Republic of the Philippines

Department of Education
REGION I
SCHOOLS DIVISION OF ILOCOS SUR
Bantay, Ilocos Sur
NAGTABLAAN NATIONAL HIGH SCHOOL
Grade &
School NAGTABLAAN NATIONAL HIGH SCHOOL 7-ZIRCON
Section

Teacher IRISH JADE G. MAGTANGOB Subject Mathematics

Teaching SEPTEMBER , 2024

DETAILED
Dates & Quarter FIRST
LESSON 8:20 AM – 9:45 AM
Time
PLAN
Week No. Day Duration 45 MINUTES

Sta. Lucia, Ilocos Sur

I. OBJECTIVES

A. Grade Level The learner demonstrates proficiency in performing operations on rational numbers,
Standard particularly fractions, and apply these skills in various contexts, including real-life
situations.

B. Content The learners should have knowledge and understanding of application of rational
Standards numbers.

C. Performance By the end of the quarter, the learners are able to perform operations on rational
Standards numbers. (NA)

D. Learning The learners perform operations on rational numbers.

Competency/is

E. Learning At the end of the lesson the learners will be able to:
Objectives
a. add and subtract fractions with like denominators.
b. add and subtract fractions with unlike denominators.
c. Solve real-world problems involving addition and subtraction of fractions.

***VALUES Perseverance, accuracy and precision, and collaboration.

INTEGRATION:

***CROSS-SUBJECT
INTEGRATION: Physical Education: Students can use fractions to calculate scores, times, or
distances during games or physical activities.

II. CONTENT/TOPIC ADDITION AND SUBTRACTION OF RATIONAL NUMBERS

III. LEARNING
RESOURCES

A. References:

1. Learner’s
Materials pages

2. Textbook pages

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 3. Additional PowerPoint Presentation, Laptop, Television, Board and Marker
Materials on LR

B. Other Learning
Resources

IV. PROCEDURES

Teacher’s Activities Student’s Activities

A. Reviewing Good morning, everyone! Our

previous lessons topic for today is like a
or presenting continuation of rational numbers
the new lesson. but this time we have to perform
operations on rational numbers.
ELICIT To guide with our lesson, can
someone read the objectives?
At the end of the lesson the learners will
be able to:

a. add and subtract fractions with

like denominators.
b. add and subtract fractions with
unlike denominators.
c. solve real-world problems
involving addition and
Okay, thank you. subtraction of fractions.

B. Establishing a Alright class let’s do something

purpose for the fun today called The Missing
lesson Digit. Everyone ready? Grab a
paper or calculator if you need
ENGAGE one and follow these steps
carefully.

Step 1: Write any three-digit

number. Don’t tell me what it is! Student 1: writes 462
Student 2: writes 385
Great! Now for Step 2: Add the Student 3: writes 729
digits of your number.

Student 1: 4 + 6 + 2 = 12
Student 2: 3 + 8 + 5 = 16
Excellent! Now Step 3: Subtract Student 3: 7 + 2 + 9 = 18
the sum of the digits from your
number.

Student 1: 462 - 12 = 450

Student 2: 385 - 16 = 369
Student 3: 729 - 18 = 711
Now, I want each of you to tell
me any two digits from your final
answer, but don’t tell me the
third digit.
Student 1: I choose 4 and 5.
Student 2: I choose 3 and 6.
Student 3: I choose 7 and 1.

Now, let me guess the missing

digits! Watch closely, here’s how
I’ll do it

For Student 1: You gave me 4

and 5. I’ll add these together: 4
+ 5 = 9. Now, I subtract that

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 from 9: 9 - 9 = 0. So your
missing digit is 0!

For Student 2: You gave me 3

and 6. I add these: 3 + 6 = 9.
Now, 9 - 9 = 0. Your missing digit
is 0!

For Student 3: "You gave me 7

and 1. I add: 7 + 1 = 8. Now, 9 -
8 = 1. Your missing digit is 1!

Now that I’ve guessed your

missing digits, let’s explore how
this worked. Using the following
questions:

1. How does adding the two

revealed digits and subtracting
When we subtract the sum of the digits
from 9 help in finding the missing
from the original number, we get a new
digit in your final answer?
number that has a special relationship
with 9. The digits of this new number
always add up to a multiple of 9.

Exactly! The trick works because

of something called modulo 9.
When you subtract the sum of
the digits from the original
number, you always end up with
a number whose digits add up to
a multiple of 9. This is why I can
add the two digits you gave me
and subtract from 9 to figure out
the missing digit!

2. What pattern did you notice in

the final answers, and why do
you think the method always The method always works because when
works regardless of the original you subtract the sum of the digits from
three-digit number? the number, the result is connected to 9

Yes, that's right! No matter what

three-digit number you choose,
the final answer’s digits will
always sum up to a multiple of 9.
That’s why the method works for
any three-digit number!

C. Discussing the Class, today we are going to

new concepts explore how to add and subtract
and practicing fractions. Let’s start with a
new skills. simple example. Imagine we
have a pizza, and you eat ¼ of it.
EXPLORE Then your friend eats another
1/4. How much pizza have you
both eaten together?

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 That’s right! But can someone You add the fractions.
tell me what happens when we
add 1/4+1/4? How do we do it?

We add the top numbers, and the bottom

Exactly! The denominators stay stays the same.
the same, and we just add the
numerators. So, 1/4+1/4=2/4,
which simplifies to ½.

Now, let’s try another one. If we

have 2/5+1/5, what will the
answer be? That’s 3/5because you just add the tops!

Well done! You’re adding the

numerators since the
denominators are the same.

Great job! Now, what if the

denominators are different? Let’s
say Alex drinks 2/3 of a cup of
juice, and Jordan drinks 1/4. How
much juice have they had
together?
The denominators are not the same!
We need to find a common
denominator. Let’s do it
together. What’s the least
It’s 12
common denominator for 3 and
4?

Good! So, we need to convert

both fractions to have a
denominator of 12. Let’s change
2/3 to 8/12 and ¼ to 3/12. Now, That’s 11/12.
what’s 8/12+3/12?

Exactly! Great work.

D. Developing Let’s begin by reviewing how to add and
mastery subtract fractions with like
denominators. Who remembers what we
EXPLAIN do when the denominators are the
same? We just add or subtract the numerators
and keep the denominator the same.

Exactly! Let’s look at an example

together.

 3/8+2/8

Since the denominators are both 8, we

add the numerators:
3+2=5. So, 3/8+2/8=5/8
Yes, ma’am.
Do you understand?

Now, when the denominators are not

the same, we have to find a common
denominator. This is called finding the

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 Least Common Denominator (LCD).
Once the fractions have the same
denominator, we can add or subtract
just like we did before.

Example. ¾ +2/3

First, we find the LCD. The least

common denominator of 4 and 3 is 12.
Let’s change the fractions to have 12 as
the denominator.

1. We convert ¾ to 9/12 by multiplying

both the numerator and denominator by
3.

2. We convert 2/3 to 8/12 by multiplying

both by 4."

3. Now, we add the fractions:

9/12+8/12=17/12, which is an improper
fraction.
Yes, ma’am.
You want more examples?

5/6-1/4. First, we find the LCD of 6 and

4, which is 12. Now, let’s convert the
fractions:

5/6=10/12

¼=3/12

The total is 7/12.

Do you understand now? Ys, ma’am.

Now that we’ve learned how to add and

subtract fractions, let’s apply this skill to
a real-world problem.

Alex and Jordan are working on a project

that requires painting a fence. Alex
paints 5/6 of the fence, while Jordan
paints 7/ 12. How much of the fence did
they paint together?

First, we find the LCD of 6 and 12, which

is 12.

 5/6=10/12
 7/12 stays the same.

Now we add 10/12 + 7/12=17/12.

Got it class? Yes, ma’am.

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E. APPLICATION Activity 1: “BANDERITAS!”
Directions: Perform the operations
on each “banderita” as
indicated (DECODER).
Write on each
“banderita” the letter
that corresponds to each
simplified answer.
Arrange the “banderitas”
in the order of their
correct answers. Use the
letters from the correctly
placed “banderitas” to
reveal the hidden
message. The hidden word is Happy day.

F. Making Now that we’ve practiced adding

generalization and subtracting fractions, let’s
and abstraction summarize what we’ve learned
about the today. Who can tell me what steps
lesson. we follow when we add or subtract
fractions with like denominators? We just add or subtract the numerators
ELABORATE and keep the denominator the same.

Exactly! That’s correct for like

denominators. What about when the
denominators are different? What do
we need to do first?
We find the least common denominator
so we can make the denominators the
same.
Yes, and once the denominators are
the same, what do we do next?
We add or subtract the numerators, just
like with like denominators.

Right! And after we’ve added or

subtracted, what’s the final step we
should always remember?
We simplify the fraction if it’s possible.
Very good! Simplifying helps make
our answers as clear and accurate as
possible.

G. Evaluating V. ASSESSMENT/EVALUATION
learning.
Evaluation: “OPERATE WELL!”
EVALUATION
1. Directions: Perform the indicated operations.

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 8 4
1. + =¿
9 7

2 4
2. + =¿
3 4

1 2
3. − =¿
8 20

3 3
4. − =¿
4 5

4 1 2
5. + − =¿
9 3 5

1 3
2. Noah is creating a craft project and uses yard of ribbon. He then adds
2 8
5
yard more. After cutting the ribbon, yard of ribbon remains. How much
12
ribbon did Noah use for his project?

V. REMARKS

VI. REFLECTIONS

Prepared by: Checked by:

Pre-service Teacher: IRISH JADE G. MAGTANGOB Math Teacher MRS. ZENAIDA D. RAQUEL

Signature: Signature:

Date: Date:

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