6

Mathematics
Quarter 1 – Module 2:
MULTIPLICATION OF
FRACTIONS
Mathematics – Grade 6
Alternative Delivery Mode
Quarter 1 – Module 2: MULTIPLICATION OF SIMPLE FRACTION AND MIXED NUMBER
First Edition, 2020

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: MA. CRISANTA A. GOCHANGCO (MT-I)

Editors: Joey S. Mancia, Rubelyn R. Soto
Reviewers: Ma. Corazon C. Silvestre, Joel P. Feliciano, Ma. Nimfa R.
Gabertan Illustrator:
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Joel P. Feliciano, EPS, Mathematics

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 6

Mathematics
Quarter 1 – Module 2:
MULTIPLICATION OF SIMPLE
FRACTIONS AND MIXED
NUMBERS
Introductory Message
For the facilitator:

Welcome to the Mathematics 6 Alternative Delivery Mode (ADM) Module on

Multiplication of Simple Fractions and Mixed Numbers!

This module was collaboratively designed, developed, and reviewed by educators

both from public and private institutions to assist you, the teacher, or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners in guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st-century skills while taking into consideration
their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that will help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to
manage their learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

For the learner:

Welcome to the Mathematics 6 Alternative Delivery Mode (ADM) Module

Multiplication of Simple Fractions and Mixed Numbers!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

2
This module has the following parts and corresponding icons:

This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
This is a short drill or review to help you link
What’s In the current lesson with the previous one.
In this portion, the new lesson will be
What’s New introduced to you in various ways; a story, a
song, a poem, a problem opener, an activity
or a situation.
This section provides a brief discussion of
What is It the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the
end of the module.
This includes questions or blank
What I Have Learned sentences/paragraphs to be filled in to
process what you learned from the lesson.

What I Can Do This section provides an activity that will

help
you transfer your new knowledge or skill in
real-life situations or concerns.
This is a task which aims to evaluate your
Assessment level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned.
This contains answers to all activities in the
Answer Key module.
At the end of this module, you will also find:
References This is a list of all sources used in
developing this module.
The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning
and gain a deep understanding of the relevant competencies. You can do it!

What I Need to Know

This module was designed and written with you in mind. It is here to help you
master the nature of Fraction. The scope of this module permits it to be used in
many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.

This module discusses:

 Lesson – Multiplication of Fractions and Mixed Number

After going through this module, you are expected to:

1. Multiply simple fractions;
2. Multiply a simple fraction by whole number/mixed number;
3. Solve routine/non-routine problems involving multiplication with/without
addition or subtraction of fractions and mixed numbers using appropriate
problem-solving strategies and tools;
 What I Know

Choose the letter of the correct answer.

1. When 8 is multiplied by 2/3, the product is .
A. 8 2/3 B. 5 1/3 C. 3 3/8 D. 2 1/3

2. What is 4/5 multiplied by 9/10?

A. 30/50 B. 18/25 C. 37/50 D. 21/25

3. What is N in 5/6 x 2/4 = N ?

A. 11/24 B. 11/12 C. 7/24 D. 5/12

4. Give the product of 8/9 x 1 2/3

A. 1 5/24 B. 1 6/27 C. 1 13/27 D. 1 8/30

5. In 1 2/3 x 2 3/4, the product will be

A. 4 7/12 B. 4 11/15 C. 5 8/12 D. 5 7/12

6. Multiply 12 x 2 1/4 , the product is

A. 5 7/12 B. 12 ¼ C. 27 D. 24

7. Simplify 21/49
A. 7/15 B. 3/7 C. 5/12 D. 9/7

8. What is 10 1/2 x 1 3/7?

A. 15 B. 25 C. 15/14 D. 10 3/14

9. 1 2/15 x 20 is
A. 30/50 B. 20 2/5 C. 22 2/3 D. 1/25

10. Luna has 6/7 kilograms of sugar. She used ¾ of it for ginataan. How
much sugar did Luna use for ginataan?
A. 4/12kg B. 5/14kg C. 7/14kg D. 9/14kg
 Lesson
Multiplication of Simple Fractions and Mixed Numb
1
The exercises below contain some of the concepts and skills you needed in

What’s In

understanding the process of Multiplication of Fractions. Find out if you still

remember these by trying to answer them.

A. Identify the following fractions. Write the letter of the correct answer.
a. proper fraction
b. improper fraction
c. mixed fraction/number
1. 9/4 3. 5/6 5. 7/5
2. 2/3 4. 3 1/5
B. Change the improper fraction to mixed number.
1. 8/3 4. 22/6
2. 24/7 5. 18/5
3. 15/4
C. Change the mixed number to improper fraction.
1. 1 2/4 4. 12 3/8
2. 3 4/5 5. 9 1/4
3. 8 2/6
D. Reduce the following fractions to lowest term by finding their
GCF. 1. 12/15 4. 9/12
2. 10/12 5. 20/30
3. 4/8

w score, please re- teach the prerequisite lessons or review the previous lessons on these topics stated above. Give more drills for mas
 What’s New

Before we begin with our lesson, I would like to ask you. Have you ever experience
helping people who are in need? Like your classmate who has nothing to eat during
recess. How does it feel to share your food with someone hungry?

d it into three-parts to give it to her friends. But Liza, one of her classmate has nothing to eat during recess, so she gives her half of her

Problems similar to this can be solved by multiplying fractions. Let us study how to
perform the multiplication of fractions.

What is It

A fraction simply tells us how many parts of a whole we have. You can
recognize a fraction by the slash that is written between the two numbers.
We have a top number, the numerator, and a bottom number, the
denominator. But, how can we get the part of a part?
Look at the two fractions in the example problem:
1 1
2 of 3

this is equivalent to

2 3
Illustration:
1 1 1

1 1
2 2
1 1 1
3 3 3
Shade one- Partition one- Partition the
third of the third into two unshaded thirds
whole equal parts and using a dotted
shade only one of line
them

Based on the illustrations above, we can say that:

1 of
2 1 = 1 x 1 = 16
3 2 3
1
To find the product of 1 𝑥
2 3 , simply;

Multiply the numerators 1 x 1 = 1;

Then multiply the denominators 2 x 3 = 6.

So the answer to the given problem is;

The part of the cake eaten by Liza is 1.
6

Key Ideas:
To multiply fractions:
Multiply the numerators.
Multiply the denominators.
Simplify or write the product in lowest term if possible.
EXAMPLE 2
 1
Find the product of 3 𝑥 2 .
5

To find the product of a whole number and a mixed number:

1 1
𝟑𝑥2 =𝟑𝑥2 Convert the whole number to a fraction.
5 𝟏 5

𝟏
3𝑥𝟐 =3
𝟏𝟏 Express the mixed number to an improper
𝟓 1 𝑥 𝟓
fraction.

3 11 𝟑 𝒙 𝟏𝟏 33
1 𝑥 5 = 𝟏 𝒙 𝟓= 5 Multiply the numerators.
Multiply the
denominators.

33 3
=6 Convert improper fraction to a mixed
5 5
number.

Key Ideas:
ction, write the whole number in the numerator and 1 as its denominator.
mproper fraction, multiply the whole number by the denominator, add the answer to the numerator then write the sum as
mixed number, divide the numerator by the denominator, write the quotient as the whole number, the remainder as the n
 EXAMPLE 3

aves 2/9 of it and spends the remaining amount of money on food and rent. How much does he spend on food and rent ev

Understand:
A. Asked:
1. The amount he spends on food and rent every month.
2. The money he will save after a year.

B. Given:
Php48,150.00 Mr. Resuma’s earnings every month.
2
Mr. Resuma’s savings is of his monthly earnings
9
C. Plan:
What operation/s shall be used to solve the problem?

D. Solve: (Let’s study the steps)

Show the 2/9 using the bar model.

Php48,150.00

2/9
7/9
Savings Spends on food and rent

10
Computation:
Amount Saved = Php48,150.00 x 2/9
= 96,300
9
= Php10,700.00

Amount for food and rent = Php48,150.00 x 7/9

= 337,050
9
= Php37,450.00

Amount saved after 1year =10,700.00 x 12months(1yr)

=Php 128,400.00

What’s More

Activity 1
Multiply simple fractions. Simplify the answer.

2 1
1. X = 2 1
3 5 6. X =
7 2
3 4
2. X = 5 4
8 5 7. X =
8 5

5 4
3. X = 1 2
16 7 8. X =
6 3

6
4. 7 4
11 33 9. X =
X 40 = 8 5

6 1
5. X = 5 3
10 2 10. X =
12 4

Activity 2
11
Multiply a simple fraction by the whole number/mixed number. Simplify
your answer.

4
1. 1
5 X 12 = 6. X 10 =
5

4
2. 5 x = 3
5 7. 6 x =
6

2
3. 2x 3 = 2
4 8. 5x 2 =
3

5 5
4. 4 X 6 = 1 3
9. 3 X 6 =
6 30 6 10

2
5. 4
10 X 20 = 10. 8 X 20 =

Activity 3: PROBLEM-SOLVING.
Solve the following problems.

1. Cynthia shared her collection of toys with her friends. Two-fifths of her
collection was given to Onour, then Onour gave 14 of these to Hellen. What
part of Cynthia’s collection of toys was received by Hellen?

A. What is asked in the problem?

B. What are the given facts?
C. What operation/s should be used?
D. What is the mathematical sentence?
E. What is the answer?

2. A coin weighs about 6 ¾ grams. How many grams will eight of this coin
weigh?
A. What is asked in the problem?
B. What are the given facts?
C. What operation/s should be used?
D. What is the mathematical sentence?
E. What is the answer?
 What I Have Learned

Fill in the blanks:

To multiply fractions, multiply the (1) and then the denominators.
Write the product in (2) term if possible.
To multiply mixed numbers, convert the mixed numbers into (3)
fractions, then multiply the numerator and the (4) . Then (5) .
simplifyimpropernumerators denominatorslowest

What I Can Do

PROBLEM-SOLVING:
Solve the following problems.
1. The earth turns on its axis once every 24 hours. How many hours does
Earth take to complete 2 ¼ turns?
2. At the animal shelter, 4/6 of the animals are cats. Of the cats, ½ are male.
What fraction of the animals at the shelter are male cats?
3. There were 90 children at the birthday party. If 3/5 of them were boys,
how many were girls?
4. On a highway, there are billboards located every 1 1/2 kilometers. There
are 14 billboards on that highway. How long is the road?
5. A buco salad recipe uses 3 ¾ cups of milk. How much milk is needed if
2 2/3 times of the recipe will be prepared?
 Assessment

Solve and express to the lowest term.

2
1. 5
3 x =
6
1
2. 3
3 x2 =
5
2
3. 1
15 x 20 =
1 1
4. 3 x 2 =
2 3

5. Solve: Sam had 120 teddy bears in his toy store. He sold 2 of them at
3
Php12.00 each. How much did he receive?

Additional Activities

Complete the table by performing the multiplication of fractions.

X 1/2 2/3 4/5 2 5/15 4 1/3

2/4

5/6

3/9

1 2/5

3
q