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2nd Term Maths Week 18 2022-2023
2nd Term Maths Week 18 2022-2023
LESSON PLAN: Week # 18 Monday, January 16th to Friday, January 20th 2023.
SUBJECT: Maths GRADE: 5th Basic TEACHERS: Lcda. Vanessa Pachucho
SKILLS:
1. Thinking skills
critical thinking
creativity and innovation
transfer
2. Communication skills
3. Social skills
4. Self-management skills
organisation
affective
reflection
5. Research skills
information literacy
media literacy
Date: Class # 1
Objective:
RESOURCES:
- Notebooks.
- Worksheets.
- Paper Pencils.
Activities:
10 min intro –
Basic operations such as addition, subtraction, multiplication, and division can be
carried out on fractions.
Addition and Subtraction of Fractions
Addition of Like Fractions:
Two or more like fractions (fractions whose denominator are the same) can be added
by simply adding up the numerators of the fractions and expressing it as a fraction with
the denominator being the same as the denominator of the ones that were added.
Examples:
2/5+4/5+3/5=9/52/5+4/5+3/5=9/5
1/8+3/8+2/8=6/8
10 min guided practise –
Examples:
- 1/3+2/51/3+2/5
Solution:
- LCD of 3 and 5 = 15
- =(5/15)+(6/15)=(5/15)+(6/15)
- =11/15
5 min –
Have a student write any fraction on the board. Ask for a volunteer to identify the
numerator and denominator in this fraction, and then create a matching visual that
represents the fraction.
Date: Class # 2
Objective:
RESOURCES:
- Instructor Guided Practice Questions.
- Homework Worksheet.
- Paper Pencils.
- Notebooks.
Activities:
10 min intro :
Example 1: Rachel rode her bike for one-fifth of a mile on Monday and two-fifths of a
mile on Tuesday. How many miles did she ride altogether?
Analysis: To solve this problem, we will add two fractions with like denominators.
Solution:
Example 2: Stefanie swam seven-fifths of a lap in the morning and four- fifths of a lap
in the evening. How much farther did Stefanie swim in the morning than in the evening?
Analysis: To solve this problem, we will subtract two fractions with unlike denominators.
Answer: Stefanie swam three-fifths of a lap farther in the morning.
5 min Conclusion:
Ask some students the process of addition and subtraction of proper fractions, check
the activity and give away the homework.
HOMEWORK:
1. A recipe needs 3/4 teaspoon black pepper and 1/4 red pepper. How much more black
pepper is needed than red pepper for this recipe?
2. Juanita needed 10/3 hours to take a standardized test, and Jordan needed 6/3 hours. How
much more time did Jordan need than Juanita to take the test?
Date: Class # 3
Objective:
Upon completion of this lesson, students will:
- Identify the lowest common denominator in equations.
- Subtract fractions with unlike denominators.
- Explain in words and pictures how to add and subtract fractions.
Activities:
10 min intro –
Remind students that the denominator is the bottom number of a fraction and
represents the total number of pieces of the whole, while the numerator is the top
number and represents some of the parts of the whole (e.g., ⅖ represents 2 pieces of
the total 5 pieces).
Think aloud finding multiples for the denominators 5 (e.g., 5, 10, 15, 20, 25, etc.) and
10 (e.g., 10, 20, 30, 40, etc.) and write them on the board. Explain to them that a
multiple is the result of multiplying a number by an integer (e.g., 4 x 4 = 12, where 12
is the multiple). Consider the list of multiples and then circle the least common
denominator, or the smallest multiple they have in common (i.e., 10). Tell students that
the least common multiple of two denominators is known as the least common
denominator (LCD). Then, think aloud how to change the 5 in the denominator to 10
(i.e., multiplying 5 by 2) and multiply by the number 2 on the top and bottom so that
you get a new equation of 8 ⁄10 − ⅒. Subtract one-tenth from eight-tenths to get a total
of seven-tenths remaining. Compare the final answer to what the answer would have
been had you subtracted the equation using unlike denominators.
3. Multiply the denominator and numerator by the number that will make the
denominator equal to the least common denominator.
4. Subtract the fractions.
Write the steps on the board for students to reference as they work with their partners
to complete the first two problems from the Subtracting Fractions: Unlike Denominators
worksheet. Ask students to use their whiteboards to complete the problems.
5 min –
Distribute a lined sheet of paper and write 11⁄12 − ¾ on the board. Ask students to
solve the problem and write down their process. Allow students to share their answer
to the subtraction problem and their written explanation aloud to their partners. Give
them the opportunity to make any adjustments as necessary.
Date: Class # 4
Objective:
Upon completion of this lesson, students will:
- Identify the lowest common denominator in equations.
- Add fractions with unlike denominators.
- Explain in words and pictures how to add and subtract fractions.
Activities:
10 min intro –
When you have fractions with different denominators, you can use equivalent fractions
to add them. Look at the models to see how.
You can also add fractions without models. When you have fractions with different
denominators, follow these steps to add:
First, rename the fractions using a common denominator. The least common
denominator of these fractions is 12. Multiply to make equivalent fractions with a
denominator of 12.
1×3 = 3 1 × 2 = 2
4×3 12 6 × 2 12
Then, add the numerators and keep the denominator the same.
3 + 2 = 5
12 12 12
5 min –
Allow students to share their answer to the subtraction problem and their written
explanation aloud to their partners. Give them the opportunity to make any
adjustments as necessary.