Republic of the Philippines

DEPARTMENT OF EDUCATION
Region VIII
Division of Northern Samar
Catarman II District
TINOWARAN ELEMENTARY SCHOOL

MATHEMATICS – VI

Name of Learner: ____________________________ Grade Level: _____________

Section: _______________ Date: ____________________

LEARNING ACTIVITY SHEET

(Week 3, Day 1)
Title: Division of Simple Fractions

Background Information for Learners:

To divide fractions, rewrite the division as a related multiplication in which

you multiply the dividend by the reciprocal of the divisor.

Reciprocals – if the product of two numbers is 1, then they are

reciprocals or multiplicative inverse of each other. To find the reciprocal of a
fraction, interchange the numerator and denominator.

Example 1: (Reciprocals)

2 3 6 5 9 45
𝑥 =6=1 𝑥 5 = 45 = 1
3 2 9
3 3
Example 2: Divide : 7÷5
3 3 3 5
Step 1: ÷5 = 7𝑥3 Multiply the dividend by the
7
reciprocal of the divisor.

3𝑥5
Step 2: Multiply the numerators and
7𝑥3
The denominators.
15 3 5
= ÷3 = Divide the numerator and
21 7
The denominator by the
5
Answer: GCF.
7
Learning Competency with Code:

Divides simple fractions

(MGNS-Ic-96.2)
Let’s Do This:

Directions:

A. Give the reciprocals of the following fractions:

3 6
1. 4.
4 8

4 3
2. 5.
8 12

7
3.
10

B. Find the quotient and express your answer in simplest

form:

3 5
1. ÷7
4

1 1
2. ÷4
2

2 1
3. ÷3
5

2 3
4. ÷8
9

6 1
5. ÷6
7

Reflection: ______________________________________________________________
______________________________________________________________
References for Learners:
21st Century Mathletes 6 (Textbook in Math 6) pp. 30-32
Math for Life (Worktext in Math-6) Rex Bookstore pp. 23-26

Prepared by: Noted:

ERMA ROSE C. HERNANDEZ MARY GRACE B. MAGPAYO

Teacher I Head Teacher I
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region VIII
Division of Northern Samar
Catarman II District
TINOWARAN ELEMENTARY SCHOOL

MATHEMATICS – VI

Name of Learner: ____________________________ Grade Level: _____________

Section: _______________ Date: ____________________

LEARNING ACTIVITY SHEET

(Week 3, Day 2)
Title: Division of Mixed Fractions

Background Information for Learners:

To divide mixed fractions, convert the mixed numbers to improper fractions.

Then, convert the answer to mixed number in lowest terms, if necessary.

1 1
Example 1: Divide: 2 2 ÷ 1 4

1 1 5 5
22 ÷ 14 = 2 ÷ 4 Convert mixed number into
Improper fraction.

5 4
= 2 𝑥5 Multiply the dividend by the
Reciprocal of the divisor

5 𝑥 (2 𝑥 2)
= Find the common factor of both
2𝑥5
numerator and denominator.

5 2 2
= 5 𝑥2 𝑥1 Group the fractions according to
their common factor.

=1𝑥1𝑥2=2 Simplify the fractions.

Then multiply.

Answer: 2

Learning Competency with Code:

Divides mixed fractions

(MGNS-Ic-96.2)

Let’s Do This:

Directions:
 C. Give the quotient of the following mixed fractions and
reduce your answer to lowest term.

3 1
6. 6 4 ÷ 2 5

1 1
7. 8 3 ÷ 2 2

1 1
8. 5 2 ÷ 1 3

1 2
9. 13 7 ÷ 4 11

2 1
10. 2 17 ÷ 1 4

Reflection: ______________________________________________________________
______________________________________________________________
References for Learners:
21st Century Mathletes 6 (Textbook in Math 6) pp. 33-35
Math for Life (Worktext in Math-6) Rex Bookstore pp. 25-27

Prepared by: Noted:

ERMA ROSE C. HERNANDEZ MARY GRACE B. MAGPAYO

Teacher I Head Teacher I
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region VIII
Division of Northern Samar
Catarman II District
TINOWARAN ELEMENTARY SCHOOL

MATHEMATICS – VI

Name of Learner: ____________________________ Grade Level: _____________

Section: _______________ Date: ____________________

LEARNING ACTIVITY SHEET

(Week 3, Day 3)
Title: Division of Whole Number and Fraction

Background Information for Learners:

If the dividend is a whole number, change it to a fraction with a denominator

of 1. Then, multiply the dividend by the reciprocal of the divisor.
Example 1: Divide : 16 ÷ 2 5
1

1 16 11
Step 1: 16 ÷ 2 5 = ÷ Change the whole number
1 5
to a fraction

16 5
Step 2: 𝑥 11 Multiply the dividend by the
1
reciprocal of the divisor.

16 𝑥 5
Step 3: Multiply the numerators and
1 𝑥 11
then the denominators
80 3
Step 4: = 7 11 Convert the improper fraction to
11
mixed number
3
Answer: 7 11

Learning Competency with Code:

Divides whole number by a fraction

(MGNS-Ic-96.2)

Let’s Do This:

Directions:

D. Read and answer each:

1
1. How many thirds (3) are there in 4?
2. How many fourths are there in 8?
1
3. What is 10 ÷ 5 ?
 1
4. What is the quotient if you divide 20 by 4?
5. What is the reciprocal of 10?

E. Divide the following fractions and simplify:

13
11. 13 ÷ 25

1
12. 8÷4

1
13. 15 ÷ 5

1
14. 8 ÷ 22

1
15. 12 ÷ 1 3

Reflection: ______________________________________________________________
______________________________________________________________
References for Learners:
21st Century Mathletes 6 (Textbook in Math 6) pp. 5-7
Math for Life (Worktext in Math-6) Rex Bookstore pp. 6-8

Prepared by: Noted:

ERMA ROSE C. HERNANDEZ MARY GRACE B. MAGPAYO

Teacher I Head Teacher I
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region VIII
Division of Northern Samar
Catarman II District
TINOWARAN ELEMENTARY SCHOOL

MATHEMATICS – VI

Name of Learner: ____________________________ Grade Level: _____________

Section: _______________ Date: ____________________

LEARNING ACTIVITY SHEET

(Week 3, Day 4)
Title: Solving Routine Problems Involving Division of Fractions
and Mixed Numbers

Background Information for Learners:

Example 1: Mrs. Cruz bought a loaf of bread for breakfast. It

measures 18 inches long. How many slices can she make
1
if each slice measures 1 8 inches long?
Understand.
a. What is asked?
• The number of slices that can be cut from a loaf of
bread.
b. What are the given facts?
• The loaf of bread is 18 inches long
1
• Each slice of bread is 1 8 inches long
Plan. What operation shall we use to solve the problem?
1
• Divide the length of the loaf of bread by 1 8 inches.
Solve. Show your computation.
1
Divide: 18 ÷ 1 8
1 9
18 ÷ 1 8 = 18 ÷ 8
18 8 18 𝑥 8
= 𝑥 =
1 9 1𝑥9
9𝑥2𝑥8 9 2𝑥8
= =9 𝑥
1𝑥9 1
2𝑥8
=1𝑥 = 16
1

Answer: There are 16 slices that can be cut from the loaf of
bread

Check. Check your answer.

1 9 16 9 𝑥 16 9𝑥8𝑥2 9𝑥2 18
1 8 𝑥 16 = 8 𝑥 1 = 8 𝑥 1 = = = 1𝑥 = 18
8𝑥1 1 1
Learning Competency with Code:
Solves routine problems involving division without or with any of the other
operations of fractions and mixed fractions using appropriate problem-solving
strategies and tools
(MGNS-Ic-96.2)

Let’s Do This:

Directions:

F. Read and analyze the problem and answer the following

questions involving division of fractions.

4
Irish used 10 5 meter of clothing material to make 6 pillow
cases. How much material did she used for each pillow case?

1. What is asked?
2. What are the given facts?
3. What are the operations will you use to solve the
problem?
4. Write the mathematical sentence.
5. Write the complete answer.

G. Solve each problem. Express the answer in its simplest

form.
4
1. Janette bought to school 5 of a cake, which she and
her friends shared equally. How much of the cake
did each of them have?
2
2. Noel drinks 3 liter of milk everyday. How long will he
finish drinking 6 liters?
3
3. What is the most number of 4 meter clothing
1
materials you can get from 5 4 meter of cloth?
1
4. How many people can equally share 2 2 pizzas, if each
1
will get pizza?
4
2
5. Allan spent 5 hour solving 9 math problems. If he
spent equal time to solve each, how long did it take
him to solve one problem?

Prepared by: Noted:

ERMA ROSE C. HERNANDEZ MARY GRACE B. MAGPAYO

Teacher I Head Teacher I
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region VIII
Division of Northern Samar
Catarman II District
TINOWARAN ELEMENTARY SCHOOL

MATHEMATICS – VI

Name of Learner: ____________________________ Grade Level: _____________

Section: _______________ Date: ____________________

LEARNING ACTIVITY SHEET

(Week 3, Day 5)
Title: Solving Non-Routine Problems Involving Division of Fractions
and Mixed Numbers

Background Information for Learners:

Example 1: Mang Ambo makes decorative candles to sell on “All Souls

1 1
Day”. He has 15 2 𝑘𝑔 of wax. He bought 20 4 𝑘𝑔 more. If
3
he uses 1 5 𝑘𝑔 for each candle, how many candles can he
make?
Understand.
c. What is asked?
• The number of candles that Mang Ambo can make.
d. What are the given facts?
1
• Mang Ambo has 15 2 𝑘𝑔 of wax.
1
• He bought 20 4 𝑘𝑔 more.
3
• He uses 1 5 𝑘𝑔 for each candle.

Plan. What operation shall we use to solve the problem?

1 1
• Add 15 2 kilograms and 20 4 kilograms of wax. Then
3
divide the sum by 1 5
1 1 3
• (15 2 + 20 4) ÷ (1 5) = 𝑛

Solve. Show your computation.

1 1 3
Solve: (15 2 + 20 4) ÷ (1 5) = 𝑛
Let’s add first the mixed fractions inside the parenthesis.
1 1 1 1 2 1 3
(15 2 + 20 4) = (15 + 20) + (2 + 4) = 35 + (4 + 4) = 35 4
3
Now, divide the sum by the divisor 1 5
3 3 143 8
35 4 ÷ 1 5 = ÷5
4
143 5 143 𝑥 5
= 𝑥 =
4 8 4𝑥8
 715 11
= = 22 32
32

Answer: Mang Ambo can make 22 candles.

Check. Check your answer.

11 3 715 8 715 𝑥 8
22 32 𝑥 1 5 = 32 𝑥 5 = 32 𝑥 5

143 𝑥 5 𝑥 8 5 8 143
= = 5 𝑥8 𝑥
8𝑥4𝑥5 4

143 143 3
=1𝑥1𝑥 = = 35
4 4 4

Learning Competency with Code:

Solves non-routine problems involving division without or with any of the

other operations of fractions and mixed fractions using appropriate problem-
solving strategies and tools
(MGNS-Ic-96.2)

Let’s Do This:

Directions:

H. Read and analyze the problem and answer the following

questions involving division of fractions.

On their trip to Baguio Mr. Cañete bought 6 baskets of

lanzones, each baskets contained 1 2/3 kilograms of lanzones. The
family shared the 6 baskets of lanzones among 8 persons. How many
kilograms of lanzones did each one receive?

6. What is asked?
7. What are the given facts?
8. What are the operations will you use to solve the
problem?
9. Write the mathematical sentence.
10. Write the complete answer.

I. Solve each problem. Express the answer in its simplest

form.
4
6. Janette bought to school 5 of a cake, which she and
her friends shared equally. How much of the cake
did each of them have?
2
7. Noel drinks 3 liter of milk everyday. How long will he
finish drinking 6 liters?
3
8. What is the most number of 4 meter clothing
1
materials you can get from 5 4 meter of cloth?
 1
9. How many people can equally share 2 2 pizzas, if each
1
will get pizza?
4
2
10. Allan spent 5 hour solving 9 math problems. If
he spent equal time to solve each, how long did it
take him to solve one problem?

Reflection: ______________________________________________________________
______________________________________________________________
References for Learners:
21st Century Mathletes 6 (Textbook in Math 6) pp. 35-41
Math for Life (Worktext in Math-6) Rex Bookstore pp. 28-35

Prepared by: Noted:

ERMA ROSE C. HERNANDEZ MARY GRACE B. MAGPAYO

Teacher I Head Teacher I