SNH APTER 3: FRACTIONEB LESSON 1: CHANGING IMPROPER FRACTION TO MIXED NUMBER AND VICE VERSA Let's Reflect! 1. Motivational Activity I will use Po Present _a game where students will conduct _a py ASS THe %, JA, i in & per fractions, improper eo. i fractions, and mixed numbers through “Pass the passes the ball to another, As soon as the music stops. whoever pupil hold the ball will answer the flashed_slide, whether it_was proper fraction, improper fraction, and mixed number, 2. Teaching Strategy I will employ We may begin our discussion by Improper Fraction to Mined Number Mixed Number to improper Fraction recalling the definitions of these terms the improper fraction and jC) i) _ tl the mixed numbers. Afier that Pa G ye present two _ situational _math problems one for improper ooo ~ © @8¢E fraction to mixed number and the other one is mixed number to improper fraction. For improper fraction to mixed number problem: solution 1 can be done by drawing regions or it can be also done with solution 2 by division, For mixed number to improper fraction: it can be also done by drawing regions or_by multiplying the denominator by the whole number and adding the numerator to the product 3. Mode of Assessment I will administer assess our pupils by_ ing them a seatwork wherein they are instructed to find the c \ge impro and the other one is mixed number to improper. We can _also_add_visuals_as the visual models can__help pupils understand _the _two 8 « 5) representations of the same fraction. ed number 09SNH APTER 3: FRACTIONEB LESSON 2: FRACTIONS IN SIMPLEST FORM Let's Reflect! 1. Motivational Activity I will use Factor Tree of 36 9 soe We can start by having a drill by conducting a review on writing a number as a product of using factor tree or continuous di sion. Then we can are assigned to find prime factors using factor tree or ing_method. Using_the same numbers exercise |, assigned them to find the GCF using prime factorization, listing method, and continuous division. 2. Teaching Strategy I will employ We may begin our discussion by recalling aoa how to find Common Factors and Greatest hes heieialred Factors of 24:1, 2,3, 4,6,8, 12] 28 )_In order to find the Factors of 35:1, 2,3, 46,9, 12, 18,36 Greatest Factor commen in both numbers fs 12 simplest/lowest form of fraction, first solution - Fusing Factor Tees GCF using Repested Division is to use listing method (eg, 24/36) After Find the Gf 2rd 38 Find the GCF of 24 and 36 listing the factors of 24 and 36, find its G : ; (eae) The GCF of 24/36 is 12, perform a division 2|| 2436 operation by dividing the numerator _and _ ssnerine desta connor shee denominator_by their GCF it_will now tras a 23 became 2/3, We can also introducethemto | *"""7""" another method by using the prime factorization, then cancel the common prime factors, and finally, multiplying the remaining factors to get the simplest/lowest form of fraction, 3. Mode of Assessment I will administer We can assess our pupils by giving them a Sint eocntocon e seatwork wherein they are instructed to express each fraction to its simplest/lowest oG Be = oe * $°IO form We can also give them additional work by instructing pupils _to_find_the ‘rts 3H +s simplesi/lowest form of fraction using the prime factorization. Le Hotel aaSNH APTER 3: FRACTIONEB LESSON 3: ADDITION OF DISSIMILAR FRACTIONS AND MIXED NUMBERS Let's Reflect! 1. Motivational Activity I will use 2 2 ¥ Have an recalling activity to your pupils where they apply their previous skills in solving addition in similar fractions. Through this, they were able to catch up later on to the discussion as they are being assigned to apply their previous knowledge/skills in solving addition in a form of fractions. B.1 ADDING DISSIMILAR FRACTIONS Step Change to simitar fractions 2. Teaching Strategy I will employ 2 We may begin our discussion _by Step At numerator presenting them ion that_will be tot io “10 “io good to make an e during_your me Swat: : @ “i010 ~"i0 another so it is better to make a step-by- i 2 3 5 1462 g3475 54+62 g3+73 ctions before the mi: and step procedure on each. It is the_pupils_will_understand_and_not_be a 1 4 op + + 42451474 om-oné Adding Mixed Fractions the surprised by the difficulty of the lesson. 3. Mode of Assessment I will administer a}eaf * agen: We can assess our pupils by grouping so that they. will work with their fellow classmate on Addition nd mixed fr also give them an individual output so thal we can assess how each one of them are following_and applving_their_knowledge/skills_by the given discussion,SNH APTER 3: FRACTIONE LESSON 4: SUBTRACTION OF DISSIMILAR FRACTIONS AND MIXED NUMBERS Let's Reflect! 1. Motivational Activity I will use iy tee :____ | Like the first one, have an recalling activity to 26 —— td your pupils where they apply their previous Set skills in solving subtraction in similar fractions. 2 jo .5°— Through this, they were able to catch up later on to the discussion as they are being assigned oes to_apply_their_pre' knowledge/skills_in 12 Ccesanas solving subtraction in a form of fractions. Pace Gees ii 3 15 5 2. Teaching Strategy I will employ Start the lesson by giving_a situation that will be goodto —_11 3x3 make an example during your discussion, Just like in 18 Sixs lit issimi 1 mixed or : in dissimilar and mixed fractions are different from one another so it is better to make a step-by-step procedure on each. It is better to engage your pupils as well so that will you as their teacher are discussing in front, the pupils on _the other _hand_was_practicing_their_skills_in subtraction in di ilar and mixed fractions. 3. Mode of Assessment I will administer Marvin has 3/4 yard of material. He uses 1/4 to cover a chair. How much yard is he left with? = ee ee 3/4 - 1/4 = 2/4 = 1/2 given discussion, Marvin is left with 1/2 yard 12SNH APTER 3: FRACTIONEB LESSON 5: MULTIPLICATION OF FRACTIONS Let's Reflect! 1. Motivational Activity I will use We can start by having a drill by conducting an acher will Jet my pupils fractions to elicit_my ist: from their past discussions, having a drill like this ae will encourage students to be challenge. eee eee eee 2. Teaching Strategy I will employ We may begin our discussion by. recalling the previous discussion about multiplication, Acknowledge Multiplying fractions is where we multiply the numerators together and multiply the differences of each addition, the denominators together. if there are mixed numbers we must first convert them into improper fractions. Eg. subtraction, multiplication and ion _of fractions. later on the div 1,2 eal Back to the topic, introduce them through giving them the rules of iit tn denominator tyether2 x3 <6 ving_fractions. Multiplying fractions is where we multiply the numerators together and mulliply the denominators together. If there are _mixed numbers we must first convert them into improper fractions. 3. Mode of Assessment I will administer We can assess our pupils by ¢ seatwork wherein theyre given a 10-15 item to ‘work on. It may consist in similar, xxed_number milar, or_even. 3 1 10) 320 challenge them. Afterwards, you may gi : the difficult items as their take-away homework. 13SH APTER 3: FRACTIONB LESSON 6: DIVISION OF FRACTIONS Let's Reflect! 1. Motivational Activity I will use ion in fraction may, In all solving fractions, di consider to be the most challenging one as it has many_procedures to _be done, It_is better to motivate students to show them an interesting video related to the topic. Afier presenting the video, ple problem an now provide a s that the children can work on, De aT 2. Teaching Strategy I will employ We may use the video presentation as part of sion _so that the pupils will have a review/recap to what they have watch during their_motivation. During discussion, we can introduce them to the simplest ways/methods to solve division in fractions. One that we can introduce to them is the KCF (Keep. Change, Flip KEEP = Keep the first fraction as is ani hange the division LIP = Flip the sign to a mult second fraction (swap the numerator and the denominator|, After transforming the original division of fractions to _muttipli. fractions, ow_you can solve the problem by simplifying if necessary, EXAMPLE 1 EXAMPLE 2 KEEP CHANGE FLIP KEEP CHANGE FLIP 2 9 3. Mode of Assessment I will administer take-awi 14 5 ieee ecu eae 6 change 2 Receny | oe . ore 1 tion of =Ex Go ais and 12 iomework. Like in multiplication, we can assess our pupils by giving them a seatwork wherein they're given a 10-15, item to work on. It may consist in similar, dissimilar, or_even_a_mixed numbers _to_challenge_them. Afterwards, you may give the difficult items as their