Detailed Lesson Plan (DLP)

DLP No: 1 Learning Area: Math Grade Level: IV Quarter: 1 Duration: 1 hour
Learning Pupils will be competent in adding improper fractions with like and
Competency/ies: unlike denominators in a timely and accurate manner.

Key Finding a common denominator, equating fractions, adding

Concepts/Understanding numerators, and simplifying the total are all steps in the fraction
s to be Developed understanding process.
I. Objectives:
1. Knowledge – By the end of the lesson, students will be able to define and identify adding
improper fractions.

2. Skills – Students will be able to add improper fractions by employing the right methods and
strategies.

3. Attitude – Students will gain confidence and enjoyment when adding improper fractions.

4. Values – Students will understand how important accuracy and precision are while doing
mathematical operations.

II. Content: Adding Improper Fractions

III.Learning Resources:
Materials:
 Whiteboard
 Markers
 Fraction cards
 Index cards

IV. Procedures:
4.1 Introductory Activity (10 minutes)
Guide Questions:
1. On your index card, what fractions are written down?
2. Can you determine whether the fractions on your index card are proper or improper?
3. If you were to add the fractions on your index card, how would you arrive at a common
denominator?
4. Could you describe how to equalize fractions before adding them?
5. What techniques can you employ to make adding improper fractions easier?

Transition Statement: These are pre-cut index card pieces with adding improper fractions.
The students will look at the writing on the index cards and pose a few questions.

4.2 Activity (15 minutes)

4.2.1 Unlocking the terms:

Adding improper fractions involves combining fractions where the numerator (top number)
is equal to or greater than the denominator (bottom number). This process is essential for
solving complex math problems that involve fractions. By understanding how to add
improper fractions, we can enhance our mathematical skills and tackle more advanced
math concepts effectively.

For instance, if we have 5/3 (five-thirds) and 7/4 (seven-fourths), we must first find a
common denominator to add them together. In this case, the common denominator is 12.

To make 5/3 equivalent to twelfths, we multiply the numerator and denominator by 4,

resulting in 20/12.

To make 7/4 equivalent to twelfths, we multiply the numerator and denominator by 3,

yielding 21/12.

By adding the fractions: 20/12 + 21/12 = 41/12. Therefore, the sum of 5/3 and 7/4 is 41/12.
 4.2.2 Small Group Activity
“Fraction Addition Challenge”
Materials Needed:
- Fraction cards or index cards with improper fractions written on them
- Paper and pen for keeping score
- Timer (optional)

Instructions:
1. Divide the students into pairs and give each pair a set of fraction cards or index
cards with improper fractions written on them.
2. Set a timer for each round if desired.
3. The first player in each pair picks a card and adds the two fractions together.
4. The second player then picks a card and adds their two fractions together.
5. The players compare their sums, and the one with the higher sum gets a point.
6. Keep playing for a set number of rounds or a specific time (e.g., 10 rounds or 5
minutes).
7. At the end of the game, the player with the most points is the winner.

Example:
1. Player 1 picks a card with 2/3 and Player 2 picks a card with 4/5. Adding them
together, Player 1 gets 22/15 and Player 2 gets 23/15. Player 2 gets a point.
2. Player 1 picks a card with 7/8 and Player 2 picks a card with 5/6. Adding them
together, Player 1 gets 71/48 and Player 2 gets 41/24. Player 1 gets a point.

Transition Statement: Now that you have classified the pictures. Let me process the activity by
giving you.

4.3 Analysis (5 minutes) “Answer this Please!”

The student will answer about their understanding of the topic, which is adding
improper
fraction.

Guide Questions:
1. What does it mean to add improper fractions?
2. Why is it important to find a common denominator when adding proper fractions?
3. How do you make fractions equivalent before adding them?

4.4 Abstraction (10 minutes)

Adding improper fractions involves a few additional steps because the sum may result in a
new improper fraction. Here are the steps:

1. Write down the fractions that you want to add, ensuring they have the same
denominator. If they have different denominators, find a common denominator by
determining the least common multiple (LCM) of the denominators.

2. Add the numerators of the fractions together. Keep the denominator the same.

3. If the sum of the numerators is greater than or equal to the denominator, convert the
improper fraction into a mixed number. Divide the numerator by the denominator to get the
whole number part and use the remainder as the new numerator.

4. Simplify the fraction part of the mixed number, if possible, by finding the greatest
common factor (GCF) of the numerator and denominator and dividing both by it.

5. If you converted the improper fraction into a mixed number in step 3, you may want to
convert the resulting mixed number back into an improper fraction.

6. Write the final answer properly labeled as an improper fraction, mixed number, or whole
number, depending on the form required for your answer.
Transition Statement: Okay, everyone! Now, that we are done for our discussion.

4.5 Application (3 minutes)

A vegetables vendor sells 8/5 kilograms to Queency and 6/4 kilograms to Josh.

4.6 Assessment (7 minutes)

Add these improper fractions together and answer the improper fractions and
show your solutions.

1.) 5/3 + 7/5 =

2.) 8/7 + 9/4 =
3.) 7/2 + 13/8 =
4.) 14/9 + 7/5 =
5.) 17/15 + 13/3 =

Transition Statement: Now that you are done answering. You are given an activity to be done at
home.

4.7 Assignment (5 minute)

A. Directions: Circle the improper fractions.

5/4 13/12 2/2 15/8

5/6 8/7 11/5 2/9 12/11

9/4 7/10 5/2 1/5 16/4

B. Read each statement and check” Yes or No” as an improper faction.

1.) ¾ is an improper fraction.

o Yes
o No
2.) 9/8 is an improper fraction.
o Yes
o No
3.) 10/7 is an improper fraction.
o Yes
o No
4.) 14/13 is an improper fraction.
o Yes
o No
5.) 2/6 is an improper fraction.
o Yes
o No

Transition Statement: I have a few questions before our lesson ends.

4.8 Concluding Activity (3 minutes)

1. What did you find to be the most challenging part of learning how to add improper
fractions?
2. When it comes to adding improper fractions, how comfortable are you now that we've
started?
3. Can you explain what is improper fraction?
4.Can you simplify a fraction? When and how would you do that?
5. Give an example of improper fractions.
 V. Remarks: The assignment will be check tomorrow.

VI. Reflections

Prepared by:

Name: Hannah E. Mansubre School: Casay National High School

Position/Designation: Division:
Contact Number: 09336963889 Email Address: mansubreh@gmail.com