The document provides a detailed lesson plan for teaching fractions to 6th grade students. The objectives are to add and subtract similar and dissimilar fractions with and without regrouping. The lesson includes a review of fractions, examples of adding and subtracting similar and dissimilar fractions using different methods like number lines or modeling with pictures. Sample word problems are provided for students to practice the skills. The teacher guides students through examples, provides reinforcement exercises, and checks for understanding by having students apply the concepts to a new word problem at the end.

1. DETAILED LESSON PLAN IN MATH VI
First Quarter Week I
I. Objectives: at the end of the lesson, you will be able to;
 Add and subtract similar fractions in simple or mixed numbers without regrouping
 Add and subtract dissimilar fractions in simple or mixed numbers without regrouping.
 Add and subtract similar and dissimilar fractions with regrouping.
II. Subject Matter: Visualizing the Volume of a Cube and Rectangular Prism
Prerequisite Concepts and Skills:
 4 fundamental Facts
 Changing Improper to Mixed Numbers and vice versa
 Changing fractions to Lowest Term
 Finding the GCF and LCD
 Changing Dissimilar Fractions to Similar Fractions
Materials: PowerPoint, pictures
References: Code - M6NSIa-86
Conceptual Math and Beyond
III. Instructional Procedure:
TEACHER’S ACTIVITY PUPILS’ ACTIVITY PPST INDICATORS/KRA/OBJECTIVES
Value Focus: Sharing and appreciating local food products in the
community

2. A. Preliminary Activities
1. Drill
Good morning children.
Today you are going to learn a new lesson, but
before we proceed, let’s have a short drill.
Are you ready for class?
Give the sum and difference of the following
using mental computation.
1. 15 + 4=
2. 16 – 6=
3. 8 + 13=
4. 3+4+4=
5. 26-13-4=
Well done children!
Now let us have a review.
2. Review
Do you still remember your lesson in Grade 5
about Fractions?
What is a fraction?
Very good!
Who can give an example?
Nice another example.
Good morning ma’am.
Yes ma’am.
19
10
21
11
9
Yes Ma’am,
No ma’am.
A part of a whole ma’am.
4/5
¼
Kra 1. Objective 1. Applied Knowledge of
content within and across curriculum
teaching areas.
Kra 1. Objective 3. Displayed proficient use
of Mother Tongue, Filipino and English to
facilitate teaching and learning.

3. Now, How about a similar fraction? Who can
give an example?
Well done, how about a dissimilar fraction?
Very good! From your given answer, 3/6 and 5/6
are fractions? Why are they called similar
fractions?
Give ________ a Yes very good clap!
Therefore, ½ and 2/9 are Dissimilar fractions.
Why?
How about this another example children?
9/4?
Why is it called Improper Fraction?
5 and ¾?
Excellent children!
Let’s have a fast talk, I’ll show fraction then tell
me if they are similar and dissimilar fraction,
Improper and mixed fraction.
a) ¼ + 2/4 e. 9/10 - 6/17
b) 1 5/7 + 1/7 f. 5 6/11
c) 3 3/5 g. 9 7/8 -- 4 3/8
d) 15/5 h. 17 /6
3/6 and 5/6
½ and 2/9
Because they have the same denominator.
Because, they do not have the same
denominator
Improper Fraction
Because the Numerator is higher than the
denominator
Mixed Fraction ma’am
Similar
Similar
Mixed fraction
Improper
Dissimilar
Kra 1. Objective 4. Used effective verbal
and non-verbal classroom communication
strategies to support learner
understanding, participation, engagement
and achievement

4. Excellent children! So, you know what are the
kinds of fraction.
3. Motivation
Have you eaten a rice cake or a cassava
cake?
What are the ingredients used
in cooking these cakes?
Yes, you are right, learners!
Values infusion:
What will be the benefit if you know how to
cook such kakanin like these?
What else?
Very well said!
Cooking rice cakes can be a good source of
income in the community.
Mixed
Similar
improper
Yes ma’am
Glutinous rice(kaning malagkit)
Coconut milk (gata)
Cassava (kamoteng kahoy)
Sugar
You don’t have to buy. Instead you can keep
some of your money.
You can also sell it so you can have extra
income.
Kra 1. Objective 1. Applied Knowledge of
content within and across curriculum
teaching areas.

5. B. Developmental Activities
1. Presentation
I have here a problem, but before I present it to
you or before you read it lets recall first the
standards or rules you have to follow while
having the discussion.
Will you give one.
Well done! Give yourselves a Dora’s clap!
Read and analyze the problem.
2. Performing the Activities
From the given problem. Who’s selling rice cake
and cassava cake?
Very good! Who bought 1 whole rice cake?
Into how many parts did she slice the cake?
To whom did she share the cake?
What part did Ma’am
Ee and Chel get?
What can you say about the 2 fractions?
Sit up straight.
Listen while having the lesson.
Participate actively.
Don’t be afraid to ask questions.
Learn while having fun.
Tita Marlyn.
Her daughter, Ma’am Mary grace
8 equal parts
Her friends.
Fe got 3/8 and Chel got 4/8 slices.
Kra 2. Objective 5. Established safe and
secure learning environments to enhance
learning through the consistent
implementation of policies, guidelines and
procedures.
 Guidelines are always recalled
before starting a lesson to have an
orderly, safe and secure learning
environment
Kra 2. Objective 6. Maintained learning
environments that promote fairness,
respect and care to encourage learning.
 Learners were all encouraged to
participate in the discussion and
giving equal opportunities to
each.
Tita Marlyn Balingit, is selling rice
cakes and cassava cakes in the community.
Ma’am Mary Grace her daughter bought 1
whole of the rice cake and sliced it into 8. She
then shared it to her friends. Maam Fe got 3
slices and Maam Chel got 4 slices. What is the
total fractional part of the rice cake Fe and Chel
took?

6. Yes. What was the total fractional part of the rice
cake they took?
Very good! How did you get the answer?
What goodcharacteristicsdo Ma’amGracehave?
Well done! So, it is one of the traits of a good
friend.
Let’s go back to the lesson, in adding similar
fractions what do we have to do?
Okay children there are different ways or method
for adding and subtracting similar fractions. This
can be used for small value fractions.
1. By drawing number lines
0 1/8 2/8 3/8 4/8 5/8 6/8 7/8 8/8
2. Another way is by constructing figures
or modeling.
3/8 4/8
Transfer the shaded portion of the second figure
to the first.
They are similar.
7/8
Add both the numerator
She is thoughtful cause she shared the food
with her friends.
Just add the numerator and write the same
denominator.

7. 3/8 + 4/8 = 7/8
3. By solving
Simply add the numerators and copy the
denominator.
3 + 4 = 3+4 = 7
8 8 8 8
Now going back at the figure? If 7/8 was taken
away? How many slice or part was left?
How do we subtract similar Fractions?
1 whole rice cake is 8/8 -7/8
- = 1/8
8/8 7/8
You could also obtain the difference of two
similar fraction in the same procedure in adding
similar Fractions
8 - 7 = 8-7 = 1
8 8 8 8
Adding and subtracting dissimilar Fractions
1 slice or 1/8 ma’am.

8. Example:
Add
5
6
+
3
9
= N
To add or subtract dissimilar fractions,
find equivalent fractions, then a
d
d or
subtract as similar fractions.
Step 1. Find the LCD. (The LCD of two
fractions is simply the least common multiple
of the denominators.
Note: there are 2 ways to find the LCD
a. Listing method.
6= 6, 12, 18, 24
9= 9, 18, 27
18 is the LCM
b. Prime Factorization
6 9
2 x 3 3 x 3
2 x 3 X 3 = 18
Step 2. Use the LCM as the LCD.
5
6 18
+
3
9 18
Step 3. Change the given fractions to its
equivalent similar fractions by dividing
the LCD to the denominator then

9. multiply the quotient to the numerator
as shown below
3
5
6
15
18
2
3
9
6
18
Step 4. Add the new fractions as adding
similar fractionsYour answer
15
18
+
6
18
=
21
18
Step 5. Reduces to lowest term. Simplify.
18√21 = 1 3/18
Note that the answer is still not on its lowestterm
so, you need to think of the greatest common
divisor or number that you can divide both the
numerator and denominator.
1
3
18
3
3
= 1
1
6
Example: Subtract
3
5
-
1
6
= N
Note: same step in adding dissimilar Fraction.
3
5
5 = 5, 10, 15, 20, 25, 30
1
6
6= 6, 12, 18, 24, 30
÷
÷

10. Therefore, 30 is the LCD
3
5
=
18
30
1
6
=
5
30
18-5 =
13
30
30
Addition and subtraction of mixed
fractions without and with regrouping.
Example in Addition
6
2
6
+3
1
6
=N
Step1. Add first the similar fraction then the
whole number
6 2 + 3 1 = 2+1= 9 3
6 6 6 6
Step 2. Simplify. Write the answer in lowest
term.
Since 3 is the GCF of 3 and 6 devide the
numerator and denominator by 3
𝟗
𝟑
𝟔
÷ = 9
𝟏
𝟐
Example in subtraction
Subtract 𝟏𝟐
𝟕
𝟏𝟎
- 𝟓
𝟑
𝟏𝟎
= n
3
3

11. Step 1 Subtract the similar fraction then the
whole number.
𝟏𝟐
𝟕
𝟏𝟎
- 𝟓
𝟑
𝟏𝟎
= 7
𝟕−𝟑
𝟏𝟎
= 𝟕
𝟒
𝟏𝟎
Step 2. Simplify. Write the answer in lowest term.
7
4
10
the GCF of 4 and 10 is 2
𝟕
𝟒
𝟏𝟎
÷
𝟐
𝟐
= 7
𝟐
𝟓
Example:
1
3
+ 1
6
8
= 𝑛
Step 1. Change dissimilar fractions to similar
fractions by finding the LCM.
1
3
+ 1
6
8
Note: You can use the listing method or
Prime Factorization
3 = 3, 6, 9, 18,21, 24
8 = 8, 16, 24
1
3
+ 1
6
8
=
8
24
+ 1
18
24
=
8+18
24
=1
26
24
Step 2. Add numerators. (Follow the steps
in adding dissimilar fractions)

12. Step 3. Check the sum. Regroup by
changing the answer to mixed form.
1
26
24
24√26 = 1
-24
2
Note: If the sum is equal to 1 or more than
1, rename or regroup.
We have to divide 26 by 24 to change it to
improper fraction.
Step 4. Add the whole numbers.
1 + 1
2
24
= 2
2
24
not in its lowest term.
Change it to lowest term.
2
2
24
=
1
12
= 2
1
12
Subtract:
30
1
4
− 10
5
6
= 𝑛
Step 1. Change dissimilar fractions to similar
fractions by finding the LCM.
Use any method you are used to.
Listing method/ Prime factor method
4 = 4, 8, 12, 16
6 = 6, 12, 18
÷
÷
2
2

13. 30
1
4
− 10
5
6
= 30
3
12
− 10
10
12
= 𝑛
Step 3. Compare the fractions. If the fractions
cannot be subtracted,
rename the whole numbers of the minuend
to a fraction with
the same denominator.
(Since 3 cannot be subtracted to
10, rename the minuend).
30
3
= 29
12
+
3
= 29
15
12 12 12 12
- 10
10
= 10
10
12 12
Step 4. Follow the steps in subtracting
similar fractions.
29
𝟏𝟓
𝟏𝟐
-
10
𝟏𝟎
𝟏𝟐
______
19
𝟓
𝟏𝟐
Note: you can use any method that you think is
best or easy for you.
Do you understand it children?

14. Well, then let’s have some exercises.
4.Reinforcing the Concepts/Lessons
Activity 1.
A. Add or subtract the following:
1. 5/7 + 1/7
2. 5 6/11 -3/11
3. 3 3/5 + 1 1/5
4. 3/8 + 9/8
5. 5 7/19- 8/19
B. Solve for the answer”
6. 2/3 + 3/4
7. 6 9/12 – 5/6
8. 1 4/9 – 8/15
9. 9 3/6 + 4 4/9
10. 1/3 + 1 5/8
5. Summarizing the Lesson
How do we add/ subtract similar fractions?
If the answer is an improper fraction, what
should you do?
How about in adding and subtracting mixed
number and whole number?
What is the first step?
Very good! How about the second step?
What if the minuend is smaller than the
subtrahend, what will you do?
Yes ma’am.

15. Well said! How about the next step?
Very Good!
6. Applying to New and Other Situations
Read and answer the problem.
Adela spends her free time in reading
novels. Each day she spends ¾ hour. A friend
came in and she has already read by 2/3 hour. To
complete her schedule, how much longer does
she need to read?
What is asked?
Very Good! Give ______ a burger clap!
What are the given facts?
Great! Let’s give _____________ a yes very
good clap!
What operation will be used? Why?
Simply add both the numerator and the
denominator.
Divide the numerator by the denominator.
Or write reduced it to lowest term.
Look if the fractions are similar, if not,
change them to dissimilar fractions.
Add/subtract first the numerator before the
whole number.
Borrow 1 from the whole number and
rename it to a fraction similar with the
denominator.
Add/subtract the numerators and write the
same denominator. Simplify your answer.

16. Write the number sentence.
What is the answer?
I think your now ready for another activity.
Answer the following.
Asked: How much longer does she need to
read?
1,2,3, clap, 1,2,3, stamp hmmmm!
Given Facts:
¾ hour time spent in reading each day
2/3 hour spent reading that day
1,2,3, clap, 1,2,3, stamp yes very good!
Operation: subtraction bec, of the clue
word how much longer she need to
read?
NS: ¾-2/3 = n
Solution and answer:
3
4
−
2
3
= 𝑛
LCD: 12
3
4
−
2
3
=
9
12
−
8
12
=
1
12
IV. Assessment:
For letter A. Find the sum or difference, then simplify each final answer.

17. V. Assignment
Perform the indicated operation
1.
𝟓
𝟏𝟖
+
𝟗
𝟐𝟓
2. 11
2
27
− 3
7
45
3.
𝟏𝟒
𝟐𝟕
-
𝟐
𝟏𝟓
+
𝟑
𝟐𝟓
4.
𝟏𝟓
𝟐𝟎
+ 𝟐𝟎
𝟏
𝟔
− 𝟏𝟏
𝟑
𝟒
5. 3 +
𝟕
𝟗
+
𝟏𝟑
𝟐𝟒
Find the sum or difference. Simplify each final answer.
1. 4
11
+
2
+
4
11 11
= 𝑁
2. (6
3
+ 2
1
) − 1
2
= 𝑁
3. 9
4.
10
4 + 3
9
3
10 10
2 = 𝑁
9
2 2
(5 − 3
6
) + 2
6 6
= 𝑁

18. 18