Adding and Subtracting Fractions with the Same Denominator for Primary 2

Class: Primary 2
Term: First Term
Week: 5
Age: 7 years
Duration: 40 minutes
Subject: Mathematics
Curriculum Theme: Not separately stated in the scheme
Previous Lesson:
Topic: Adding and Subtracting Fractions with the Same Denominator
Subject Matter: Numerators and denominators, equal parts, addition and subtraction of fractions with like denominators.

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain

• identify the numerator and denominator of a simple fraction
• add fractions with the same denominator
• subtract fractions with the same denominator
• represent simple fraction sums with divided objects or pictures

Affective Domain

• show fairness when sharing objects into equal parts

Psychomotor Domain

• divide paper shapes or safe food models into equal parts and shade fractions

Social Domain

• share materials and explain answers to a partner

Reference Materials

The following resources were used in planning this lesson:

• 9 Years Basic Education Curriculum.
• Relevant State Unified Scheme of Work.
• An approved Primary School textbook or teaching resource for the subject.

Instructional Materials

The teacher will teach this lesson with the aid of:

• Orange
• garden egg
• chalkboard or whiteboard
• topic flash cards
• worksheet

Rationale for the Lesson

This lesson helps pupils understand and use adding and subtracting fractions with the same denominator through familiar objects, clear examples and guided practice. It builds a foundation for accurate mathematical thinking in school and daily life.

Prerequisite/Previous Knowledge

Pupils can count familiar objects, follow simple instructions and use basic number language needed for the lesson. The teacher should check this quickly with concrete materials before introducing the new work.

Lesson Content/Board Summary

Adding and Subtracting Fractions with the Same Denominator

Meaning of a Fraction

A fraction shows one or more equal parts of a whole. In 3/5, 3 is the numerator and 5 is the denominator.

• The denominator tells the total number of equal parts.
• The numerator tells how many equal parts are being considered.
• Parts must be equal before they can correctly represent a fraction.

Adding Fractions with the Same Denominator

When denominators are the same, add the numerators and keep the denominator.

Example 1: 1/5 + 2/5

Solution

Step 1: Keep denominator 5.
Step 2: Add numerators: 1 + 2 = 3.
Answer: 3/5.

Example 2: 3/8 + 2/8

Solution

Step 1: Keep denominator 8.
Step 2: Add 3 + 2 = 5.
Answer: 5/8.

Subtracting Fractions with the Same Denominator

Keep the denominator and subtract the numerators.

Example 1: 7/10 − 3/10

Solution

Step 1: Keep denominator 10.
Step 2: Subtract 7 − 3 = 4.
Answer: 4/10.

Example 2: 6/7 − 2/7

Solution

Step 1: Keep denominator 7.
Step 2: Subtract 6 − 2 = 4.
Answer: 4/7.

Using Objects

If an orange model is divided into 5 equal parts, taking 1 part and then 2 more parts gives 3 out of 5 equal parts. This is 1/5 + 2/5 = 3/5.

Suggested Lesson Video

The teacher may use this short video after the practical activity to reinforce the lesson.

Teaching Methods/Instructional Techniques

Explanation, Demonstration, Question and Answer, Guided Practice and Problem Solving.

Instructional Procedures

Step 1: Introduction through Equal Sharing

Time: 4 minutes

Teaching Skill: Set Induction/Questioning

Teacher’s Activity: The teacher shows a paper orange divided into five equal parts, shades two parts and asks pupils to name the shaded part.

Pupils’ Activity: Pupils count all equal parts and the shaded parts, then state two-fifths.

Learning Point: A fraction describes selected equal parts of a whole.

Step 2: Numerator and Denominator

Time: 5 minutes

Teaching Skill: Explanation/Observation

Teacher’s Activity: The teacher labels 3/5, pointing to 3 as numerator and 5 as denominator, and contrasts it with a shape divided into unequal parts.

Pupils’ Activity: Pupils identify the numerator and denominator on fraction cards and reject unequal divisions.

Learning Point: The denominator counts all equal parts; the numerator counts selected parts.

Step 3: Adding Like Fractions

Time: 5 minutes

Teaching Skill: Demonstration/Modelling

Teacher’s Activity: The teacher shades 1/5 and 2/5 on matching paper strips, combines the shaded parts and writes 1/5 + 2/5 = 3/5.

Pupils’ Activity: Pupils combine the paper parts and explain why the denominator remains 5.

Learning Point: Like fractions are added by adding numerators and keeping the common denominator.

Step 4: Subtracting Like Fractions

Time: 6 minutes

Teaching Skill: Guided Practice

Teacher’s Activity: The teacher displays 7/10 shaded parts, crosses out 3 and records 7/10 − 3/10 = 4/10.

Pupils’ Activity: Pupils cross out parts on a ten-part strip and state the remaining fraction.

Learning Point: Like fractions are subtracted by subtracting numerators and keeping the denominator.

Step 5: Pair Work with Fraction Shapes

Time: 5 minutes

Teaching Skill: Practical Activity/Problem Solving

Teacher’s Activity: The teacher gives each pair equal-part paper circles and the tasks 2/6 + 3/6 and 6/8 − 2/8.

Pupils’ Activity: Pairs shade or remove parts, write both number sentences and compare the models with their answers.

Learning Point: Fraction models show why the numerator changes while the denominator stays the same.

Step 6: Independent Fraction Calculation

Time: 5 minutes

Teaching Skill: Independent Practice

Teacher’s Activity: The teacher writes 3/7 + 2/7 and 9/10 − 4/10 and checks that pupils do not add or subtract denominators.

Pupils’ Activity: Pupils solve both items and draw one simple fraction model.

Learning Point: Pupils calculate like fractions and represent an answer pictorially.

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates learning by asking the following questions:

1. Name the numerator and denominator in 4/7.
2. Use a divided paper shape to show 1/4 + 2/4.
3. Calculate 2/6 + 3/6.
4. Calculate 8/10 − 5/10.
5. Why must the parts of a whole be equal?

Pupils’ Activity: Pupils identify numerator and denominator, model one sum and calculate the given addition and subtraction items.

Learning Point: Pupils demonstrate correct operations on fractions with the same denominator.

Step 8: Conclusion

Time: 5 minutes

Teaching Skill: Summary/Feedback

Teacher’s Activity: The teacher reviews the rule using one divided paper shape and corrects any unequal partition or changed denominator.

Pupils’ Activity: Pupils recite the rule and solve one final oral fraction item.

Learning Point: Equal parts and a common denominator make like-fraction calculations possible.

Lesson Keywords

• fraction – one or more equal parts of a whole
• numerator – the top number in a fraction
• denominator – the bottom number showing the total equal parts
• equal parts – parts of the same size

Differentiation

Support: Use real objects, larger pictures, teacher modelling, paired work and fewer examples at a time. Allow pupils who need help to point, match, count or demonstrate before writing.

Extension: Ask faster pupils to create one additional correct example, explain their method independently or apply the same idea to another familiar situation without moving to a new topic.

Note for teachers using this lesson plan

Cut or mark the orange and garden egg safely before class, or use paper circles instead of knives during the lesson. Insist that pupils keep the common denominator and operate only on the numerators. Use the suggested video only after the concrete explanation or as a short reinforcement; pause it for questions. Understanding is shown when pupils can complete the evaluation task with the correct language, method and unit where required.