# Dissimilar Fraction to Similar Fraction Worksheet - PDF by cpd60066

VIEWS: 0 PAGES: 5

• pg 1
```									                    Grade 5
Teacher’s Guide         Vol. 14 No. 2 SY 2008-2009

ARTICLE 1: STRING OF BANDERITAS                                           B. Development Activity
1. Activity: Group the pupils into smaller
I.    LEARNING OBJECTIVES                                                         cooperative learning groups. Have the pupils
Cognitive:   To rename dissimilar fractions to similar                      make buntings or banderitas following a certain
fractions                                                      condition, just like in the story.
Psychomotor: To write dissimilar fractions as similar                  2. Present three or more fractions and their
fractions                                                      corresponding color.
Affective:   To demonstrate enthusiasm for helping                     3. When the pupils are done with the activity, have
out in a task                                                  them discuss the strategy they used to solve the
To demonstrate appreciation for the real-                      problem. As a class, evaluate the output of each
life applications of the skill                                 group.
4. Discuss the strategy presented in the story—re-
II.   SUBJECT MATTER                                                              naming the fractions to similar fractions using
Renaming Dissimilar Fractions to Similar Fractions                          the least common denominator. Recall ﬁrst how
to ﬁnd the missing term in a pair of equivalent
III. MATERIALS                                                                    fractions. Lead pupils to realize that renaming
Flash cards, number line or fraction model (to be                            dissimilar fractions to similar fractions is
projected or posted on the board), some objects/ﬂags/                        just renaming each fraction using a common
bunting materials                                                            denominator.
5. The teacher may use the number line or fraction
IV.   REFERENCE                                                                   models to demonstrate conceptually what
Math Talino, Grade 5, Volume 14, Issue 2, SY 2008-                          happens when fractions are renamed to similar
2009                                                                        fractions.
6. Present some more exercises.
V.    TEACHING STRATEGIES                                                    7. Valuing: Elicit from pupils other applications
A. Opening Activity                                                         of the skill of renaming dissimilar fractions to
1. Do mental computation drill on a previous                             similar fractions.
lesson. (Possible skill: solving for the missing              C. Generalization/Summary
term in a pair of equivalent fractions, comparing                     This article tackles the steps in renaming
fractions, solving for the least common multiple                 dissimilar fractions to similar fractions. Before
of a pair or set of numbers.)                                                                            1       2
changing dissimilar fractions, say
2. Discuss the story. Ask some comprehension                                                                3 and 5 , to
similar fractions, you have to get the least common
questions.                                                       multiple of the denominators 3 and 5 ﬁrst—that
a. What is the Singkaban Festival?                               would be15.
b. Where is it held or celebrated?                            D. Assignment
c. When is it celebrated?                                        Answer the exercises at the end of the article.
d. How is it celebrated?
e. What did Carlito want to help with eagerly           VI.   EVALUATION
and enthusiastically?                                         Change the following pairs of dissimilar fractions
f. Valuing: Do you help out with tasks eagerly                to similar fractions:
and enthusiastically? Why or why not?
g. What math ideas did Lolo Indo suggest
1.
5
7
and
4
5
(
25
35
and
28
35
)
Carlito to use to solve the math problem
posed by Kuya Allan?                                     2.
7
8
and
2
3
(
21
24
and
16
24
)

5                                               1                                Vol. 14 No. 2 SY 2008-2009
3.
4
5
and
8
9
( 36 and 40 )
45     45
math lessons. What made Hero excited and
enthusiastic?
VII. QUESTIONNAIRE                                                                 (d) Valuing: What makes you excited and
Rename the dissimilar fractions to similar                                    enthusiastic about learning? Would you
fractions.                                                                         say Hero’s reason for excitement and
3
1. 7 and 3
2                    9 14
,
21 21
(       )                                      enthusiasm for his math lessons is a good
and valid one? Why or why not?
B. Development Activity
1 7      19
2. 8 , 2 and 40                  ,  (
5 140 19
,
40 40 40
)                       1. Have the pupils recall when a particular fraction
is said to be in lowest term.
3.
1
2
and
5
17
17 10
,
34 34
(       )                            2. Present several fractions on the board. Have
pupils identify which fractions are in lowest
2 9        1
4. 3 , 10 and 1 5
20 27
(
, ,1
30 30 30
6
)                        terms and which are not.
3. Using the strategies presented in the story,
discuss how to rename fractions to lowest
terms.
VIII. OTHER STRATEGIES
4. Analysis: Would reducing a fraction to its lowest
Dissimilar fractions may also be renamed to similar
term change its value? Why or why not?
fractions using any common denominator, one of which
5. Concept Analysis: What happens when a fraction
may be arrived at by multiplying the given denominators.
is reduced to lowest term? Why doesn’t its value
Have the pupils discuss the merits of using the LCD.
change when the term is made smaller?
6. Do exercises. The teacher may group the pupils
into their cooperative learning groupings.
ARTICLE 2: ENTHUSIASTICALLY MOTIVATED                                              Provide each group of pupils with a set of cards
with higher term fractions and their correspond-
I.    LEARNING OBJECTIVES                                                          ing lowest term forms. Have the pupils play a
Cognitive:   To reduce fractions to lowest terms                             memory game.
Psychomotor: To write a fraction in its simplest form                C. Generalization/Summary
Affective:   To demonstrate enthusiasm for learning                          This article tells us when a fraction is said to
be in lowest term and how to reduce a fraction to its
II.   SUBJECT MATTER                                                          lowest term. A fraction is in lowest term if the great-
Lowest Term Fractions                                                   est common factor, or GCF, of the numerator and the
denominator is 1. To write a fraction in its simplest
III. MATERIALS                                                                form, divide the numerator and the denominator by
Flash cards, cards with fractions for memory game                        their GCF.
D. Assignment
Math Talino, Grade 5, Volume 14, Issue 2, SY 2008-                      end of the story.
2009
VI.   EVALUATION
V.    TEACHING STRATEGIES                                                  Write the fraction in simplest form.
A. Opening Activity
1. Do mental computation drill on a previous
lesson. (Possible topic: renaming equivalent
1.
25
30
(5)
6
fractions.)
2. Discuss the story. Ask some comprehension
2.
18
36
(1)
2
questions.
(a) What problem did Hero have in the
3.
20
32
(5)
8
story?
(b) Whom did Hero ask for help?                          VII. QUESTIONNAIRE
(c) Kuya Ian commented that he had never seen                 Rename each fraction to its lowest term.
Hero this excited and enthusiastic about his
1.
36
48
(3)
4

5                                                2                                 Vol. 14 No. 2 SY 2008-2009
2.
51
85
(3)
5
fractions to similar fractions (related story in the
magazine).
3.
100
150
(2)
3
4. Present fraction models to illustrate further the
process of addition of dissimilar fractions.
4.
60
24
( 2 or 2 2 )
5      1                      5. Review regrouping as necessary (the fraction
models would come in handy when the pupils
encounter improper fraction with wholes).
6. Do worksheet with a learning partner.
ARTICLE 3: TUNA                                                          C. Generalization/Summary
I.    LEARNING OBJECTIVES                                                   dissimilar fractions. To add dissimilar fractions, do
Cognitive:   To add fractions                                         the following:
Psychomotor: To write neat solutions                                  1. Rename dissimilar fractions to similar
Affective:   To demonstrate appreciation for the real                      fractions.
life applications of the skill                           2. Add the similar fractions.
3. Regroup when necessary, and write the answer
II.   SUBJECT MATTER                                                             in simplest form.
Addition of Dissimilar Fractions                                   D. Assignment
III. MATERIALS                                                              end of the story.
Flash cards, fraction models, worksheets
VI.   EVALUATION
Math Talino, Grade 5, Volume 14, Issue 2, SY 2008-                 1.
5
6
+2
3
4
(2 19 or 3 12 )
12
7
2009                                                                      6
2. 4 + 5
7
1
14
(9 13 )
14
V.    TEACHING STRATEGIES
A. Opening Activity                                                3.
5
8
+6
3
9
(6 69 or 6 23 )
72      24
1. Do mental computation drill on a previous
lesson (renaming to similar fractions, solving
for the missing term in a pair of equivalent           VII. QUESTIONNAIRE
2. Discuss the story. Ask some comprehension
questions.
9
1. 7 + 7 = d
16
3
8
14
15
16
(      )
a. Who went to visit Michael and his
family?
3
2. 12 + 11 = e
7       6
1
23
25
42
(      )
b. What did Uncle Dodong leave for Michael
and his family?                                        3.
1
3
+
5
12
=f
9
12 4
(
or
3
)
c. Which place is dubbed as the Tuna Capital
of the Philippines? Where is this province        VIII. OTHER STRATEGIES
or city?                                                     The pupils may do cooperative learning activity.
d. When is the Tuna Festival?                                Divide the pupils into groups of four. Provide each pupil
B. Development Activity                                            in the group with a questionnaire. The pupil is to solve
1. Present a problem or exercise involving addition             the item in his or her notebook. After a speciﬁed time,
of fractions with like denominators.                         each questionnaire is to be passed to the next person in the
2. Using the models, elicit from pupils how to add              group. This goes on until all members of the group have
the fractions with like denominators.                        solved all four questions. Then the answers are checked.
3. Present a problem or exercise involving addition             Discussion about an item that is answered incorrectly is
of unlike or dissimilar fractions. Elicit from               encouraged in each cooperative learning group after the
the pupils how to turn the fractions given to                items have been checked.
something they know how to work with (i.e.,
like fractions). Recall how to rename dissimilar

5                                             3                                  Vol. 14 No. 2 SY 2008-2009
ARTICLE 4: SHOE BARGAIN                                                          4.   Do worksheet with a learning partner.

I.    LEARNING OBJECTIVES                                                   C. Generalization/Summary
Psychomotor: To write the equation and solution                          fractions. To subtract dissimilar fractions, do the
neatly                                                      following:
Affective:   To demonstrate appreciation for the use                     1. Rename unlike fractions to similar fractions.
of the skill in real life applications                      2. Regroup when necessary before subtracting the
similar fractions.
II.   SUBJECT MATTER                                                           3. Then reduce the answer to lowest term.
Subtraction of Dissimilar Fractions                                   D. Assignment
III. MATERIALS                                                                 end of the story.
Flash cards, fraction models, worksheets
VI.   EVALUATION
IV.   REFERENCE                                                             Subtract.
Math Talino, Grade 5, Volume 14, Issue 2, SY 2008-
2009                                                                  1.   5
5
6
–2
3
5
(3 30 )
7

V.    TEACHING STRATEGIES                                                   2.
4
3 –
9
2
7
(3 10 )
63
A. Opening Activity
1. Do mental computation drill on a previous                       3.
9
–
12 12
4
(12 )
5
lesson (possible drills set: addition of fractions,
subtraction of fractions with like denominators,
subtracting fractions or mixed numbers from a             VII. QUESTIONNAIRE
2. Discuss the story. Ask some comprehension
questions.                                                      1.
11 5
–
12 8
=b                            ( 24 )
7
a. What is the Sapatos Festival? What is being
celebrated during the said festival?                       2.
2
3
1
14 – 7 = e
4
(7 12 )
5
b. Where is the festival celebrated?
c. When is the festival celebrated?                             2.   2
11
15
2
–1 =h
5
(1 1 )
3
d. Valuing: Noemi was able to use what she
knows of subtraction of fractions from a
whole number when mother and daughter                VIII. OTHER STRATEGIES
were discussing shoe sizes. Where else                          The teacher may use the idea that addition and sub-
do you think is subtraction of fractions                   traction are inverse operations as springboard to answer
needed?                                                    the problem opener.
B. Development Activity
1. Present a problem or exercise involving                              The teacher may also introduce the deﬁnition of
subtraction of unlike or dissimilar fractions.                  subtraction of fractions as     – c =           and have
Review how to add unlike fractions. Elicit from                                              b      d      bd
the pupils how to turn the fractions given to                   the pupils use this to check their answer (which used the
something they know how to work with (i.e.,                     LCD method).
like fractions just like in addition of unlike
fractions). Recall how to rename dissimilar
fractions to similar fractions (related story in
the magazine).
2. Present fraction models to illustrate further the
process of subtraction of dissimilar fractions.
3. Review renaming as necessary. Present a
problem involving renaming of a whole before
subtracting a mixed number from it.

5                                                 4                                 Vol. 14 No. 2 SY 2008-2009
FOR CONSUMERS
Answers to Exercises in this Issue                                The Detective
A. 14 shops
PRACTICE MAKES PERFECT
B. 80 guests or two-fifths
A.
1                                                      MATH WITHOUT NUMBERS
1. 1 2
Naval Battle
13
2.
24
1
3. 1 6
2
4. 3
1
5. 1 30
1
6. 1
15
B.
1
7. 3 2 km
8. Yes, because 30 is a multiple of 5 and 15.
5    15                      20
9. Martin renamed 4 6 as 4       , but it should be 4 .
24                      24
23
The correct total is 5 .)
24
Subtracting Unlike Fractions
A.
9                                5
1.                               6.
16                               18
2                                   1
2. 9                             7.   1
12
1                                  1
3. 4                             8.   28
1                                  5
4. 4                             9.   1
24
13
5.
24

B.
5 5 10 5      5
10. 9 –   =  –  =
18 18 18 18

5 1 5 3 2            1
11. 6 – 2 = 6 – 6 = 6 or 3

5                                              5                             Vol. 14 No. 2 SY 2008-2009

```
To top