Lesson Plan for Mathematics

Grade
DLP No: Learning Area: Quarter: Duration: Date
Level:

8 Mathematics 5 1st Quarter 45 minutes February 13, 2024

Multiplies a fraction and a whole number and another Code:

Learning Competencies:
Divides - simple fractions - whole numbers by a fraction M5NS-Ig-90.1
(Taken from the Curriculum)
and vice versa M5NS-Ii-96.1

Key Concepts:
Understanding to be Multiplication and Division of Fractions
Developed

Identify the basic rules for multiplying, including the steps involved in
Cognitive
each operation.

Identify the basic rules for dividing fractions, including the steps
1. Learning Objectives involved in each operation.

Psychomotor Demonstrate the basic rules for multiplying and dividing fractions.

Recognize the importance of the basic rules for multiplying and

Affective
dividing fraction

2. Content Multiplication and Division of Fractions

Laptop, PowerPoint Presentation, Topic Outline, Educational Videos in

3. Learning Resources
Multiplication and Division of Fractions

4. Procedures

 Prayer
4.1 Introductory  Systematic Way of Checking the Attendance
Activity  Presentation of Classroom Rules/ Room Arrangement
 Motivational Activity
(5 minutes) The pupils and the teachers will sing and dance, using the song “Making Melodies
in My Heart”.

 Introduce the concept of fractions to the pupils, ensuring they understand numerators
and denominators.
 The teacher will introduce a game called "Fraction Dice Roll".
Mechanics:
STEP 1. The pupils will be divided into four groups.
STEP 2. Each group will be given a piece of paper and a marker to write down the
4.2 Activity answers.
STEP 3. The teacher will roll the dice and the number rolled on the dice indicates the
numerator of the fraction.
(10 minutes) STEP 4. Next, the teacher will select a paper in a box, which reveals the denominator
of the fraction.
STEP 5. The teacher will tell them to write an operation whether it is multiplication or
division.
STEP 6. Then, steps 3 and 4 will be repeated.
STEP 7. The pupils will write the fraction (numerator/denominator).
STEP 8. The group who will get the highest points will be announced as the winner.

4.3 Analysis  After the activity, the pupils will be asked what operations are present in the activity.
 (10 minutes)  Clarify any misconceptions and reinforce key concepts as needed.

4.4 Abstraction  Summarize the key points of multiplication and division of fractions, emphasizing:
 To multiply fractions:

1. Multiply the numerator.

(5 minutes)
2. Multiply the denominator.

3. Write the product in the lowest terms if possible.

3 1
Example: Find ×
4 2
3 1 3 ×1 3
× = =
4 2 4×2 8
 To multiply mixed numbers:

1. Rewrite the mixed fraction into an improper fraction.

2. Multiply the numerators, followed by the denominators.

3. If the product is a proper fraction, proceed to step 4. If the product is an improper fraction,
change it into a mixed number. Quotient becomes the whole number of the mixed number.
Remainder becomes the numerator of the mixed number. Lastly, the divisor becomes the
denominator of the mixed number.

NOTE: Mixed Fraction into Improper Fraction

 Multiply the denominator by the whole number.

 Add the product to the numerator.
 The sum will be the numerator.
 Just copy the denominator

4. Simplify the final answer, if needed.

1
Example: Find 2 ¼ ×
2
1 9 1
2¼× = × Rewrite the mixed fraction into an improper fraction.
2 4 2
1 9 1 9
2¼× = × = Multiply the numerators and then the denominators.
2 4 2 8
1 9 1 9 1
2¼× = × = =1 If the product is an improper fraction, change it into a
2 4 2 8 8
mixed number. Then, simplify if needed.

 In dividing a fraction by another fraction. Multiply the dividend by the reciprocal of

the divisor.

Reciprocal is the multiplicative inverse of the fraction. If the final answer is an improper
fraction, change it to a whole number or mixed number.

 To divide a fraction by another fraction:

1. Get the reciprocal of the divisor.
2. Change the division sign into a multiplication sign.
3. Then proceed to multiplication of fractions Use cancellations, if necessary.
4. Write the product of the numerators over the product of the denominators and reduce
the fractions if needed.
 3 1
Example: Find ÷
7 2

3 1
= ÷ → get the reciprocal of the divisor
7 2
3 2
= x → Change the division sign into multiplication, then proceed to multiplication
7 1
3 2
= x → proceed to multiplication
7 1
3 2 6
= x =
7 1 7
3 3
Another example: Find ÷
8 5

3 5
= ÷ → get the reciprocal of the divisor
8 3

3 5
= x → Change the division sign into multiplication, proceed to multiplication
8 3

3 5 15
= x =
8 3 24

15 3 5
= ÷ = Reduce the fraction if possible.
24 3 8

 To divide a whole number and a fraction and vice versa:

1. Rename the whole number in fraction form.

2. Get the reciprocal of the divisor.
3. Change the division sign into a multiplication sign. Then, proceed to a multiplication
of fractions.
4. Write the product of the numerators over the product of the denominators
and reduce the fractions if needed.

1
Example: 2 ÷
4
2 1
= ÷ → rename the whole number in fraction form
1 4

2 4
= ÷ → get the reciprocal of the divisor
1 1

2 4
= x → Change the division sign into multiplication, then proceed to multiplication
1 1
 2 4 8
= x = =8
1 1 1
 In dividing a mixed number by another mixed number:
1. Change the mixed numbers into improper fractions.
2. Then multiply the dividend by the reciprocal of the divisor.
3. The reciprocal is the multiplicative inverse of a number.
4. Simplify the quotient to its simplest form or lowest terms.

Example: 6 ¼ ÷ 2 ½
Change 6 ¼ and 2 ½ to improper fractions. How will you change them?

25 5 5 2
6¼÷2½→ ÷ The reciprocal of is .
4 2 2 5

25 5 25 2 50 10 5
6¼÷2½= ÷ = x = ÷ = or 2 ½
4 2 4 5 20 10 2

4.5 Application
Perform the following operations. Express your answer in the simplest form. (1 point each)
(10 minutes) 2 6
1. ÷ =1
1 3

3 7 6
2. ÷ =
2 4 7

1
3. 2 ÷ =8
4

1
4. 5 ÷ = 20
4

1 1 5
5. 3 ÷2 =1
2 4 9

2 1 1
6. × =
4 6 12

1 2 2
7. × =
3 3 9

4 3 3
8. × =
5 8 10
 2 9
9. 2 ¼ × =
5 10

2 1 1
10. 1 × =
6 8 6

Solve the following fractions. Express your answer in simplest form. (2 points each)
3 2 1
1. 4 ×2 =1
8 5 2
4.6 Assessment
2 1 4
(3 minutes) 2. 6 × =
5 8 5
1 5 2
3. 1 ÷ =2
2 8 5

 Answer the following fractions in your math notebook. Express your answer in the
simplest form if possible. (5 points each)

7 5 43
1. 2 ÷1 =1
4.7 Assignment 10 8 65
(1 minute)
1 3 2
2. 10 ×1 × =6
2 7 5

 The pupils are expected to pass their assignment the following day.

 Ask the pupils if they have clarifications.

 Briefly remind them of the concepts of fraction multiplication and division.
4. 8 Concluding  Quickly review the basic rules for multiplying and dividing fractions.
Activity  Ask the following clarification questions:
(1 minute) "What happens when you multiply two fractions?"
"How do you divide fractions? Any specific steps to remember?"
 Allow brief responses from participants.

5. Remarks

6. Reflections
E. Which of my
A. No. of learners
learning strategies
who earned 80% in
worked well? Why
the evaluation.
did these work?
F. What difficulties
B. No. of learners
did I encounter
who require
which my principal
additional activities
or supervisor can
for remediation.
help me solve?
C. Did the G. What innovation
remedial lessons or localized
work? No. of materials did I
learners who have use/discover which I
 caught up with the wish to share with
lesson. other teachers?
D. No. of learners
who continue to
require remediation.