Department of Education

Region III
Schools Division of Zambales
Iba, Zambales

SCHOOLS DIVISION TRAINING OF GRADE 5 MATHEMATICS TEACHERS IN

TEACHING PROBLEM SOLVING THROUGH LESSON STUDY

Grade Level: 5
Strand: Fraction
Competency:
 Solving routine and non-routine problems involving addition and/or
subtraction of fractions using appropriate solving strategies and tools.

Pre-requisite Concepts and Skills:

Add and subtract fractions, changing dissimilar to similar fractions, simplifying
fractions, steps in solving problems, equivalent fractions

About the lesson:

This lesson asks the pupils to solve routine and non-routine problems involving
addition and/or subtraction of fractions using appropriate solving strategies and
tools. The activity makes them determine different ways of solving routine and non-
routine problems involving addition and/or subtraction of fractions. This lesson aims
to enhance pupils’ skills in solving problems involving addition and/or subtraction of
fractions through visual representation, block model, performing operations, and
butterfly method.

Objective:
In this lesson, the pupils are expected to:
a. Solve routine and non-routine problems involving addition and/or
subtraction of fractions using appropriate solving strategies and tools.

Instructional Procedure
A. Present the following problem:

Margarette jogged 3/4 km while Jewel jogged 2/8 km. Who jogged
longer? by how many kilometer?

Call on one pupil to read the problem. What do we want to find out in the problem?
We want to find out who jogged longer?
We want to find out by how long does he/she jog than the other one?

Ask the pupils to solve the problem in as many ways as they can.
B. Possible Answers and Solutions

3 2 6
1. x =
4 2 8
6 2 4 1
- = or km
8 8 8 2
2
8

For the first question: Comparing the similar fractions, 6/8 km is

longer than 2/8 km.
For the second question: Looking at the fractions, 6/8 km is 4/8
km longer than 2/8 km.

2.

1 2 3 4 5 6 7 8
8 8 8 8 8 8 8 8

For the first question: Comparing the distance, 6/8 km is longer

than 2/8 km.
For the second question: Looking at the illustration, 6/8km is 4/8
km longer than 2/8 km.

3
3.
4
6
8

4 1
or km
8 2
2
8

For the first question: Comparing the distance, 6/8 km is longer

than 2/8 km.
For the second question: Looking at the illustration, 6/8 km is 4/8
km longer than 2/8 km.
24 8
3 2 24 8 16 1
4. - = - = or km
4 8 32 32 32 2
32
For the first question: Comparing the equivalent fractions, 24/32
km is bigger/longer than 8/32 km.
For the second question: Looking at the fractions, 24/32 km is
16/32 km bigger/longer than 8/32 km.

C. Development of the Concepts/Discussion/Exploration

Let the pupils explain how they got their answers.

For Solution 1
Since the fractions given are dissimilar, we get the equivalent fraction
of ¾ km which is 6/8 km. Then, when the two fractions are similar, perform the
operation 6/8 km – 2/8 km = 4/8 km, simplify the final answer 4/8 divide the
numerator and denominator by 2 to get ½ km.

For Solution 2
Get the equivalent fraction of ¾ km (6/8 km). Using the number line,
show where is 6/8 km and 2/8 km. It is illustrated the distance of the 2
fractions. From there, we can now compare and get the difference.

For Solution 3
First, get the equivalent of ¾ km which is 6/8 km to make both fractions
similar. Using the block model, we can illustrate 6/8 km and 2/8 km in the
block. Since there are 2 shaded blocks in 2/8 km we will remove 2 blocks from
6/8 km. Then, count how many blocks where left and simplify the answer.

For Solution 4
Using the butterfly method, we need to multiply the 2 denominator to
get their LCD (4x8=32), then cross multiply the fractions (3x8=24, 2x4=8) to get
the numerators of the two fractions. After doing this, perform the operation
since they are already similar fractions (24/32km – 8/32km = 16/32km) and get
the lowest term of the final answer (16/32 km or ½km).

Ask: So who jogged longer?

Margarette jogged longer than Jewel.

How long does Margarette jog than Jewel?

Margarette jogged 4/8 km or ½ km longer than Jewel.

How did you solve the problem?

We followed the steps in solving the problem and make use of
appropriate solving strategies to find the answer.
D. Practice Exercise.
Distribute the worksheet to the pupils. ask them to solve the problem in
as many ways as they can. Then ask them to present their solution. Tell them
to explain how they got their answers.

Some Possible solutions:

1. Maymay bakes an apple cake for her mother’s birthday. Her brother ate
3/5 while her sister ate 2/4. Who ate more? How much more?

12 10
3 2 12 10 2 1
A. - = - = or eggpie
5 4 20 20 20 10
20
2
20
B.

C.

For the first question: Comparing

12 the 2 illustrations, 12/20 is bigger
than 10/20 km. So therefore,
20 Brother ate more apple pie than
sister.

For the second question: Looking

at the illustration, 12/20 is 2/20
bigger than 10/20. So, Brother ate
2/20 more apple pie than sister.
 10
20
2. Mark washed his car in 2/3 of an hour, cleaned the garage in 2/6 of an
hour 5/12. How long did it take him to do all tasks?

Possible Solution:

2 4 8
1. x =
3 4 12
8 4 5 17 5
+ + = or 1
12 12 12 12 12
2 2 4
x =
6 2 12

5
12

E. Summary

a. Use the steps in solving problems

b. There are different ways to add or subtract fractions.

F. Assessment

Ask the pupils to answer Worksheet 2 using any of the strategies discussed.

Answers:

3 2 1 1 1
1. + + = 2. + =
4 3 2 2 6

9 8 6 23 11 3 1 4
+ + = or 1 6
+
6
=
6
12 12 12 12 12

6 4 2 1
3 1 3 2 5 − = or
3. + = + = 6 6 6 3
8 4 8 8 8

Prepared by:

LUCKY ANN L. DE LEON

Teacher I
Palauig District

Checked by:
WILLIAM RODERICK R. FALLORIN
EPS I – MATHEMATICS

Approved by:

MAYLENE M. MANUEL
EPS-OIC Office of the CID Chief ES