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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
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QUARTER ONE – BUSINESS MATHEMATICS
fractions or reducing fractions to lowest terms
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.
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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.
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QUARTER ONE – BUSINESS MATHEMATICS
8 3
or 1
5 5 Visual representations should
have been taken in the earlier
grades, hence this part will just
be a review. Let the students
explain the visual
(b) Emphasize fraction as a single number by positioning several examples of fractions representations on the board
(proper/, improper fractions, mixed numbers on the real line. and explain them to the class.
This will also test whether they
1 5 2
Example: , ,63 have really understood the
2 4
concept of fractions and the
fundamental operations on
fractions.
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
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QUARTER ONE – BUSINESS MATHEMATICS
2 6
≡
3 9
Then show how to generate equivalent fractions using the following principle:
When drawn on the board, the same
𝑎 𝑎∙𝑐 figure is used. For instance, after
= , 𝑏, 𝑐 ≠ 0 1
𝑏 𝑏∙𝑐 drawing , divide the same figure
2
2
1 1∙2 2 into 4 parts to show .
Examples (i) = = hence
1 2
and 4 are equivalent fractions 4
2 2∙2 4 2
2 2∙3 6 2 6
(ii) = = hence 3 and 9 are equivalent fractions
3 3∙3 9
2 1∙2 1
since = =
4 2∙2 2
9 3
(ii) in lowest terms is 2.
6
9 3∙3 3
since = =
6 2∙3 2
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QUARTER ONE – BUSINESS MATHEMATICS
(b) An alternative solution is to divide numerator and denominator by their
greatest common factor (GCF).
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
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
1 For instance,
Approximate ordering of fractions by comparing them with simple ones, say 2 or 1.
1
24 24 ÷ 4 24 ∙ 4 6
= = =
8 3 20 20 ÷ 4 1 5
Examples (i) 17 is less than 4 20 ∙ 4
(although 8 > 3 and 17 > 4 )
8 1
Justification: Observe that 17 is less than 2 (since numerator 8 is less than
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QUARTER ONE – BUSINESS MATHEMATICS
3 1
half of 17) while 4 is greater than 2 (since numerator 3 is greater
than half of its denominator).
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 The student must be able to
of the denominator and the size of the fraction and illustrate with visual models) distinguish rules or properties
which are applicable specifically
to fractions.
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QUARTER ONE – BUSINESS MATHEMATICS
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)
(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.
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QUARTER ONE – BUSINESS MATHEMATICS
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.
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
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QUARTER ONE – BUSINESS MATHEMATICS
𝑎 𝑏 𝑎+𝑏
+ = , 𝑐≠0
𝑐 𝑐 𝑐
Five students (namely A,B,C,D,E) are to share equally with each other one bilao of The student must be able to apply
suman for their merienda. If for some reason, B has to leave and decides to give her systematically the procedures in
share to C, what fraction of the suman will C have? adding, subtracting, multiplying
and dividing fractions.
1 1 2
Answer: + =
5 5 5
Examples:
1 1 5 4 7 5 6 3
3. + − = + − = = (LCM of 7, 4 and 28 is 28.) 13 5 18
7 4 28 28 28 28 28 14 (i) + ≠ 20 . The sum must be
14 6
near 2, since each fraction is
Note: Final answers should be in lowest terms. almost 1.
3 1 4 4
(ii) + ≠ . Observe that is
2. Multiplication of fractions 4 5 9 9
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QUARTER ONE – BUSINESS MATHEMATICS
1 3
less than 2 while 4 is already
𝑎 𝑐 𝑎𝑐 1
∙ = , 𝑏, 𝑑 ≠ 0 greater than 2.
𝑏 𝑑 𝑏𝑑
how the resulting product of two fractions using visual models. Note: Remind students that final
answers should always be in
Example: lowest terms.
1 3 3 1 3 3
∙ = “2 of 5 is equal to 10 ” More examples should be given
2 5 10
particularly word problems that
will show the application of
operations on fractions.
Recall the suman example:
If the total cost of the suman is PHP225 and assume equal contributions, how much will
each student pay?
1 225
Answer: ∙ 225 = = PHP45
5 5
Suppose A doesn’t 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
𝑎 𝑐 𝑎 𝑑 𝑎𝑑
÷ = ∙ =
𝑏 𝑑 𝑏 𝑐 𝑏𝑐
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
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
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QUARTER ONE – BUSINESS MATHEMATICS
1
divide the latik among the barkada is 8 cup, will everyone get a share of the latik?
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
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:
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QUARTER ONE – BUSINESS MATHEMATICS
A. Perform the indicated operations and simplify.
3 1 11 5
1. − (3 2 + )+ 69
4 8
3 1 11 5 3 7 11 59
Solution: − (3 2 + )+ 69 = − (2 + )+
4 8 4 8 9
3 7 11 59 54−252−99 +472 175
= − − + = =
4 2 8 9 72 72
1 2 6
2. 64 ÷ (5 − 8 10)
1 9
5
− 78 + 10
3. 4 3
35 − 27
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QUARTER ONE – BUSINESS MATHEMATICS
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
2. A small pack of gulaman powder requires 1 4 cups of water for cooking. How many
1
cups of water are needed to cook 7 2 packs of gulaman?
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 1 meters of white cloth for the
4
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
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QUARTER ONE – BUSINESS MATHEMATICS
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 (120) = = 48.
5 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: = of the entire lot is allotted for the storage room
450 18
18