8

Technology and
Livelihood Education
Module 7
Perform Basic Workplace Calculations

Department of Education ● Republic of the Philippines

Technology and Livelihood Education - Grade 8
Alternative Delivery Mode
Module 7: (Perform Basic Workplace Calculations)

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Published by the Department of Education – Division of Gingoog City

Division Superintendent: Jesnar Dems S. Torres, PhD, CESO VI

Development Team of the Module

Author/s: Lasaro A. Gomez, RA, MSc.
Reviewers:
Illustrator and Layout Artist:
Content Evaluator/s: Grace D. Cabaron
Language Editor/s: Grace D. Cabaron
Management Team

Chairperson: Jesnar Dems S. Torres, PhD, CESO VI

Schools Division Superintendent

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Assistant Schools Division Superintendent
Pablito B. Altubar
Chief, Curriculum Implementation Division
Members: Elvira A. Almonte, EPS - SPED
Imelda R. Fabe, PSDS
Narcisa Sabello, PSDS
Himaya B. Sinatao
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 8

Technology and
Livelihood Education
Module 7
Perform Basic Workplace Calculations

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Department of Education ● Republic of the Philippines

 Table of Contents
What This Module Is About ................................................................................................................... i
What I Need to Know ......................................................................................................................... i
How to Learn from this Module ......................................................................................................... i
Icons of this Learning Package .............................................................................................................. ii
What I Know .....................................................................................................................................iii
Perform Basic Workplace Calculations ................................................................................................. 1
What I Need to Know ........................................................................................................................ 1
Feed Formulation, Lime Computation .......................................................................................... 1
and Stock Sampling ....................................................................................................................... 1
What’s In ........................................................................................................................................... 1
What’s New ...................................................................................................................................... 1
What Is It........................................................................................................................................... 2
I. FEED FORMULATION .................................................................................................................. 2
II. LIME COMPUTATION ................................................................................................................ 3
III. STOCK SAMPLING ..................................................................................................................... 4
What’s More ..................................................................................................................................... 4
What I Have Learned ........................................................................................................................ 5
What I Can Do ................................................................................................................................... 6
System and Unit of Measurement ........................................................................................................ 7
and Conversions used in Fish Culture ................................................................................................... 7
What I Need to Know ........................................................................................................................ 7
What’s In ........................................................................................................................................... 7
What’s New ...................................................................................................................................... 7
What Is It ................................................................................................................ 8
METRIC CONVERSIONS ................................................................................................................. 8
OTHER UNITS OF MEASUREMENTS AND CONVERSIONS .............................................................. 9
What’s More ................................................................................................................................... 10
Activity 2: Conversion ................................................................................................................. 10
What I Have Learned ...................................................................................................................... 10
Activity 3: Generalization ............................................................................................................ 10
What I Can Do ................................................................................................................................. 11
Calculations used in Fish Culture ........................................................................................................ 11
What I Need to Know ...................................................................................................................... 11
What’s In ......................................................................................................................................... 12
 What’s New .................................................................................................................................... 12
What Is It......................................................................................................................................... 12
I. WHOLE NUMBERS .................................................................................................................... 12
II. FRACTIONS .............................................................................................................................. 13
III. PERCENTAGE .......................................................................................................................... 13
IV. MIXED NUMBERS ................................................................................................................... 13
What I Have Learned ...................................................................................................................... 14
What I Can Do ................................................................................................................................. 15
Summary ............................................................................................................................................. 15
Assessment: (Post-Test) .................................................................................................................. 16
Key to Answers ............................................................................................................................... 17
References .......................................................................................................................................... 19
This page is intentionally blank
What This Module Is About
On this module, the learner will learn and demonstrate the concepts, theories and
principles in performing basic workplace calculations. Calculation is a deliberate process that
transform on or more inputs into one or more results. It is used in a variety of senses, from the
very definite arithmetical calculation of using algorithm, to the vague competition, or
calculating the chance of successful relationships between two people (Wikipedia).
In particular, this module covers the following:
✓ Calculations are identified according to job requirements, namely: Feed Formulation,
Lime Computation and Stock Sampling
✓ Correct method of calculation
✓ System and units of measurement
✓ Calculation needed to complete work tasks are performed using the four-basic process
of addition, division, multiplication and subtraction
✓ Calculate whole fraction, percentage and mixed when are used to complete the
instructions
✓ Number computed in self-checked and completed for alignment

What I Need to Know

At the end of this module, you should be able to:

LO 2: Basic Calculations (TLE_AFAQ9- 12MC-Ie-2)
2.1 Check and complete computed number
2.2 Identify basic calculations to be made according to job requirements
2.3 Ascertain systems and units of measurement to be followed
2.4 Follow the appropriate mathematical operations to comply with the job
requirements
2.5 Explain how to review and check results obtained in the computation of
mathematical problems
2.6 Calculate whole numbers, fractions, percentages and mixed numbers

How to Learn from this Module

To achieve the objectives cited above, you are to do the following:

✓ Take your time reading the lessons carefully.
✓ Follow the directions and/or instructions in the activities and exercises diligently.
✓ Answer the pre-test honestly; the purpose of the pre-test is for you to determine
your prior knowledge before going through the lessons and activities.
✓ If you have hard time understanding the lessons and activities, please do take a
break. Having breaks between lessons and activities will give you some space
where you can absorb the lesson well.
✓ You can use the internet if you need more information about the lesson.

i
Icons of this Learning Package
What I Need to This part contains learning objectives that
Know are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What’s In This part connects previous lesson with that
of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be presented
to you

What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.

What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.

ii
 What I Know

Directions: Read and understand each question carefully. Choose the letter of the correct
answer. Write your answer n your quiz notebook.

1. It is called as a change in the form of a quantity, a unit, or an expression without a change

in the value.
A. Conversion C. Estimation
B. Computation D, Calculation

2. Any fixed quantity, amount, distance, etc. used as standard is called ____________.
A. Unit of Conversion C. Unit of Measurement
B. Unit of Estimation D. Unit of Computation

3. Calculation is defined as:

A. Ascertain by estimating C. Ascertain by visualizing
B. Ascertain by computing D. Ascertain by converting

4. What do you call to the system of measurement based on meter and gram?
A. Algebraic system C. Metric system
B. English system D. Mathematical system

5. If you convert 1 inch to centimeters, multiply 1 inch by:

A. 30.48 B. 2.54 C. 25.4 D. 28.3

6. The equivalent of 1 metric to kilogram is

A. 500 kgs B. 1000 kgs C. 1500 kgs D. 2,000 kgs

7. If there are 3.281 feet in 1 meter, how many feet are there in 5 meters?
A. 16.405 B. 16.054 C. 16.504 D. 16.540

8. Two feet is equivalent to how many inches?

A. 12 inches B. 24 inches C. 36 inches D. 48 inches

9. 30% of 100g is _________.

A. 10 g B. 20 g C. 30 g D. 40 g

10. How many tons of required lime if the desired pH is 6.7, actual Average pH reading of
the pond soil is 5.3, neutralizing value of lime (NVL) for quicklime is 1.73, and the area to
be applied with is 1.5 hectare?
A. 60.69 tons B. 606.9 tons C. 0.6069 tons D. 6.069ton

iii
 Module
Perform Basic Workplace
7 Calculations

What I Need to Know

Feed Formulation, Lime Computation

and Stock Sampling

At the end of this module, you should be able to:

2.1 Check and complete computed number
2.2 Identify basic calculations to be made according to job requirements
2.3 Explain how to review and check results obtained in the computation of
mathematical problems
(TLE_AFAQ9- 12MC-Ie-2)

What’s In

You have learned in your previous lesson about estimating time to complete a work
activity. Time is a very important element to consider in a work activity. Work schedule or a
program of work should be prepared to facilitate completion of a certain job. The program of
work is the basis of the implementation of the project. Each item should be evaluated and
calculated realistically so that each job will be properly developed and implemented
economically.

What’s New

Activity 1: Word Puzzle

Directions. Encircle the following words in the word puzzle chart. Write your answer in your
activity notebook.

FEED STOCK
FORMULATION FISH
LIME PEARSON

1
 A B C D E F G H S I J K
L F O R M U L A T I O N
M E N O P Q I R O S T U
V E W X Y Z M A C B C D
E D F G H I E J K L M N
O P Q R S T U V W X Y Z
A B P E A R S O N C D E
F G H I J K L M N O P Q
F I S H R S T U V W X Y

What Is It

I. FEED FORMULATION

Feed formulation is the process of mixing together various ingredients in right

proportion to produce a nutritionally balanced diet. Calculating the right proportion of
ingredients is emphasized by using the Pearson Square method.
In the example that follows, diet composition is given as g/100g or as %.

Diet with two ingredients

Balance a 40% protein diet with the following ingredients:

✓ fish meal (65% crude protein)
✓ corn gluten (30% crude protein)

Use Pearson’s Square Technique

1. Draw a square and place desired protein level of the diet at the middle.
2. Place the two ingredients and their protein content at the left side of the square.
3. Subtract the protein content of each ingredient from the desired protein level of the
feed. Place the difference at the corner of the square diagonally opposite the
ingredient. Take absolute value only, that is, ignore positive and negative signs.
4. Take the sum of the numbers at the right of the square.

Fish meal 65% 10 parts

Corn gluten 30% 25 parts

35 parts
2
 (10 ÷ 35) × 100 = 28.57%
(25 ÷ 35) × 100 = 71.43%

The diet formula is:

Fish meal = 28.57 g
+
Corn gluten = 71.43 g
100.00 gram diet

To check if the desired level of protein was met, multiply the weight by protein
content of each feed ingredient and sum up.

Fish meal 28.57 g × 0.65 = 18.57

+
Corn gluten 71.43 g × 0.30 = 21.43
40.00 g protein

Therefore, a 100g diet with 40% protein, 28.57g fish meal and 71.43g of corn gluten
are needed.

II. LIME COMPUTATION

Lime is any material calcium or magnesium or both which when added to the soil can
neutralize acidity. Calcium sulfate (CaSO₄) contains calcium but the accompanying anion,
sulfate forms sulphuric acid. The common agricultural lime materials are oxides, hydroxides
and carbonates of lime (Cosico, 2005).
Liming is a preventive measure or remedial process to increase alkalinity of the ponds
and improve aquatic organism survival, optimize growth and ensure desirable water quality.
Lime is commonly applied on pond bottom. To achieve maximum efficiency, lime should be
raked and plowed in the soil. Waters that need liming are those that do not turn green when
fertilizer is added to the pond water.

Amount of lime to be used when soil or water is analyzed.

Formula:
DpH – ApH x 0.5 tons/hectare x area
QL = 0.1 x NVL Average

Where:
QL = Quantity of required Lime
DpH = Desired pH
ApH = Actual Average pH reading of the pond soil
NVL = Neutralizing Value of Lime
For agriculture lime = 1
For quicklime = 1.73
For hydrated lime = 1.35
A = Area of the pond (in hectare)

Example:
Desired pH: 6.7
Actual Average pH reading of the pond soil: 5.3
NVL for quicklime: 1.73

3
 Area: 1.5 hectare
DpH – ApH x 0.5 tons/ha x area
QL =
0.1 x NVL Average

6.7 – 5.3 x 0.5 tons/ha x 1.5 ha

QL =
0.1 x 1.73

1.4 x 0.5 tons/ha x 1.5 ha

QL =
0.173
1.05
QL = 0.173
QL = 6.069 tons agricultural lime

III. STOCK SAMPLING

Stock sampling is important for estimating average fish weights and standing crop weight. It
is also needed to adjust daily feed ration for the fish.
Formula:
Total Weight at a particular time (g)
Average Body Weight (ABW) =
Total Number of fish samples

Average Body
Sample Total Weight (g) No. of Fish Samples
Weight (g)
1. 100 g 20 5g
2. 200 g 30 6.67 g
3. 300 g 40 7.5 g

Solutions:

100 g
Sample 1. ABW = = 5g
20

200 g
Sample 2. ABW = = 6.67 g
30

300 g
Sample 3. ABW = 40 = 7.5 g
60

What’s More

Activity 2.1: Feed Formulation

Directions:
1. Formulate a fish diet that contain 25% crude protein using fish meal and corn gluten
with 55% and 10% protein content respectively.
2. Copy Complete the table below.
3. Answer it in your activity notebook and show the solution.

4
 Analyzed Crude Calculated Crude
Ingredients Inclusion Rate (g)
Protein (%) Protein (%)
Fish Meal 55

Corn Gluten 10

Total
Activity 2.2: Lime Computation

Directions:
1. Compute the lime needed using the following data.
2. Answer it in your activity notebook and show the solution.

Given: Desired pH = 6.5 NVL for quicklime: 1.73

Actual pH reading = 5.5 Pond Area = 1.5 ha

Activity 2.3: Stock Sampling

Directions:
1. Compute the average body weight (g) given the total weight and the number of fish
samples given below.
2. Copy Complete the table below.
3. Answer it in your activity notebook and show the solution.

Average Body
Sample Total Weight (g) No. of Fish Samples
Weight (g)
1. 1000 g 25
2. 2500 g 50
3. 3000 g 100

What I Have Learned

Activity 3: Generalization

Directions: Read and understand each question carefully. Choose the letter of the correct
answer. Write your answer in your activity notebook.
1. If the total weight of 20 pcs fish samples is 1000g, what is the average body weight of
fish?
a. 20 g c. 50 g
b. 25 g d. 60 g

2. What is the equivalent of 1 ton to kilogram?

a. 10,000 kg c. 100 kg
b. 1,000 kg d. 10 kg

3. It is a preventive measure or remedial process to increase alkalinity of the ponds and

improve aquatic organism survival, optimize growth and ensure desirable water quality.
a. liming c. sampling
b. feed formulation d. computation

5
4. It is the process of mixing together various ingredients at right proportion to produce a
nutritionally balanced diet.
a. liming c. sampling
b. feed formulation d. computation

5. The neutralizing value of lime (NVL) for agricultural lime.

a. 1.73 c. 1
b. 1.35 d. 1.5

What I Can Do

Activity 4. Application

I. Feed formulation

Directions:
1. Formulate a fish diet that contain 30% crude protein using fish meal and corn gluten
with 50% and 15% protein content respectively.
2. Copy Complete the table below.
3. Answer it in your activity notebook and show the solution.

Analyzed Crude Calculated Crude

Ingredients Inclusion Rate (g)
Protein (%) Protein (%)
Fish Meal 50

Corn Gluten 15

Total

II. Lime computations

Directions:
1. Compute the lime needed using the following data.
2. Answer it in your activity notebook and show the solution.

Problem 1 Problem 2 Problem 3

Desired pH = 7.0 Desired pH = 7.0 Desired pH = 7.0
Actual pH reading = 4.5 Actual pH reading = 4.5 Actual pH reading = 4.5
NVL for Agri. lime: 1.00 NVL for quicklime: 1.73 NVL for hydrated lime: 1.35
Pond Area = 2 ha Pond Area = 2 ha Pond Area = 2 ha

III. Stock Sampling

Directions:
1. Compute the average body weight (g) given the total weight and the number of fish
samples given below.
2. Copy Complete the table below.
3. Answer it in your activity notebook and show the solution.

6
 Average Body
Sample Total Weight (g) No. of Fish Samples
Weight (g)
1. 400 g 50
2. 500 g 25
3. 4500 g 100
4. 5000 g 250

System and Unit of Measurement

and Conversions used in Fish Culture

What I Need to Know

At the end of this module, you should be able to:

2.4 Ascertain systems and units of measurement to be followed
2.5 Follow the appropriate mathematical operations to comply with the job
requirements
(TLE_AFAQ9- 12MC-Ie-2)

What’s In

You have learned in your previous lesson about feed formulation, lime computation
and stock sampling. Feed formulation is the process of mixing together various ingredients in
right proportion to produce a nutritionally balanced diet. Calculating the right proportion of
ingredients, you need to remember the Pearson Square method. Another discussion was lime
computation. Liming is a preventive measure or remedial process to increase alkalinity of the
ponds and improve aquatic organism survival, optimize growth and ensure desirable water
quality. And the last topic was stock sampling. Stock sampling is important for estimating
average fish weights and standing crop weight. It is also needed to adjust daily feed ration for
the fish.

What’s New

Activity 1: Scramble words

Directions:
1. Arrange the following scrambled words into the correct one.
2. Answer it in your activity notebook.

No. Scrambled Words Correct Words

1. SEHCNI
2. MAGROLIK
3. ONSGLLA
4. ECNOU
5. AURQST

7
 What Is It

METRIC CONVERSIONS

Definition of Terms:
• Conversion – a change in the form of a quantity, a unit, or an expression without a
change in the value.
• Metric system – a system of measurement based on the meter and the gram.
• Unit of measurement – any fixed quantity, amount, distance, etc. used as standard.
Units of Length

The basic unit of length in the metric system is the meter (m). One meter can be
divided into 10 decimeters (dm), 100 centimeters (cm) or 1000 millimeters (mm); 100 m
equals to 1 hectometer (hm); while 1000 m is 1 kilometer (km).

1 m = 10 dm = 100 cm = 1000 mm
0.1 m = 1 dm = 10 cm = 100 mm
0.01 m = 0.1 dm = 1 cm = 10 mm
0.001 m = 0.01 dm = 0.1 cm = 1 mm
1 km = 10 hm = 1000 m
0.1 km = 1 hm = 100 m
0.01 km = 0.1 hm = 10 m
0.001 km = 0.01 hm = 1 m

Units of Volume

The basic unit of volume in the metric system is the cubic meter (mᶟ) which is obtained
by multiplying a length of 1 meter, by a width of 1 meter and a height of 1 meter.

1 mᶟ = 1.000 dmᶟ = 1 000 000 cmᶟ = 1 000 000 000 mmᶟ

0.001 mᶟ = 1 d mᶟ = 1 000 cmᶟ = 1 000 000 mmᶟ
0.000001 mᶟ = 0.001 dmᶟ = 1 c mᶟ = 1 000 mmᶟ
0.000000001 mᶟ = 0.000001 d mᶟ = 0.001 c mᶟ = 1 mmᶟ

Table 1. System and Unit of Measurement and Conversions used in Fish Culture
GENERAL CONVERSION TABLE
To convert English Unit Into Metric Unit Multiply by
LENGTH
Inches Centimeters 2.54
Inches Millimeters 25.4
Feet Centimeters 30.48
Feet Millimeters 304.0
Yard Meters 0.914
VOLUME
Pint Liter 0.473

8
 Quarts Liter 0.946
Gallons Liter 3.787
MASS (Weight)
Ounces Grams 28.35
Pounds Kilograms 0.4536
MEASUREMENT CONVERSION TABLE
To Convert Metric Unit Into English Unit Multiply by
Meter Feet 3.281
Meter Yard 1.094
Centimeter Inch 0.394
Millimeter Inch 0.039

OTHER UNITS OF MEASUREMENTS AND CONVERSIONS

LENGTH:

English Units
1 Foot ……………… = 12 Inches
1 Yard ………………. = 3 Feet
1 Mile ……………….. = 5280 Feet
1 Nautical Mile …….. = 1.1516 Statute Mile
1 Acre ………………. = 208.71 Feet
Metric units
10 Millimeter (mm) ….. = 1 Centimeter (cm.)
10 Centimeter ……….. = 1 Decimeter (dm.)
10 Decimeter ………… = 1 Meter (m.)
1000 Meter …………… = 1 Kilometer (km.)

Equivalents
1 Foot ………………… = 0.3048 Meters
1 Statute Mile ………... = 1.60935 Kilometers
1 Nautical Mile ………. = 1.853 Kilometers
1 Centimeter …………. = 0.3937 Inches
1 Meter ……………….. = 3.28 Feet
1 Kilometer …………… = 3,280.83 Feet

VOLUME/CAPACITY:

Metric Unit
1 Centiliter (cl.) ………. = 10 Milliliters (ml)
1 Deciliter (dl.) ……….. = 10 Centiliters
1 Liter (L) …………….. = 16 Deciliters
1 Dekaliter (dkl.) …….. = 10 Liters
1 Hectoliter (hl.) ……… = 10 Dekaliters
1 Kiloliter …………….. = 10 Hectoleters

WEIGHT:

Metric units
1 Centigram (cg) ….…. = 10 Milligram (mg.)
1 Decigram (dg.) …….. = 10 Centigrams
1 Gram (g.) …………... = 10 Decigram
1 Dekagram (dkg.) ….. = 10 Grams
1 Hectogram (hg.) …… = 10 Dekagrams
1 Kilogram (kg) ………. = 10 Hectogram
1 Metric ton …………... = 1000 Kilograms
9
 What’s More

Activity 2: Conversion
Directions:
1. Convert the following by completing the table below.
2. Answer it in your activity notebook.

Convert the English

No. How many?
Unit of Measurement
1. 1 Foot __________ Inches
2. 2 Yard __________ Meters
3. 2500 Meter __________ Kilometer
4. 1 Kilogram __________ Gram
5. 1 Kilometer __________ Meter
6. 1500 Gram __________ Kilogram
7. 1 Liter __________ Milliliter
8. 36 Inches __________ Feet
9. 1 Gallon __________ Liter
10. 1 Metric ton __________ Kilograms

What I Have Learned

Activity 3: Generalization
Directions: Read and understand each question carefully. Choose the letter of the correct
answer. Write your answer in your activity notebook.

1.. Refers to any fixed quantity, amount, distance, etc. used as standard.
a. unit of measurement c. Computation
b. unit of competency d. None of these
2. The process of estimating average body weight (ABW) and standing crop weight of fish.
a. liming c. sampling
b. feed formulation d. computation
3. How many square meters are there in 1 hectare?
a. 10,000 sq.m c. 100 sq.m
b. 1,000 sq.m d. 100,000 sq.m
4. How many feet are there in 1 meter?
a. 30.48 ft. c. 32.8 ft
b. 3.28 ft. d. 3.048 ft.
5. How many inches are there in 1 foot?
a. 10 c. 12
b. 11 d. 13

10
 What I Can Do

Activity 4. Unit of Measurement and Conversion

Directions:
1. Identify the available aquaculture facility in your school/community (pond, pen, cage,
tank, aquarium, etc.), wear a mask and face shield for your protection.
2. Measure the area of the given facility using measuring devices such as meter/meter
stick. Obtain data also for volume and weight.
3. Tabulate the data gathered showing the English and Metric System.
4. Show your computation made in converting your measurements.
5. Make a compilation of the output of this activity in your notebook.

Find out by accomplishing the Performance Criteria Checklist honestly and

sincerely. Remember it is your learning at stake!

Performance Criteria Checklist

NOT
DO THE STUDENT/S… YES NO
APPLICABLE
1. Identified calculations to be made according to job
requirements?
2. Ascertained systems and units of measurement to
be followed?
3. Used appropriate operations to comply with the
instruction?
4. Reviewed and thoroughly checked result obtained?

Student ‘s Name: _____________________________ Date: _______________

Comments/Suggestions:

Calculations used in Fish Culture

What I Need to Know

At the end of this module, you should be able to:

2.6 Calculate whole numbers, fractions, percentages and mixed numbers
(TLE_AFAQ9- 12MC-Ie-2)

11
 What’s In

You have learned in your previous lesson about feed formulation, lime computation
and stock sampling. Feed formulation is the process of mixing together various ingredients in
right proportion to produce a nutritionally balanced diet. To calculate the right proportion of
ingredients, you need to remember the Pearson Square method. Another discussion also was
lime computation. Liming is a preventive measure or remedial process to increase alkalinity of
the ponds and improve aquatic organism survival, optimize growth and ensure desirable water
quality. And the last topic was stock sampling. Stock sampling is important for estimating
average fish weights and standing crop weight. It is also needed to adjust daily feed ration for
the fish.

What’s New

Activity 1: Scramble words. Write your answer in your activity notebook.

What Is It

I. WHOLE NUMBERS

Whole numbers are the number zero and all the counting numbers.

0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, and so on…

Note that the series of whole numbers is infinite—meaning to say it endless. You can
always count one number higher. Whole numbers are most commonly written in standard form
(or standard notation) using the digits 0, 1, 2, 3, 4, 5, 6, 7, 8, and 9 to present the number.
The digits used to write a number in standard form take their proper positions in the
number according to a system of writing numbers called the decimal (or base ten) system,
wherein every position, or place has a corresponding and specific place value.
The following is a partial decimal system place value chart for whole numbers. For
example, the number positioned of 50,358 as written correctly in the chart.

Period Millions Thousands Ones

Place Hundred- Ten- Hundred- Ten-
millions thousands thousands
thousands hundred tens ones
name millions millions
Place
100,000,0000 10,000,000 1,000,000 100,000 10,000 1,000 100 10 1
value
Example
number
5 0 3 5 8
Source: http://www.pcrest3.com/fomsl/student/1_1.pdf

12
II. FRACTIONS

A fraction consists of a numerator (part) on top of a denominator (total) separated by

a horizontal line. For example, the fraction of the square which is shaded is:

Numerator 2 (parts shaded)

Fraction =
Denominator 6 (total parts)

III. PERCENTAGE

Percentage means literally "per hundred"; in other words one percent is the one
hundredth part of the total. You can either write percent, or %, or 1/100, or 0.01.

Examples:
10 percent = 5% = 10/100 = 0.10
25 percent = 20% = 25/100 = 0.25
50 percent = 25% = 50/100 = 0.50
75 percent = 50% = 75/100 = 0.75
100 percent = 100% = 100/100 = 1
125 percent = 150% = 125/100 = 1.25

IV. MIXED NUMBERS

A mixed number is a whole number, and a proper fraction represented together. It

generally represents a number between any two whole numbers.
Look at the given example below, it represents a fraction that is greater than 1 but less
than 2. It is thus, a mixed number.

1 ¾ =1¾
Activity 2. I Love Numbers

Directions: Identify the following item whether the number presented is a WHOLE NUMBER,
FRACTION, PERCENTAGE or MIXED NUMBERS. Write your answer in your activity
notebook.

1. ½
2. 85%

3. 3½

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 4. 89

5. 75%

6. 90

7. ¼
8. 75 ¼

9. 60%

10. ¾

What I Have Learned

Activity 3: Generalization

Directions: Read and understand each question carefully. Choose the letter of the correct
answer. Write your answer in your activity notebook.

1. It is called as a whole number and a proper fraction represented together. It generally

represents a number between any two whole numbers.
a. Whole number c. Mixed number
b. Fraction d. Percentage

2. It means literally "per hundred", representing the symbol (%).

a. Fraction c. Whole number
b. Percentage d. Mixed number

3. It consists of a numerator (part) on top of a denominator (total) separated by a horizontal

line.
a. Percentage c. Fraction
b. Mixed number d. Whole number

4. What do you call to the number zero and all the counting numbers?
a. Mixed number c. Percentage
b. Whole number d. Fraction

5. Bangus fish in the market sold at ₱ 160.00 per kilogram, if you will buy ½ kilogram of
Bangus fish, how much you will pay to the seller?
a. ₱ 70.00 c. ₱ 90.00
b. ₱ 80.00 d. ₱ 50.00

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 What I Can Do

Activity 4. Application

Directions: Read and understand each statement carefully. Write your answers and solutions
in your activity notebook.
1. Lance fish pond has a total area of 500 square meters for the production of Bangus,
Carp and Hito. Half of the area is intended for Carp production; how many square
meters does the carp production has?

2. In a fish cage there are 1000 fingerlings of bangus which were cultured for five months.
With this, 75% of the total number of cultured bangus were harvested while 25%
remained in the cage, what is the 75% of 1000 cultured bangus?

Summary

Calculation is a deliberate process that transform on or more inputs into one or more
results. It is used in a variety of senses, from the very definite arithmetical calculation of using
algorithm, to the vague competition, or calculating the chance of successful relationships
between two people (Wikipedia).
• Feed formulation is the process of mixing together various ingredients in right
proportion to produce a nutritionally balanced diet. Calculating the right proportion of
ingredients, you need to remember the Pearson Square method.
• Conversion – a change in the form of a quantity, a unit, or an expression without a
change in the value.
• Metric system – a system of measurement based on the meter and the gram.
• Unit of measurement – any fixed quantity, amount, distance, etc. used as standard.
• Whole numbers – the number zero and all the counting numbers.
• Fraction – consists of a numerator (part) on top of a denominator (total) separated by
a horizontal line.
• Percentage – means literally "per hundred"; in other words one percent is the one
hundredth part of the total.
• Mixed number – a whole number, and a proper fraction represented together. It
generally represents a number between any two whole numbers.

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 Assessment: (Post-Test)

I. Feed Formulation:

1. Formulate a fish diet that contain 25% crude protein using fish meal and rice bran with
60% and 8% protein content respectively.
2. Complete the table below. Write your answer in your activity notebook.
Analyzed Crude Calculated Crude
Ingredients Inclusion Rate (g)
Protein (%) Protein (%)
Fish Meal 60
Rice Bran 8
Total

II. Lime computation

1. Compute the lime needed using the following data:
Desired pH = 7.0
Actual pH reading = 6.5
NVL for quicklime: 1.50
Pond Area = 1.5 ha
III. Stock Sampling

1. Compute the average body weight (ABW) of fish using the given data.

Average Body
Sample Total Weight (g) No. of Fish Samples
Weight (g)
1. 1,125 45
2. 860 43
3. 1,050 35
4. 2,750 55
5. 3,200 80

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Key to Answers

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References

BRAVO, FERDINAND S. et al (ND). AQUACULTURE K to 12 Basic Education Curriculum

Technology and Livelihood Education Learning Module (Exploratory Course for Grade 7
& 8). Department of Education, pages 71 – 83.

CBLM, Fish Culture NC II, Lesson 2, pages 10-17

Velasco, R.A. Handbook of Construction Estimate

http//: Lien.Wikipedia.org/wiki/calculation

https://services.viu.ca/sites/default/files/viu-business-math-study-guide-2-fractions.pdf

http://www.pcrest3.com/fomsl/student/1_1.pdf

https://www.splashlearn.com/math-vocabulary/algebra/mixed-number

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For inquiries or feedback, please write or call:

Department of Education — Division of Gingoog City

Brgy. 23, National Highway, Gingoog City

Telefax: 088-328-0108 / 088328-0118

E-mail Address: gingoog.city@deped.gov.ph

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