6

Mathematics
Quarter 1 – Module 3:
Multiplication of Fractions
Mathematics – Grade 6
Alternative Delivery Mode
Quarter 1 – Module 3: Multiplication of Fractions
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education

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

Development Team of the Module

Writer: Reymualdo R. Mantilla Jr.

Editor: Angelyne E. Pedron
Reviewer: Danilo B. Gomez
Illustrator: Florence R. Nazareno
Layout Artist: Bryan B. Buenaventura
Cover Design: Marlon Q. Diego

Management Team:
Schools Division Superintendent
OIC-Asst. Schools Division Superintendent
Chief Education Supervisor, CID
Education Program Supervisor, LRMDS
Education Program Supervisor, AP/ADM
Education Program Supervisor, Math
District Supervisor, Orani
Division Lead Book Designer
District LRMDS Coordinator, Orani
School LRMDS Coordinator
School Principal
District Lead Layout Artist, Math
District Lead Illustrator, Math
District Lead Evaluator, Math
: Romeo M. Alip, PhD, CESO V
: William Roderick R. Fallorin
: Milagros M. Peñaflor, PhD
: Edgar E. Garcia, MITE
: Romeo M. Layug
: Danilo C. Caysido
: Arlene S. Carlos
: Estrella R. Robles
: Hilda D. Sayson
: Bryan B. Buenaventura
: Rizalina M. Marcelino
: Firstname MI. Lastname
: Firstname MI. Lastname
: Firstname MI. Lastname

Printed in the Philippines by Department of Education – Schools Division of Bataan

Office Address: Provincial Capitol Compound, Balanga City, Bataan
Telefax: (047) 237-2102
E-mail Address: bataan@deped.gov.ph
 6

Mathematics
Quarter 1 – Module 3:
Multiplication of Fractions
Introductory Message
For the facilitator:

Welcome to the Mathematics – Grade 6 Alternative Delivery Mode (ADM)

Module on Multiplication of Fractions!

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 into 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 own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.

ii
For the learner:

Welcome to the Mathematics – Grade 6 Alternative Delivery Mode (ADM)

Module on Multiplication of Fractions!

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.

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.
This part includes an activity that aims to
What I Know
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 brief 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 the
What is It lesson. This aims to help you discover and
understand new concepts and skills.
This comprises activities for independent
What’s More
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 sentence/paragraph to be filled into process
what you learned from the lesson.
This section provides an activity which will
What I Can Do help you transfer your new knowledge or skill
into real life situations or concerns.

This is a task which aims to evaluate your

Assessment level of mastery in achieving the learning
competency.

iii
 In this portion, another activity will be given
Additional Activities 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 deep understanding of the relevant competencies. You can do it!

iv
 What I Need to Know

What is the use of fraction in our daily lives? Perhaps, this is the question that still
running in your mind. Apparently, fractions are important these are the things that
tell us what portion of a whole you need to use or have. Furthermore, it also tells us
the time, each minute has a corresponding fraction of an hour.

In this module, you will be able to demonstrate understanding and apply the four
fundamental operations involving fractions and decimals in mathematical problems
and real-life situations.

At the end of this module, you are expected to:

1. Multiplies Fractions (M6NS-Ib-90)

a. Simple Fractions
b. Mixed Fractions
2. Solves routine or non-routine problems involving multiplication without or
with addition or subtraction of fractions and mixed fractions using
appropriate problem-solving strategies and tools. (M6NS-Ib-92.2)

What I Know

Answer the following question. Choose the letter of the correct answer.
1. Which of these fractions is in the lowest term?
2 4 3 3
𝐴. B. C. D.
4 20 4 9
2
2. Which is equal to 3 ?
5
13 17 7 5
A. B. C. D.
5 5 5 5
1 5
3. What operation is involved in of ?
3 8
A. addition B. subtraction C. multiplication D. division
1 1
4. What is of ?
2 3
1 1 1 1
A. B. C. D.
4
2 3 6

1
 1 4
5. Multiply 4 x 3
5 7
A. 5 B. 10 C. 15 D. 20
3 4
6. What is the product of x3 ?
5 7
1 2 1 1
A. 2 B. 2 C. 3 D. 4
7 7 7 7
3 1
7. What is of 4 ?
4 2
3 3 3 3
A. 3 B. 4 C. 2 D. 5
8 8 8 8
8-10 Mr. Bryan Buenaventura has two packages of peanuts. Each pack
4
contains cup. He needs 8 cups of peanuts to make peanut brittle. How many
5
more cups does he need?

8. What is asked?
A. The number of more cups does he need
B. The number of packages of peanut does he need
C. The number of peanut brittle does he need
D. The number of containers does he need
9. What are the given facts?
A. 2 packages of peanuts
B. 8 cups of peanuts
4
C. 2 packages of peanuts, cup, and 8 cups of peanuts
5
4
D. cup, and 8 cups of peanuts
5
10. How many more cups does he need?
2
A. Mr. Bryan Buenaventura needs 5 more cups of peanut.
5
2
B. Mr. Bryan Buenaventura needs 4 more cups of peanut.
5
2
C. Mr. Bryan Buenaventura needs 6 more cups of peanut.
5
2
D. Mr. Bryan Buenaventura needs 7 more cups of peanut.
5

2
 Lesson
Multiplication of Simple and
1 Mixed Numbers
Fractions are complex and confusing, but understanding fractions is a necessary
skill to have as you get older. In our daily lives, we are experiencing different
scenarios that need to apply fractions specifically, multiplication of fractions.
Fractions have different types such as a simple and mixed number.

There are two types in solving multiplication of fractions which are routine and non-
routine. The routine involves using at least one of the four arithmetic operations
and/or ratio to solve problems that are practical in nature, it means when you use
formula or follow step-by-step procedures.

On the other hand, non-routine mostly concerned with developing your

mathematical reasoning power and fostering the understanding that mathematics is
a creative endeavor to simplify this, this is an application when you use different
models such as block, grid, and picture to visualize the multiplication of fractions.

Let’s begin!

What’s In

A. Perform the indicated operations. Express your answer in simplest form.

1. 1
+
1
+
1
=
6 6 6

2. 3 1 + 2
=
3 3

3. 1 2 + 2 1 =
5 2

4. 4 - 2
3

5. 41 - 2 1
4 8

B. Study the problem then answer the questions that follow.

1. Pulo Elementary School participated in 2019, Alimango at Sugpo Festival

1
street dancing competition. Their first dance lasted for 15 minutes; their
2

3
 2 5
second lasted 3 minutes; and their last,4 minutes. How many minutes did
3 8
they spend for three dancing?
a. What is asked?
b. What are given?
c. What operation will be used?
d. Number sentence?
e. Solution
f. answer
5 1
2. The trip home was supposed to be 1 hours but students arrived after 2
8 2
hours. How many hours were they late?
a. What is asked?
b. What are given?
c. What operation will be used?
d. Number sentence?
e. Solution
f. answer
1 1 1 2
3. How much greater is the difference of 7 and 5 than the sum of 1 and 3 ?
3 2 4 5
a. What is asked?
b. What are given?
c. What operation will be used?
d. Number sentence?
e. Solution
f. answer

4
 What’s New

Have you experienced to cook a champorado?

5 1
Let’s say, you have kg of sugar. You used of it for
7 2
your champorado. How much sugar did you use for
champorado?

Questions:
1. Aside from cooking, how would you help your
family in doing household
chores?
2. How do you spend your time with your family?

What is It

One way to think about this problem is to rewrite the problem.

1 5
In words: what is of
2 7

An illustration can help you to solve this problem.

5 1
7 2
5 1
To find of , we have: 5
7 2
7

1
2

5 1 5
After overlapping the models for and , the double-shaded part represents of
7 2 14
𝟓
the whole. Answer: You used kg of sugar.
𝟏𝟒

Multiplying Simple Fractions

There are several strategies that you can use to get the product of two fractions.

5
Example 1. Visualize the product of two fractions. You consider the multiplications
4 3 4 3
sentence x . This is equivalent to x .
9 8 9 8
Illustration:

3
8

4
9
Reminder:
In drawing an illustration one strip is in the vertical position and the other one is in
a horizontal position to get the whole part of a fraction

How many boxes do we 72

have?

How many shaded parts 12

were lapped all together
Answer: 12 Simplify
12
or
1
72 6
72
3 4
Example 2. x =
4 5

4 3 12
5 4 20
12 3
or
Answer 20 5
Example 3.
2 3
a. Multiply x
3 7

2
x
3
=
2𝑥3 Multiply the top numbers or numerators and bottom
3 7 3𝑥7
numbers or denominators

6
 6 Simplify the answer into the lowest term
21
6
÷
3
=
2 Answer: 2
21 3 7
7
5 7
b. Multiply x
6 10

5
x
7
=
5𝑥7 Multiply the top numbers or numerators and bottom
6 10 6 𝑥 10
numbers or denominators

35 Simplify the answer into the lowest term

60
35
÷
5
=
7 Answer: 7
60 5 12
12
2 3
c. Multiply x
5 4

2
x
3
=
2𝑥3 Multiply both numerators and denominators
5 4 5𝑥4

6 Simplify the answer into a lowest term

20
6
÷
2
=
3 Answer: 3/5
20 2 5

Example 4.
4 3
a. Multiply x
8 5

=
4
x
3
=
4𝑥3 Multiply both numerators and denominators
8 5 8𝑥5

=
2𝑥 2𝑥3 Get the common factors of both numerators and
2𝑥2𝑥2 𝑥5
denominators
=
2
x
2
x
1
x
3 Group them according to their common factors
2 2 2 5
=1x1x Simplify the numerator and denominator with a
1
x
3
2 5
common factor. Then multiply
Answer: 3
10
3 4
b. Multiply x
6 9

=
3
x
4
=
3𝑥4 Multiply both numerators and denominators
6 9 6𝑥9

=
3𝑥2𝑥2 Get the common factors of both numerators and
3𝑥2𝑥3𝑥3
denominators
=
2
x
3
x
2
x
1 Group them according to their common factors
2 3 3 3

7
 =1x1x Simplify the numerator and denominator with a
2
x
1
3 3
common factor. Then multiply
Answer: 2
9

5 1
c. Multiply x
10 4

=
5
x
1
=
5𝑥1 Multiply both numerators and denominators
10 4 10 𝑥 4

=
5𝑥1 Get the common factors of both numerators and
5𝑥2𝑥2𝑥2
denominators
=
5
x
1
x
1
x
1 Group them according to their common factors
5 2 2 1

=1x
1
x Simplify the numerator and denominator with
1
x
1
2 2 6
common factor. Then multiply
Answer: 1
8

Other Method

The next examples illustrate that product expression may be simplified first before
multiplying.

Example 5.
8 3
Multiply x
15 4

Solution:
8
x
3
=
8𝑥3 As you can notice, both numerator and
15 4 15 𝑥 4
denominator have common factors 3 and 4.
Divide the numerator and denominator by
these factors

28𝑥3 1 Perform cross cancellation

15 𝑥 4 1
5
2𝑥1 2 2
= Answer:
5𝑥1 5 5

Exercise 1.
Find the product. Select your strategy. Write your answer in the simplest form.
Show your solution.
2 1 5 1 3 2
1. 8 x 3 = 2. 7 x 2 = 3. 4 x 5 =

1 5 6 2
4. 8 x 9 = 5. 9 x 3 =

8
 Multiplying Mixed Numbers

Mixed numbers comprised of a whole number and a simple fraction.

In multiplying fractions, we can simply get the product of numerators and the
denominators correspondingly. However, mixed numbers are quite different from
simple fractions. In such a case, we need to review first how to convert mixed
numbers to improper fractions. These are the following steps in converting mixed
fractions to improper fractions.

2
Convert 3 to improper fractions
5
Steps:
1. Multiply the whole number by the denominator:
3 x 5 = 15
2. Add the result to the numerator: 15 + 2 = 17
17
3. Write the sum over the denominator.
5

On the other hand, to convert an improper fraction to a mixed number, divide the
numerator by the denominator.

21
Convert to improper fraction
4

Reminder:
This concept is important in performing the multiplication of a mixed number.

Steps:
1. Divide denominator to the numerator.
(denominator is the divisor and numerator is the
dividend) 4 √21 = 5 remainders 1
2. In your answer, the whole number becomes your
whole number in a mixed number, then your
remainder becomes the numerator of the mixed
number.
1
3. Divisor becomes denominator. 5
4

Example 1.
2
a. Multiply 3 x 4
4

3x4 =3x
2 18 Change the mixed number to an improper fraction
4 4

3x
18
= (3 x 18 =54) Multiply the whole number times the numerator
4

9
 54 The product becomes numerator then copy the
4 denominator
2 Rename your answer to mixed number
13
4

2 ÷2
=
1 Simplify the fraction into the lowest term, if possible.
4 ÷2 2

𝟏
Answer: 𝟏𝟑
𝟐

3
b. Multiply 5 x 7
5

5x7 =5x
3 38 Change the mixed number to an improper fraction
5 5

5x
38
= (5 x 38 = 190) Multiply the whole number times the numerator
5

190 The product becomes numerator then copy the

5 denominator

Answer: 𝟑𝟗 If the answer has no remainder, your answer will be the

whole number

Example 2.
3 2
a. Multiply 2 x
4 3

2
3
x
2
=
11
x
2 Convert mixed number to a proper fraction.
4 3 4 3

=
11
x
2 Multiply both numerators and denominators
4 3

=
22
=1
10 Convert improper fraction to mixed number
12 12

10÷2
=
5 Simplify your answer into a lowest term
12÷2 6

𝟓
Answer: 𝟏
𝟔

5 6
b. Multiply x3
8 7

5
x3 =
6 5
x
27 Convert mixed number to a proper fraction.
9 7 8 7

5
x
3𝑥3𝑥3 Get the common factors of both numerators and
3𝑥3 7
denominators
3
x
3
x
5
x
3 Group them according to their common factors
3 3 7 1

10
 5 3
1x1x x
7 1
15 Rename your answer to mixed number
7

𝟏
Answer: 𝟐
𝟕

Example 3.
3 2
a. Multiply 2 x 3
5 4

3
2 x3 =
2 13
x
14 Change the mixed numbers into improper fractions
5 4 5 4
182 Multiply numerator to numerator and denominator
20
to the denominator

9
2
=
2
÷
2
=
1
or 9
1 Simplify
20 20 2 10 10
𝟏
Answer: 𝟗
𝟏𝟎

2 7
a. Multiply 3 x 2
4 8

2
34 x 28 =
7 14
x
23 Change the mixed numbers into improper fractions
4 8

322 Multiply numerator to numerator and denominator

16
to denominator

20
2
=
2
÷
2
= 20
1 Simplify
16 16 2 8
1
Answer: 20
8

Exercise 2. Find the product. Choose your strategy

1. 1
2 x6= 4. 3
1 x1 =
8
2 4 9

2. 5
2 𝑥 3 =
7 5. 2
4 x3 =
5
6 8 3 6

3. 4
2 x3 =
1
5 3

What’s More

Activity 1. Use the given model to show your answer to the following mathematical
sentences

11
 1. 4
x
3
= x =
8 4

2. 5
x
2
= x =
7 4

3. 3
x
2
=
8 5 x =

4. 5
x
1
=
6 3 x =

5. 3
x
6
=
6 8 x =

Activity 2. Find the product. Write your answer in the lowest term if necessary.

4 2 9 1 3 3
2 x = x2= 44 x 24 =
6 5 12

A. __________ B. _________ C. _________

7 2 4
56 x 33 10 x 8 =

D. __________ E. ________

Activity 3. Complete the Phrase by getting the product of two fractions. Choose your
correct answer on the given choices written inside the box below. Choose the
corresponding letter only.

1. 𝟑 𝟐 5. 𝟐 𝟖
x = 𝟏 x𝟐 =
𝟒 𝟓 𝟑 𝟗

2. 4 1 6. 1 3
x = x 3 =
5 2 4 6

3. 6 7. 4 3
3x = 2 x2 =
8 6 4

4. 3 8. 2 2
2 x7= 2 x 4 =
5 3 8

I _____ _____ _____ _____ _____ _____ _____ _____

1 2 3 4 5 6 7 8

22 1 1 1 3 7 1 2
4 2 18 7 11
27 4 5 3 10 8 3 5
M V E T L A H O

12
 What I Have Learned

To Multiply simple fraction:

1. Multiply the top numbers or numerators and the bottom numbers or

denominators
2. Rewrite the product into the lowest term if necessary or possible.

To Multiply Mixed Numbers

1. Rewrite mixed numbers into improper fractions

2. Multiply the top numbers of numerators and then the bottom numbers or
denominators
3. Rewrite the product into the lowest term if necessary or possible.

What I Can Do

Hello, you are almost done with the lesson of multiplication of simple fractions and
mixed numbers. Now let, us see how far your learnings are.

Now, it’s time for you to explore your learnings by answering this activity.

Instruction
Below are the ingredients needed for you to cook for 1 kg of spaghetti. Each
ingredient has a corresponding measurement. What are you going to do is multiply
3
all ingredient into 2 to make more spaghetti.
4

Ingredients:

Answer
1 kg Spaghetti noodles _______________

1 can Condensed ______________

kg Tomato sauce _______________

1
1
2

5 cloves Garlic _______________

1
2

2 pcs Onion _______________

1
2

13
 cup Oil _______________
1
8

kg Ground beef _______________

3
4

tbsp Pepper _______________

1
2

tbsp Salt _______________

1
2

Assessment

Solve the product of the following fractions. Express your answer in lowest or
simplest from

1. 3
x
1
= 6. 2
x2 =
4
8 6 3 6

2. 2
x
1
= 7. 2 x1
1 3
=
5 3 3 6

3 7
x
4
= 8. 2
2 x3 =
5
9 7 5 6

4. 3 x
2 5
= 9. 5 x2
1 3
=
4 8 2 4

5. 2 x
1 4
= 10. 2 6 x 1 2 =
3 9 7 5

14
 Solves routine or non-routine
Lesson
problems involving multiplication

2
without or with addition or
subtraction of fractions and mixed
fractions

Applying the concept of multiplying fractions in a real-life situations will provide an

opportunity for every individual to be a more critical and creative thinker. This lesson
will help you to solve the problems related to multiplication without or with the
addition or subtraction of fractions and mixed numbers. As you go through with this
module, you will learn the different strategies that you can use to solve the given
problem. Furthermore, these strategies will be used in your real-life situation.

What’s In

Find the product. Write your answer in the lowest term.

1. 23 x
2 3
= __________
5

2. 2 3
x 25 = __________
4

3. 1
23 x 1
2
= __________
3

4. 2 x4
6 2
= __________
8 3

5. 1 x1
1 1
= __________
4 5

What’s New

Each year, every second Sunday of October,

Municipality of Orani celebrating their Town Fiesta.
Traditionally, to celebrate this occasion, different
people from different places around Central Luzon
went to Orani Church to commemorate and celebrate
the Feast of Virgen Milagrosa del Rosario del Pueblo

15
de Orani. Last year, almost 10, 500 people visit the church. If 4/6 of the people were
from Orani and 1/2 of them were male. How many male people went to the church?

Questions:

1. How do you celebrate your Town Fiesta?

2. Do your relatives visit your family if there is an occasion?

What is it

Let us answer the question.

There are several strategies and procedures that you can use to solve the given
problem.

Follow these steps of Polya’s Method

What is asked?
Understand
What are the given problem
What operation shall you use to solve the problem?
Plan
This portion use can your strategies. You can use the
strategies that you have learned in the previous lesson
Solve Show the computation

Check Check your answer

What is asked?

The number of male people went to church

Understand What are the given problem?

10, 500 people visit the church

4/6 of the people were from Orani and 1/2 of them were male.

What operation shall you use to solve the problem?

First: 4/6 of 10,500

1/6 1/6 1/6 1/6 1/6 1/6

Plan
1,750 1,750 1,750 1,750 1,750 1,750

4
6

16
 Divide 10,500 to 6
10,500 ÷ 6 = 1750

Then multiply 1,750 to 4 to get the 4/6 of the whole number

1,750 x 4 = 7,000

1/2 1/2

3,500 3,500
4 4 𝑥 10,500 42,000
x 10,500 = = = 7,000
6 6 6

Solve 1
x 7,000 =
7,000
= 3,500
2 2

Answer: 3,500 were male went to church.

Check 1,750 x 6 = 10,500

Let us explore the lesson: I will show you the different strategies that you can use to
solve the problem using Understand, Plan, Solve, and Check (Polya’s Method)

Example 2.
3
Jamaica Rose cooked of 20 kilograms of pork. How many kilograms of pork
5
did she cook?

Understand What is asked?

The number of kilograms that Jamaica Roses uses in cooking

What are the given facts?

3
of 20 kilograms of pork
5

Plan In this portion, you can use it's either these two ( x 20)
3
5

Solve Method 1 Method 2

3
5
3
x 20 = 1/5 1/5 1/5 1/5 1/5
5

3 𝑥 20
= 20
5
Divide the strips in five, since the
denominator of the fraction is 5.
60
= = 12
5 20 ÷ 5 = 4

4 x 3 = 12

17
 Answer:
Jamaica Rose cooked 12 kilograms of pork
Check Go back to the illustration or solution

12 x 5 = 60

60 ÷ 3 = 20

20 = 20 your answer is correct

Exercise 1. Complete the table.

5
Mother uses a teaspoon of salt for every kilogram of ground pork. How many
6
teaspoons of salts will she use for 30 kilograms of ground pork?

Understand What is asked?

What are the given facts?

Plan

Solve

Check

Example 3.
2
A bibingka recipe uses 1 cups of flour. How much flour will Edrian need to prepare
3
3
3 times the recipe?
5

Understand What is asked?

3
The number of flour does Edrian need to prepare 3
5
times the recipe

What are the given facts?

2 3
1 cups of flour and 3 times the recipe
3 5

Plan 3
3 of 1
2
5 3

Solve Using the cancellation

2 3
1 x3 =
3 5

18
 6
1
5 18 5 18
x = 1 x 1
3 5 3 5

=6
Answer: Edrian will need 6 cups of flour.

Example 4.

Benedict sells shrimp at the Orani Market. His

4
daily profit is ₱ 7,000.00 he allots for the
7
2
purchase of fish, for Oyster, and the rest for
7
crabs. How much money is allotted for buying
oysters and crabs?

Understand What is asked?

The amount of money allotted for buying oyster and crabs

What are the given facts?

4 2
His profit is ₱ 7,000.00 for the purchase of fish, for Oyster, and?
7 7

To complete the given fact you should identify the missing fraction.
Which is the fraction part of crabs?
4 2 6
1- ( 7 + )=1–
7 7
7 6
-
7 7
1
= for crabs
7

Plan An illustration below can help you understand this problem

₱ 7,000.00

1,000 1,000 1,000 1,000 1,000 1,000 1,000

fish oyster crab

2 1 2 1
N = 7,000 x ( + ) or N = ( 7, 000 x ) + ( 7,000 x )
7 7 7 7

Solve Method 1 Method 2

2 1 2 1
7,000 x ( + ) ( 7, 000 x ) + ( 7,000 x )
7 7 7 7

19
 = 7,000 x ( )
3 = (1,000 x 2) + ( 1000 x 1)
7
= 2,000 + 1,000
= 1000 x 3
=3,000
= 3,000

Answer. The amount allotted for crabs is ₱1, 000.00

Check Go back to the illustration

₱ 7,000.00

1,000 1,000 1,000 1,000 1,000 1,000 1,000

fish oyster crab

What’s More

Activity 1. Understand, plan, and solve.

1. Twenty-four students from Pulo Elementary School participated in the Orani

3
Math District Competition. of the participants from this school won in the
5
said competition. How many students won the competition?
1 2
2. Cyrus has 4 liters of paint. He used of it to paint his fence. What part of the
2 3
paint did he use?
7
3. You are assigned to clean your house. You have of the house to clean. You
9
1
have finished of it. What part of the house you have you finished cleaning?
3
3
4. Your family decided to make facemask. You had meter long of lace. You gave
4
1
of it to your mother to decorate her facemask. What part of the lace was
3
given to your mother?
3
5. In 2 hours watching television, you spent of it for watching an educational
4
TV program. How many hours did you spend watching an educational TV
program?

20
 Activity 2. Solve the problem. Complete the table choose an appropriate strategy.
1
1. In 2019 graduating student of 120, decided to enroll in public schools for
3
1
their grade seven, of them wanted to enroll in private schools, and the rest
4
have no decision yet. How many students have no decisions yet?

Understand
Plan
Solve
Check
3
2. You have three friends namely Enrico, Edlan, and Shane, and 10 kilograms
4
2 3
of guava. You gave kg of guava to Enrico, and of kg remained to Edlan, and
7 5
what still remained to Shane. How many guavas did each your friend receive?

Understand
Plan
Solve
Check

What I Have Learned

To solve a word problem involving multiplication without or with addition or

subtraction of fractions and mixed fractions. You can use different appropriate
strategies.

Payol’s method can help you to:

1. Understand the problem first by knowing what is asked, and what are the
given facts.
2. Plan identify the appropriate operation to be used and think what method
should be used to answer the given problem.
3. Solve by showing your solution either by following the procedures or making
a diagram, grid, or an illustration.
4. Check to make sure your answer is correct.
5. In problem-solving, always put a label on your answer.

What I Can Do

Do this, please ask one of your family members to help you to accomplish this
activity.

21
Follow the step-by-step instructions.

1. Choose any one of your notebooks, books, or

printed pictures.
2. Using your ruler or tape measure, measure the
length (long) of it. Use the unit of inches.
3. Measure the width (wide) of your chosen object.
4. After measuring the length and width. Find the
area of this object.
5. After getting the area of an object. Congratulations!
You did a great job!

Assessment

Solve each problem.

2
1. 0f 20 kilograms of Banana used for bananacue, and the remaining kilograms
3
used for making Turon. How many kilograms of banana did use for making
Turon?
1 2
2. Jhonna May Buenaventura bought 3 yards of a tablecloth. She uses 2 yards
4 5
of it for her dining table and the remaining yards will be used for her study
table. How many more yards are left to be used for her study table?
3. Rellenong Bangus (milkfish) is one the delicacies in the Municipality of Orani,
1
the weight of one piece of Bangus (milkfish) is 1 kilograms. Your mother
4
decided to make this dish for your relatives. How many kilograms of Bangus
she needed to make 50 pieces of Rellenong Bangus.
1 1
4. A fish vendor sells kilos of Tilapia for ₱ 62.50 if your mother buys 2 kilos of
4 2
tilapia, how much it will cost?
3
5. Jamaica Rose works in the Jollibee. In 3 weeks, she spent 4 hours working
4
daily. She was paid ₱ 54.00 per hour.
a. What was her total working hours for 3 weeks?
b. How much did she receive at the end of 3 weeks?

22
 Additional Activities

Understand the question. Write your answer on the blank provided.

2 1
1. In the equation x = N, what is the value of N? __________
3 4
2 1
2. If you multiply 3 and , what will be the product? __________
4 2
2 1 3
3. Multiply , , and 2 , it will give a product of _____________
5 2 6
7 1
4. What is the product of 2 and 2 ? __________
8 3
2 5
5. Multiply 2 and . The answer is __________
4 6
3
A square lot, which is 5 m on each side is covered with Bermuda grass. The lot is
4
1
surrounded by a cemented path 1 m wide. Find the area of the cemented
4

3
5
4
1
1
4

23
 24
books Grade Six,
Castro, I., Coronel, C., and Gallardo, L. (1999), Mathematics for Everyday Use Text
Lesson 2
What’s In Exercise 1 Activity 1 Activity 2
References
3 Mother uses 25 teaspoons of 1. 15 students won the 1. 70 students have no
1. 1 5
3 salt for 30 kilograms of ground competition decisions yet
2. 1 10 1
pork 2. Cyrus used 3 liters of
8
2. Enrico receives 3 14 kg,
3. 3 9
paint 9
5
Edlan receive 6 20, and Shane
3. 1/3 oh house
4. 12 6 8
1
4. ¼ of lace was given to receives 1 35 kg of guavas.
5. 1 2 mother
5. 1 1 /2 hours spend in
watching an Educational TV
program
What I can Assessment Enrichment Activities
Do
1 1
1. 13 kg of banana uses for
3
1. 16
The answers 3
making Turon 2. 1
may vary 17 4
2. 20 yards of lace 1
3. 2
1
3. 62 kg of Bangus needed to 1
2 4. 10 16
make 50 pieces of Rellenong 1
5. 2 12
Bangus
3
4. ₱ 620.00 the total cost of 6. 31 meter
4
tilapia
3
5. a. 99 4 hours for 3 weeks
b. Jamaica Rose receives
₱ 5, 386.50 at the end of 3
weeks
Lesson 1
What I Know What’s In Exercise 1 Exercise 2
1. C 1 1 1. 5
A. 1. 2
1. 12 47
2. B 2. 4 5 2. 10 48
2.
3. C 9 14 1
3. 3 3
10 3. 3. 9 3
4. B 5
1 11
5. C 4. 3 5 4. 3
3 4. 36
1 72 8
6. A 5. 2 4 12 5. 17
5. 9
7. A 27
B.
8. A 19
9. C 1. 23 48 minutes did they spend for
10. C three dancing
1
2. 1 8 hours they late
29
3. 2 60
Activity 1 Activity 3 What I can Do Assessment
Answers may vary 1. 3 1 7
L 𝟐 4 kg of spaghetti noodles 1. 6. 1
16 9
Activity 2 2. O 3 2 1
𝟐 can of condensed
4
2. 15
7. 3 2
3. V
1 28 1
1 4. E 4 kg of tomato sauce 3. 8. 9
1. 1 5 8 63 5
9 5. M 1 3 1
2. 15 cloves of garlic
8
4. 2 16
9. 15 8
24 6. A 7
1 28
3. 13 7. T 6 pcs of onion
8
5.29 10. 4
16 11
11 8. H cup of oil
4. 22 32
18 1
5. 5 2 16 kg of ground beef
Answer Key
Curriculum Guide in Mathematics (2016)

Most Essential Learning Competencies (2020) Mathematics Grade - Six

Perez, H., Placer, D., Jaime, B., and Dimaranan, A. (2016), 21st Century Mathletes
Textbook for Grade 6, Vibal Group, Inc.

25
For inquiries or feedback, please write or call:

Department of Education – Region III,

Schools Division of Bataan- Curriculum Implementation Division
Learning Resources Management and Development Section (LRMDS)

Provincial Capitol Compound, Balanga City, Bataan

Telefax: (047) 237-2102

Email Address: bataan@deped.gov.ph