Mathematics

Quarter 1 – Module 1:
New Normal Math for G6
Mathematics – Grade 6
Alternative Delivery Mode
Quarter 1 – Module 1 – New Normal Math for G6
First Edition 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any
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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,
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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

Writers: Nely D. Baylon Eden R. Peña

Jenifer S. Bacunot Jeffrey B. Peñaflor

Lily Beth G. Alce Leonilda A. Nardo

Editor: Nely D. Baylon

Validators: Remylinda T. Soriano, EPS, Math
Philip R. Baldera, PSDS
Teofilo R. Norombaba, PSDS
Illustrator: Writers
Layout Artist: Writers
Management Team: Malcolm S. Garma, Regional Director
Genia V. Santos, CLMD Chief
Dennis M. Mendoza, Regional EPS in Charge of LRMS and
Regional ADM Coordinator
Maria Magdalena M. Lim, CESO V, Schools Division Superintendent
Aida H. Rondilla, Chief-CID
Lucky S. Carpio, Division EPS in Charge of LRMS and
Division ADM Coordinator


WHAT I NEED TO KNOW

This module was created and

written with you in mind. It is here to
At the end of this module,
the learner will be able to: help you develop your skill and master
the operation involving addition and
• add and subtract simple
fractions and mixed subtraction of fractions. The use of
numbers without or with
diagrams in solving word-problems
regrouping
• solve routine and non- will help you analyze and comprehend
routine problems problem situations.
involving addition
Discussions and steps were
and/or subtractions of
fractions included. Enrichment activities are

designed to aid your mastery of the

lesson.

How to learn from this module?

This is your guide for the proper use of the module:

1. Read the items in the module carefully.

2. Follow the directions as you read the materials.

3. Answer the questions that you encounter. As you go through
the module, you will find help to answer these questions.

Sometimes, the answers are found at the end of the module
for immediate feedback.

4. To be successful in undertaking this module, you must be
patient and diligent in doing suggested tasks.

5. Take your time to study and learn.

ENJOY LEARNING!
 GRADE 6
Mod1Q1W1:Numbers and Number Sense

WHAT I KNOW

A. Perform as indicated.

𝟏 𝟑
1. + =
𝟑 𝟓
( (
2. 2 + 7 =
) +
𝟑 𝟑
3. + =
𝟓 𝟒
( /
4. 4 + 5 =
+ 0
( ( +
5. + + =
+ 1 )
/ )
6. − =
0 1
1 (
7. 7 − 3 =
/ 1
𝟐 𝟐
8. − =
𝟑 𝟓
+ +
9. 8 − 6 =
/ )
) (
10. 5 − 1 =
1 +

B. Solve each problem.

) (
1. Bing bought 𝟐 kilograms of rice while Bong bought 𝟏 kilograms. How many
1 +
kilograms of rice did both buy?
) ( +
2. Henry jogged 1 𝑘𝑚 on Monday, 1 𝑘𝑚 on Wednesday and 1 𝑘𝑚 on Friday.
1 + )
How far did he jog?

/
3. Joy has two pieces of string. One string measures 𝑚𝑒𝑡𝑒𝑟 and the other one
:
+
𝑚𝑒𝑡𝑒𝑟. How long are the two strings?
)

/ + (
4. Rhoda has 7 𝑘𝑔 of sugar. She used 2 𝑘𝑔 for her biko and 2 𝑘𝑔 for her
0 ) +
suman. How much kilogram of sugar was left?

( )
5. Honey bought 5 𝑘𝑔 of ripe mangoes and 3 𝑘𝑔 of apples. How many
+ (+
(
kilograms of fruits were left if she gave 1 𝑘𝑔 of each kind to her cousin?
+

1

 GRADE 6
Mod1Q1W1:Numbers and Number Sense

Lesson 1
At the end of this lesson, you are expected to:
• add and subtract simple fractions and mixed numbers without or
with regrouping.
•

INTRODUCTION
There are different ways by which we add or subtract dissimilar fractions in
simple or mixed forms with or without regrouping but sometimes lead learners into
confusions if concepts were not delivered to them in an efficient manner. In this lesson,
a basic and simple strategy of adding and subtracting fraction is being introduced.

WHAT’S IN
(Communication)

Some basic concepts must be given emphasis before dealing with fractions.
These concepts explain why it works in a certain way in dealing with operations on
fractions. Let’s take a short view of these!

A. Finding the Greatest Common Factor (GCF)

The Greatest Common Factor (GCF) is commonly used when reducing

a fraction into its lowest terms.

Example: Find the GCF of 6 and 10.

6 → 1, 6, 2, 3
Factors
10 → 1, 10, 2, 5

Common Factors
1, 2

Greatest Common Factor

2

The Greatest Common factor of 6 and 10 is 2.

2

 GRADE 6
Mod1Q1W1:Numbers and Number Sense

B. Finding the Least Common Multiple

The Least Common Multiple is commonly used when adding and
subtracting dissimilar fractions.

Example: Find the Least Common Multiple of 4 and 6.

4 → 4, 8, 12, 16, 20, 24, …

Multiples
6 → 6, 12, 18, 24, 30, 36, …

Common Multiples
12, 24, …

Least Common Multiple

12

The Least Common Multiple (LCM) of 4 and 6 is 12.

C. Expressing a fraction into lowest terms.

This is commonly used when reducing a fraction into its simplest form.
1
Example: Expressed into its lowest terms.
:

4 → 1,C 2,C 4C
Find the GCF of both 8 → 1, 2, 4, 8
numerator and denominator.
The GCF of 4 and 8 is 4.
Divide the numerator and
denominator of the given 4 ÷ 4 = 1

fraction by their GCF. 8 ÷ 4 = 2

The GCF of 4 and 8 is 2.

1 (
The lowest terms of is .
: +

Remember: A fraction is in lowest terms if,

a. it is a unit fraction (a fraction with a numerator of 1);
b. the numerator and denominator are consecutive numbers
(follows each other in a series); and
c. both numerator and denominator are prime numbers
(numbers having no common factors other than 1).
Note: These conditions show that the numerator and denominator are relatively prime.

3

 GRADE 6
Mod1Q1W1:Numbers and Number Sense

D. Expressing an improper fraction as mixed number.

This is commonly used when simplifying a fraction.

(/
Example: Convert as mixed number.
@

2
Divide the numerator by the (/
denominator using long → 7 15
@
division. -14
1 → remainder

Note:

The quotient will be the

whole number part of the (/ (
mixed number.
→ 2
@ @
The remainder will be the
numerator of the fraction
part over the denominator.

Practice Exercise 1:
Directions: Complete the table by finding the GCF and LCM of the
given numbers.

Numbers GCF LCM

5 and 10

6 and 8

8 and 12

3, 6, and 9

4, 6, and 8

4

 GRADE 6
Mod1Q1W1:Numbers and Number Sense

Practice Exercise 2.
Directions: Find the GCF. Then, express each fraction into lowest terms.

: ÷
1. =
(+ ÷

0 ÷
2. =
+( ÷

(B ÷
3. =
(1 ÷

C ÷
4. =
(/ ÷

1 ÷
5. =
(0 ÷

Practice Exercise 3:
Directions: Convert each fraction as mixed number.

+(
1. =
(B

(0
2. =
@

+1
3. =
C

()
4. =
)

(@
5. =
/

5

 GRADE 6
Mod1Q1W1:Numbers and Number Sense

WHAT’S NEW
(Character, Critical Thinking, and Collaboration)

) (
Among the Covid- 19 Frontliners in Sta. Ana Hospital, /
and )
of them are doctors and nurses, respectively. What part of the
fronlliners are doctors and nurses?

Let’s analyze:
1. Who are the frontliners mentioned in the story problem?
2. What part of the frontliners are doctors? nurses?
3. What does the problem asked you to find?
4. How to solve the problem?
5. As a pupil, how can you help our frontliners?
6. With the help of your parent or any member of your family, what do you want
to tell with them? Write your message inside the box.

WHAT IS IT
(Communication)

The fractions given are both in simple forms. The strategy which you will
encounter below shows step-by-step procedures that can be easily followed.

𝟑 𝟏
Problem 1. Find the sum of 𝟓 𝒂𝒏𝒅 𝟑.

Ø Listing Method
Step 1. Write the fractions in vertical form.

3
5

1
3

6

 GRADE 6
Mod1Q1W1:Numbers and Number Sense

Step 2. List down the multiples of both numerators and denominators.

a. First, list down the multiples of the denominators.
b. Then, list down the multiples of the numerators.

3 3 6 9 12 15 18 …
5 5 10 15 20 25 30 …

1 1 2 3 4 5 6…
3 3 6 9 12 15 18 …

Step 3. Identify the fractions with common denominator equivalent to the

given fractions.

3 3 6 9 12 15 18 … 9
5 5 10 15 20 25 30 … 15
Similar Fractions
1 1 2 3 4 5 6… 5
3 3 6 9 12 15 18 … 15

Step 4. Add the similar fractions.

a. Add the numerators.
b. Copy the common denominator.
c. Add the whole numbers, if any.
d. Reduce the answer in lowest terms, if possible.

C / (1
+ =
(/ (/ (/

The fractions given in are both in mixed forms. The strategy which was
previously used is also applicable in adding mixed numbers without regrouping. Here
is an example.

𝟐 𝟏
Problem 2. Add: 𝟓 𝟒 𝒇𝒓𝒐𝒎 𝟒 𝟔.

Step 1. Write the fractions in vertical form.

2
5
4

1
4
6

7

 GRADE 6
Mod1Q1W1:Numbers and Number Sense

Step 2. List down the multiples of both numerators and denominators.

a. First, list down the multiples of the denominators.
b. Then, list down the multiples of the numerators.

5 2 2 4 6 8 …
4 4 8 12 16 …

4 1 1 2 3 4 …
6 6 12 18 24 …

Step 3. Identify the fractions with common denominator equivalent to the

given fractions.
Copy the whole number

2 2 4 6 8 … 6
5 5
4 4 8 12 16 … 12
Similar Fractions
1 1 2 3 4 … 4 2
4 6 6 12 18 20 … 12
3
Copy the whole number

Step 4. Add the similar fractions.

a. Add the numerators.
b. Copy the common denominator.
c. Add the whole numbers, if any.
d. Reduce the answer into lowest terms, if possible.
0 + :
5 + 4 = 9
(+ (+ (+

8 8 ÷ 4 = 2 2
9 =9+ = 9
12 12 ÷ 4 = 3 3

The example below is adding mixed numbers with regrouping. Regrouping is

done when the result after performing addition has a fractional part that is equal to or
greater than one. Same strategy is being used.
𝟐 𝟓
Problem 3. Combine 𝟕 𝟓 𝒂𝒏𝒅 𝟏 𝟔.

Step 1. Write the fractions in vertical form.

2
7
5

5
1
6
Step 2. List down the multiples of both numerators and denominators.
8

 GRADE 6
Mod1Q1W1:Numbers and Number Sense

a. First, list down the multiples of the denominators.

b. Then, list down the multiples of the numerators.

7 2 2 4 6 8 10 12 …
5 5 10 15 20 25 30 …

1 5 5 10 15 20 25 30 …
6 6 12 18 24 30 36 …

Step 3. Identify the fractions with common denominator equivalent to the

given fractions.
Copy the whole number

2 2 4 6 8 10 12 … 12
7 7
5 5 10 15 20 25 30 … 30
Similar Fractions
5 5 10 15 20 25 30 … 25
1 1
6 6 12 18 24 30 36 … 30
3 3
Copy the whole number
Note:
Step 4. Add the similar fractions. )@
a. Add the numerators. From the answer 9 , the
)B
b. Copy the common denominator. fractional part which is
)@
can be
)B
c. Add the whole numbers, if any. expressed as mixed number.
d. Simplify the answer into lowest terms, if possible.
@
1
(+ +/ )@ )B
7 + 1 = 9
)B )B )B 30 37

-30
37 7 7
9 = 9 + 1 = 10 7
30 30 30 )@ @
Therefore, = 1
)B )B

The strategy used in adding fractions can also be used in subtracting fractions
in simple or mixed forms without or with regrouping. The only difference is the
operation that the mathematical sentence requires.

𝟏 𝟑
Problem 4. Subtract 𝟐 𝟐 𝒇𝒓𝒐𝒎 𝟗 𝟓.

Step 1. Write the fractions in vertical form.

3
9
5

1
3
2
Step 2. List down the multiples of both numerators and denominators.

9

 GRADE 6
Mod1Q1W1:Numbers and Number Sense

a. First, list down the multiples of the denominators.

b. Then, list down the multiples of the numerators.

9 3 3 6 9 12 15 18 …
5 5 10 15 20 25 30 …

3 1 1 2 3 4 5 6…
2 2 4 6 8 10 12 …

Step 3. Identify the fractions with common denominator equivalent to the

given fractions.
Copy the whole number

3 3 6 9 12 15 18 … 6
9 9
5 5 10 15 20 25 30 … 10
Similar Fractions
1 1 2 3 4 5 6… 5
3 3
2 2 4 6 8 10 12 … 10

Copy the whole number

Step 4. Subtract the similar fractions.

a. Subtract the numerators.
b. Copy the common denominator.
c. Subtract the whole numbers, if any.
d. Regroup, if necessary.
e. Reduce the answer in lowest terms, if possible.

0 / (
9 − 3 = 6
(B (B (B

How to subtract fractions with regrouping? Regrouping is possible when the

fractional part of the minuend is less than the fractional part of the subtrahend.
Renaming the whole number of the minuend to mixed number is required. Look at the
example below.

𝟑 𝟏
Problem 5. Take away 𝟔 𝟒 𝒇𝒓𝒐𝒎 𝟖 𝟐.

Step 1. Write the fractions in vertical form.

1
8
2

3
6
4

10

 GRADE 6
Mod1Q1W1:Numbers and Number Sense

Step 2. List down the multiples of both numerators and denominators.

a. First, list down the multiples of the denominators.
b. Then, list down the multiples of the numerators.
8 1 1 2 3…
2 2 4 6…

6 3 3 6 9…
4 4 8 12…

Step 3. Identify the fractions with common denominator equivalent to the

given fractions.
Copy the whole number

8 1 1 2 3… 8 2
2 2 4 6… 4
Similar Fractions
6 3 3 6 9… 6 3
4 4 8 12… 4
Copy the whole number
Step 4. Subtract the similar fractions.
a. Subtract the numerators.
b. Copy the common denominator.
c. Subtract the whole numbers, if any.
d. Regroup, if necessary.
e. Reduce the answer in lowest terms, if possible.

8 2 = 7 +
4 + 2 = 7 6
4 4 4 4

6 3 = 6
3
4 4
3
3
1
4

WHAT’S MORE
(Critical Thinking and Creativity)

Activity 1. Box the fractions with common denominator equivalent to the

given fractions.
) ) 0 C (+
1. , , ,
1 1 : (+ (0

( ( + ) 1
, , ,
0 0 (+ (: +1
11

 GRADE 6
Mod1Q1W1:Numbers and Number Sense

1 1 : (+ (0 +B +1 +:
2. , , ,
@ @ (1 +( +: )/ 1+ 1C

+ + 1 0 : (B (+ (1
, , , , , ,
) ) 0 C (+ (/ (: +(

) ) 0 C (+ (/ (: +( +1
3. , , , , , , ,
: : (0 +1 )+ 1B 1: /0 01

+ + 1 0 : (B (+ (1 (0
, , , , , ,
/ / (B (/ +B +/ )B )/ 1B

) ) 0 C (+ (/
4. , , , ,
C C (: +@ )0 1/
/ / (B (/ +B +/
, , , ,
0 0 (+ (: +1 )B

) ) 0 C (+ (/ (: +( +1
5. , , , , , , ,
1 1 : (+ (0 +B +1 +: )+

( ( + ) 1 / 0 @ :
, , , , , , ,
) ) 0 C (+ (/ (: +( +1

/ / (B (/ +B +/ )B )/ 1B
, , , , , , ,
: : (0 +1 )+ 1B 1: /0 01

Activity 2. Add/Subtract the following similar fractions. Express answers in

lowest terms, if possible. Write your answer inside the box.

/ 0 (+ /
1. + = 6. − =
(+ (+ () ()

1 0 (+ 0
2. + = 7. − =
(1 (1 (/ (/

12

 GRADE 6
Mod1Q1W1:Numbers and Number Sense

/ 1 (/ 0
3. + = 8. 12 − 3 =
: : (: (:

0 C 0 +
4. 4 + 3 = 9. 4 − 3 =
+B +B : :

0 (B 0 (B
5. 5 + 3 = 10. 10 + 3 =
(/ (/ (+ (+

Activity 3. Make the fractions similar, then add.

) 1
1. + =
1 :
1 )
2. + =
/ 1
) (
3. 7 + 1 =
C )
) 1
4. 11 + 3 =
/ @
( )
5. 9 + 4 =
+ /

)
Activity 4. Decrease the following fractions by 𝟔 /.

INPUT OUTPUT

/
1. 12 @
(
2. 40 +
+
3. 16 )
0
4. 11 @
(B
5. 19 (/

13

 GRADE 6
Mod1Q1W1:Numbers and Number Sense

WHAT I CAN DO
(Crirical Thinking and Creativity)

Using the illustrations below, answer the questions that follow.

Louie’s
2 house
Philip’s 2 𝑘𝑚
house 3
3
𝑘𝑚 Town
1 4
hall
1 𝑘𝑚
2

3
School 𝑘𝑚
5
Park 5
1 𝑘𝑚 Hospital
6

1. How far is the school from Philip’s house?

2. How far is Louie’s house to the hospital?
3. How far is the park from Louie’s house?
4. How many kilometers more from park to school than from Philip’s house to
park?
5. How many kilometers more from Louie’s house to town hall than from town
hall to hospital?

What can you say about the activity? Why?

(Encircle how you feel)

14

 GRADE 6
Mod1Q1W1:Numbers and Number Sense

WHAT I HAVE LEARNED

To add or subtract dissimilar fractions in simple or mixed form using

the Listing Method,
a.write the fractions in vertical form;
b.list down the multiples of both numerator and denominator;
c.identify the fractions with common denominator equivalent to
the given fractions; and
d.follow the rules in adding or subtracting similar fractions.

ASSESSMENT
(Critical Thinking)

Direction: Choose the letter of the correct answer.

+ )
1. What is the sum of 𝑎𝑛𝑑 ?
/ 0
C @ )
A. B. C.
(B (B (B
+ 1
2. What is the result if you add 𝑎𝑛𝑑 ?
0 C
@ / +
A. B. C.
C C C
+ (
3. Add: 6 + 1
: )
@ @ @
A. 6 B. 7 C. 8
(+ (+ (+
) 1
4. Subtract 𝑓𝑟𝑜𝑚 .
: /
() (( (@
A. B. C.
1B 1B 1B
) )
5. Find the difference: 4 − 1
1 /
) ( @
A. 3 B. 3 C. 3
+B +B +B

15

 GRADE 6
Mod1Q1W1:Numbers and Number Sense

Lesson 2
At the end of this lesson, you are expected to:
• Solve routine and non-routine problems involving addition and/or
subtraction of fractions.
•

INTRODUCTION

One of the reasons why learners have difficulty with problem solving is that they
can’t find specific process that fits to these problems. Conceptual and practical
knowledge about a particular situation is required when dealing with problem-solving.
You may arrive an incorrect assumption if you fail to understand either underlying
situation or the problem, itself. In this lesson, the use of diagrams has been introduced
to break a problem into sub-problems.

WHAT’S NEW
(Character, Critical Thinking, and Collaboration)

Jonathan is a policeman. To comply with the “Adopt a Family”

Program of the PNP, he adopted two families affected by the total
(
lockdown in Manila. Every week, Family A receives 7 1 𝑘𝑔 of rice
)
while family B receives 6 / 𝑘𝑔. How many kilograms of rice do they
receive each week?
Let’s analyze:
1. Who is the character in the story?
2. How many kilograms of rice does family A is receiving each week?
3. How many kilograms of rice does family B is receiving each week?
4. What is asked in the problem?
5. How to solve the problem?
6. If you were the policeman, will you do the same? Why?
7. In your own little way, how can your family extend help to the families affected
by this COVID – 19 Pandemic aside from giving relief goods?
For number 7 only. (Please write your answer here)

16

 GRADE 6
Mod1Q1W1:Numbers and Number Sense

WHAT IS IT
(Communication and Critical Thinking)

In dealing with routine and non-routine problems involving fractions, one of

the ways and strategies is the use of Problem-Solving Maps, particularly the Multi-
Rule Map (MRM) and Math Breaker Map (MBM).

In Multi-Rule Map (MRM), the problem is written in the initial point and then a
rule is used to move the problem to the next step. The rule is written in the cloud or
bubble thought next to the box. The process is repeated by picking a new rule until the
problem is completed.

Structure of Multi-Rule map (MRM)

1.Start with 2.Apply the

a problem Math rule

Initial Point Math

Rule

Step 1 Math
Rule

Step 2
3.Move to
the next step

17

 GRADE 6
Mod1Q1W1:Numbers and Number Sense

Let’s consider the problem stated above.

Problem 1: Jonathan is a policeman. To comply with the “Adopt a Family”

Program of the PNP, he adopted two families affected by the total lockdown in
( )
Manila. Every week, Family A receives 7 1 𝑘𝑔 of rice while family B receives 6 / 𝑘𝑔.
How many kilograms of rice do they receive each week?

Multi-Rule Map (MRM)

Initial Point Math Rule

( ) Write the fractions

Find the sum of 7 1 𝑎𝑛𝑑 6 /.
in vertical form

1
7 Math Rule
4

3 Find the
6 equivalent fraction
5

( ( + ) 1 / /
7 , , , , 7
1 1 : (+ (0 +B +B

) ) 0 C (+ (/ (+ Math Rule
6 , , , , 6
/ / (B (/ +B +/ +B
Add the similar
fractions.

/ (+ (@
7 + 6 = 13 𝑘𝑔 𝑜𝑓 𝑟𝑖𝑐𝑒
+B +B +B

18

 GRADE 6
Mod1Q1W1:Numbers and Number Sense

In Math-Breaker Map (MBM), there is no specific template for this tool

because it depends on the problem being solved but the basic idea is depicted from
the structure. The map breaks down problems into smaller steps. Each step is given
in a box that contains some instructions and a blank space for the you to do the step.
The arrows represent pre-requisites, a box with an arrow pointing to it means that all
previous steps must be completed first.

Structure of Math-Breaker Map (MBM)

1.Each step has a 2.Space for

brief instruction of students to work on
what to do. that step.

Instruction Instruction

Instruction

3.Arrows denote
prerequisites, what
steps need to be
completed before
moving to the next
step.

19

 GRADE 6
Mod1Q1W1:Numbers and Number Sense

Here is an example.
( +
Problem 2. Joana prepared 9 ) 𝑙𝑖𝑡𝑒𝑟𝑠 of buko juice and 8 / 𝑙𝑖𝑡𝑒𝑟𝑠 of calamansi

juice for the medical frontliners in Ospital ng Maynila. She prepared another
1
6 / 𝑙𝑖𝑡𝑒𝑟𝑠 of calamansi juice for the janitors. How many liters more of calamansi

juice than buko juice did she prepare?

Math Rule

Add Similar Fraction

Add the no. of liters of Liters of buko juice

calamansi juice.

2 4 6 1 1
8 + 6 = 14 = 15 9
5 5 5 5 3
Math Rule
Subtract
Dissimilar
Fractions with
Regrouping

Subtract the no. of liters of buko juice from the

total no. of liters of calamansi juice.
1 1 2 3 3 15 3 18
15 , , 15 = 14 + + = 15
5 5 10 15 15 15 15 15

1 1 2 3 4 5 5 5
9 , , , , 9 = 9
3 3 6 9 12 15 15 15

()
6
(/

Write the final answer.

()
6 liters of calamansi juice
(/

20

 GRADE 6
Mod1Q1W1:Numbers and Number Sense

WHAT I CAN DO
(Critical Thinking and Creativity)
Activity 1. Follow the math rule referred to in each cloud. Then,
write each step in their corresponding box.

During the distribution of relief goods, Math Rule

+
John carried a pack that weighs 4 ) 𝑘𝑔 while
1 Write the fractions
Dan, a pack that weighs 4 / 𝑘𝑔. What was in vertical form
the total mass carried by the two boys?

Math Rule

Find the
equivalent fraction

Math Rule

Add the similar

fractions.

Math Rule

Simplify the
answer into lowest
terms

21

 GRADE 6
Mod1Q1W1:Numbers and Number Sense

Activity 2. Read and understand the problem below. Provide the missing
step/information/data on the space provided below each instruction.

(
Angie can finish sewing a face mask in 3 0 𝑚𝑖𝑛𝑢𝑡𝑒𝑠. Angela can do the same task
(
in only 2 ) 𝑚𝑖𝑛𝑢𝑡𝑒𝑠. How much faster can Angela sew?

Angie’s no. of minutes sewing a face Angela’s no. of minutes sewing a

mask face mask
1 2

Math Rule

Change Dissimilar
Fractions to
Similar Fractions

Subtract the fractions.

Write the final answer.

22

 GRADE 6
Mod1Q1W1:Numbers and Number Sense

Activity 3. Read and understand the problem below. Provide the missing
step/information/data on the space provided below each instruction.

(
One day, the fisherman caught 25 1 𝑘𝑖𝑙𝑜𝑔𝑟𝑎𝑚 of mudfish and
+ (
22 1 𝑘𝑖𝑙𝑜𝑔𝑟𝑎𝑚 of tilapia. He gave 45 + 𝑘𝑖𝑙𝑜𝑔𝑟𝑎𝑚 of what he caught to the informal

settlers living near his residence and took home the rest for his family’s
consumption. How many kilograms of fish did he bring home?

Math Rule
Add Similar
Fraction with
regrouping

Add the number of Number of kilograms of

kilograms of fish caught. fish given to the informal
settlers
1 2

Math Rule
Subtract
Dissimilar
Fractions with
regrouping

Subtract the number of kilograms of fish given to the informal settlers

from the number of kilograms of fish caught by the fisherman.

Write the final answer.

4

23

 GRADE 6
Mod1Q1W1:Numbers and Number Sense

WHAT I HAVE LEARNED

In dealing with routine and non-routine problems involving
fractions, one of the strategies is the use of Problem-Solving Maps,
particularly the Multi-Rule Map (MRM) and Math Breaker Map
(MBM).
In Multi-Rule Map (MRM), the problem is written in the initial point and
then a rule is used to move the problem to the next step. The rule is written in
the cloud or bubble thought next to the box. The process is repeated by picking
a new rule until the problem is completed.
In Math-Breaker Map (MBM), there is no specific template for this tool
because it depends on the problem being solved but the basic idea is depicted
from the structure. The map breaks down problems into smaller steps. Each
step is given in a box that contains some instructions and a blank space for
the you to do the step. The arrows represent pre-requisites, a box with an
arrow pointing to it means that all previous steps must be completed first.

ADDITIONAL ACTIVITIES
If you want to watch a video about addition and subtraction of
fractions, visit this link:
https://www.youtube.com/watch?v=pynfj2bYRms

https://www.youtube.com/watch?v=RqUPSZLwHH0

https://www.youtube.com/watch?v=tfZKwMdTt2w

24

 GRADE 6
Mod1Q1W1:Numbers and Number Sense

ASSESSMENT
(Critical Thinking and Creativity)

Activity 1. Complete the diagram by filling in the math rules and steps.

( )
Josie bought + 𝑘𝑔 of chicken and 1 𝑘𝑔 of Math Rule
beef. How many kilograms of meat did she
buy?

Math Rule

Math Rule

Math Rule

25

 GRADE 6
Mod1Q1W1:Numbers and Number Sense

Activity 2. Complete the diagram by filling in the instructions and steps.

(
Problem 2. Ana uses 1 + 𝑔𝑎𝑙𝑙𝑜𝑛𝑠 𝑜𝑓 𝑤𝑎𝑡𝑒𝑟 for watering her pechay seedlings in
(
the morning and 1 1 𝑔𝑎𝑙𝑜𝑛𝑠 in the afternoon. How many gallons of water left if she
(
has a stock 4 + gallon?

Math Rule

26

 GRADE 6
Mod1Q1W1:Numbers and Number Sense

POST TEST

A. Perform as indicated.
𝟏 𝟑
1. + =
𝟐 𝟒
( (
2. 1 + 3 =
) +
𝟐 𝟐
3. + =
𝟓 𝟒
( /
4. 6 + 1 =
+ 0
( ( 1
5. + + =
+ 1 0
/ (
6. − =
0 1
1 (
7. 8 − 3 =
/ 1
𝟐 𝟐
8. − =
𝟑 𝟓
+ +
9. 8 − 3 =
/ )
) (
10. 4 − 1 =
1 +

B. Solve each problem.

( (
1. Last Sunday, Marie spent day sleeping and day doing her homework.
1 /

How much time did he spend for the two activities?

C 0
2. Vhong had a piece of string measuring 𝑚. He cut 𝑚 for his toy. How
(B :

much rope remained?

( (
3. Father had 20 ℎ𝑒𝑐𝑡𝑎𝑟𝑒𝑠 of land. He gave 7 ℎ𝑒𝑐𝑡𝑎𝑟𝑒𝑠 to his eldest and
1 1
(
5 ℎ𝑒𝑐𝑡𝑎𝑟𝑒𝑠 to his youngest. How many hectares did the second child
+

receive?
)
4. Two sacks of palay weighs 59 𝑘𝑔. How many kg does the other sack
0
)
weigh if one of the sacks weighs 31 ?
1
( (
5. Randy jogged 30 𝑚𝑖𝑛𝑢𝑡𝑒𝑠 on Monday and 27 𝑚𝑖𝑛𝑢𝑡𝑒𝑠 on Wednesday
+ 1
+
while Andy jogged a total of 57 𝑚𝑖𝑛𝑢𝑡𝑒𝑠 for two days. Who jogs longer?
)

By how many minutes?

27

 GRADE 6
Mod1Q1W1:Numbers and Number Sense

NAME: _____________________________ GRADE:____ SECTION:__________ SCORE:_______

Name of Teacher:_______________________________ School:__________________________
Objective: Solves non – routine problems involving addition and subtraction of
fractions Code: M6NS–Ia–87.3
Learning Content: Solving word-problem that requires some degree of originality. The
tool used in dealing the problem requires breaking down the
problem into sub – problems.

Directions: Read and understand the problem below. Provide the missing
step/information/data on the space provided below each instruction.

( +
Lorna prepared 5 ) 𝑙𝑖𝑡𝑒𝑟𝑠 of buko juice and 3 / 𝑙𝑖𝑡𝑒𝑟𝑠 of pineapple juice
to sell at the sports center. Before noon, both were sold out. She prepared
1
1 / 𝑙𝑖𝑡𝑒𝑟𝑠 more of pineapple juice. How many liters more of calamansi juice

than buko juice did she prepare?
Working Assumption: Find how many more liters of pineapple juice than buko juice. Get the
difference between the liters of pineapple juice and buko juice.
Ø Starting with the question problem
Math Rule
Subtract Dissimilar
Fraction with Regrouping

How many more liters of buko juice did Lorna prepare?

Math Rule
Add Similar Fraction
With Regrouping Total no. of liters of Liters of buko juice
pineapple juice

Liters of pineapple juice Liters of pineapplejuice

Write the final answer.

28

 GRADE 6
Mod1Q1W1:Numbers and Number Sense

NAME: ___________________ GRADE: _____ SECTION: _____ SCORE: _____

Name of Teacher: __________ SCHOOL: __________________

Objective: Solves routine problems involving addition of fractions using

appropriate problem solving strategies and tools. M6NS-Ia-87.3

Learning Content: Solving problems involving addition of fractions using the

steps: Understand, Plan, Solve, and Check.

Read:
Keeping Physically Fit
Exercising is a good habit to keep our body healthy. If possible, Ron-ron tries
to include jogging in his activities, because he knows jogging is a good form of
)
exercise. One Sunday morning he jogged kilometer from home to a public People’s
(B
(
Park and another kilometer going to a nearby fruit stand to buy his mother’s request.
/

clker.com/pinterest.cl
Analyze:
1. Why did Ron-ron include jogging in his activities? __

2. What is the benefit of exercising? __

3. Why did Ron-ron go to the market? ________

4. How many kilometers did Ron-ron jog in all? Answer the questions inside the
box.
What does the problem ask you to find?________________________
List down the data needed to solve the problem.
________________________________________________________
What operation will be used?_________________________________
Write the number sentence.__________________________________
The answer is ____________________________________________

29

 GRADE 6
Mod1Q1W1:Numbers and Number Sense

KEY TO CORRECTION
PRE-TEST WHAT’S IN

A. B. Practice Exercise 1
(1 (
1. 1. 4
(/ 1 GCF LCM
/ /
2. 9 2. 5 5 10
0 (+

@ @
2 24
3. 1 3. 1
+B +1
4 24
( +
4. 10 4. 2 3 18
) )

/ ) 2 24
5. 1 5. 5
(+ 1

(
6.
(+ Practice Exercise 2
(( 1 + ) )
7. 4 1. = 4. =
+B 1 ) ) /

1 ) + 1 (
8. 2. = 5. =
(/ ) @ 1 1

(( + /
9. 1 3. =
(/ + @

(
10. 4
1

30

 GRADE 6
Mod1Q1W1:Numbers and Number Sense

REFERENCES

BOOKS:
Mislang, Marcelo D. (2013). Math Sharpener: Muntinlupa City. St. Mary’s Publishing Corp.
IMAGES:
https://i.pinimg.com/564x/68/53/90/685390737b2294a9151adf4e11348917.jpg
https://www.1001freedownloads.com/free-clipart/books-8
https://www.muralswallpaper.com/app/uploads/maths-circle-childrens-plain-1.jpg
WEBSITES:
https://www.youtube.com/watch?v=pynfj2bYRms
https://www.youtube.com/watch?v=RqUPSZLwHH0
https://www.youtube.com/watch?v=tfZKwMdTt2w
https://lifebeyondnumbers.com/everyday-life-problems-no-solutions/
https://math-lover.com/addition-and-subtraction-of-similar-fractions/
http://ion.uwinnipeg.ca/~jameis/EY%20course/Readings/R%20general/rnrPS.pdf
https://tocforeducation.com/
www.definitions.net/definition/relatively%20prime
www.mathantics.com

31