FRACTIONS:

LOOKING
BACK
 Lesson Objectives

At the end of the lesson, the students must be

able to:
 Demonstrate an understanding of fractions;
 Recall the types of fractions they have learned;
and
 Explain how fractions operate when the unit
referred to is a group or a class.
 Concept Notes

 A fraction represents a part of a whole. It consists of a numerator

and a denominator. The line called the vinculum indicates division.
 Common fractions are fractions that express amounts, which are
less than a unit. As such, the numerator and is always less than the
denominator.
 Improper fractions are fractions that express amounts, which are
equal to or greater than a unit. Hence, the numerator is either
equal to or greater than the denominator.
 Mixed numbers are numbers that consist of a whole number and a
fraction.
 Lesson Pre-assessment

A. Express the following as fractions of the units indicated:

1. 6 as part of a dozen
2. 5 years as part of a decade
3. 1 inch as part of a foot
4. 5 as part of an eight-member team
5. 25 centavo as part of a peso
B. A class composed of 30 students. There are 20 girls and 10 boys. What fraction
of the class are girls? Boys?
 FRACTIONS

A fraction represents a part of a whole. It consists of a numerator and a denominator.

The numerator is the number above the fraction bar; the denominator is the number
below the fraction bar. The fraction bar is called the vinculum which indicates division.
As such, the denominator is the divisor; hence, it shows into how many parts a whole is
divided. The numerator is the dividend; hence, it shows how many parts of the whole
are called for. Whole here is not limited to a unit as one. Rather, it also refers to a group
as a whole, say, a class, a family, a team, or any other group taken as a unit. For
example, if a class consists of 30 students and we have 20 boys and 10 girls, we say that
20 2 10 1
or are boys and or are girls. The three types of common or vulgar fraction are
30 3 30 3
the proper fraction, improper fraction and mixed number.
 Proper Fractions and Improper
Fractions
Proper Fractions
These are fractions that express amounts which are less than a unit. As such, the
numerator is always less than the denominator. The following are proper fractions:
1 1 3 2 5 11
4 2 4 3 8 12
Improper Fractions
These are fractions that express amounts which are equal to or greater than a unit.
Hence, the numerator is either equal to or greater than the denominator.
3 6 7 11 18
3 5 4 6 11
These fractions can be reduced to whole numbers or to mixed numbers.
 Mixed Numbers

Mixed Numbers
These are numbers that consist of a whole number and a fraction. The following
are mixed numbers:
1
1 (read as “one and one-third”)
3
3
2 (read as “two and three-fifth”)
5
3
5 (read as “’five and three-fourth”)
4
1
8 (read as “eight and one-fourth”)
4
 Concept Map

FRACTIONS
Structure Relationships
Operations
Fractions ->
Numerator Denominator Types x + Fractions
÷ -

Mixed Equivalent
Proper Improper Fractions ->
Number
Decimals
 Let’s Share Ideas

1. How is finding part of a whole similar to finding part of a set? How is it different?
2. What do you need to know to name a fraction? How do you name a fraction?
3. Andy has five tools he uses in his carpentry shop. Two of the tools are hammers.
What fraction of the tools are hammers?
4. Write a list of things at home that are separated into fractions. Compare your list
with your classmates.
2
5. The high school club members spent ₱820.00 for their party. This is 3 of the money
they collected. How much money did they collect? What part of the total
collection was left? How much is it?
 Practice your Skills

1. Abigail sells rice to stores. She has a total of 125 cavans that she plans to distribute to three
1
stores. If she gives 5 of what she has to store A, can she divide the remaining equally to
stores B and C? How many will store A and store B get?
2. Bobby cuts a piece of wood into 3 pieces of the same length. After he cuts off 2 feet from
one of the pieces, he is left with a piece that is 5 feet long. What is the length of the piece of
wood he started with?
3. Cezar used nails, screws, and pegs to build a model house. He used twice as many screws as
pegs and 3 fewer nails than screws. He used 15 nails. How many pegs did he use?
4. A three-story mansion has two more windows on the second floor than on the first floor and
twice as many windows on the second floor as on the third floor. There are nine windows on
the third floor. How many windows are there on the first floor?
 Lesson Summary

– A fraction represents a part of a whole. It consists of a numerator and a

denominator. The numerator is the number above the line; the denominator is the
number below the line. The bar line is called the vinculum which indicates division.
– Common fractions are also called vulgar fractions. There are three types of common
fractions. These are proper fractions, improper fractions, and mixed numbers.
– Proper fractions are fractions that express amounts which are less than a unit. As
such, the numerator is always less than the denominator.
– Improper fractions are fractions that express amounts which are equal to or greater
than a unit. Hence, the numerator is either equal to or greater than the
denominator.
– Mixed numbers are numbers that consists of a whole number and a fraction.
 Classroom Exercise

A. True or False. Write True if the statement is correct; if incorrect, write False.
_____ 1. A whole is always bigger than its parts.
_____ 2. A fraction of something is always equal to a fraction of another something.
5 7
_____ 3. is greater than .
8 6
16 20
_____ 4. is equal to .
4 5
2 4
_____ 5. is equal to .
3 8
 Classroom Exercise
continuation…
B. Identify the following as a proper fraction (PF), an improper fraction (IF), or a
mixed number (MN).
3 5 7 23
_____ 1. 4 ____ 4. ____ 7. _____ 10.
3 12 8 12
12 8 16 13
_____ 2. _____ 5. ____ 8. _____ 11.
5 7 18 15
1 9 21 21
_____ 3. 6 _____ 6. ____ 9. _____ 12.
3 9 21 22
C. Express the following as fractions of units indicated.
_____ 1. 4 hours as part of a day ____ 3. 132 as part of a gross
_____ 2. 3 quarts as part of a gallon ____ 4. 3 months as part of a year
 Classroom Exercise
continuation…
D. Problem Solving: Solve the following with complete solution.
1. There are five classrooms next to each other on one side of the grade school
building adjacent to the high school building. Grade V is to the left of Grade IV
and to the right of Grade I. Grade IV is between Grades II and III. Grade III is
between Grades IV and V. List the rooms in order from left to right.
2. A square field measures 50 meters on each side.
a. What is the perimeter of the field?
b. What is the area of the field?
 Classroom Exercise
continuation…
3. This diagram shows the patio that the family Lopez is planning for their new home. Each square
in the patio represents a square meter. Some of the patio is covered by the roof of the house as
shown in the covered area.
a. What is the total area of the patio in square meters? Show the class how you solve for the
area.
b. Find the perimeter of the patio.
c. What part of the patio is covered by the roof of the house?
d. Find the perimeter and area of the covered patio.
e. Use a graphing paper to make your own plans for a
covered patio. Trade your plans with your classmates and
have them find the area and the perimeter.
 Homework

Create a slide presentation on practical uses of fractions in business.

ADDITION OF
FRACTIONS
 Lesson Objectives

At the end of this lesson, the students should be able to:

1. Add similar fractions;
2. Add dissimilar fractions; and
3. Add mixed numbers.
 Concept Notes

 Similar fractions are fractions with the same denominator. The fractions 1/8,
2/8, and 5/8 are similar fractions. To add similar fractions, we add the
numerators and retain the denominator. Generally, we always reduce fractions
to lowest terms.
 Dissimilar fractions are fractions whose denominators are not the same. We
cannot add dissimilar fractions unless we express them in terms of a common
denominator.
 Lesson Pre-assessment

Find the sum.

3 1 4
1. 4
+ + =
4 4
2 3 1
2. 8
+ + =
8 8
2 3 7
3. 5
+ +
8 10
=
5 3 8
4. 9
+ +
4 15
=
 Preliminary Activity

 Get a piece of paper.

 Divide the piece of paper into unequal parts.
 Add each part identified to create a whole.
 Share your insights on how you add each part identified to create a whole.
 Addition of Similar Fractions

To add similar fractions, we add all the numerators and retain the denominator.
We, generally, always reduce fractions to lowest terms.
Examples:
1 2 5 1+2+5 8
1. 8
+ + =
8 8 8
=
8
2 3 1 2+3+1 6 2 1
2. 4
+ + =
4 4 4
= =1 =1
4 4 2
1 5 14 1+5+14 20 5 1
3. 16
+
16
+
16
=
16
=
16
= =1
4 4
 Addition of Similar Fractions

 To add similar fractions with mixed numbers, we add the whole numbers
separately and then add the similar fractions.
Example:
1 2 1 3+2 1+2+1 1 1
1. 3 + + 2 = +( )= 5+1 =6
3 3 3 3 3 3 3
 Another method is to change the mixed number to improper fraction and
proceed as in addition of similar fractions.
Example:
1 2 1 1 2 7 1+2+7 10 1
1. + + 2 = + + = = =3
3 3 3 3 3 3 3 3 3
 Addition of Dissimilar Fractions

Dissimilar quantities cannot be added. For example, we cannot add 2 guavas and 3
pineapples. We have to find a “common denominator,” that is, we have to express
guavas and pineapples by a common name or in common terms. Since what is
common to both is that they are both fruits, we can say that we have 5 fruits, that
is, 2 + 3 = 5. the common term is the fruits because guavas and pineapples are
both fruits; therefore, we have 5 fruits.
In the same manner, we cannot add dissimilar fractions, that is, fractions whose
5 1
denominators are not the same. and are dissimilar fractions; hence, they
6 4
cannot be added together unless we express them in terms of a common
denominator.
 Addition of Dissimilar Fractions
continuation…
To convert dissimilar fractions into similar fractions, we have to express their denominators in terms of
their least common denominator (LCD). The Least Common Denominator or LCD is the least or smallest
number which can be exactly divided by the different denominators. Then, we divide the LCD by the
denominators of the concerned fractions and multiply the quotient thus obtained by the numerators of
the concerned fractions.
5 1
For example, to add and , the steps are:
8 4
1. Look for the LCD. The denominators of the fractions to be added are 8 and 4. the smallest number
(LCD) which can be exactly divided by 8 and 4 without a remainder is 8, which becomes the
denominator for both fractions.
5 ?
=
8 8
1 ?
+ =
4 8
 Addition of Dissimilar Fractions
continuation…
2. Solve for the numerators. If the LCD is also the denominator of a given fraction, we simply copy
the numerator. If not, the process is the same as converting a fraction into higher terms. We
2
divide 8 by 4 and multiply by the numerator 1 to arrive at 8.
5 5
=
8 8
1 2
+4=8
3. Add the fractions.
5 5
=
8 8
1 2
+ =
4 8
7
8
 Addition of Dissimilar Fractions
continuation…
Another example:
1 6
=
2 12
1 4
=
3 12
1 3
=
4 12
13 1
= = 1
12 12
 Addition of Mixed Numbers

To add mixed numbers, we have two methods:

First method:
To add