This Learning Plan is open to be corrected or enhanced. This is just a sample of Lesson plan that was used during my classroom observation in Mathematics 5 of Second Quarter. DISCLAIMER: Some photos are not owned by the presenter. it was taken from various sites on Google.

1. “Nohay cosaimposible, cree, junto-junto pwede”
” Nothing is impossible, believe, together we can.”
Lesson Plan in Mathematics 5
Name of the Teacher: Crisaldo H. Cordura
Date of Observation: October 20, 2023 (Friday)
Time: 2:30 PM – 3:30 PM
LEARNING OBJECTIVES
Content Standard
The learners…
• demonstrates understanding of divisibility, order of operations,
factors and multiples, and the four fundamental operations involving
fractions
Performance Standard
The learners should be able to...
• apply divisibility, order of operations, factors and multiples, and the
four fundamental operations involving fractions in mathematical
problems and real-life situations.
Learning Competency
• M5NS-Ie-84 - adds and subtracts fractions and mixed fractions
without and with regrouping.
Objectives
At the end of a 60-minute discussion, the grade 5 pupils can do the
following with at least 75% level of accuracy:
a. Identify similar and dissimilar fractions;
b. Add and subtract similar fractions; and
c. Appreciate the importance of adding and subtracting fractions
and can relatively connect to a real-life situations.
SUBJECT MATTER
Title Adding and Subtracting Similar Fractions
Reference • ADM: Module 8
Math5_q1_mod8_AddingAndSubtractingFra
ctionsAndMixedFractions_v2.pdf
Materials Manila paper, construction paper, cartolina,
marker
Approach Explicit
CLTA – Communicative Language Teaching Approach
Strategy Bridging English to Filipino, Brainstorming, APK,
Number-Heads Together, 1-minute paper
Philosophy in Teaching Progressivism, Essentialism, Constructivism
Integration Community and Subject Integration

2. “Nohay cosaimposible, cree, junto-junto pwede”
” Nothing is impossible, believe, together we can.”
LEARNING PROCESS
Teacher’s Activity Pupils’ Activity
A. Preparatory Activity
1. Greetings (1 minute)
Good afternoon Class! Today we are
going to discuss and learn another
lesson. To start, what are the things you
need to remember?
2. Drill/Recall (2 minutes)
Last meeting, what did we discuss?
Follow-up Question:
✓ What are the parts of fraction?
✓ What are the different kinds of
Fractions?
3. Incentive Chart (4 minutes)
Intro – Fraction is a part of a whole!
Note: The following shapes were cut into
pieces.
• What is in the picture?
• Can you Identify the different
figures? Do you want to identify
the following objects?
• For you to identify the following
objects you need collect all its
pieces, and the following will
be your group color.
Group 1: Yellow
Group 2: Green
Group 3: Blue
Group 4: Red
Group 5: Brown
Group 6: Orange
Good afternoon Teacher Cris!
Behave, listen, participate,
etc.
Parts and kind of Fractions
- Numerator and
Denominator
- Proper Fraction,
Improper Fraction, and
Mixed Fraction/Number
Cut papers in different colors!
No/Yes!

3. “Nohay cosaimposible, cree, junto-junto pwede”
” Nothing is impossible, believe, together we can.”
• For you to identify the figures,
what are the things you need
to remember?
B. Developmental Activity
1. Motivation (6 minutes)
• I have here pictures which are
divided into parts
• Identify the following pictures and
answer the questions that follows.
✓ What does the picture shows?
✓ How does it relate to fractions?
✓ Have you experienced the same
thing?
2. APK – Activating Prior Knowledge (2 mins.)
• What are Similar Fractions?
• What are Dissimilar Fractions?
C. Teaching/Modeling (I Do!) (15 minutes)
To add or subtract Similar Fractions we can
do the following:
Adding or Subtracting Proper fractions
A. Find the sum of
2
5
and
1
5
.
2
5
+
1
5
=
2+1
5
=
3
5
B. Find the Difference of
4
7
and
3
7
.
4
7
-
3
7
=
4−3
7
=
1
7
Adding or Subtracting Improper Fractions
A. Find the sum of
6
6
and
3
6
.
6
6
+
2
6
=
6+2
6
=
9
6
= 9 ÷ 6 = 1
1
2
Behave and participate in the
class discussion.
Similar Fractions are 2 or more
fractions having the same
denominators.
Dissimilar Fractions are 2 or
more fractions having different
denominators.
9
6
x 1 Whole Number
Denominator

4. “Nohay cosaimposible, cree, junto-junto pwede”
” Nothing is impossible, believe, together we can.”
1
3
6
=
3
6
÷ 3 =
1
2
= 1
1
2
B. Find the Difference of
8
5
and
6
5
.
8
5
-
6
5
=
8−6
5
=
2
5
Adding or Subtracting Proper Fractions to
Mixed Fractions or Vice Versa
A. Find the sum of 1
2
7
and 3
3
7
.
1
2
7
+ 3
3
7
= n
Step 1: Add the whole numbers
1 + 3 = 4
Step 2: Add the fractions
2
7
+
3
7
=
2+3
7
=
5
7
Step 3: Combine whole numbers and
Fractions
4
5
7
B. Find the sum of
7
12
and 3
6
12
.
Step 1: Separate the whole number 3
Step 2: Add the fractions
7
12
+
6
12
=
7+ 6
12
=
11
12
Step 3: Combine the whole number
and Fraction.
3
6
12
C. Find the difference of 1
3
4
and
1
4
.
Step 1: Change mixed number to
improper fraction.
1
3
4
= (𝐷𝑒𝑛𝑜𝑚𝑖𝑛𝑎𝑡𝑜𝑟 𝑋 𝑊ℎ𝑜𝑙𝑒 𝑁𝑢𝑚𝑏𝑒𝑟) +𝑁𝑢𝑚𝑒𝑟𝑎𝑡𝑜𝑟
𝐷𝑒𝑛𝑜𝑚𝑖𝑛𝑎𝑡𝑜𝑟
=
(4 𝑥 1)+3
4
=
4+3
4
=
7
4
Step 2: Subtract now the fractions
7
4
-
1
4
=
7−1
4
=
5
4
Step 3: Simplify your answer
5
4
= 5 ÷ 4 = 1
1
4
D. Guided Practice (We Do!) (10 minutes)
Let’s play a game! Number Heads
In every group I will give a one-eighth
illustration board, then prepare your
whiteboard markers.
Activity Instructions:
- 6
3 Numerator

5. “Nohay cosaimposible, cree, junto-junto pwede”
” Nothing is impossible, believe, together we can.”
1. I will show a number sentence in
fractions.
2. In 15 seconds, raise your answers.
3. After 15 seconds if you cannot raise
your board, answers will be immediately
eliminated.
4. In every correct point you will get a cut
papers for your group puzzle.
E. Independent Practice (You Do!) CLT – Group Activity/Presentation (8 minutes)
Directions: Solve the following.
IV. Evaluation (8 minutes)
Directions: Add or Subtract the following. Always choose the simplified or lowest term
answer if found on the choices.
1.
2.
3.
V. Summary (4 minutes) 1 – minute paper
• In summary, what is the importance of adding and subtracting fractions
and how can you relatively connect to a real-life situations?
A.
11
10
B.
11
20
C. 1
1
10
D.
110
100
A.
107
10
B. 10
7
10
C. 7
10
10
D. 8
A.
16
10
B. 10
6
10
C. 10
3
5
D.
3
10

6. “Nohay cosaimposible, cree, junto-junto pwede”
” Nothing is impossible, believe, together we can.”
VI. Assignment/Remedial
Solve the following. Write your answer in the simplest form.