Addition of Similar Fractions

LC: Add and subtract similar fractions in simple form without regrouping.

I. Learning Objectives: Using a model, pupils shall be able to:
C: analyze the steps in adding/subtracting similar fractions.
P: perform addition and subtraction similar fractions correctly.
A. show patience while learning the skills.

II. Learning Content:
Topic: Adding and Subtracting Similar Fractions
Concept: To add or subtract fractions with like denominators, add the
numerators. Use the same denominator in the sum or
difference.
Skill: Adding and Subtracting Similar Fractions
Values: Patience
Material: 2 by 3 grid, flashcards of fractions
Resources: Kotah, M. (2005), Soaring 21st Century
Glencoe, Mathematics Applications and Connections
www.lessonplanpage.com

III. Learning Experience:
Classroom Routine - checking of attendance, ID, etc.

A. Introduction:
1. Prelection:
a. Drill: Flashcard Drill on Reducing Fraction to Lowest Term.
· 25/75
· 36/48
· 150/250

2. Preview:
a. Motivation:
· Cake was dessert for supper. Two thirds of it was left over. If a visitor arrives and is offered one third of the cake, then what portion of the cake is left over?
· Kim bought some special plastic sticker to use for decorating her walls. She used 2/6 for one wall and 3/6 for another wall. How many of her plastic stickers did she use?

b. Presentation of the day’s lesson

B. Interaction:

Activity 1: Pairwork.
Procedures:
· Draw a 2 x 3 grid as shown below.
· Shade three squares with blue.
· Then, color 2 squares with red.

Questions for Discussions:

· What fraction does color blue represent?
· What fraction does color red represent?
· How many squares are colored? What fraction would that represent?
· If you color four more squares, what fraction would that represent?
· What is the addition sentence?
· What have you noticed with the sum?

C. Integration:
1. Generalization: writing
· How are similar fractions added/subtracted?

2. Reflection:
· In solving the fractions, which step do you find difficult?

3. Action:
· What would you do to lessen your difficulty?

IV: Evaluation: Quiz
a. Perform the indicated operations. Reduce to lowest term if
necessary.

· 2/3 + 1/3
· 11/18 + 1/19

V. Assignment: Answer in your drill notebook.
1. Solve each equation. Write the solution in simplest form.
· a + 2/5 = 4/5
· 8/9 – c = 4/9

2. Solve each problem.
· How much longer than 7/16 inch is 15/16 inch?
· How much more is ¾ cup than ¼ cup?