DETAILED LESSON PLAN

Learning Competency: Pupils will be competent in adding improper fractions with like
and unlike denominators in a timely and accurate manner.

I. Objectives:

1. Knowledge - By the end of the lesson, students will be able to define and identify
adding improper fractions.
2. Skills – Students will be able to add improper fractions by employing the right
methods and strategies.
3. Attitude – Students will gain confidence and enjoyment when adding improper
fractions.
4. Values - Students will understand how important accuracy and precision are while
doing mathematical operations.

II. Content: Adding Improper Fractions

III. Learning Resources:

Materials:
- Whiteboard and markers
- Fraction cards
- Index cards with improper fractions

V. Procedures:
4.1 Introductory Activity: 10 minutes

Fraction Cards: These are pre-cut index card pieces with adding improper fractions.
The students will look at the writing on the index cards and pose a few questions.

Guide questions:
1. On your index card, what fractions are written down?
2. Can you determine whether the fractions on your index card are proper or improper?
3. If you were to add the fractions on your index card, how would you arrive at a
common denominator?
4. Could you describe how to equalize fractions before adding them?
5. What techniques can you employ to make adding improper fractions easier?

Transition Statement: Now that you have a basic understand class, I'm very happy to
share more with you to deepen your knowledge.

4.2 Activity: Our topic for today is all about Adding Improper Fractions

Adding improper fractions involves combining fractions where the numerator (top
number) is equal to or greater than the denominator (bottom number). This process is
essential for solving complex math problems that involve fractions. By understanding
how to add improper fractions, we can enhance our mathematical skills and tackle more
advanced math concepts effectively.

For instance, if we have 5/3 (five-thirds) and 7/4 (seven-fourths), we must first find a
common denominator to add them together. In this case, the common denominator is
12.

To make 5/3 equivalent to twelfths, we multiply the numerator and denominator by 4,

resulting in 20/12.

To make 7/4 equivalent to twelfths, we multiply the numerator and denominator by 3,

yielding 21/12.

By adding the fractions: 20/12 + 21/12 = 41/12. Therefore, the sum of 5/3 and 7/4 is
41/12.

4.2.2 Small Activity

“Fraction Addition Challenge”

Materials Needed:
- Fraction cards or index cards with improper fractions written on them
- Paper and pen for keeping score
- Timer (optional)

Instructions:
1. Divide the students into pairs and give each pair a set of fraction cards or index cards
with improper fractions written on them.
2. Set a timer for each round if desired.
3. The first player in each pair picks a card and adds the two fractions together.
4. The second player then picks a card and adds their two fractions together.
5. The players compare their sums, and the one with the higher sum gets a point.
6. Keep playing for a set number of rounds or a specific time (e.g., 10 rounds or 5
minutes).
7. At the end of the game, the player with the most points is the winner.

Example:
1. Player 1 picks a card with 2/3 and Player 2 picks a card with 4/5. Adding them
together, Player 1 gets 22/15 and Player 2 gets 23/15. Player 2 gets a point.
2. Player 1 picks a card with 7/8 and Player 2 picks a card with 5/6. Adding them
together, Player 1 gets 71/48 and Player 2 gets 41/24. Player 1 gets a point.

4.3 Analysis: Please Answer

The student will answer about their understanding of the topic, which is adding improper
fraction.

1. What does it mean to add improper fractions?

2. Why is it important to find a common denominator when adding proper fractions?
3. How do you make fractions equivalent before adding them?
4.4 Abstraction:

Adding improper fractions involves a few additional steps because the sum may result
in a new improper fraction. Here are the steps:

1. Write down the fractions that you want to add, ensuring they have the same
denominator. If they have different denominators, find a common denominator by
determining the least common multiple (LCM) of the denominators.

2. Add the numerators of the fractions together. Keep the denominator the same.

3. If the sum of the numerators is greater than or equal to the denominator, convert the
improper fraction into a mixed number. Divide the numerator by the denominator to get
the whole number part and use the remainder as the new numerator.

4. Simplify the fraction part of the mixed number if possible by finding the greatest
common factor (GCF) of the numerator and denominator and dividing both by it.

5. If you converted the improper fraction into a mixed number in step 3, you may want to
convert the resulting mixed number back into an improper fraction.

6. Write the final answer properly labeled as an improper fraction, mixed number, or
whole number, depending on the form required for your answer.

Transition Statement: Okay, everyone! Now, that we are done for our discussion.
Let the students read the problem and write it in their notebook

4.5 Application: Individual

Problem:
A vegetables vendor sells 8/5 kilograms to Queency and 6/4 kilograms to Josh

4.6 Assessment
Add these improper fractions together and answer the improper fractions and show your
solutions.

1.) 5/3 + 7/5 =

2.) 8/7 + 9/4 =
3.) 7/2 + 13/8 =
4.) 14/9 + 7/5 =
5.) 17/15 + 13/3 =

Transition Statement Now that you are done answering.

4.7 Assignment:
A. Directions: Circle the improper fractions.

5/4 13/12 2/2 15/8

5/6 8/7 11/5 2/9 12/11

9/4 7/10 5/2 1/5 16/4

B. Read each statement and check ” Yes or No” as an improper faction.

1.) ¾ is an improper fraction.

o Yes

o No

2.) 9/8 is an improper fraction.

o Yes

o No

3.) 10/7 is an improper fraction.

o Yes

o No

4.) 14/13 is an improper fraction.

o Yes

o No

5.) 2/6 is an improper fraction.

o Yes

o No

4.8 Concluding Activity:

I have a few questions before our lesson ends.

1. What did you find to be the most challenging part of learning how to add improper
fractions?
2. When it comes to adding improper fractions, how comfortable are you now that we've
started?
3. Can you explain what is improper fraction?
4.Can you simplify a fraction? When and how would you do that?
5. Give an example of improper fractions.
V. The assignment will be check tomorrow.
VI. Reflection:

Prepared by:
Name: Mansubre, Hannah E. School: Casay Elementary School
Contact Number: 09336963889 Email Address: mansubreh@gmail.com