DETAILED LESSON PLAN IN TEACHING MATHEMATICS IN THE INTERMEDIATE

GRADES

I. OBJECTIVE

At the end of 60-minutes lesson, the students will able to:

a) Subtract fraction with like and unlike denominator,

b) Subtract mixed number without regrouping, and
c) Solve application problem that require the subtraction of dissimilar fraction and
mixed number.

II. SUBJECT MATTER

Subtraction of dissimilar fraction and mixed number

Learning materials
A. REFERENCES
http://www.montereyinstitute.org/courses/DevelopmentalMath/
TEXTGROUP-1-
https://www.splashlearn.com/math-vocabulary/fractions/subtracting-mixed-
numbers.
B. MATERIALS
1. Laptop
2. Power point Presentation
3. Cardboard
III. PROCEDURE ( 5E’s Method)

Teacher’s Activity Learner’s Activity

A. Preliminary Activity

Good morning class! Good morning Teacher Edna!

How are you today?
Let us pray first, anyone who
wants to lead the prayer
Good morning classmate!
Mabuhay!
Were fine teacher
(Students will stand up and lead the
prayer)
“Lord God, thank you for this day.
Give us strength, wisdom and

Before you take your seats,
kindly pick up all the trash you
can see inside the classroom
and put it in the trash bins.
knowledge to understand our
lesson for today and keep us
always safe, Amen.”

Now, let us check your

attendance. Row leaders, do we
have absentees today?

Row 1. I’m glad to report that everybody is

present in our row ma’am.

Row 2. I’m glad to report that everybody is

present in our row ma’am.

Row 3. I’m glad to report that everybody is

present in our row ma’am.

Row 4. I’m glad to report that everybody is

present in our row ma’am.

It is nice to hear that all of you

are present today.

Class, will you please bring out ( Students will pass their
your assignment and pass it in assignment in front)
front.

Thank you class! May you take

your seats

Okay, now let us start our new

lesson.
 B. Engage
Our lesson for today is all about
Subtraction of dissimilar fraction
and mixed number.

Are you familiar with the Yes ma’am

subtracting fraction?

Okay, very good!

How about the subtraction of No, ma’am

dissimilar fraction and mixed
number?

Okay class, so listen carefully

and I will explain it to you.

Picture 1

Picture 2

Look at the pictures, we have

picture 1 and picture 2.

So what do you notice about Ma’am in picture 1 they have a

this? dissimilar or unlike denominators
Yes Nicole?

Yes very good!

Okay in picture 1 we have

 dissimilar factions. It is a fraction
with different denominators.

How about picture 2?

Yes kathlyn? Ma’am it is similar fraction

Yes very good, kathlyn!

Similar fraction is a fraction with

the same denominator.

So, now let’s proceed!

We are going to subtract the
mixed number.

How to subtract the numbers

with same denominator?

Example
7 2
5 −3
3 3

Step 1. Subtract the whole

number
5-3= 2

Step 2. Subtract fraction

7 2
−
3 3

Step 3. Write the fraction with

whole
7 2 5
5 −3 =2
3 3 3

Do you understand class?

Yes ma’am
Another example
6 9
5 −2
8 8

Jandel, kindly answer it? 6 5 1

5 −2 =3
8 8 8
Yes very good, jandel!

How to subtract mixed number

and dissimilar fraction with
regrouping?

When subtracting fractions and

mixed numbers, first find a
common denominator if the
denominators are not alike,
rewrite each fraction using
common denominator, and then
subtract the numerators.

Step 1. Change the similar

fraction into similar fraction. Get
LCD by the denominator and
multiply by the numerator to get
new numerator.

1 5 3 20
9 −3 =9 −3
8 6 24 24

Step 2. Subtract the fraction then

whole numbers regroup if
necessary.

3 20 27 20 7
9 −3 =8 −3 =5
24 24 24 24 24

Step 3. The answer in lowest

term if possible
7
5
24

Another example

5 3 .
7 −6 =¿
10 4

Who wants to answer this? 5 3

7 −6 =¿
Yes Jezel? 10 4

10 15
7 −6 =
20 20
 30 15 3
6 −6 =
20 20 4
Very good’ Jezel!

Do you understand class?

Yes ma’am
C. Explore
I will group you into three (3) and
choose your leader that will
explain your output in front. You
have 5 minutes to do it.

Group 1

1 1 1 1
9 −5 9 −5
2 4 2 4
19 21
= −
2 4

19 21
= −
2 4

38 21
= −
4 4

17 1
¿ =4
4 4

Group 2
2 1
5 −3
3 6
2 1
5 − 3
3 6
17 19
= −
3 6

34 19
= −
6 6

15
=
6

=2 ½
 Group 3
1 3 1 3
6 −2 6 −2
3 4 3 4
4 9
=6 −2
12 12

25 11
= −
4 4
14
=
4
1
=3
4

Congratualation everyone!
You did great. Give yourself
an applause for going such a
great job.

D. Explain
Discussion/Analysis

Our topic is all about Subtraction

of dissimilar fraction and mixed
number

Again, what is subtraction of

dissimilar fraction?

Dissimilar fraction is a
fraction with different
denominators.
Very good!

Step 1. Change the similar

fraction into similar fraction. Get
LCD by the denominator and
multiply by the numerator to get
new numerator.

Step 2. Subtract the fraction then

whole numbers regroup if
necessary.

Step 3. The answer in lowest

term if possible
 Okay, let’s try this!

1
Pedro can run 4 kilometer and
2
2
Maria can run 2 kilometers
5
only. Find the difference in the
distance that they can run.

1 2
4 −2
2 5
1 2
=4 −2
2 4

3 2
=3 −2
4 4

1
=1
4

Do you understand?
Yes ma’am
Another example

3 1
5 −2 =¿
4 2

3 1× 2 3 2 1
5 −2 =5 −2 Ma’am the answer is 3
4 2× 2 4 4 4

3 2 1
5 −2 = 3
4 4 4
Yes ma’am
Is every ting clear class?

Generalization
We are done with our discussion , let
us have a review before I will give you
an activity.

So, what are the steps on solving a

Step 1. Change the similar fraction
subtraction of fraction and mixed
number? into similar fraction. Get LCD by the
Yes grey? denominator and multiply by the
numerator to get new numerator.
Very good

Step 2. Subtract the fraction then

How about step 2? whole numbers regroup if
Yes Marisa? necessary.

Thank you, Marisa

Step 3. The answer in lowest term if
What about the last step? possible
Yes jack?

Okay, very good class!

E. Elaborate
Now that you clearly understand our
lesson let us have our activity.
So I will group you into 5 and you only
have 2 minutes to solve each problem.
You will answer it on your paper.

When I give all the problems you may

start to solve it and then the first group
who can already solve the problem was
given points. So every problem was 5
points.

Let’s start our activity! 1 5

7 −3
1 5 3 6
1. 7 −3
3 6 1× 2 5
=7 −3
3× 2 6

2+ 6 5
=7 −¿ 3
6 6

8 5
= 6 −3
6 6

3
=3
6

1
=3
2
 3 7 3 7
2.3 −1 3 −1
4 8 4 8
7 9
=3 −1
16 16

23 9
=2 −1
16 16

4
=1
16

=1 ½

Wow, great job class!

Looks like you clearly understand our
lesson today.

Give yourself 10 claps for doing a good

job.
F. Evaluate
For your evaluation, kindly bring out 1
whole sheet of paper and answer the
following.

Direction: Solve each problem

2
1. Ms Rubella baked 4 dosen
4
1
cokies. She brought 2 dozen to (the students will bring their papers
2
school for her friends. How many and answer the problems)
dozen of cookies were left?
6
2. Julie bought 2 meter of red ramie
8
cloth for her table napkins and
3
2 white ramie cloth for
5
placemats. How many meters of
cloth did she buy?
(Students will pass their papers)
Okay you only have 10 minutes to
finish your quiz/Evaluation.
 (after 10 minutes)
Okay time is up, pass all your papers
in front.
G. Assignment
Okay class, bring out your
assignment notebook and copy
your assignment in front.

Direction : Solve the problem

1. Jack jumped 4 1/7 m in a

long jump competition.
Shane jumped 3 2/9 m. Who
jumped longer and by how
many meters?
2. Sharon spent 4 3/7 hours
studying math and playing
tennis. If she played tennis
for 2 ¼ hours, how long did
she study?

Are you done coping your assignment?

Okay class, keep all your things. Put all Yes ma’am
the trashes under your chairs and
tables.

Okay, that’s all for today.

Goodbye class! See you again
tomorrow Keep safe and have a nice Good bye ma’am, goodbye
day. classmate, see you again
tomorrow.

Submitted to: CRISTINA P. TENDERO

EGE 16 Instructor

Prepared by: EDNALYN A. PADILLA

BEED III-A