5

Mathematics
Quarter 1 – Module 17:
Solving Problems Involving
Fractions
Mathematics – Grade 5
Alternative Delivery Mode
Quarter 1 – Module 17: Solving Problems Involving Fractions
First Edition, 2020

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Published by the Department of Education

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

Development Team of the Module

Writer: Josephine F. Serinas
Editors: Zosimo M. Miñozo Jr., Samuel A. Repelente, Jay C. Malquisto, Ana Bella B.
Bajet, Santiago Fabula Jr, Ramil R. Magdua, Joseph Randolp Palattao,
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Rodrigo Ventures Jr.
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Joy B. Bihag
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Office Address: Government Center, Candahug, Palo, Leyte

Telefax: 053 – 323-3156
E-mail Address: region8@deped.gov.ph
 5

Mathematics
Quarter 1 – Module 17:
Solving Problems Involving
Division of Fractions
Introductory Message
For the Facilitator:

Welcome to the Math Grade 5 Alternative Delivery Mode (ADM) Module 17 on

Solving Problems Involving Division of Fractions!
This module was collaboratively designed, developed and reviewed by
educators from both public and private institutions to assist you, the teacher or
facilitator in helping the learners to 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 5 Alternative Delivery Mode (ADM) Module 17 on

Solving Problems Involving Division 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:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part is composed of a 15-item activity to

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.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways: a story, a
song, a poem, a problem opener, an activity,
or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

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.

What I Have Learned This includes questions or fill in the blank

sentence/paragraph to process what you
have learned from the lesson.

What I Can Do This section provides an activity that will help

you transfer your new knowledge or skill in
real-life situations or concerns.

Assessment This is another 15-item task that aims to

evaluate your level of mastery in achieving
the learning competency.

iii
 Additional Activities In this portion, another activity will be given
to you to enrich your knowledge or skill of the
lesson learned.

Answer Key This contains answers to all activities in the

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 marks 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 instructions 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 a deep understanding of the relevant competencies. You can do it!

iv
 What I Need to Know

Good day, Mathletes!

In this module, you are going to learn to solve word problems involving division
of fractions by following the four-step plan: understand, plan, solve, and check. By
doing the steps, you will solve word problems in a systematic and logical way.

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

• define and solve word problems using any operations and strategies; and
• solve routine or non-routine problems involving division without or with
any of the other operations of fractions and whole numbers using
appropriate problem-solving strategies and tools.

What I Know

Take your time to answer the problems below. Enjoy!

Directions: Read each problem below. Answer the questions that follow. Write the
letter of the correct answer on your answer sheet.

3
Jomari has a piece of stick that is of a foot in length. He wants to
4
1
cut pieces of sticks that are of a foot long. How many pieces of
16
sticks can Jomari cut?

1) What is asked?
A. The number of pieces of sticks Jomari has
B. The number of pieces of sticks that can be cut from a piece of stick
C. The number of pieces of sticks he wants to cut
D. The number of pieces of sticks

2) What are the given facts?

3
A. A piece of the stick is of a foot in length and each cut of the stick is
4
1
of a foot long
16
3 1
B. A piece of the stick is of a foot in length and a cut of the stick is of
4 16
a foot long
1
C. A piece of the stick cut into of a foot long
16
D. A piece of the stick and a cut of the stick.

1
 3) What operation or operations shall we use to solve the problem?
A. Addition C. Multiplication
B. Subtraction D. Division
4) What is the correct number sentence?
3 1 3 16
A. x =n C. x =n
4 16 4 1
3 1 3 1
B. − 16 = n D. ÷ =n
4 4 16

1
Brenda has a 5-meter red ribbon. She will use of a meter of the ribbon
2
for every card she makes. How many cards can she make from the ribbon?

5) What is asked?
A. The number of ribbons
B. The number of ribbons and cards
C. The number of cards she can make
D. The number of cards that can be made from the ribbon
6) What are the given facts?
A. 5-meter red ribbon and a card
1
B. 5-meter ribbon and each cut is
2
1
C. 5-meter red ribbon and each cut of the ribbon is of a meter
2
1
D. 5-meter ribbon and 2 of a ribbon
7) What operation or operations shall we use to solve the problem?
A. Subtraction C. Multiplication and Division
B. Multiplication D. Division
8) What is the correct number sentence?
1 1
A. 5 – =n C. 5 x =n
2 2
1 2
B. 5 ÷ = n D. 5 ÷ =n
2 1
1
A pillowcase needs m of cloth. How many pillowcases can be made with 12
2
m of cloth?
Regional Test Item Bank, Mathematics 5, Test I.5, p.48

9) What is asked?
A. The number of pillowcases that can be made
B. The number of pillowcases needed
C. The number of pillowcases made
D. The number of pillowcases

10) What is the correct answer?

A. 12 pillowcases C. 10 pillowcases
B. 16 pillowcases D. 24 pillowcases

2
 Lesson Division of Simple Fraction and

1 Whole Number by a Fraction and

Vice Versa

What’s In

In the previous modules, you have learned that:

❖ To multiply fractions, simply multiply the numerators and multiply the

denominators.
❖ Simplify or write the product in lowest terms, if possible.

Let us have a short review of division of fractions. Find it out how the two differ
from one another in dividing and multiplying fractions. Take note of the process.

4 3 5 15 3
a) Find the quotient of 3 ÷ . 𝑥 = 𝑜𝑟 3
5 1 4 4 4

3 2 3 5 15 5
b) Solve for the quotient of ÷ . 𝑥 = 𝑜𝑟
24 5 24 2 48 16
Try solving more exercises!

Directions: Find the products of the following fractions. Express your answer in
simplest form. Choose the letter of the correct answer and write it in
your answer sheet.

2 5
1)
3
x 6
10 5 4 12
A. B. C. D.
18 9 9 15
1 3
2) x
3 5
15 1 3
A. B. 5 C. D.
3 5 15

4 1
3) x
7 4
1 28 4 1
A. B. C. D.
7 4 28 2

3
 5 1
4) x
9 6
1 1 3 5
A. B. C. D.
3 9 24 54

3 9
5) x
5 10
12 50 18 27
A. B. C. D.
15 27 50 50

Directions: Divide the following fractions. Write the letter of the correct answer in
your answer sheet.

1 2
6) ÷
4 3
2 3 1 12
A. B. C. D.
12 8 8 2
1
7) 2 ÷
4
1 2 1
A. B. C. 8 D.
6 4 4
5 2
8) ÷
8 5
25 7 1 5
A. B. C. D.
16 13 2 4
1
9) ÷4
3
4 1 1
A. 12 B. C. D.
3 12 7
3 2
10) ÷
4 5
3 5 15
A. B. C. D. 24
4 9 8

What’s New

Below are routine word problems involving division of fractions and whole numbers.
Here are the steps that will guide you in analyzing and solving the word problems.

Ben makes facemasks for sale. How many facemasks can he make from 3 meters
1
of cloth if of a meter is used for 1 facemask? If there are 10 of his friends ordered
8
facemask would Ben be able to make facemask enough for his friends?

Follow the four-step plan to solve the problem.

4
• Understand
a. Identify the question a. number of facemasks that can be made
b. Identify the relevant 1
b. 3 meters of cloth, of a meter of cloth to be used
facts 8
c. would Ben be able to provide the ordered of his 10
friends
• Plan
Choose a strategy • using a variable
• using an equation
• drawing a model

• Solve
- Perform the strategies Let n be the number of facemasks to be made

𝟏
3 ÷ =n
𝟖
𝟑 𝟏
𝟏
÷ 𝟖
=n (Express the whole number as a
fraction with a denominator of 1)

𝟑 𝟏
÷ =n (Rewrite the division as a related
𝟏 𝟖
multiplication, then multiply the
𝟑 𝟖
x =n dividend by the reciprocal of the
𝟏 𝟏
divisor.)
𝟑 𝟖
x =n (Multiply the numerators and the
𝟏 𝟏
denominators.
𝟐𝟒
n= or 24 (Divide the numerator by the
𝟏
denominator.)
Answer: 24 facemasks can be made from a cloth of
3 meters.
Therefore, it will be enough for his 10 friends who ordered
facemask, since there were 24 facemasks can be made for
the 3 meters.
• Check use a model to check
- Verify if the 1
answer is correct 8

1m 1m 1m
The answer is correct. There are 24 one-eighths of a
meter in 3 meters.

5
 What Is It

How do we solve routine and non-routine problems involving division

of fractions? Let us know first what the problem is, and what are the steps
in solving real-life word problem.

Problem Solving is a process or act of defining or finding a solution to a

problem. It includes identifying the facts and deciding on the ways or strategies to
come up with the solution.

There are four steps to follow in solving problem:

a. Understand: Know what the problem is being asked and know the
given facts.
b. Plan: Determine the strategy or operation to be used as either variable,
equation, or a model.
c. Solve: Show the solution to the problem.
d. Check and Look Back: Check if the answer is correct and state the
complete answer.

Let us recall what the definition of routine and non-routine word problems are.
➢ Non- routine problems- are problems that requires some degree of creativity
or originality. The problem does not have an immediate apparent strategy for
solving them.
➢ Routine problems- is a translation problem for which you can write the
equation or number sentence, and an immediate solution to solve the
problem.

As you go over on this module, you will encounter real-life situation word
problems. Enjoy and carefully analyze!

What’s More

Engage!

Read the problem and identify the details and facts. Be guided with the four-step
plan.

6
Activity 1

Problem
8 1
An m piece of wood is cut equally into shorter pieces of m each. How
10 5
many shorter pieces will there be? If there are two eight-tenths of wood available,
1
how many pieces of m is there?
5

21st Century MATHletes, Textbook, Grade 6, p.30

• Understand 1. ___________________________
- Identify the question or being asked 2. ___________________________
- Identify the relevant facts
• Plan
- Choose a strategy/strategies 3. ___________________________
• Solve
- Perform the strategies 4. ___________________________
(Refer to What’s New for the process)
• Check
- Verify if the answer is correct 5. ___________________________

Activity 2

Get moving!
Solve also using models.
Problem:
There are thirty-six members in the English Club of Ms. Mandi. She wants
to split up the members into two groups for doing the Literature activity.
3 1
Three-fourth ( ) of the class wants to do drama, while loves poetry. How
4 4
many of them went to drama? and loves poetry?
• Understand
- Identify the question or being 1. __________________________
asked 2. __________________________
- Identify the relevant facts
• Plan
- Choose a strategy/strategies 3. __________________________

• Solve
- Perform the strategies 4. __________________________
(Refer to What’s New for the
process)
• Check
- Verify if the answer is correct 5. __________________________

7
 What I Have Learned

Apply what you have learned in solving problems applying the concepts of division
of fractions.
a) Solve using the 4-step method
b) Solve using the model or illustration method.
A. Our Mayor is planning to distribute relief goods per households due to COVID-19
𝟏
pandemic during the lockdown. If there are 1500 families in Barangay Matino,
𝟖
𝟏
of the population in that barangay belongs to the middle class, while 𝟐
are
entrepreneurs and the rest are 4Ps members. Due to lack of funds Mayor
announces that only the 4Ps recipients are the priority to receive the relief goods.
How may many could avail the relief goods to be distributed?

B. Refer to the same problem in A, with the following condition to consider;

b.1) How many families belong to middle class?
b.2) How many families are entrepreneurs?

What I Can Do

Try solving routine and non-routine problems.

Read, analyze, and solve the following problems: Use a separate sheet of paper.
3
A. It takes Andres of an hour to wash a car. If he worked for 6 hours, how
4
many cars would he have cleaned?

Regional Test Item Bank, Mathematics 5, Test II.2, p.48

Understand: What is asked? ____________________

What are the given facts? ____________________
Plan: What operation (strategy) shall be used to solve the problem? _______________

Solve: What is your solution? __________________

What is the answer? ____________________

Check: How do you check your answer? ______________

8
B. Mrs. Cruz had a small bakery, every morning her baker had to baked sliced
bread enough for their community consumers, she instructed the baker to
carefully put an equal amount of mixture to come up a perfect slices of bread
having an equal weight of the ingredients. Her instructions to consumed only
1
5000 grams of flour every day. Each slice of loaf had an exact weight of grams.
4
b.1) How many slices can she make if each loaf of bread if it contains
10 slices.
b.2) If there are 100 children that will be served as their snacks, will
the bread be enough for them? If each child will have 2 slices, will it
be enough.
b.3) How many slices of bread and number of loaves were made by
the baker?

You may solve using other method.

Assessment

Directions: Read each problem below and answer the questions that follow.
Write the letter of the correct answer in your answer sheet.

6
Mother sewed 28 meters of cloth for dresses. If she used meter for each
8
dress, how many dresses did she make?
Comprehensive Reviewer for Basic Mathematics Vol. 1 p. 125

1) What is asked?

A. The number of dresses

B. The number of meters mother sewed
C. The number of meters of cloth
D. The number of dresses mother can make

2) What are the given facts?

6
A. 28 sewing machines; meter dress
8
6
B. 28 meters of cloth; meter for each dress
8
6
C. meter of cloth; 28 dresses
8
6
D. meter for each dress; 28 sewing machines
8

9
 3) Which of the following number sentence is correct?

6
A. 28 x = N
8
8
B. 28 x = N
6
6
C. 28 ÷ = N
8
8
.D. 28 ÷ = N
6

4) What is the correct answer of the problem?

A. There are 27 dresses mother can make
B. There are 29 sewing machine mothers can make
C. There are 37 dresses mother can make
D. There are 37 sewing machine mothers can make

Luisa sliced 3 ripe papaya fruits into fourths each papaya. If she gives one
part to each visitor, how many visitors shared the papaya?
Comprehensive Reviewer for Basic Mathematics Vol. 1 p. 126

5) What is asked?

A. The number of visitors who shared the papayas.

B. The number of papayas Luisa sliced.
C. The number of visitors who arrived.
D. The number of papayas that are ripe.

6) What are the given facts?

A. 3 ripe papayas; Luisa
1
B. 3 ripe papayas; of sliced papaya
4
C. 3 ripe papayas; the visitors
D. 3 ripe papayas; 4 papayas

7) What is the correct number sentence?

1
A. 3 – =n
4
1
B. 3 ÷ ==n
4
1
C. 3 x =n
4
1
D. 3 ÷ =n
4

8) What is the correct answer?

A. 3 visitors shared the papaya

B. 6 visitors shared the papaya
C. 9 visitors shared the papaya
D. 12 visitors shared the papaya

10
 Lando has 42 kilograms of rice to sell. He needs to repack it to individual
3
plastic bags. If each bag contains kilograms of rice, how many bags can Lando
4
use?
Comprehensive Reviewer for Basic Mathematics Vol. 1 p. 126

9) Which is the correct number sentence of this problem?

3
A. 42 x =N
4
3
B. 42 ÷ =N
4
3
C. 42 - =N
4
3
D. 42 + =N
4

10) Refer to the problem above to answer the questions below:

10.1 How many bags can Lando use?

3
10.2 If each bag contains 1 kilograms, how many bags will
4
Lando needs?
10.3 If Lando has 50 kilograms, how many bags will he needs if the
1
bag contain 2 kilograms?
2

Additional Activities

Explore for more!

Solve the following word problems. Write your answer on a separate sheet of paper or
Using your Math activity notebook.
3 1
1) Mother bought of a cake. She gave each to her children. How many
4 8
children shared the cake?
Number Sentence: _________________ Answer: ________________
2) How many half sacks of sugar are there in the three-fourths sack?
Number Sentence: _________________ Answer: _________________
5
3) Edna keeps m of lace. She wants to make veils which are one-sixth m
7
long. How many veils will she be able to make?
Number Sentence: _________________ Answer: _________________
2
4) Chea weighs 65 kgs. according to her doctor, she is overweight of kgs.
9
1
She decided to reduce every week of at least kg. How many weeks will it
4
takes her to gets the ideal weight.
Number Sentence: __________________ Answer: _________________

11
 Answer Key

Assessment
1. D
What’s More 2. B 8. D
Activity 1 3. C 9. B
1. the number of shorter pieces of wood 4. C 10. 1 52 bags
2. 8/10 m piece of wood; 1/5 m 5. A 10.2 24 bags only
3. Number Sentence 6. B 10.3 20 bags
4. 8/10 ÷ 1/5 = 8/10 x 5/1 = 40/10 or 4 7. B

5. in an illustration:
1/8 1/8 1/8 1/8 1/8 1/8 1/8 1/8

1/5
Additional Activities
Activity 2 1) 3/4 ÷ 1/8 = 3/4 x 8/1 = n
1. Number or member in the two groups
3 1
2. 36members; drama, Poetry 2) 3/4 ÷ ½ = ¾ x 2/1 = n
4 4
3 1
3. Number sentence: 36 x = 𝑁; 36 x = 𝑁
4 4
4. N=27 and 9 3)5/7 ÷ 1/6 = 5/7 x 6/1 = n
5.maybe solve using illustration 4) 65 x 2/9= 130/9= 14.44kgs
65- 14.44= 50.56 ideal weight
14.44 ÷ ¼=N
What I Can Do What’s In N= 57.76 weeks
What I know
A. the number of cars cleaned 1. B 6. B
equation 8 cars cleaned 3/4 of 2. C 7. C 1. B 6. C
an hour; 6 equation 8 cars 3. A 8. A 2. A 7. D
cleaned 4. D 9. C 3. D 8. B
hours 5. D 10.C 4. D 9. A
B. Let the learner present their 5. D 10. D
work may using an illustration or
any other method
b.1 no. of slices= 20000 What I Have Learned
b.2 yes it was enough
A. Four-step Plan
100 x 2 = 200
o Understand: no. of families could
b.3 no of slices = 20000/1
avail the food relief
no. of loaves= 200
o Plan: Multiply with Addition. and
Subtraction
o Solve: 1500 x 1/8= N
1500 x ½ = N
o 4Ps= 562.5 families
B. b.1 N= 187.5 Middle class

b.2 N= 750 Entrepreneur

12
References:

Lumbre, Angelina P. and Alvin C. Ursua. 2016. 21st Century Mathletes 5

Textbook. Quezon City: Vibal Group, Inc.
Perez, Marjoseph H. and Donnel P. Placer. 2016. 21st Century Mathletes 6
Textbook. Quezon City: Vibal Group, Inc.
Yusuf. 2020. "Multiplying and Dividing Fraction". Slideshare.Net.
https://www.slideshare.net/yusufedu/multiplying-and-dividing-fraction-
151731422.

13
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