Class: Junior Secondary School 1 (JSS1, JSS 1)
Term: 1st Term
Week: 8
Age: 12 years
Duration: 45 minutes
Subject: Mathematics
Curriculum Theme: Mathematics
Previous Lesson: Ordering and Conversion of Fractions to Percentages and Decimals
Topic: Fractions (Part 4)
Subject Matter: Addition and subtraction of fractions

Specific Objectives

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

Cognitive Domain:
(a) Identify and solve problems involving addition of fractions with like and unlike denominators.
(b) Subtract fractions correctly by applying the rules of common denominators.
Affective Domain:
(a) Show interest and confidence in solving fraction problems in class and during practice.
Psychomotor Domain:
(a) Carry out addition and subtraction of fractions using mathematical steps and examples on the board.
Social Domain:
(a) Work in groups to solve fraction problems and explain solutions to peers.

Reference Materials

The following resources were used in planning this lesson:

9 Years Basic Education Curriculum
Lagos State Unified Scheme of work for Junior Secondary Schools
Cuemath – Adding Fractions | Add Fractions with Different Denominators
Relevant Textbooks

Instructional Materials

The teacher will teach this lesson with the aid of:

Fraction charts and strips
Whiteboard and marker
Flashcards showing different fractions
Ruler and drawing set for illustrations
Worksheets with fraction problems

Rationale for the Lesson

Fractions are an essential part of mathematics used in daily life. Learning addition and subtraction of fractions equips students with problem-solving skills needed in real-life situations.

Prerequisite/Previous Knowledge

Pupils already know the meaning of fractions, numerator, denominator, and have practiced simplifying fractions and finding the least common multiple (LCM).

Lesson Content/Board Summary

Fractions

Addition of Fractions with Like Denominators

When fractions have the same denominator, they can be added directly by summing their numerators while keeping the denominator unchanged.

The following are steps for adding fractions with like denominators:

Write down the fractions to be added.
Add only the numerators.
Retain the common denominator.
Simplify the result if possible.

Examples are:
27+37=57frac{2}{7} + frac{3}{7} = frac{5}{7}
49+29=69=23frac{4}{9} + frac{2}{9} = frac{6}{9} = frac{2}{3}

Addition of Fractions with Unlike Denominators

When denominators are different, they must first be made the same before adding.

The following are steps for adding fractions with unlike denominators:

Find the Least Common Denominator (LCD) of the fractions.
Convert each fraction to an equivalent fraction with the LCD.
Add the numerators together.
Simplify the result where possible.

Examples are:
23+14=812+312=1112frac{2}{3} + frac{1}{4} = frac{8}{12} + frac{3}{12} = frac{11}{12}
56+29=1518+418=1918=1118frac{5}{6} + frac{2}{9} = frac{15}{18} + frac{4}{18} = frac{19}{18} = 1frac{1}{18}

Subtraction of Fractions with Like Denominators

Fractions with the same denominator are subtracted by subtracting the numerators while keeping the denominator unchanged.

The following are steps for subtracting fractions with like denominators:

Write down the fractions.
Subtract the numerators only.
Retain the common denominator.
Simplify if necessary.

Examples are:
710−310=410=25frac{7}{10} – frac{3}{10} = frac{4}{10} = frac{2}{5}
911−211=711frac{9}{11} – frac{2}{11} = frac{7}{11}

Subtraction of Fractions with Unlike Denominators

When fractions have different denominators, they must be changed to like denominators before subtraction.

The following are steps for subtracting fractions with unlike denominators:

Find the Least Common Denominator (LCD).
Rewrite each fraction with the LCD.
Subtract the numerators.
Simplify the answer if possible.

Examples are:
34−16=912−212=712frac{3}{4} – frac{1}{6} = frac{9}{12} – frac{2}{12} = frac{7}{12}
58−13=1524−824=724frac{5}{8} – frac{1}{3} = frac{15}{24} – frac{8}{24} = frac{7}{24}

Teaching Methods/Instructional Techniques:

Discussion, Lecture, Explanation, Demonstration, Guided Practice, Group Work, Question and Answer

Instructional Procedures

To deliver this lesson, the teacher will adopt the following steps:

Step 1: Introduction

Time: 5 minutes
Teaching Skill: Set Induction
Teacher’s Activity: Teacher asks pupils to recall examples of fractions and how they are simplified, then introduces the topic of addition and subtraction of fractions.
Pupils’ Activity: Pupils respond by giving examples of fractions and listen attentively.
Learning Point: Pupils become ready to learn how to add and subtract fractions.

Step 2: Addition of Fractions with Like Denominators

Time: 8 minutes
Teaching Skill: Explanation
Teacher’s Activity: Teacher explains and demonstrates addition of fractions with like denominators on the board.
Pupils’ Activity: Pupils follow the steps and solve simple examples.
Learning Point: Pupils understand how to add fractions with the same denominator.

Step 3: Addition of Fractions with Unlike Denominators

Time: 8 minutes
Teaching Skill: Demonstration
Teacher’s Activity: Teacher guides pupils in finding the LCD and adding fractions with different denominators.
Pupils’ Activity: Pupils practice examples with teacher’s guidance.
Learning Point: Pupils learn how to add fractions with different denominators.

Step 4: Subtraction of Fractions

Time: 8 minutes
Teaching Skill: Explanation and Practice
Teacher’s Activity: Teacher explains subtraction of fractions with like and unlike denominators using solved examples.
Pupils’ Activity: Pupils attempt given exercises and share solutions.
Learning Point: Pupils understand how to subtract fractions correctly.

Step 5: Note-Taking

Time: 5 minutes
Teaching Skill: Explanation
Teacher’s Activity: Teacher writes the board summary for pupils to copy.
Pupils’ Activity: Pupils copy the notes into their exercise books.
Learning Point: Pupils keep accurate records of the lesson.

Step 6: Evaluation/Review

Time: 6 minutes
Teaching Skill: Questioning
Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

Add 38+18frac{3}{8} + frac{1}{8}.
Add 25+13frac{2}{5} + frac{1}{3}.
Subtract 79−49frac{7}{9} – frac{4}{9}.
Subtract 56−14frac{5}{6} – frac{1}{4}.
Pupils’ Activity: Pupils solve and answer the questions.
Learning Point: Pupils demonstrate understanding of addition and subtraction of fractions.

Step 7: Conclusion

Time: 5 minutes
Teaching Skill: Reinforcement
Teacher’s Activity: Teacher summarizes the lesson, reinforces the key steps, and encourages pupils to practice more problems at home.
Pupils’ Activity: Pupils listen and ask questions.
Learning Point: Pupils consolidate their learning on addition and subtraction of fractions.

Home Task: Solve three new exercises on Fractions (Part 4). Show each step and check each answer.

Lesson Keywords

Fraction – a part of a whole written with numerator and denominator
Numerator – the top number in a fraction showing parts taken
Denominator – the bottom number in a fraction showing total parts
LCD (Least Common Denominator) – smallest common multiple of denominators
Simplify – reducing a fraction to its lowest terms

Differentiation

Teacher uses peer tutoring for weaker pupils, provides simpler exercises for slow learners, and gives challenging tasks to fast learners to extend their thinking.

Note for teachers using this lesson plan

Ensure pupils actively participate by solving problems on the board. Encourage neat and step-by-step presentation of solutions. Provide sufficient classwork for practice.