Detailed Lesson Plan in Fraction Number

I. Objective
Through the process of observing, questioning, gathering information. The student
is able to justify/associate and discuss/communicate:
1. Explain the meaning to the Fraction Number
2. Explain and perform operations of fractional number
3. Solve problems related to fractional numbers (ordinary, mixed, decimal,
percent)

II. Subject Matter

Topic: “Fraction Number “
Sub topic: “Addition and subtraction of fraction “
Reference: “Berlogika dengan Matematika untuk kelas VII SMP dan MTs
Kurikulum Merdeka by Umi Salamah“
Materials: white board, marker, power point, visual aids
Learning Strategy: Discovery Learning
Level: VII Junior high school

III. Instruction procedure

Teacher’s Activity Student’s Activity

A. Daily Routine
1. Greetings Good morning miss
good morning class … Good miss
How are you today?
Praise God
2. Prayer
All stand for our opening David, miss
Okey friend, let’s pray….
prayer, who wants to volunteer
In the name of Jesus, we pray amen…
to pray?

3. Checking of Attendance Yes, ma'am, everyone is present

Miss, look in this class, no one
is absent, right?
 B. Review Material
Now we will start our study,
Of course we are ready miss….
are you ready?

Now we will review the material we

Grace: I still remember the material miss
have studied. First of all, I want to ask
Keyza: sorry miss, I forgot the material
all of you, does anyone still remember
the material about fractions that you David: that's why Keyza, learn not to play
mobile legends all the time
studied at the last meeting?

Okay-okay….

Try to give each one an example of a

fractional number 1 3 5
Grace: , ,
2 4 7
1 3 5
very good grace and David … David: 1 ,2 , 3
2 4 7

The example given by David is what

number?
All student: Mixed fraction numbers
C. Drill

We will study material regarding Grace: Miss, what are the operations on
fractional number in the form of fractions?
operations

David: miss, I want to answer. Fraction

Are there any other friends who can operations include addition, subtraction,
multiplication and division.
help answer Grace's question?

Thank you David.

Some still remember that fractions All student: remember miss

a David: In the statement, a is the numerator
have the form . What is the and b is the denominator
b
description of a and b?
Miss will provide examples of
fractional operations in everyday life

All student: Students pay attention and

understand
Nadya has a cake which has been cut
into 8 pieces. Nadya will give 2 pieces
to Rey and Nadya will give back 3
pieces to Randi, how many pieces of
cake are left in Nadya?
8
Note: Nadya has slices of cake
8
2
given to Rey pieces and
8
3
given to Randi pieces
8
asked: how much cake is left in
Nadya?
8 2 3 3
Answer: − − =
8 8 8 8
So, the remaining cake in Nadya's
3
hands is pieces.
8

that's an example in everyday life

Yes, very exciting

okey, we will carry out an activity and

you have to understand what our activity
means

Miss will create a group, consisting of 2 All student: Students rush to do activities
members
Group 1: David, Keyza
Group 2: Jasa, Grace
Sitting in groups is okay
 All student: Students do their activities in
For group 1, try to determine the groups
5 3
fraction result of + =...
8 8
5 Grace: miss group 2 already...
For group 2, determine the result of 5
5 we got the answer
7
2 Grace: So miss, because the denominators are
+ =...
5 5
equal then we can add them up as usual. So +
how to solve it? 5
2 5
becomes
5 7

8
David: finished missing the answer or 1
Group 2's answer is correct, so what if 8
group 1 has finished?

How to solve it? David: Same miss as the grace group,

because the denominators are equal, so we
Group 1's answer is also correct just add them up as usual

5
So now you have to compete to David: miss
4
answer quickly for question 2.
3 1
the question is + =...
4 2
David: David is explaining on the blackboard
Can you try to explain where you got So, because the 2 fractions don't have the same
these results? denominator, we first find the least common
you write on the blackboard multiplication (LCM) of 4 and 2, we find the
3+2 5
LCM is 4 then it will be =
4 4

Good David, you understand

All students: really understand miss
Do others understand?

So, from the operation of adding

fractions, you already understand it All students: students listen and understand it
and now you will use the operation of
subtraction.

Now you understand for yourself how

to find concepts for working on
problems related to daily life in the
Grace and David: OK miss
operation of subtracting fractions
Kezya: Miss, I'm bored
Keyza, you can't be like that, just keep
your friends enthusiastic. Come on,
cheer up too Keyza: Yes, miss, I'm excited

Try doing it yourself first, okay?

All students: Okey Miss…
Tina had 1/4 kg of wheat flour, then
Tina bought it back to make 3/4 kg of
cake. then Tina uses 2/4 kg of the All students: students are working on it
flour, how much flour does Tina have
left?

5 minutes later
All students: Wait a minute! miss
is everything finished?

Grace: miss it already

okay grace, try writing it on the
blackboard
Grace: grace writes on the blackboard.

Solution:
Known: Tina has 1/4 kg of flour
Tina bought back 3/4 kg of flour
Tina uses 2/4 kg of flour

asked: how much flour is left?

Answer: 1/4+3/4-2/4 = 2/4 kg

So, the remaining flour in Tina is 2/4 kg

David & Keyza: David & Keyza pay attention

Yes, that's right, what Grace did. to Grace who is writing

Because the denominators are equal,

the fraction can just be worked out as
usual
David & Keyza: now we understand miss
Keyza and David do you understand?

The subtraction operation is also the

same as the addition operation. If the
denominators are not the same then we
have to find the LCM first, just like
the problem David worked on
previously.
or I will give an example
6 3 5
+ − =…
7 6 42

We have to first find the LCM of 6,7,

and 42. You already know what kind
of LCM to look for. then we get the
LCM is 42, then we change all the
6 3 5
fractions to + − then we can
7 6 42
solve it like you did before because the
denominator is suitable then we get
4
the result to be
42
All students: okey, miss
Well, the same goes for the questions
you will be given for your homework

1. Determine the result of All students: students just listen and write
subtracting the following questions
fractions
60 20 15
A. − − =…
60 60 60
5 9
B. − =…
6 24
12 7
C. − =…
36 42
2. Ahmad, Beno, and Cepot must
complete a project within a
specified time period.
Therefore, the work will be
divided according to each
individual's abilities. Ahmad
3
completed of the section,
8
1
Beno completed of the
4
section, and Cepot completed
15
of the section. Determine
40
the number of parts worked by:
a) Ahmad and Beno
Keyza: I'm the only one praying, miss
b) Ahmad and Cepot
Father in heaven…… amen
c) Beno and Cepot
that's all the work at home
All students: see you miss…
Our lesson only ends here. who wants
to close prayers?
 Thank you all see you next week

IV. Evaluation
Right now, it is time to know if you truly understood our lesson today. Now you
work on the worksheet that has been given, there are written instructions for doing
it.

V. Assignment
study the next chapter because the next chapter is still continuous with the current
chapter
 Student
’s
Worksh
eet

2
1. make a shading that represents
5

2. What is the value of the fraction represented by the area in the image below?
 1
3. Nina bought kg of oranges. But remembering that his friends were coming, he
4
3
bought more kg oranges. How many kg do all oranges weigh?
4
1
4. Tina had a ribbon 5 m long, then gave the ribbon to her sister m long. How many
2
ribbons does Tina have left?
5. Calculate the following fractions:
2 5
a. +
5 6
7 1
b. −¿
9 3