Community Program A&E

Learning Center
Learning Facilitator Literacy Level BL-LE
ALTERNATIVE
LEARNING SYSTEM Month and Learning Strand LS 3 Mathematical
DAILY LESSON LOG Quarter & Problem Solving

I. OBJECTIVES
A. Content Standards Numeracy Skills

B. Performance Standards Demonstrate knowledge and skills involving geometric shapes/figures and its
application to daily lives.

C. Learning Competencies/ Objectives Knowledge:

Write the LC code for each.
 Add and subtract similar and dissimilar fractions including
combinations with mixed numbers, e.g.. total fractional parts
consumed by the 2 learning groups.
LS3MP-NN-PSB-AE-63

 Demonstrate knowledge/understanding and skills related to fractions

applying these skills in solving real life problems.
LS3MP-NN-PSB-AE-61

II. CONTENT(Subject Matter) Add and Subtract Similar and Dissimilar Fractions

III. LEARNING RESOURCES

A. References
1. Session Guides pages

2. Module pages Addition and Subtraction of Fractions (Module pp. 5-21)

B. Other Learning Resources Pictures, Laptop, Activity cards, manila paper, Projector

* ALS k to 12 Basic Curriculum Guide, LS 3 Mathematical and Problem-Solving Skills

pp.126

IV. PROCEDURES

A. Springboard/Motivation (Establishing a purpose Activity 1: Let’s Think About It

for the lesson)
 You may use colored pens or crayons to identify the type of fraction
in doing the activity below. Color the balloons red if proper
fractions, blue for improper fractions, and green for mixed number.
B. Activity (Review of previous lesson/s or Activity 2: Pre-Test
Presenting the new lesson)
 Learners will answer the pre-test questions using their LAS
worksheets.

AE: A. Direction: Add and subtract the following fractions.

B. Solve the following word problems.

C. Analysis (Presenting examples/instances of the What You Already Know

new lesson)
 Analyze the sample problems below. Write your answer in the box
provided.
D. Discussing new concepts and practicing new Reading the Lesson
skills (sub-activity #1)
Let’s learn
The two brothers, Ronald and Nardo were tasked to paint the roof of the
house. Ronald painted 3/8 of the roof while Nardo painted 1/8 of the roof.

 What part of the roof is already painted?

4/8 or ½ of the roof has already been painted.

Do you know how this answer was computed?

The problem above requires knowledge in addition of fractions. How do

you add 4/8 and 1/8 anyway? How did we come up with 5/8?

Before we learn how to add fractions, we first need to review the concept
of similar fractions. We will go back and learn how to solve the problem
posed above later in the lesson.

Let us review the concept of similar

fractions. Similar fractions are
fractions that have the same denominator.
Below are some examples of similar
fractions:

Take note that fractions can be added or subtracted only when these
fractions are similar fractions. Therefore, 1/5 and 3/5 which are similar
fractions, can easily be added together, whereas 1/6 and 3/5 which are
dissimilar fractions still need to be changed to similar fractions before we
could add them.

Let us get acquainted with adding similar fractions first before we go on to

learn how to add dissimilar fractions.

Let us now look at some sample problems involving subtraction of similar

fractions.
 Can you identify which of the following sets of fractions are similar and
which are dissimilar?

You learned in the module ‘Learning About Fractions” that dissimilar

fractions are fractions that have different denominators. Below are some
examples of dissimilar fractions.

Dissimilar fractions can be proper fractions (fractions with numerators

that are lesser than their denominators) or improper fractions (fractions with
numerators that are greater than their denominators).

Let us now learn how to get the LCD step by step by studying the
example below.

E. Discussing new concepts and practicing new

skills (sub-activity #1) Let us study the example given below on how to subtract dissimilar
fractions.
F. Abstraction (Making generalizations about the Class Participation
lesson)
 What is fraction?
 What do you mean by similar fraction and give examples?
 What do you dissimilar fraction and give examples?
 What is proper and improper fractions and give some
examples?
 What do you mean by mixed number and give examples?
G. Application (Developing mastery) (What Have You Learned?)
AE: Activity 1
A. Direction: Add then reduce the lowest term whenever possible.

B. Direction: Subtract the given similar fractions.

AE: Activity 2
Direction: Solve the following problem using addition and subtraction
of fractions.

2.

H. Valuing (Finding practical application Ask:

of concepts and skills in daily living)
 Why it is important to know the different basic operations concerning
fractions?
 How can you apply this knowledge in your everyday life?

I. Evaluation (Assessing learning)  Learners will answer the questions using the worksheets.
 AE: A. Direction: Perform the additional activity below.

B. Solve the following word problems.

1.

2. Mang Lito owns 4/5 hectares of land in Leyte province. If he planted

vegetables in ¼ hectares of the land, how much land was left
uncultivated?

3. Karla is an ALS learner, one day her teacher called her to solve on the

board, . Karla doesn’t know what to do. If you are her

classmate and willing to help, how will you answer the given fraction.

J. Agreement (Additional activities for application or Project:

remediation)  Study the lesson well for better comprehension.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson

D. No. of learners who continue to require

remediation
E. Which of my teaching strategies worked
well? Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did
I use/discover which I wish to share with
other teachers?
Prepared by:
_____________________________
DALSC

Process Observers:

_________________________
Education Program Specialist II

_________________
Education Program Supervisor