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PREREQUISITE KNOWLEDGE Prime, composite and relatively prime numbers, proper/improper fractions, mixed numbers,
similar or like fractions, equivalent fractions, greatest common factor (GCF), least common
multiple (LCM)
PREREQUISITE SKILLS Prime factorization of whole numbers, converting mixed numbers to fractions, simplifying
fractions or reducing fractions to lowest terms
1
QUARTER ONE BUSINESS MATHEMATICS
LESSON OUTLINE:
1. Introduction: Recall the concept of fraction as one of the basic mathematical concepts introduced in the earlier grades.
Discuss the objectives of reintroducing fractions, highlighting its importance and various applications in business
as well as other fields.
2. Motivation: Enjoin the class to cite circumstances wherein fractions are used.
3. Instruction: a) Review on proper/improper fractions, mixed numbers, similar or like fractions, equivalent fractions, greatest
common factor (GCF), least common multiple (LCM)
b) Lesson proper
4. Practice: seatwork, group work, assignment (formulate business problems that will apply operations on fractions)
5. Evaluation: quiz
MATERIALS Computers
wifi/internet connection
1. C.P. McKeague, Prealgebra
2. E.P. Vance, Modern Algebra and Trigonometry
RESOURCES
3. Bezuk, N., and Cramer, K. (1989). Teaching About Fractions: What, When, and How?
www.cehd.umn.edu/ci/rationalnumberproject/89_1.html
INTRODUCTION
Ask students how fractions were introduced and defined in their previous grade levels.
Call some students to the board to give examples of fractions and draw corresponding visual
representations. Then discuss the objectives of reintroducing fractions which include
reinforcement of concepts, sharpening their skills, and enrichment on the topics through
applications on business and other relevant fields.
2
QUARTER ONE BUSINESS MATHEMATICS
MOTIVATION
Make the students realize the importance of fractions through practical examples. Start
by asking the students to cite circumstances, based from their own experiences, wherein
fractions were used. The teacher may add more examples, preferably those applications in
everyday life and those relevant to certain jobs or professions.
Practical examples:
INSTRUCTION
1. Recall the definition and give examples for each of the following:
a) prime number a positive integer (except 1) whose factors are only 1 and itself
c) relatively prime numbers positive integers which do not have common prime factors
a
2. State the formal definition of a fraction as a ratio of integers, i.e. b , where a and b are
integers and b 0. The fraction is undefined if denominator is zero and numerator is
nonzero; indeterminate, if both numerator and denominator are zeros.
8 3
or 1
5 5
4. Equivalent fractions
1 2 2 6
Start by giving examples such as and , and , and show corresponding visual
2 4 3 9
representations:
1 2
2 4
2 6
3 9
Then show how to generate equivalent fractions using the following principle:
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QUARTER ONE BUSINESS MATHEMATICS
= , , 0
When drawn on the board, the same
figure is used. For instance, after
1
1 12 2 1 2 drawing , divide the same figure
Examples (i) = = hence and 4 are equivalent fractions 2
2 22 4 2
2
into 4 parts to show .
2 23 6 2 6 4
(ii) = = hence 3 and 9 are equivalent fractions
3 33 9
2 12 1
since = =
4 22 2
9 3
(ii) in lowest terms is 2.
6
9 33 3
since = =
6 23 2
24 24 4 6
Examples (i) 4 is the GCF of 24 and 20, hence = =
20 20 4 5
24 6
i.e. in lowest terms is 5.
20
7
QUARTER ONE BUSINESS MATHEMATICS
36 36 9 4
(ii) 9 is the GCF of 36 and 63, hence = =
63 63 9 7
4 36
i.e. in lowest terms is .
7 63
For instance,
8 3
Examples (i) 17 is less than 4 1
24 4
24 24 4 6
(although 8 > 3 and 17 > 4 ) = = =
20 20 4 1 5
20 4
8 1
Justification: Observe that 17 is less than 2 (since numerator 8 is less than
3 1
half of 17) while 4 is greater than 2 (since numerator 3 is greater
than half of its denominator).
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QUARTER ONE BUSINESS MATHEMATICS
7 29
(ii) 6 is greater than 30 Students must know the relative
(although 7 < 29 and 6 < 30) size of fractions or must have a
quantitative understanding of
7 29 fractions.
Justification: Observe that 6 is greater than 1 (since 7 > 6) while 30 is less than 1
(since 29 < 30). Tell students that in comparing
fractions, comparing separately
the numerators and denominators
does not work, as shown in
To compare similar/like fractions, compare the numerators just like whole numbers, examples:
i.e. the larger the numerator, the larger is the value of the fraction. (Use visual models
to show why in this case the principle is the same as that of whole numbers.) 8
<
3
and
7
>
29
17 4 6 30
Example:
3 7
<
10 10
To compare fractions with same numerator, the larger the denominator, the smaller
is the value of the fraction (refer to this as an inverse relationship between the size
of the denominator and the size of the fraction and illustrate with visual models) The student must be able to
distinguish rules or properties
which are applicable specifically
to fractions.
Example:
2 2
<
4 3
(a bar when divided into 4 equal parts will have each piece smaller than when it is
divided into 3 equal parts, i.e. as the denominator gets bigger, the number of divisions
increases hence the fractional part gets smaller)
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QUARTER ONE BUSINESS MATHEMATICS
(b) In general, ordering fractions may be done by first converting them to similar fractions
and then compare the resulting numerators.
1 7 1 3 7 140
Example: < since = and =
360 54 360 1080 54 1080
i. Express each denominator as a product of its prime factors (also referred to as prime
factorization); repeating prime factors must be expressed in exponential form.
1 7
Example Given the fractions 360 and 54, the prime factorization of the
denominators are 360 = 23 32 5 and 54 = 2 33 .
ii. Solve for the least common multiple (LCM) of all the denominators, also referred to as
the least common denominator (LCD).
The LCD is equal to the product of all the unique prime factors found in the
denominators, each is raised to the highest exponent appearing in any of the
denominators.
1 7
Example Find the LCD of and .
360 54
iii. Convert each fraction to an equivalent fraction having the LCD as its denominator.
To do this, divide the LCD of the fraction by its denominator and multiply the
resulting quotient (This quotient may be easily identified by comparing the prime
factorization of the LCD and the denominator being considered.) to its numerator.
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QUARTER ONE BUSINESS MATHEMATICS
1 1 3 3 7 7 22 5 7 20 140
Thus, = = and = = =
360 360 3 1080 54 54 22 5 54 20 1080
1. Addition/Subtraction of fractions
Start with the sum of two similar fractions (illustrate with visual models).
Example:
3 4 7
+ =
10 10 10
+
+ = , 0
Five students (namely A,B,C,D,E) are to share equally with each other one bilao of
suman for their merienda. If for some reason, B has to leave and decides to give her
share to C, what fraction of the suman will C have?
The student must be able to apply
Answer:
1
+
1
=
2 systematically the procedures in
5 5 5 adding, subtracting, multiplying
and dividing fractions.
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QUARTER ONE BUSINESS MATHEMATICS
To add/subtract fractions with different denominators, we first convert the fractions to
similar fractions and then apply the above rule.
Examples:
Examples:
Note: Final answers should be in lowest terms.
13 5 18
(i) + 6 20 . The sum must be
14
near 2, since each fraction is
2. Multiplication of fractions almost 1.
3 1 4 4
= , , 0 (ii) + . Observe that is
4 5 9
1 3
9
less than 2 while 4 is already
1
greater than 2.
how the resulting product of two fractions using visual models.
Example:
Note: Remind students that final
answers should always be in
1 3 3 1 3 3
lowest terms.
= 2 of 5 is equal to 10
2 5 10
Suppose A doesnt have enough money and D agrees to pay two-thirds of what A should
pay, what fraction of the total cost will D pay for A?
2 1 2
Answer: = of PHP225
3 5 15
3. Division of fractions
= =
Example:
8 2 8 3
= =4
3 3 3 2
8 8
(Draw the real line from 0 to 3. Then show that the line segment from 0 to 3can be divided
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QUARTER ONE BUSINESS MATHEMATICS
2
into four equal portions, each has a length of 3.)
2 2 2 2 2 8
(this shows there are four s in )
3 3 3 3 3 3
8
0 1 2 3
3
1 1 1 8 8
Answer: No, since = = or 4 .
2 8 2 1 2
1
This means that only 4 persons can each have a cup share of latik.
8
C. Complex Fractions
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QUARTER ONE BUSINESS MATHEMATICS
A complex fraction is a fraction whose numerator and/or denominator are also
fractions or combinations of fractions. A complex fraction may be simplified by reducing
the entire numerator and/or entire denominator into single fractions and applying the
rule on division of fractions.
2 1 6 5 11
+ +
Example : 5 3
4 1 = 15 15
8 7 = 15
1 =
11
15
14
1
=
154
15
7 2 14 14 14
Sample problems:
3 1 11 5
1. (3 2 + )+ 69
4 8
3 1 11 5 3 7 11 59
Solution: 4
(3 2 + 8
)+ 69 = 4
(2 + 8
)+ 9
3 7 11 59 5425299 +472 175
= + = =
4 2 8 9 72 72
1 2 6
2. 64 (5 8 10)
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QUARTER ONE BUSINESS MATHEMATICS
1 2 6 25 2 43 25 41 25 5 125
Solution: 64 (5 8 10) = (5 )= ( 5 ) = ( 41) = 164
4 5 4 4
1 1 1 1 83
Solution: entire numerator = (8 + 8 ) + 10 = 2 + 5 8 = 40
5
4 3 4 3 13 48
entire denominator = 3 + 5 - (2 + 7) = 1 + = 1 + 35 = 35
5 7
1 9
7 + 10 83 48 83 35 581 197
Therefore, 5
4
8
3 = 40 = = or 1 384
3 2 35 40 48 384
5 7
3
Solution: Multiplying both sides of the equation 156 + x+5 = 30 by (x+5), we get
156(x + 5) + 3 = 30(x + 5)
156x + 780 + 3 = 30x + 150
156x - 30x = 150 780 3
126x = 633 Note: It is assumed here (Sample B.1)
633 211
x = 126 or 42 that students have already taken up
solving equations or systems of
3 equations in the previous grade levels.
2. A small pack of gulaman powder requires 1 4 cups of water for cooking. How many Otherwise, the teacher can skip this
1
cups of water are needed to cook 7 2 packs of gulaman? item.
16
QUARTER ONE BUSINESS MATHEMATICS
3 1 7 15 105 1
Solution: (1 4) (7 2) = (4) ( 2 ) = or 13 8 cups of water
8
3
3. A complete set of a grade school uniform requires 14 meters of white cloth for the
1
blouse and 23 meters of blue cloth for the pants. How much clothing material of each
color is required for 35 sets of uniform?
3 7 245 1
Solution: (1 4) (35) = (4) (35) = or 61 4 meters of white cloth
4
1 7 245 2
(2 3) (35) = (3) (35) = or 81 3 meters of blue cloth
3
3
4. If a class of 120 students took the business math test and 5 passed the test, how many
students failed the test?
3 2
Solution: If 5 passed the test, then 5 failed the test. Thus, the number of students who
2 240
failed the test is 5 (120) = = 48.
5
3 360
Another solution is to consider that 5 (120) = 5 = 72 students passed the
test. Hence, 120 72 = 48 students failed the test.
5. Len bought a lot measuring 450 square meters. If 25 sq.m. is allotted for a storage
room, what fraction of the entire lot is the storage room?
25 1
Solution: 450 = 18 of the entire lot is allotted for the storage room
17