Chilenje Primary School
Lesson Plan
NAME OF TEACHER: Ms. Mwansa
DATE: ______________
TIME: ______________
CLASS: 5B
DURATION: 40 minutes
TERM & WEEK: Term 1 · Week 3
TOTAL ATTENDANCE: Boys: 23 Girls: 25 Total: 48
SUBJECT: Mathematics
TOPIC: Fractions & Decimals
SUB-TOPIC: Adding fractions with the same denominator
GENERAL COMPETENCES: Critical thinking — breaking a whole into equal parts and reasoning about their sum, Communication — explaining a solution to a partner using fraction language, Collaboration — working in pairs with shared counters, Problem solving — applying fraction addition to everyday sharing situations
SPECIFIC COMPETENCE: 5.1.3.2 — Add fractions with the same denominator (sums up to 1) and use the result to solve simple practical problems.
LESSON GOAL: By the end of the lesson, at least 40 of the 48 learners will correctly add two fractions with the same denominator and state the answer in its simplest form, scoring 4 out of 5 in the written exercise.
RATIONALE: Fractions describe fair sharing — of food, money, land and time. Adding like fractions builds directly on the Grade 4 idea of naming fractions and prepares learners for unlike denominators and decimals later this term. The lesson uses concrete objects first so the algorithm is grounded in meaning, not memorised.
PRIOR KNOWLEDGE: Learners can name fractions from shaded diagrams (half, quarter, third), identify the numerator and denominator, and shade a given fraction of a shape.
REFERENCES:
• Mathematics Learner's Book Grade 5, pages 24–27
• CDC Mathematics Syllabus Grades 4–7 (2023 Competency-Based Curriculum)
• Teacher's Guide Grade 5 Mathematics, Unit 3
LEARNING ENVIRONMENT:
I. Natural: Stones and bottle tops collected from the school grounds used as counters for equal sharing.
II. Artificial: Classroom arranged in pair seating; fraction wall chart and chalkboard fraction diagrams.
III. Technological: Where available, a phone calculator is used only to CHECK answers after written working.
TEACHING AND LEARNING MATERIALS/RESOURCES:
• Fraction wall chart
• Bottle tops / stones as counters (10 per pair)
• Paper strips for folding into equal parts
• Chalkboard and ruler
• Learner's Book Grade 5, page 26 exercise
EXPECTED STANDARD: Fractions with the same denominator added correctly and answers expressed in simplest form.
LESSON PROGRESSION
| STAGES | TEACHER'S ACTIVITIES | LEARNERS' ACTIVITIES | ASSESSMENT CRITERIA |
|---|---|---|---|
INTRODUCTION (5 min) | Holds up a paper strip folded into 8 equal parts and shades 3/8, asking: "What fraction is shaded?" Reviews numerator and denominator with quick oral questions from yesterday's work. States the lesson focus: today we ADD fractions that have the same denominator. | Answer oral revision questions on naming fractions. Fold their own paper strips into 8 equal parts and shade a named fraction. | Fractions from diagrams named correctly during oral questioning. |
LESSON DEVELOPMENT — Activity 1: Adding with counters (12 min) | Demonstrates 2/8 + 3/8 on the fraction wall, then with bottle tops grouped in eighths. Guides the rule from the examples: add the numerators, the denominator stays the same. Works 1/5 + 2/5 and 3/10 + 4/10 on the board with learner input. | In pairs, model 2/8 + 3/8 with bottle tops and state the sum. Suggest the rule in their own words before the teacher confirms it. Solve 2/7 + 3/7 on mini chalkboards and hold up answers. | Sum of two like fractions modelled correctly with counters. Rule stated correctly: numerators added, denominator unchanged. |
LESSON DEVELOPMENT — Activity 2: Simplest form (8 min) | Poses 2/8 + 2/8 and asks whether 4/8 can be written more simply, using the fraction wall to show 4/8 = 1/2. Demonstrates dividing numerator and denominator by the same number. | Use the fraction wall to find simpler names for 4/8 and 5/10. Explain to a partner why 4/8 and 1/2 are the same amount. | Equivalent simpler form identified using the fraction wall. |
EXERCISE ASSESSMENT (10 min) | Assigns Learner's Book page 26, questions 1–5 (five like-denominator additions, two requiring simplest form). Moves around marking, noting learners who add denominators as well — the common error. | Work the five questions individually in exercise books, showing the addition step. Exchange books for peer checking of question 1 and 2 against the board answers. | At least 4 of 5 additions correct. Answers requiring simplification expressed in simplest form. |
HOMEWORK (2 min) | Sets the task: "Mother gives you 2/6 of a chitenge length and later 3/6 more. What fraction do you have now? Draw it." plus three practice sums. | Record the homework task and due date in their books. | Homework recorded; checked for correct sums at the start of the next lesson. |
CONCLUSION (3 min) | Asks three learners to state the rule for adding like fractions in their own words. Previews the next lesson: adding fractions whose denominators are different. | Restate the rule and give one example orally. | Rule recalled accurately without prompting. |
REMEDIAL WORK: Learners who added the denominators repeat Activity 1 with counters in a small group while the teacher names each step aloud.
EXTENSION ACTIVITY: Fast finishers attempt 1/6 + 2/6 + 3/6 and explain what a sum equal to 1 whole means using the paper strip.
LESSON EVALUATION:
Successes (competences achieved): __________________
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Challenges (competences not achieved and why): __________________
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Way forward (including remedial work if applicable): __________________
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