Republic of the Philippines

Department of Education
Region ______
Schools Division of _______________
District of ______
_________________________________
_____________________________________________

LESSON PLAN for CLASSROOM OBSERVATION in

Math 5

I. Objective
A. Content Standards The learner demonstrates understanding of divisibility, order of
operations, factors and multiples, and the four fundamental operations
involving fractions.

B. Performance The learner is able to apply divisibility, order of operations, factors and
Standards multiples, and the four fundamental operations involving fractions in
mathematical problems and real-life
situations.

C. Learning Adds and subtracts fractions & mixed fractions with and without regrouping.
Competencies)
MELCs: M5NSIe-84

II. Content Adds and Subtracts Fractions & Mixed Fractions with and without
Regrouping

Integration:
 EDUKASYON SA PAGPAPAKATAO
 MUSIC
 ENGLISH

Valuing:
 Unity
 Cooperation
 Love and concern for family members

III. (Learning Resources)
A. References
1. Teacher’s Guide
Pages
Strategies:
 Game-based Learning
 Explicit Teaching
 Discovery Learning
 Cooperative Learning
Module 5 in Math 5 – (First Quarter)
Most Essential Learning Competencies (MELCs) p. 287

2. Learner’s
 Materials Pages
3. Textbook Pages pp.
4. Additional
Materials from
Learning Resources
(LR) Portal
B. Other Learning
Resources
IV. Procedures
A. Review Previous Use of ICT/Music Integration
Lessons Singing of “Math Song”

Integration of Game: Let’s TIKTOK!

A. Direction: Identify the given fraction if it is Similar or Dissimilar

fraction. Write TIK if similar and TOK if dissimilar fraction.

5 1 4 3
1. , , ,
7 7 7 7

12 11 1 4 1 3
2. , , ,
22 22 22 22

2 10 8 9
3. , , ,
6 12 11 15

8 8 8 8
4. , , ,
9 10 11 12

3 8 7 10
5. , , ,
10 10 10 10

B. Directions: Identify the given fraction if it is a proper fraction or an

improper fraction. Write TIK for Proper and TOK for Improper fraction.

10 15
6. 9.
8 13

33 88
7. 10.
35 99

19
8.
25
B. Establishing Application of Discovery Learning
purpose for the Use of ICT/ Music Integration
Lesson
https://www.youtube.com/watch?v=LR2S0TOJimc

What is the song about? Today, we will learn more about addition and
subtraction of fractions.

C. Presenting Discovery Learning

examples /instances Free Discussion
of the new lessons
Case 1: Adding and Subtracting with Common Denominators

Tina and Ayen walked to their grandfather’s house to visit him. It

1 3
took them of an hour to get there when riding a tricycle and
4 4
hour to get back home walking. How much time did they spend in
going both ways?
Value Infusion: (ESP Integration)

What are the things that you do to show your care and love for your
grandparents? How else can you show your thoughtfulness and care
especially in this time of pandemic?

How will you answer the questions in the problem? To answer the
1 3
question, add and .
4 4

Step 1: Keep the denominator the same.

Step 2: Add or subtract the numerators.
Step 3: If the answer is an improper form, reduce the fraction into a mixed
number.

Solution:
1 3 4
+ = or 1
4 4 4

Remember:
To add or subtract similar fractions in simple form, add the numerators and
copy the common denominator.

To add or subtract similar fractions in mixed form, add the whole numbers
first. Then, add the fractions. Regroup if necessary. Express the answer in
simplest form.
D. Discussing new Discovery Learning
concepts and Free Discussion
practicing new skills
#1. Case 2: Adding and Subtracting Mixed Numbers with different
denominators

Study the word problem below

Dharlene will visit her friend in the hospital, so she bought 1¾

kilogram of mangoes and ½ kilogram of bananas. How many
kilograms of fruits did she buy in all? How many more kilogram of
mangoes than bananas did she buy?
Value Infusion: (ESP Integration)
If you have family members who is suffering from any ailments, what do you
do? How do you show your love and concern for them?

How will you answer the questions in the problem? To answer the first
3 1
question, add 1 and .
4 2

What is the number sentence? The number sentence is

3 1
1 + = N. To solve for the sum, here are the following steps.
4 2

Step 1: Align the fractions and compare the denominators.

Step 2: Since the fractions have different denominators, they are called
dissimilar fractions. In such a case, we first Find the Least Common
Denominator (LCD).

Divide the LCD by the given denominator and multiply by the numerator.

Example: 4 ÷ 4 x 3= 3
4÷ 2 x 1 = 2

3 3
=
4 4

1 2
=
2 4

Step 3: Add the fractions. Write the whole number before the fraction sum.
# Rename the improper fractions as mixed number.
# Add the whole number to the renamed fractions.
#Simplify the answer if necessary.

1
Answer: Dharlene bought 2 kilograms of fruits in all.
4

1
To find the answer to the second question in the problem, subtract
2
3
from 1 .
4

3 1
The number sentence is 1 − =𝑁
4 2

What is the first step in subtracting dissimilar fraction?

• Change ¾ and ½ to similar fractions by first finding the LCD of 2 and 4.

• Subtract the numerators, then copy the common denominator.

• Copy the whole number, then simplify the answer if necessary.

1
So, Dharlene bought 1 kilogram more mangoes than bananas.
4
Study the other examples

1 4
1. Find the difference of 5 𝑎𝑛𝑑 1 .
4 5
Solution:
Using the least common denominator, rename the dissimilar fractions to
similar fractions.

5 12 15
Since 𝑖𝑠 𝑙𝑒𝑠𝑠 𝑡ℎ𝑎𝑛 , we need to regroup 1 whole or from 5.
15 15 15

15
Therefore, 5 becomes 4 .
15
5 4
Let us add 𝑡𝑜 .
15 15
 We can now subtract the mixed numbers.

8
The final answer is 3 .
15

1 8
2. Add 9 + 2 .
3 15

Write the mixed numbers

Determine the LCD of the fractions.
Then, rename them as similar fractions.
Group the whole numbers and the fractions.
Perform the operation of addition

13
Answer: 11
15

E. Discussing new Practice Exercises:

concepts &
practicing new skills Directions: Answer the following:
#2
1 1
1. Take away 1 from 3 .
5 5

1 4
2. 6 less 2 is equal to _____.
8 8

4 8
3. Subtract from .
6 9

5 6
4. The difference between 2 and 1 is ______.
9 7

7 7
5. Find the sum of − .
8 12

F. Leads to Group Activity (Differentiated Activities/Instructions)

Formative
Assessment 3) Group 1 – BOYS

Directions: Find the sum of fractions. Express your answer in lowest term if
needed.

Goup 2 – GIRLS

Directions: Find the difference. Reduce the sum to lowest term whenever
possible.

Integration of Edukasyon sa Pagpapakatao

*Infusion of Higher Order Thinking Skills
Valuing: (UNITY AND COOPERATION)
• Do you like our activity?
• Is our group activity easy?
• Why it became so easy?*HOTS

G. Finding Practical Use of Game: Like or Unlike

Applications of
concepts and skills in Directions: Solve for N. Choose the Like Sign if the given answer is correct
daily living and Unlike Sign if not correct.

5 2
1. + =N 7 1
6 6 or 1
6 3

2 3
2. N - = 5
5 5
10

2 8 1
3. N + =
3 9 3

8
3 2 6
4. 2 + 4 = N 6
5 6
 7 3 1
5. 4 - 2 =N 2
10 5 10

H. Making Remember the Facts! /Integration: English

Generalizations & (Sequencing Events)
Abstractions about
the lessons Directions: Arrange the steps in addition and subtraction of fractions by
writing 1-5 on space provided.

_______If the fractions are dissimilar, find their LCD and change
them to similar fractions.
_______Bring down the whole number.
_______Reduce the answer to lowest terms if needed.
_______Align and compare the fractions
_______Add/Subtract the fractions. In subtraction, if the fraction
in the minuend is less than that in the subtrahend,
rename the minuend as an equal mixed number with a
fraction similar to that in the subtrahend.

I. Evaluating Application of Game: Choose the Correct One!

Learning
Directions: Choose the letter of the correct answer.

16 7
1. Which of the following is the difference of and ?
18 9
1 14 2 2
A. B. C. D.
9 18 18 18

8 4
2. What is the difference of – = N?
15 10
1 2 2 4
A. B. C. D.
15 15 30 30

2 3
3. Lenlen used meters of printed cloth and meters of plain cloth to
5 10
make pillowcases. How many meters of cloth did she use?
2 5 5 7
A. B. C. D.
5 5 10 10

9 5
4. Janice bought 12 meters of lace. She used 5 meters for her curtains.
10 10
How many meters of lace was left?
5 4 8 5
A. 7 B. 7 C. 7 D. 6
10 10 10 10

2
5. If 15 is added to 4 , the sum is _______.
3
2 2 2 2
A. 16 B. 17 C. 18 D. 19
3 3 3 3

J. Additional Directions: Read each problem and solve. Express the answer in simplest
 activities for form if applicable.
application or
remediation 6 3
1. Trisha spent 1 hours watching her favorite TV show. She also spent 2
9 4
hours reviewing her lessons. Which activity did she spend more time on? By
how much longer? Trisha spent more time ____ in reviewing her lessons.

1 2
2. Mother bought 3 kilograms of vegetables and 2 kilograms of fish.
4 3
How many kilograms of vegetables and fish did she buy in all? Mother
bought ________kilograms of vegetables and fish.

V. Remarks
VI. Reflection
A .No.of learners who
earned 80% in the
evaluation
B. No.of learners who
requires additional acts.for
remediation who scored
below 80%
C. Did the remedial
lessons work? No.of
learners who caught up
with the lessons
D. No.of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did this work?)
F. What difficulties did I
encounter which my
principal/supervisor can
help me solve?
G. What innovations or
localized materials did I
used/discover which I
wish to share with other
teachers?

Prepared by:

______________________
Ratee
Noted:

_______________________
Principal ____
Rater