014 Monday

Mathematics VI-D. Silang 7:30-8:30, VI-A. Luna 8:30-9:30, VI-F. Baltazar 10:50-11:50

Adding Dissimilar Fractions without Regrouping

I. Learning Objectives

Cognitive: Add dissimilar fractions in simple or mixed forms without regrouping
Affective: Follow direction carefully

II. Learning Content

Skill: Adding dissimilar fractions without regrouping
Reference: BEC PELC IV.H.5
https://www.youtube.com/watch?v=YDIsHx2Xfi4
http://www.math-
aids.com/cgi/pdf_viewer_3.cgi?script_name=adding_mixed_numbers.pl&difficult=1&probs=10&langu
age=0&memo=&answer=1&x=97&y=21
Materials: fraction kit, strips of paper consisting of 2 colors (strips of paper must have the
same size as the fraction kit), Show Me Board
Value: Follow directions/obedience
III. Learning Experiences

A. Preparatory Activities

1. Mental Computation
Add the following similar fractions mentally.





















2. Review
1) Checking of assignment.
2) Use flash cards. Answer on your Show Me Board. (Adding similar fractions.)
Ex. 1)
5
1
+
5
3
= 3)
16
11
+
16
8
= 5)
7
1
3 +
7
2
2 =
2)
8
5
+
8
6
= 4)
6
2
1 +
6
5
2 =
3. Motivation
Josie is good at cooking. Every Saturday, she sees to it that she bakes some cake.
Josie would like to bake some plain cake and pineapple sponge cake. She uses only small
amount of oil. For the plain cake, she needs
4
1 cup and
8
3
cup for the sponge cake.
B. Developmental Activities
1. Presentation
a. Activity 1 Whole Class Discussion/Problem Opener
Materials: strips of papers, tapes, fraction kit
Mechanics:
1) The teacher poses a problem.
Josie needs
4
1
cup oil for a plain cake and
8
3
cup for pineapple sponge cake.
How many cups of oil are needed?
2) Discussion about the problem.
3) Ask pupils to get 2 strips of paper to represent the given data.
Fold 1 strip into 4ths, mark the crease, and write the unit name on each piece. Cut
one piece.
Fold another strip into 8ths, mark the crease, write the unit name, and cut three parts.
4) Let pupils compare
4
1
and
8
3
as to the number of divisions. Make some
observations.
5) Tape the strips end to end without overlapping.
6) Slide it on the fraction kit, until you find a number of the same fractions.
7) Guide the pupils to discover that:
4
1
is equal to
8
2

8
3
is equal to
8
3

hence
4
1
=
8
2
. Thus, 3 + 2 = 5 and the denominator 8,
therefore the answer is
8
5
.
8) Discuss the steps in finding the sum.











b. Activity 2 Video Clip









. Activity 3 Cooperative Work
Materials: worksheet (PPT)

Mechanics:
1) Give worksheet to each group.
2) Sample worksheet.
Find the sum.
a)
3
1
+
5
1
=
b)
4
3
+
8
1
+
6
1
=
c)
4
2
1 +
5
3
+
5
1
=
d) 3
6
1
+ 5
4
1
=
e) 3
3
1
+
2
1
=
f) 5
12
1
+ 3
2
1
=
g) 2
2
1
+ 3
12
1
+ 4
4
1
=
h) 1
8
1
+ 2
3
1
+ 6
6
1

i) 2
5
1
+ 2
15
1
+ 3
6
2

j) 1
9
1
+ 2
5
1
+ 3
15
1


2. Fixing Skills
a. Add.
1)
4
2
+
10
3
=
2)
12
7
+
4
1
=
3)
5
1
+
10
3
+
15
1
=
4) 4
5
1
+ 5
8
1
=
5) 4
4
1
+
3
1
+
6
1


3. Generalization

How do you add dissimilar fractions without regrouping?

C. Application: Find the total:

1) 6
2
1
+ 2
3
1
=
2)
6
1
+
2
1
=
3) 2
10
1
+ 3
4
1
=
4) 2
5
1
+ 1
4
1
=
5) 3
7
1
+ 2
2
1
=

IV. Evaluation
A. Find the sum.
1) + + =
2) + =
3) 3 + 2 =
4) 6 + 1 + 2 =
5) 1 + 2 + 3 =

V. Assignment
Find the total.
1)
5
1
+
5
2
=
2) 1
6
1
+ 1
3
1
+ 2
9
1
=
3) 3
4
1
+ 2
4
1
+ 1
12
1
=
4) 1
10
1
+ 2
5
1
+ 3
2
1
=
5) 6
5
1
+ 1
2
1
+ 2
10
1
=
6) 3
16
1
+ 2
8
1
+ 3
4
1
=
7) 2
12
1
+ 1
12
5
+ 5
6
1
=
8) 4
10
7
+ 2
5
1
+ 1
20
1
=
9) 2
6
1
+ 1
7
1
+ 3
14
1
=
10) 3
9
1
+ 2
5
1
+ 2
15
1
=


5
1
9
1
6
1
2
1
8
5
8
3
4
1
3
1
7
1
4
1
6
1
4
1
12
1