Republic of the Philippines
Department of Education
MIMAROPA REGION
SCHOOLS DIVISION OF ORIENTAL MINDORO
DISTRICT OF VICTORIA
SIMON GAYUTIN MEMORIAL ELEMENTARY SCHOOL
Poblacion III, Victoria, Oriental Mindoro
A DEMONSTRATION LESSON PLAN IN MATHEMATICS IV
CONTENT STANDARDS – The learner demonstrates understanding of factors and multiples and addition and
subtraction of fractions.
PERFORMANCE STANDARDS – The learner is able to apply knowledge of factors and multiples, and addition
and subtraction of fractions, in mathematical problems and real life situations. The learner is able to recognize
and represents improper fractions and mixed number s in various forms and contexts.
LEARNING COMPETENCY- Visualize addition and subtraction of similar fractions M4NS-IIf – 82.1
CONTENT – ADDITION AND SUBTRACTION OF SIMILAR FRACTION
LEARNING RESOURCES
CURRICULUM LINK: HEALTH, AP, and ESP
STRATEGIES USED: Buddy-buddies, Where is My Pair?, Draw Me to Fit You, Demo-Return-Demo (DRD)
Differentiated Activities
VALUES INCULCATED: Teamwork, Cooperation, Volunteerism
References
Teacher’s Guide TG pp. 142 - 146
Learner’s Materials LM pp. 112 - 118
Textbook pages – Math For Life 4 tx. pp. 193 - 199
Additional Materials From Learning Resources (LR) Portal: YouTube video
Other Learning resources- PPTx, metacards, pictures, videos, charts, activity sheets, tarpapel
III. PROCEDURES
A. Reviewing Previous Lesson or Presenting the New Lesson
1. Let the pupils recall about changing mixed forms to improper fractions by an activity about
Where is My Pair?
TASK: A group of volunteer pupils will get each card with improper fractions and mixed forms
then they will find their match to have a perfect partner.
2 1/4 12/5 29/5 4 2/3 5 5/6
9/4 2 2/5 5 4/5 14/3 35/6
B. Establishing a Purpose for the Lesson
Talk about ways of keeping your body physically fit.
Ask: Do you like to jog? Have you experienced jogging? Are you with someone? Why do we need to
exercise? What benefits can we get from jogging?
C. Presenting Examples/Instances of the New Lesson
Present this problem/situation to class. Tell it through a story.
Jay and Ryan are friends. Jay and Ryan jog regularly. One morning, Jay jogged 5/8
kilometer while Ryan jogged 3/8 kilometer. How many kilometers did Jay and Ryan jog altogether?
How much farther did Jay jog than Ryan?
D. Discussing New Concepts and Practicing New Skill #1
Ask the following questions: Who are friends? Who jog regularly? What part of a kilometer did Jay
jog one morning? What about Ryan? What shall we do to solve the problem? How will we find who
between the two jog farther? By how many kilometer?
1/8 2/8 3/8 4/8 5/8 6/8 7/8 8/8
Jay
1/8 2/8 3/8 4/8 5/8 6/8 7/8 8/8
Ryan
1/8 2/8 3/8 4/8 5/8 6/8 7/8 8/8
Jay
1/8 2/8 3/8 4/8 5/8 6/8 7/8 8/8
Ryan
Show video for further understanding of the lesson.
E. Discussing New Concepts and Practicing New Skills #2
Guided Practice
Group I – Find the sum /difference and express your answers in lowest terms if possible.
2/6 + 3/6 = 8/10 – 3/10=
Group II – Show the fractional parts of the given illustrations by using crayons. Then perform the
indicated operation.
2/8 + 4/6 =
6/6 - 2/6 =
Group III
Complete each number sentence by writing the missing fractions. Then, use the shaded regions to
show the number sentence.
2/8 + ___________ = 6/8
F. Developing Mastery (Leads to Formative Assessment #3)
Independent Practice
Lisa bought bibingka at Curva, Naujan. She sliced it into 8 equal parts. She ate 1/8 and Benny ate
2/8. What part of the bibingka did they eat. What part is left? Show the fractional part.
Part eaten Part left
G. Finding Practical Applications of Concepts and Skills in Daily Living
Tell a situation about sharing.
Dale prepare a homemade pizza for his friends. He sliced it equally among his friends namely
Johann, Lhowel, David and Dioza. What part of the homemade pizza did each get and eat?
Is it good to share? Why?
H. Making Generalizations and Abstractions about the Lesson
To add similar fractions, add the numerator, then write the sum as a fraction using
common denominator. Reduce the answer in lowest term if possible.
To subtract similar fractions, subtract the numerators, then write the difference as a
fraction using the common denominator. Reduce the answer in lowest term if possible.
I. Evaluating Learning
Directions: Add or subtract the following. Illustrate your answer by shading the parts.
1. 2/4 + 2/4 =
2. 4/8 + 1/8 =
3. 2/10 + 3/10 =
4. 7/9 - 3/9 =
5. 9/12 - 7/12 =
J. Additional Activities for Application or Remediation
Answer LM pp. 117 – 118 Keep On Moving Letter A and B
Prepared by:
NOEMI G. MERCADO
Master Teacher II
Observed by:
MA. THERESA T. DIMAYUGA
Principal II
