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Detailed Lesson Plan in Mathematics 7

This detailed lesson plan for Mathematics 7 focuses on adding fractions, emphasizing the understanding of similar and dissimilar fractions. The lesson includes various activities, including a group exercise to reinforce learning, and aims for students to perform operations on rational numbers. The plan outlines objectives, materials needed, and assessment methods to evaluate student understanding.

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Lea De vera
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15 views6 pages

Detailed Lesson Plan in Mathematics 7

This detailed lesson plan for Mathematics 7 focuses on adding fractions, emphasizing the understanding of similar and dissimilar fractions. The lesson includes various activities, including a group exercise to reinforce learning, and aims for students to perform operations on rational numbers. The plan outlines objectives, materials needed, and assessment methods to evaluate student understanding.

Uploaded by

Lea De vera
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Detailed Lesson Plan in Mathematics 7

I- Content Standard
The Learner demonstrates understanding of key concepts of sets and the real number systems.
II- Performance Standards
The Learner is able to formulate challenging situations involving sets and real numbers and solve
them in a variety of strategies.
III- Learning Competency
The Learner performs operations on Rational numbers (Addition of fractions numbers)
IV- Subject Matter
a. Topic: Adding fractions numbers
b. Time allotment: 60 minutes
c. References:
Learner’s Material in Mathematics 7
Teacher’s Guide in Mathematics 7
d. Materials:
Power point presentation
Balloons
Charts

V. Procedure

Teacher’s Activity Student’s Activity


A. Daily Routine/Ggreetings : Good Morning, Ma’am!
Good day Grade 7!
Before we start with our lesson may I ask
the attendance officer to please check who are
absent today. : (attendance officer checks the attendance)
You can now take your seat. : (students take their seats)
Grade 7, remember to still observe proper
hygiene.

Our competency for today is: Adding


Fractions
And at the end of this lesson, you are
expected to:
a. defined similar fractions: and
b. adds and simplify fractions

B. Motivation/ Review
To start our discussion, let’s have an
activity. And this is called POP IT!
I will draw 10 students who will write on
the board the equivalent fraction of the
illustrated figure on the paper inside the
balloon, then let’s classify them. : (10 students will be drawn and the fraction on
the board)
C. Presentation of the Lesson
What can you observe on fractions that are
written on the board? Yes, ____ : some have the same denominators

Very good!
I have here a table that can help us classify
the following fractions.

In the table being illustrated how does the


: by the number of the denominator.
fractions, classified?
Very good! fractions with the same
denominator are called similar fractions while
fractions with different fractions are called
dissimilar fractions. Knowing how to classify
the given fractions will be a great help on our
lesson, which is ADDITION OF
FRACTIONS.

D. Lesson proper
In adding fractions, we must always take a
look at the denominator.

Let’s have this first pair of fractions.

1 1
and
4 4

What can we say about the given? Yes, ____ : they are similar fractions
Very good!

Now, let’s try to solve for the sum of the


two fractions.

When the denominator of the given fractions


is the same, we can just copy the denominator

and after that just add the numerators.

But never forget to simplify our answers.


By getting the greatest common factor of our
numerator and denominator, we can now
divide it on the fraction.

1 1 2 ÷2 1
+ = =
4 4 4÷2 2

Easy, right? : yes, ma’am

Adding fractions is easy when the


denominator is similar but what about when
the denominator is different?

Take a look at these fractions.

What are the denominators on the fractions?


Yes, ______ : 3 and 4 ma’am

Exactly!
When the denominator is different, we will
not just copy the denominator instead we need
to multiply the denominators if they are
smaller numbers or get the LCD or the Least
Common Denominator.

And after that, we can do cross


multiplication.

Then, we can now add the numerator.

And the last step is to simplify the sum if


possible.

What will be our final answer? 5


:
3
Let’s have another example.

Let’s solve for the sum of the given


fraction.
What should we look at on the fractions
before solving? Yes, _____
Very good! What can we say on the
denominator? : denominator
Exactly! We are now ready to solve for the
: they are similar/ the same
sum of the fractions.

2 4
+ =¿
10 10
Since the denominators are similar, what are
we going to do? Yes, ______
Very good! Then?
: copy the denominator ma’am
2 4 2+4 6 : we can now add the numerators
+ = =
10 10 10 10
Can we say that this is the final answer?
: no, ma’am
If that so, what are we going to do?

: we have to express it to simplified form by


Exactly! getting the GCF of the numerator and the
denominator

2 4 2+4 6 ÷ 2 3
+ = = =
10 10 10 10 ÷ 2 5

Another example.

Let’s find the sum of the given fractions.


What are we going to do first? Yes, _____
Does the fraction have the same
denominator or not? : check if the denominator is the same or not.
Before we proceed in solving for the sum,
what must we do first? : they don’t have the same denominator.

: get the LCD/ least common denominator


3 2
+ =¿
8 3

What will be the LCD?

3 2 ( 3∗3 ) +(2∗8) 9+16 25 : 24, ma’am


+ = = =
8 3 24 24 24

Is this our final answer?


Why do you say so? : yes, ma’am
very good! : because there is no common factor of 25 and 24
Did you understand the process on adding
fractions?
E. Evaluation : yes, ma’am
To check if you really understand our
lesson. I will group your class into 3 groups. I
will be giving you a set of banderitas. Every
banderitas correspond to a specific
arrangement, the banderitas must be arranged
according to the sum of the fractions written. I
will give you 15 minutes to do the activity. If
you are done, clap three times and shout
happy fiesta! The first group who will finish
the task will receive a bountiful reward.
Are the instructions clear class?
The time starts now! : yes, ma’am
: (the students will do the activity)
F. Generalization
To sum up our lesson for today, let’s
complete this following statement.

In adding fractions, we first look at the


(numerator,denominator). If
the(numerator,denominator) is the same, we
will (copy, add) the denominator, and (copy,
add) the numerator.
If the denominator is (the same, not the
same), multiply the denominators or get the
(LCD, GCF). After that, do _______, then
add the numerator. Don’t forget to write it in
_______ form.

Great job everyone!

G. Assessment
To test if you really understand our topic for
today. Stay with your group mates and
answer this activity.

VI- Assignment

Prepared by: Checked by:


Lea Jane L. De Vera Norman T. Nicasio
Teacher I Head Teacher VI

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