This document presents a detailed lesson plan for teaching Grade 6 students how to add dissimilar fractions. It outlines objectives, subject matter, materials, and various teaching procedures including preparation, motivation, lesson proper, and evaluation. The lesson aims for students to understand and apply the methods for adding dissimilar fractions in real-life contexts.

1. Detailed Lesson Plan Mathematics 6 Adding Dissimilar
Fraction
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2. Angel of God, my
guardian
dear, To whom God's
love
commits me here, Ever
this
Detailed Lesson Plan
In
Mathematics VI
I. Objectives
At the end of the lesson,100% of the students with 75% level
of proficiency should be able to:
a. define dissimilar fraction,
b. appreciate the importance of fractions in real life situation;
and c. perform the right procedure in adding dissimilar fractions.
II. Subject Matter
a. Topic: Adding Dissimilar Fractions
b. Reference: M6NS-Ia-86
Conceptual Math and Beyond
https://www.youtube.com/watch?
v=sbtCkXJYF3s c. Materials: PowerPoint Presentation, Visual
aids
d. Values Integration: Cooperation
III. Procedures
Teacher’s Activity Pupil’s Activity
A. Preparatory Activities
1. Prayer
Class, let us all stand and put ourselves
in the presence of the Lord as we pray.
Claire, kindly lead the opening prayer?
2. Greetings
Goods morning/good afternoon,
Class. Let me introduce myself first,
I am Teacher Lea B. Mendoza, but
you can call me teacher Lea, and I
am your
(Students will pray)
Okay, Ma’am.
Classmates, are you ready to pray?
Let us pray. In the of the father, the
son, and the holy spirit,Amen.
Good morning, ma’am
Good morning classmates.

3. Angel of God, my
guardian
dear, To whom God's
love
commits me here, Ever
this
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4. teacher in teaching Mathematics VI.
How are you this morning?
I’m fine too.
3. Energizer
Before we
will start our
today's
lesson,
lets have an
action song
Okay. Are
we all set?
Before we
will start our
today's
lesson,
lets have an
action song
Okay. Are
We’refine thankyou. How about you?
(action song)
Yes sir.
Nobody is absent, ma’am.
Yes, ma’am.
Good morning, ma’am.
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5. we all set?
Before we will start our today's lesson,
let’s have an action song to awaken our
mind and body, Okay.
https://www.youtube.com/watch?v=sbtCkXJYF3s
Are we all set?
4. Checking of attendance
Is there any absent for today, class?
Very good! Noone is absent today.
5. Classroom Agreement
Before we will start, I would like to
remind you about our classroom rules,
using the acronym REACH.
R- espect
Respect your teacher, your peers, and
the class/school rules at all times.
E- ffort
Pay attention, listen carefully, and
always do your best.
A- ttitude
Be positive, kind, helpful, and
courteous. Keep negative comments to
yourself.
C- ooperation
Be willing to work with anyone and
share your ideas.
H- onesty
Always tell the truth.
“AmI clear?”
“Very good!”
6. Drill
Good morning children!
Today you are going to learn a
new lesson, but before we proceed,
let’s
have a short activity.
Are you ready class?
Yes ma’am.
19
10
21
11
13
Ma’am, our topic yesterday is
about adding similar fractions.
Ma’am, we add the numerator
and copy the denominator.
Ma’am, .
Ma’am, .

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7. Direction: 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=
Well done children!
7. Review
“Before we jump up to our next
topic, let’s have a quick recap of our
lesson
yesterday.
Class! What was our lesson
yesterday?
Very good!
And what are the steps in
adding similar fractions?
Excellent!
Let us check if you really
remember it.
What is + ?
Very Good.
What is + ?
That’s right.
Excellent class!
It seems you have learned our
lesson very well.
B. Motivation
Before we proceed to our lesson
for today.
Let’s play a game called Solve the
(the students will play the game)
(students will do the Anggaling clap)
Ma’am, Similar fractions, it is
the fraction that have the same or
similar denominator.
Ma’am, Dissimilar fractions, it is
the fraction that do not have the
same or similar denominator. It has
different denominators.
Dissimilar Fraction, ma’am.
Adding Dissimilar Fractions
No, ma’am.
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8. Jumble!
Mechanics:
1. I will group you into two
groups namely Red team and Blue
team.
2. Each group will receive
letters that members must form to
make a word or words and post
it on the board.
3. The fastest group to form
the jumbled words will win the game
and receive rewards.
And the Winner is Red/Blue team!
Let us give the winning team
Math galing clap!
I hope you enjoy our simple game!
Now, I want you to look at these
two words on the board.
What does it mean? We
already discussed it yesterday.
Very Good!
How about the second words? It
also has fractions that are examples.
Now, what can you observe about the
fractions?
Any idea?
Very Good!
Yesterday, we discussed how to
add similar fractions.
What do you think will be our topic
for this afternoon?
Very good idea!
Our topic for this afternoon is all
about Adding Dissimilar Fractions
Again, what is our topic today?
Now, what if we have the given that
is dissimilar fractions? Is it the same
as the procedure in adding similar
Yes, ma’am!
(the student will read the definition)
Ma’am, + ?
Ma’am, + ?

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10. fractions?
Will you be excited to know how?
C. Lesson Proper
First, let us define what is
dissimilar fractions.
What is dissimilar fractions?
Please read.
Good! Thank you, Sunshine.
Base on the definition of
dissimilar fractions, who can give me
an example of it.
Very Good!
What else?
That’s right!
Now that you know what
dissimilar fractions are, let us now
discuss how to add dissimilar fractions.
There are two ways to add
dissimilar fractions:
Four steps in adding
dissimilar fractions:
1. Find the least common
denominator (LCD) by finding
first the least common multiple
(LCM) of the two
denominators.
2. Write an equivalent fraction
as the denominator.

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12. Cross
multiplicatio
3. Rename the fractions with
a common denominator.
4. Add the numerators and simplify.
For example:
2 3
+ =?
5 4
denominat
,
or (LCD) by finding first the
least common multiple (LCM) of 4 and 5
by listing method.
5= 5,10,15,20, 25, 30, …
4= 4,8,12,16,20, 24, 28, …
Now, the LCM is 20.
Step 2, Write an equivalent fraction
for with 20 as the denominator and
with 20 as the denominator.
LCM= 20
Step 3: Rename the fractions with
a common denominator.
Step 4: Add the numerators
and simplify.
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Step 1 Find the least

13. Another example:
Step 1, Find the least
common denominator (LCD) by
finding first the least common multiple
(LCM) of 3 and 5 by listing method.
Step 2, Write an equivalent fraction
for with 15 as the denominator and
with 15 as the denominator.
Step 3: Rename the fractions with
a common denominator.
Step 4: Add the numerators
and simplify.
Cross
multiplicatio
n/Butterfly Method
10 9
2 3 10+9 29
14
+ = = ∨1
3 5 15 15
15
(student will answer on the board)
Step 1, Find the least
common denominator (LCD) by
finding first the least common multiple
(LCM) of 5 and 3 by listing method
Step 2, Write an equivalent fraction
for with 15 as the denominator and
with 15 as the denominator.
Step 3: Rename the fractions with
a common denominator.
Step 4: Add the numerators
and simplify.
Cross
multiplicatio
n/Butterfly Method

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15. Another example:
Now, let us have a problem
involving dissimilar fraction.
Andrea wants to bake egg pie and
buko pie. In making egg pie, she uses
of sugar and in making buko pie, she
will use of sugar. How many sugar
does she need to make both the egg
pie and buko pie?
Who wants to answer on the board?
Yes, ma’am.
Nonema’am.
Adding Dissimilar Fractions, ma’am.
Ma’am, dissimilar fractions are
fractions with different denominators
Ma’am, there are two ways to
add dissimilar fractions.
First way, change dissimilar fractions
to similar fractions.
Second way, by using cross
multiplication or sometimes called butterfly
method.
(students answer vary)
None so farma’am!
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16. Very good! Gabriel.
Did you understand?
Do you have any question?
D. Generalization
Again, what is our lesson today?
What is dissimilar fractions?
Very good!
How do we add dissimilar fractions?
Now, what do you think is
the importance of fractions in real
life situation?
Fraction is important because
it helps people in cooking, be
measuring the ingredients that will
be used. Fraction is related to
division and it relate to everyday
situations.
Excellent class!
Do you have any questions?
Clarification?
I’m glad that you have learned
our lesson for today.
Now, let’s have another group
activity.
Go to your respective group.
Yes, ma’am!
Red Team
1 3 10 1
+ = =1
2 4 8 4
2 5 37 7
+ = =1
5 6 30 30
1 1 8
+ =
5 3 15
Blue Team
2 3 17 5
+ = =1
3 4 12 12
4 1 21 1
+ = =1
5 4 20 20
1 3 11 1
+ = =1
2 5 10 10
Yes, ma’am!
None, ma’am!
(The students will start answering)
Answer:
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17. Choose one representative who
will explain your group output on the
board.
I will give you five minutes to do
the activity.
Direction: Solve the
following: Answer must be in simplified.
1 1 6 3
+ = =
2 4 8 4
3 5 41 6
+ = =1
5 7 35 35
1 2 11
+ =
3 5 15
Red Team
1 3
+ =?
2 4
2 5
+ =?
5 6
1 1
+ =?
5 3
Blue Team
2 3
+ =?
3 4
4 1
+ =?
5 4
1 3
+ =?
2 5
Are you done, class?
Very good!
Post your outputs on the
board. Let’s start with Red
Team.
Very good! That is correct!
Okay, let us hear form the
Blue Team.
Very good! That is also correct!
Let’s give everyone a Dionesia Clap!

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19. Do you understand our lesson,
class?
Do you have any question?
IV. Evaluation
To test if you really understand
the lesson, solve the following:
Direction: Solve the
dissimilar fraction and simplified the
sum.
1 1
1. +
=? 2
4
2. + =?
1 2
3. + =?
3 6
Please be guided with the
scoring rubric below.
Solution - 3 points
Final Answer - 2 points
V. Assignment
Solve the problem. Simplify the sum.
Problem:
Anna is doing a portrait of her dog She did
1
of the portrait on Wednesday, and
2
of
the portrait on Friday. How much has she done?
Please be guided with this scoring rubric for the assignment:
Scoring Rubric
Criteria Excellent (8-10) Good (5-7) Fair (3-4) Poor (2-1)
.
4

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21. Mathematica
l Concepts
Used
Shows full
understanding of
the concept as
evidenced in the
work presented.
Shows nearly
complete
understanding
of the concept
as evidenced in
the work
presented.
Shows some
degree of
understanding of
the concept as
evidenced in the
work presented.
Shows very
limited
understanding
of the concept
as evidenced in
the work
presented.
Solving the
Problem
The
computations
were presented
logically and
done accurately.
There have been
alternative
solutions offered
that all lead to
the same answer.
The computations
were presented
logically with
minimal omissions
or errors in
procedure.
The computations
were presented
logically but with
considerable errors
in procedure.
The
computations
were
incoherent and
inaccurate. The
students are
unable to
follow the
steps taken in
the solution.
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