Business Mathematics

2 2

Last Name First Name Middle Initial

Full Name:

Grade 11: _______________

Fundamental Operations on Learning Targets

Fractions, Decimals, and ✓ perform fundamentals operations on

fractions and decimals

Percent
ATTENTION!

Online Distance Learners: We will meet at Zoom/Google Meet

Modular Distance Learners: Read and learn from this module. If you have some questions and clarifications,
feel free to ask me in our group chat. Answer all the learning tasks and submit your output via messenger.

LESSON 1.3: SUBTRACTING FRACTIONS

GEAR UP: In this lesson, recall how to subtract fractions. Do the next activities to prepare you for this lesson.

A. Rename the following fractions by finding the missing number.

4 1 7 15
1. 4 = 2. 7 = 6 3. 4 =3 4. 7 =8 5. =2
3 9 9 10 10 4 4 7 7
B. Find the Least Common Multiple (LCM) of the following pairs of numbers.
1) 12, 15 __________ 4. 24, 18 __________
2) 8, 12 __________ 5. 14, 35 __________
3) 16, 20 __________

READ AND LEARN

Recall the steps in subtracting fractions by analyzing the following examples.

SUBTRACTING SIMILAR FRACTIONS

11 7
Example 1 Subtract: - .
12 12

Solution:

Step 1. Subtract the numerators and take the common denominator.

11 7 11−7 4
- 12 = = 12
12 12

Step 2. Reduce the difference to its lowest term.

11 7 11−7 4 1 11 7 1
- = = = Thus, - 12 = 3 .
12 12 12 12 3 12

5 2
Example 2 Subtract: 4 -29.
9

Solution:

Step 1. Subtract the whole numbers, subtract the numerators, and take the common denominator.
5 2 5−2 3
4 - 2 9 = (4-2) + =29
9 9

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 Step 2. Reduce the difference to its lowest term.
5 2 5−2 3 1
4 - 2 9 = (4-2) + =29 =23
9 9

5 2 1
Thus, 4 -29 =23
9

SUBTRACTING DISSIMILAR FRACTIONS

3 5
Example 3 Subtract: 9 -5 .
5 6

Solution:

Step 1. Change the fraction to similar fractions by using the least common denominator.
3 18
9 = 9 30
5
5 25
- 5 = 5 30
6
___________

Step 2. Regroup the minuend because the fractional part of the subtrahend is greater than the
functional part of the minuend.
3 18 48
9 = 9 30 = 8 30
5
5 25 25
- 5 = 5 30 = 5 30
6
___________________

Step 3. Subtract the whole numbers, subtract the numerators, and take the common denominator.
3 18 48
9 = 9 30 = 8 30
5
5 25 25
- 5 = 5 30 = 5 30
6
___________________
23 3 5 23
3 Thus, 9 - 5 6 = 3 30.
30 5
10
Example 4 Subtract: 12 - 7 15 .

Solution:

Step 1. Rename the whole number as mixed number.

10 15 10
12 - 7 = 11 15 - 7 15
15
Step 2. Subtract the whole numbers, subtract the numerators, and take the common denominator.
10 15 10 15−10 5
12 - 7 = 11 15 - 7 15 = (11-7) = 4 15
15 15
Step 3. Reduce the difference to its lowest term.
10 15 10 15−10 5 1
12 - 7 = 11 15 - 7 15 = (11-7) = 4 15 = 4 3
15 15
10 1
Thus, 12 - 7 15 = 4 3 .

3
Example 5 Subtract: 10 - 4.
7

Solution:

Subtract the whole numbers and affix the fractional part of the minuend.
3 3 3
10 - 4 = (10 - 4) =67
7 7

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 3 3
Thus, 10 - 4 = 6 7.
7

We are done with our Lesson 1.3. Did you gain knowledge? If you find it difficult, you can go back
and study again this module. You can ask for a help with your teacher. If you understand well the
lesson, proceed in answering the learning tasks.

Learning Task 1: FIRM UP

A. Find the difference.

1 1 7 1 5 1
1) - 4 _____ 3) -3 _____ 5) +4 _____
2 12 6
4 2 11 7
2) - _____ 4) - _____
5 3 12 12
B. Answer the following:
1 1 1
1) If 5 + 5 4 is added to a number, the answer is 11 2. What is the number?
4
3 3
2) If
4
is subtracted from a number, the difference is
4
. What is the number?

Learning Task 2: DEEPEN YOUR UNDERSTANDING

A. Find the difference

6 7 3 2 5
1) 4 - _____ 3) 14 - 6 _____ 5) 12 - 9 6 _____
10 10 5 3
1 3 1 4
2) 5 -24 _____ 4) 9 -65 _____
4 3
B. Answer the following:
1
1) If 5 is added to a number, the sum is 10. What is the number?
2
1
2) If 4 is subtracted from a number, the difference is 4 . What is the number?
2

Learning Task 3: CHALLENGE YOURSELF

A. Perform the indicated operations and simplify.

2 1 1 6 2 1 1
1) ( − )+ _____ 4) ( − )+ ( − ) _____
3 6 5 7 3 2 6
4 5 1 1 3 3 3
2) + (7 − 7 ) _____ 5) (4 + 6 4 ) − (1 10 − 3 5 ) _____
9 5
2 4 2
3) (4 3 − 5 ) − 2 15 _____
B. Find the value of n in each of the following questions.
1 3 1 1
1) 8 +n=9 ______ 3) 9 + n = 10 _______
5 10 8 4
1 5
2) 𝑛+4 = 15 ______
3 6
C. Solve the following problems.
1
1) A systems analyst worked 52 hours in one week. He worked 37 hours from Monday to Friday. He worked
2
1
4 more hours on Saturday than he did on Sunday. How many hours did he work on Sunday?
2

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 1 1
2) A newspaper reporter spent 12 hours at the scene of a fire and another 3 hours writing the article for
2 4
the paper. How many hours did it take the reporter to cover the fire?

LESSON 1.4: MULTIPLYING FRACTIONS

GEAR UP: In the lower grade levels, you have learned how to multiply fractions. In this lesson, recall the procedure
involved in multiplying fractions as well as mixed numbers. Do the next activities to find out if you are ready for this
lesson.

A. Find the product.

1) 3 x 6 x 7 = _________ 4) 9 x 2 x 4 = __________
2) 5 x 2 x 7 = _________ 5) 8 x 6 x 5 = __________
3) 3 x 4 x 5 = _________

B. Change the following to improper fractions.

1 2
1) 3 __________ 4) 9 __________
2 3
1 5
2) 8 __________ 5) 4 __________
8 6
5
3) 7 __________
8

READ AND LEARN

Recall the steps in multiplying fractions by analyzing the following examples.

MULTIPLYING FRACTIONS
3 10
Example 1 Multiply: x .
5 12

Solution:

Step 1. Multiply the numerators; then, multiply the denominators.

3 10 3 𝑥 10 30
x 12 = 5 𝑥 12 = 60
5

Step 2. Reduce the product to its lowest term.

3 10 3 𝑥 10 30 1 3 10 1
x = 5 𝑥 12 = 60 = 2 Thus, x = 2.
5 12 5 12

5
Example 2 Multiply: x 4.
8

Solution:

Step 1. Multiply the numerators; then, multiply the denominators.

5 5 4 5𝑥4 20
- x4 = 8 x = 8𝑥1 =
8 1 8

Step 2. Reduce the product to its lowest term.

5 5 1 5𝑥4 20 5
- x4 = 8 x = 8𝑥1 = =2
8 4 8

5 5 1
Thus, - x 4 = 2 or 2 2
8

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 2 1
Example 3 Multiply: 2 x14.
5

Solution:

Step 1. Change the mixed numbers to improper fractions.

2 1 12 5
2 x14= x4
5 5
Step 2. Multiply the numerators; then, multiply the denominators.
2 1 12 5 12 𝑥 5 60
2 x14= x4= = 20
5 5 5𝑥4

Step 3. Reduce the product to its lowest term.

2 1 12 5 12 𝑥 5 60
2 x14= x4= = 20 = 3
5 5 5𝑥4
2 1
Thus, 2 x 1 4 = 3.
5

We are done with our Lesson 1.4. Did you gain knowledge? If you find it difficult, you can go back
and study again this module. You can ask for a help with your teacher. If you understand well the
lesson, proceed in answering the learning tasks.

Learning Task 1: FIRM UP

Find the product.

5 4 9 9 2
3) x _____ 3) x 95 _____ 5) x _____
4 5 5 10 3
4 8
4) x 21 _____ 4) 36 x _____
7 9

Learning Task 2: DEEPEN YOUR UNDERSTANDING

Find the product.

5 1 3 1 1 3
3) x3 _____ 3) 2 x1 _____ 5) 2 x3 _____
8 5 5 9 8 7
1 3 7
4) 3 x4 _____ 4) 1 x _____
4 5 8

Learning Task 3: CHALLENGE YOURSELF

D. Perform the indicated operations and simplify.

2 1 4 1 3
4) (3 + 4 ) 𝑥 _____ 4) 5 𝑥 (8 − 2 4 ) _____
9 4
4 1 5 2 2
5) (5 − 3 ) 𝑥 _____ 5) (3 + 5 ) 𝑥 10 _____
8 3
7 2 5
6) x (5 + 2) _____
8

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 Let’s rate your understanding! Shade it.

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I know the lesson very well. I feel like I could teach it to someone else.

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HAVE A PICTURE OF YOU and YOUR ANSWER HERE AND SEND IT TO YOUR TEACHER.

Primary Reference:

De Armas, MF R., Marquez, W. G., Anastacio, T. M., Coralejo, E. F. (2017). Conceptual math and
beyond: business mathematics. Philippines, PH: Brilliant Creation Publishing, Inc.

Prepared by: Checked and recommended by:

ROMEL P. ICARO, MBA JENNIFER D. SOTELO

Teacher Principal

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