Department of Education

Region III
DIVISION OF ZAMBALES
Iba District
LIBABA ELEMENTARY SCHOOL

DEMONSTRATION PLAN
in MATHEMATICS V

Prepared:

WILLIE A. DOMACENA
Teacher I

Noted:

ERNESTO S. FLORDELIZ
Head Teacher I
 SEMI-DETAILED LESSON PLAN
MATHEMATICS V

I. Objectives

At the end of the lesson, the pupils must be able to:

Cognitive: Add two or four similar fraction
Psychomotor: Write the sum of the given similar fractions
Affective: Show proper care of one’s belongings

II. Subject Matter

Topic: Adding two to four similar fractions without or with regrouping

References: BEC-PELC II.B.1.1
XL Excelling Mathematics 5 pp. 71-73
Materials: fraction cards, unit regions, show me board
Value: proper care of one’s belongings

III. Learning Experiences

A. Preparatory Activities

1. Mental Computation

Expressing Improper Fractions to Mixed Numbers

Strategy: Show-Me-Board
Materials: flashcards, show-me-board

Mechanics:
a. Divide the class into 4 Learning Barkadas.
b. The teacher flashes an improper fraction and let them change it to mixed number.
c. The group who shows the correct answer first gets the point.
d. Continue the game. The team with the most number of correct answers wins.

2. Review

Put a before the number if the fraction is in the lowest terms. Simplify, if it is NOT.

_______ 1) 9 _______ 2) 8 _______ 3) 10 _______ 4) 4

11 10 15 6
_______ 5) 7
8

B. Developmental Activities

1. Presentation

Strategy 1: Concept Development and Modeling

Using a problem opener

Trina used 3 metre of plastic to cover her art portfolio and 2 metre for her
notebooks.
8 8
How many metres of plastic cover did she use?
 a. Help the pupils understand the problem by asking some comprehension questions. What
is asked? What are given?

Valuing:
Ask further: What kind of pupil do you think is Trina?
Why is it important to take care of your things?
b. What operation should you use to solve the problem? What is the number sentence?
(Pupils will write it on the board.)
c. Direct the pupils’ attention to the unit region posted on the board.
d. Ask the pupils how many pieces they have. (8 pieces)
Continue asking, “What fraction can you give each piece?” 1
8
e. Ask one pupil to write 3 on the unit region and another one to put 2 .
8 8

(Elicit from them that these fractions represent the plastic cover Trina used for her
art portfolio and notebook, respectively.) How many pieces were there in all? Let the
pupils count the actual number of pieces. ?” 5
8
Expected Output:
Show on the board that 3 + 2 = 5 .
8 8 8
f. Lead the pupils to discover the rule in adding similar fractions by asking “What did we do
with the numerators?” Denominators?

Strategy 2: Modeling
Using a problem opener

Aida bought 3 metre of blue ribbon, 4 metre of green ribbon and 2 metre of orange
ribbon. 5 5 5
How long are the ribbons when put together end to end?
a. Ask leading questions similar to Strategy 1 a – b.
b. Direct the pupils to the model shown below.

3 2 4

5 5 5
 9 or 1 4
5 5

c. Using the model:

Let the pupils write the equation:
3 + 2 + 4 = 9 or 1 4
5 5 5 5 5
What kind of fraction did you get as an answer? (It is an improper fraction. It was renamed
into a mixed number.)
d. Lead the pupils to the idea that in adding similar fractions, answers must be reduced to
lowest terms or in simplest form.

2. Fixing Skills

Flash addition cards of dissimilar fractions. Let them answer it on their show me board. Call on
pupil to explain their answer.

a.) 13 b.) 8 c.) 2

20 10 9
+ 5 + 3 + 4
20 10 9
_________ ____________ 1
9
____________

3. Generalization

How do we add similar fractions?

To add similar fractions, add the numerators over the common denominator. Reduce the
sum to lowest terms whenever possible.

C. Application

Divide the students into 4 Learning Barkadas. Assign a group leader. Distribute the materials and the
word problem each group. Ask them to answer it cooperatively. Let the group leader discuss their
answer in front of the class.

1. You finished 1 of a drawing on Tuesday and 3 more on Wednesday.

8 8
How much of the drawing did you finish?
2. Rod and July had a pizza party last Friday evening. They ordered a large supreme pizza. The pizza was cut into
8 slices. While they were waiting for their guests, Rod ate 1 of the pizza and July ate
8
3 of it. How much pizza did they eat before the guests arrived?
8
3. Alex weeded 1 of the garden early in the morning and 2 in the afternoon. What part of
5 5
the garden did Alex finish weeding?
4. Mang Agaton feeds his chickens 1 kg of palay and 3 kg of corn everyday. How much
palay 5 5
and corn in all does he feed his chickens everyday?

IV. Evaluation
 Find the sum. Reduce each sum to simplest form if possible.

1. 4 + 3 3. 4 + 2 + 2
8 8 9 9 9

2. 3 + 4 4. 3 + 6
4 4 11 11

5. 5 + 3
13 13

V. Assignment

Find he sum and give the answer in simplest form.

1. 11 + 1 3. 2 + 3 + 8
12 12 5 5 5

2. 2 + 3 4. 4 + 1 + 5
7 7 15 15 15

5. 5 + 2 + 4
12 12 12

Name_________________________________________ Score_______________________
 Find the sum. Reduce each sum to simplest form if possible.

1. 4 + 3 3. 3 + 6
8 8 11 11

2. 3 + 4 4. 5 + 3
4 4 13 13

5. 4 + 2 + 2
9 9 9

Name_________________________________________ Score_______________________

Find the sum. Reduce each sum to simplest form if possible.

1. 4 + 3 3. 3 + 6
9 8 11 11

2. 3 + 4 4. 5 + 3
4 4 13 13

5. 4 + 2 + 2
9 9 9

Name_________________________________________ Score_______________________

Find the sum. Reduce each sum to simplest form if possible.

1. 4 + 3 3. 3 + 6
10 8 11 11

2. 3 + 4 4. 5 + 3
4 4 13 13

5. 4 + 2 + 2
9 9 9