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G4-Q2-Session 5

The document outlines a lesson plan for teaching students how to solve routine and non-routine problems involving the addition and subtraction of fractions. It includes guidelines for virtual learning, activities to engage students, and examples of both types of problems to solve. Additionally, it emphasizes the steps in problem-solving and provides enrichment activities for further practice.
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0% found this document useful (0 votes)
5 views24 pages

G4-Q2-Session 5

The document outlines a lesson plan for teaching students how to solve routine and non-routine problems involving the addition and subtraction of fractions. It includes guidelines for virtual learning, activities to engage students, and examples of both types of problems to solve. Additionally, it emphasizes the steps in problem-solving and provides enrichment activities for further practice.
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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MELC.

Solve routine and non-routine


problems involving addition and
subtraction of fraction using
appropriate problem solving strategies
and tools.
(M4NS-IIh-87.1)
Title

Challenge Yourself
for Daily Routine and
Non-Routine
Problems
By: Germilyn M. Rivera
Opening the session
Greet the pupils and check their
attendance

Virtual Guidelines:
 Use laptop or any gadget with specification
for virtual learning
 Log in 15 minutes before the time schedule
 If you want to ask questions, you just write
it on the chat box
 If you are called to recite open your video
cam and microphone
 If you are instructed to answer the drill,
take a piece of paper and do so.
Introduce the activity to the pupils by
asking open ended questions.

What is routine and non-routine


problems?
How do you solve routine and
non-routine problems involving
addition and subtraction of
fractions?
Arrange the following steps in solving
routine problems. Write your answer in the
chat box. Number your answers .

Number
Answer Sentence

Given

Operation to Asked
used
What is the first step in
solving word problem?
How about the second
step, the third, fourth and
fifth step?
Present a Routine Problem:
 During this pandemic, one of
Mario's carpentry projects is to build
a pet house. He used 5/6 liter of
green paint and 2/3 liter of yellow
paint to paint his pet house. What
color of paint was used more than
the other?
 How will you find the answer to the problem?

Analyze the word problem


What is asked? _____________
What are the given facts? _________
What is the operation to be used? ___
What is the number sentence?____
What is the answer? ___________
Solve the subtraction sentence by
computation
5/6 – 2/3 =n

Supply the missing data


The problem is asking for_______.
_______ and _______ are the given data.
The process to be used is _______.
The mathematical sentence is _______.
_______ is the final answer
Present a Non-routine Problem:
 Maria spent 1/2 of the money her
grandparents gave her on
adventure book. She also spent ¼
of the money on a bag of candy.
What fraction of the payment has
Maria spent?
 Process the non-routine problem

 What is asked?
What are the given facts?
What operation to be used?
What strategies will be used?
Solve
 Ask the following questions before
watching the video.
1. What is routine and non-routine
problems?
2. What are the strategies in solving non
routine problems?
3. How do we solve routine and non-routine
problems involving fractions?
4. What are the clue words in solving
problems involving adding fractions?
5. What are the clue words in solving
problems involving subtracting fractions?
 On Process

What are the different strategy in solving


routine and non-routine problems
involving addition and subtraction of
fraction?
 Challenge yourself with routine problems

Solve the following problems using AGONA


technique:
1. Jamil walk ¾ mile yesterday morning and 1/8 mile
yesterday afternoon. What was the total distance
walked by Jamil?
2. Mark Anthony and Mark Kenneth were filling the
class raised garden bed with soil. Mark Anthony
shovelled in 1/3 of a cubic yard and Mark Kenneth
shovelled in ½ of a cubic yard. How much soil did
they put into the garden bed altogether?
OPERATION NUMBER
ASKED GIVEN TO BE USED SENTENCE ANSWER
1.

2.
 Challenge yourself with non-routine
problems
Solve the following problems:
1) Father bought a pizza. Divine ate 2/5 and Joanna
ate 2/10. How much of the pizza was left?
2) Alma ran for 7/8 hour and walked for ½ hour to
practice for a race. How much longer did she run
than walk?
 Non-routine Questions:

What is asked? _____________


What are the given facts? _________
What is the operation to be used? ___
What strategies will be used?____
Solve? ___________
 Abstraction/Generalization

1) What is routine ad non-routine problems?


2) What are the steps in solving word
problems?
 Routine Problem Solving involves at least one
of the four arithmetic operations and or ratio to
solve the problems that are practical in nature.
 It is a type of problem with an immediate
solution
 Non-routine Problem Solving is any complex
problem that requires some degree of creativity
and originality to solve the problem
 Can be solved in multiple ways
Steps in solving word problems:
Understand
• Know what the problem asked
• Know the given facts
Plan
• Determine the operation to use
• Write the number sentence
Solve
• Show the solution to the problem
Check and look back
 Enrichment Activity
Read and answer each problem.
1. As a form of exercise, Dr. Gladys walked 11/12
kilometer and Dr. Maricris also walked 5/6
kilometer. Who walked farther and by how many
kilometer?
2. Andy has three pieces of wood measuring 4/6
meter, ¾ meter, and 2/3 meter. How long is the
wood put together?
Read and understand the problem.
1. Mitchie has 9/10 meter of ribbon.
Sheena’s ribbon is ½ meter longer than
Mitchie’s. How many meters of ribbon do
the girls have altogether?
2. Jeff jogged 5/8 kilometer while Jonathan
jogged 7/12 kilometer. Who jogged
longer? By how many kilometer?

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