ANTIPOLO ELEMENTARY

School: SCHOOL Grade Level: V

Learning
LESSON Teacher: JINGKY P. RAYOS Area: Mathemetics
PLAN Teaching Dates 1st QUARTER
October 10, 2023 (50 mins)
and Time: Quarter: SY: 2023-2024

I.OBJECTIVES
A. Content Standards
(MELCS)
B. Performance Standards
C. Learning
Competencies/Objectives
(MELCS)
II.CONTENT
III.LEARNING RESOURCES
A. References
1.Teacher’s Guide pages
2.Learners’s Materials pages
3.Textbook pages
4. Additional materials from
learning resource (LR) portal
B. Other Learning Resource
IV.PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for
the lesson
At the end of the lesson the pupils will able to:
grasp the concept of finding a common denominator and then add
dissimilar fractions accurately.
practice adding mixed fractions by working with real-world examples.
build self-esteem and a sense of accomplishment when they
successfully add fractions.
demonstrates understanding of divisibility, order of operations, factors
and multiples, and the four fundamental operations involving fractions
is able to apply divisibility, order of operations, factors and multiples,
and the four fundamental operations involving fractions in
mathematical problems and real-life situations.
Add fractions and mixed fractions without and with regrouping.
Pivot 4A Learner’s Material Pages 20-25
21st Century Mathletes V Pages 74-79
https://youtu.be?WvonXIhogCs
https://you.be/u9XVMiQq-n4
LEARNING TASK
RELAY GAME!
Finding the LCD of some given fractions
Strategy: Relay Game
MATERIALS: Flash cards
Mechanics:
A. Divide the class into four groups. One representative from each
group stands at the back of the room.
B. Flash the card with 2 to 3 fractions on it.
C. Pupil give the LCD orally and the one who gives the correct answer
first gets the point.
D. The game continues until all the selected players have participated.
E. The group with the most points at the end of the game wins
IT’S STORY TIME!
Barangay Antipolo's Agricultural Splendor
In the vibrant barangay of Antipolo, the sun kissed the fields of
pineapple and corn as the harvest season approached. Among the
hardworking farmers was Maria, known for her exceptional skills in
both farming and mathematics.
Maria carefully plucked the ripest pineapples, her fingers deftly slicing
each one into equal parts. She divided them into quarters, creating
fractions of 1/4 for each section. As her basket filled with these
fractional pieces, she added 1/4 + 1/4 + 1/4 to find that she had a
whole pineapple. Maria's mastery of fractions not only made her a
skilled farmer but also a math wizard in the fields of Antipolo.
Meanwhile, Juan was busy tending to his cornfield. He too appreciated
the beauty of fractions. With each ear of corn he harvested, he divided
it into thirds, creating fractions of 1/3 for each part. As he collected
these pieces in his basket, he added 1/3 + 1/3 + 1/3 and found he had
a complete ear of corn.

C. Presenting Examples/
instances of the new lesson
D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
F. Developing Mastery
G. Finding Practical
application of concepts and
skills in daily living
In the end, Maria and Juan's skillful use of fractions not only ensured a
bountiful harvest for Barangay Antipolo but also showcased the magic
of mathematics intertwined with the beauty of agriculture in their
vibrant community.
Questions
1. What is the primary livelihood of the residents of Barangay
Antipolo according to the story?
2. How did Maria find out that she already had a whole pineapple
in the basket?
3. How did Juan find out that she already had a complete ear of
corn in his basket?
4. What is the operation to be used to find whole of pineapple and
ear of corn?
Watermelon Fraction
Challenge!
Game-Based Group Activity
Materials Needed:
Paper plates (to represent watermelons)
Markers
Scissors
Whiteboard and markers
PROCEDURES:
1. Draw a watermelon on the paper plate and divide it into fractions.
Use both mixed fractions and fractions without regrouping.
2.Prepare fraction cards with different addition problems involving
fractions (e.g., 1/4 + 1/4, 3/8 - 1/8, etc.).
3.Each group takes turns drawing a fraction card and solving the
problem on the whiteboard.
After solving, they cut the corresponding fraction of the watermelon
they drew on the paper plate.
Group Reporting/ Presentation of the Outputs/Sharing of Results
The teacher will facilitate the discussion of the concepts presented
using guide questions.
To further discuss the procedures of adding fractions
The teacher will facilitate activities by using different materials (actual
objects or printed materials
GET ONE! THEN SOLVE!
Directions: Pick one envelop. Then solve the given fraction inside.
The “ball name picker”will be used for activity to show fairness among
students.
Directions: Solve the following problems. Express your answer in lowest
term if possible.
a. Mang Jose picks a ½ sinturis, Aling Ana picks 1 ¼ Indian. What is
the total weight of their harvest?
1. What is asked?_________
2. What are the given facts?
3. What is the operation to be used?
4. Show your solution.
b. Jessa spends 1 3/5 hours watching TV, Gary spents 2 ½ hours
playing piko and Joey spents ¼ hour swimming at kalakhan river with
friends. Altogether, how much time is spent by them?
1. What is asked?_________
2. What are the given facts?
3. What is the operation to be used?
4. Show your solution.
c. Jovel jogs 2 ¼ km in the morning and ¼ in the afternoon. How many
km does he jog in one day?
1. What is asked?_________
2. What are the given facts?

H. Making generalization and
abstraction about the lesson
I. Evaluating learning
3. What is the operation to be used?
4. Show your solution.
How do we add fractions and mixed forms with different denominators?
Directions: For each question, choose the correct answer by selecting
the letter corresponding to your choice (A, B, C, or D).
1What is the result of adding 1/3 and 2/5?
A) 5/8
B) 3/8
C) 7/15
D) 11/15

2. If you add 2/7 and 3/4, what is the sum?

A) 5/11
B) 17/28
C) 29/28 or 1 1/28
D) 6/11

3. What is the sum of 2 1/4 and 3/4?

A) 2 7/4
B) 2 3/4
C) 3 1/4
D) 3

4. If you add 3 2/5 and 1 4/7, what do you get?

A) 4 9/35
B) 4 25/35
C) 4 9/35
D) 5 3/35

5. What is the result of adding 2 3/8 and 1 5/6?

A) 3 1/24
B) 3 11/24
C) 3 5/24
D) 3 11/8

J. Additional activities for
application or remediation
V.REMARKS
VI.REFLECTION
Answer Key:
Question 1: D) 11/15
Question 2: B) 29/28 OR 1 1/28
Question 3: D) 3
Question 4: D) 5 3/35
Question 5: C) 3 5/24
Assignment
Remind yourself of the steps for adding fractions, including finding a
common denominator.
Annotations: Using “ball name picker” for activity to show fairness
among students.

Prepared by

JINGKY P. RAYOS
Teacher I
Observed by

JOVIE C. PALMA
Head Teacher III