The document outlines instructional objectives related to adding and subtracting fractions, focusing on both proper and improper fractions, through a series of six meetings. It details specific competencies, learning activities, and the implementation of a four-step problem-solving strategy. Additionally, it lists scheduled events like training days and celebratory occasions that affect class sessions.

1. Competency/ies: (Coded from MELCs)
 Identify proper fractions, improper fractions, and mixed numbers.
 Rewrite improper fractions into mixed numbers, and vice versa.
 Changes fractions to lowest forms. (M4NS-Ic-44.2)
 Solves routine and non -routine problems involving multiplication of whole numbers including money using appropriate problem-solving strategies and tools.( M4NS-Id-45.4)
 Solves multi -step routine and non -routine problems involving multiplication and addition or subtraction using appropriate problem solving strategies and tools (M4NS-Ie-45.5)
1st
Meeting 2nd
Meeting 3rd
Meeting 4th
Meeting 5th
Meeting 6th
meeting
I. Objectives:  Solve word problems involving the
addition of fractions with like and
unlike denominators.
 Demonstrate their ability to add
fractions by writing the steps
involved in the process.
 Demonstrate a positive attitude
toward learning fractions by actively
participating in group work and class
discussions.
 Solve word problems involving the subtraction of fractions with
like and unlike denominators.
 Demonstrate their ability to subtract fractions by writing the steps
involved in the process.
 Demonstrate a positive attitude toward learning fractions by
actively participating in group work and class discussions.
II. Topic:
Solving Word Problems Addition of
Fractions
Subtraction of Fractions
Teachers Day
Program (No
Regular Classes)
In-house training,
Action Research
(No Classes)
Confucius
Day (No
Classes)
III. Reference
and IMs (s):
A.
Reference(s)
B.
Instructional
PowerPoint Presentation PowerPoint Presentation PowerPoint Presentation

2. Materials
IV. Learning
Activities
A. Engage Using their white board, the students will
answer the following:

1
2
+
1
2
=¿

3
8
+
2
4
=¿
 5
2
5
+
6
10
=¿
You have 3/4 of a pizza, and you
ate 1/4 of it. How much pizza is
left?
Using their white board, the
students will answer the
following:

3
4
−
1
2
=¿

5
8
−
2
8
=¿
 5
2
5
−2
6
10
=¿
B. Explore Discuss the 4-step strategy in solving the
word problem: Understand-Plan-Answer-
Check Process
Provide each student with fraction
strips or fraction circles. Have them
work in pairs to model the
subtraction of fractions using the
manipulatives.
Subtracting 3/4 - 1/4, they should
physically remove a portion from
the whole.
Discuss the 4-step strategy in
solving the word problem:
Understand-Plan-Answer-Check
Process
C. Explain Demonstrate the step-by-step process of
solving word problem using the 4-step
strategy.
After the exploration, explain the
formal process of subtracting
fractions with like denominators.
Example: 3/4 - 1/4 = (3 - 1)/4 = 2/4,
then simplify if needed.
Introduce: The concept of
subtracting fractions with unlike
denominators. Demonstrate using
the least common denominator
(LCD).
Demonstrate the step-by-step
process of solving word problem
using the 4-step strategy.

3. Example: 3/4 - 1/2. Convert 1/2 to
2/4, then subtract: 3/4 - 2/4 = 1/4.