6

Mathematics
Quarter 1 – Module 1:
Adding Simple Fractions and
Mixed Numbers Without and
With Regrouping
Mathematics – Grade 6
Alternative Delivery Mode
Quarter 1 – Module 1: Adding Simple Fractions and Mixed Numbers Without and With
Regrouping
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 book 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

Author: Marilou G. Dormis
Editors: Ma. Portia G. Galanto, Rebecca O. Billones and Collin G. Sales
Reviewers: Elleda E. De la Cruz, Rosemarie D. Aclan and Collin G. Sales
Illustrator: Marilou G. Dormis
Layout Artist: Felizardo S. Valdez III
Management Team: Ma. Gemma M. Ledesma
Josilyn S. Solana
Elena P. Gonzaga
Donald T. Genine
Ma. Roselyn J. Palcat
Novelyn M. Vilchez
Elleda E. De la Cruz
Rosemarie D. Aclan
Arthur J. Cotimo
Felizardo S. Valdez III
Marve E. Gelera

Printed in the Philippines by ________________________

Department of Education – Region VI

Office Address: Duran Street, Iloilo City_________________________

____________________________________________
Telefax: (033)336-2816, (033)509-7653___________________
E-mail Address: region6@deped.gov.ph_________________________
 6

Mathematics
Quarter 1 – Module 1:
Adding Simple Fractions and
Mixed Numbers Without and
With Regrouping
Introductory Message
For the facilitator:

Welcome to the Mathematics 6 Alternative Delivery Mode (ADM) Module on Adding

Simple Fractions and Mixed Numbers Without and With Regrouping!
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.

2
For the learner:

Welcome to the Mathematics 6 Alternative Delivery Mode (ADM) Module on Adding

Simple Fractions and Mixed Numbers Without and With Regrouping!
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 includes an activity that aims 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 blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

3
 Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.

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 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!

4
 What I Need to Know

This module was designed and written with you in mind. It is here to help you master
addition of fractions and mixed numbers. The scope of this module permits it to be
used in many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.

The module is divided into three lessons, namely:

 Lesson 1. Addition of simple fractions without regrouping

 Lesson 2. Addition of simple fractions with regrouping
 Lesson 3. Addition of fractions and mixed numbers with regrouping in
the sum

After going through this module, you are expected to:

1. add simple fractions without regrouping; (M6NS-Ia-86)
2. add simple fractions with regrouping; (M6NS-Ia-86) and
3. add fractions and mixed numbers with regrouping in the sum; (M6NS-
Ia-86)
4. solve routine and non-routine problems involving addition and/or
subtraction of fractions using appropriate problem-solving strategies
and tools. (M6NS-Ia-87.3)

5
 What I Know

Find the value of N. Add the following fractions and express your answer to lowest
term if possible. Write your answers on your answer sheet.
1 2
1. + =N
8 16
2 1
2. + =N
5 4
1 4
3. + =N
7 8
2 7
4. + =N
5 13
1 1
5. + =N
2 3
8 2
6. + =N
10 15
2 2
7. + =N
4 6
5 2
8. + =N
10 12
1 1
9. + =N
4 3
1 3
10. + =N
5 5

6
 Lesson
Adding Simple Fractions
1 Without Regrouping

You have learned how to add similar fractions in the past lesson. Now, you will learn
how to add simple fractions without regrouping.

What’s In

Give the Least Common Denominator (LCD) of the following pairs of dissimilar
fractions. Write your answers on your answer sheet.
4 6 2 3
1) and 4) and
5 7 10 5
2 9 2 1
2) and 5) and
3 11 8 3
4 1
3) and
7 3

What’s New

2
Gia made two types of cookies. She used cup of sugar for one recipe and
3
1
cup of sugar for the other. How much sugar did she use in all?
4

2 1
What is the sum of and ?
3 4
Hint: Since the denominators of the fractions are not the same, we need to change them into
similar fractions for we cannot add and subtract directly.

7
 What is It

Let's Do These:
2 1
+ =
3 4

2 ⬚ Step 1. Find the Least Common

=
3 12 LCD Denominator (LCD).
+
1 ⬚ Step 2. Find the missing
=
LCD numerators.
4 12
To find the missing numerators,
(12 ÷ 3) X 2 = 8 divide the LCD by the
denominator of the given fraction.
(12 ÷ 4) X 1 = 3 Multiply the quotient by the
numerator.

2 8 Step 3. Add the numerators.

= Then, write the sum over the
3 12
+ common denominator.
1 3
=
4 12
11
cup of sugar
12

Here are some examples for you to study.

A. B.
1 2 5 15
= =
4 8 10 30
+ +
5 5 2 10
= =
8 8 6 30
7
25 5
8 or
30 6

8
 What’s More

Add the following fractions. Write your answers on your answer sheet.
2 5
1) 4)
8 11
+ +
1
1
4
3

4
1 5)
2) 7
2
+ + 2
3 5
8

1
3)
4
+
3
5

What I Have Learned

In adding simple fractions without regrouping:

 rename the dissimilar fractions as similar fractions using the Least Common
Denominator (LCD);
 add the numerators and use the LCD as denominators; and
 express your answer in simplest form, if needed.

9
 What I Can Do

A. Find the value of N. Add the following. Write your answers on your answer sheet.
1 5
1) + =N
3 9
2 3
2) + =N
4 8
2 1
3) + =N
6 5
B. Read and solve the following problems. Show your solution on your answer sheet.
2 3
4) Analie worked in her backyard garden. If she worked hour on Saturday and
7 7
hour on Sunday, how many hours did she work in two days?

2 1 2
5) Angelica cut meter of green cloth, meter of white cloth and meter of pink
5 4 8
cloth for to make a small table cloth. What is the total length of cloth that Angelica
cut?

10
 Assessment

Add the following fractions. Write your answers on your answer sheet.
1) 6) 2
4
7
10
+
+ 1
1
2
5

2) 1 7) 2
7 5
+ +
1 5
4 10

3) 2 8) 7
9 10
+ +
6 2
9 10

4) 2 9) 2
5 6
+ +
3 1
8 2

5) 1 10) 2
2 10
+ +
2 1
5 2

11
 Additional Activities

A. Read and solve.

1 4
1) more than is ______.
8 8
1 1
2) What is the total of and ?
9 3
3 1
3) plus equals______.
7 2
1 1
4) when added to is ______.
10 5
1 2
5) What is the sum of and ?
11 3
B. Read and solve the following problems. Show your solution on your answer
sheet.
2
1. Michelle spends her free time in reading short stories. If she spent reading hour
6
3
on Monday and hour on Tuesday, how many hours did she spent reading in two
6
days?
1
2. Alain visits his sick friend Carlo. He brought some fruits to him. These are
4
3
kilogram grapes and kilogram of guavas. How many kilograms of fruits did he
5
bring in all?
3 5
3. Carmelie spent of an hour swimming in the morning and hour swimming in
5 15
the evening. How many hours did she spend in all?
4. It took Nick two-thirds of an hour to complete his Mathematics homework on
Monday, one-fourth of an hour on Tuesday. How many hours did it take him to
complete his homework altogether?
3 2
5. Justin and his friend ate pizza. Justin ate of the pizza and his friend ate of
8 8
the pizza. How much pizza did they eat in all?

12
 13
What I Know What’s In What’s More
1 14 1. 35 7
1. 6. 1.
4 15 12
2. 33
13 5 7
2. 7. 2.
20 6 8
3. 21
9 2 17
3. 8. 4. 10 3.
14 3 20
61 7 5. 24 31
4. 9. 4.
65 12 44
5 4 34
5. 10. 5.
6 5 35
What I Can Do Assessment Additional Activities
A. 3 11 A. B.
1. 6.
5 14
8 5 5
1. 11 9 1. 1.
9 8 6
2. 7.
28 10
7 4 17
2. 8 9 2. 2.
8 9 20
3. 8.
9 10
8 13 14
3. 31 5 3. 3.
15 14 15
4. 9.
40 6
B 3 11
9 7 4. 4.
10 12
5. 10.
10 10
5
4. 25 5
7
5. 5.
33 8
9
5.
10
Answer Key
 What I Know

Find the value of N. Add the following fractions and express in lowest term if possible.
Write your answers on your answer sheet.

3 4
1) + =N
5 7
8 3
2) + =N
10 5
15 12
3) + =N
24 24
7 4
4) + =N
10 5
1 2
5) + =N
2 3
8 11
6) + =N
15 15
4 4
7) + =N
20 5
9 4
8) + =N
12 12
3 2
9) + =N
4 3
4 3
10) + =N
6 5

14
 Lesson Adding Simple Fractions
With Regrouping in the
2 Sum
You have learned how to add simple fractions without regrouping in the past lesson.
Now, you will learn how to add simple fractions and mixed numbers with regrouping
in the sum.

What’s In

Give the Least Common Denominator (LCD) of the following pairs of dissimilar
fractions. Write your answers on your answer sheet.

1 1
1) and
3 2
1 5
2) and
8 6
7 1
3) and
8 4
2 3
4) and
3 4
2 3
5) and
5 4

What’s New

3 1
The Science Club members spent and hour fixing the bird
4 3
feeder. How many hours did they spend for these activities?

3 1
What is the sum of and ?
4 3

15
 What is It

3 1
Find: + = N
4 3

Step 1. Find the Least Common

3 Denominator (LCD).
=
4 12 LCD
Step 2. Find the missing
+
1 numerators.
=
3 12 LCD To find the missing numerators,
divide the LCD by the denominator
(12 ÷ 4) X 3 = 9 of the given fraction. Multiply the
quotient by the numerator.
(12 ÷ 3) X 1 = 4

Step 3. Write the equivalent forms.

Then add the numerators.

Step 4. Rename the fraction.

16
 What’s More

Finish each example. Copy and write your answers in your answer sheet.

What I Have Learned

In adding simple fractions with regrouping:

 rename the dissimilar fractions as similar fractions using the Least Common
Denominator (LCD);
 add the numerators and use the LCD as denominators; and
 express your answer in simplest form, if needed.

17
 What I Can Do

A. Add the following and change your answer to the lowest term if needed. Write your
answer on your answer sheet.

1) 7
10
+ 3) 8
4
5 9
+
2
2) 3 3
4
+
5
6

B. Read and solve the following problemsShow your solution on your answer sheet.

4
1) Rosemarie worked in her vegetable garden during weekend. If she worked hour
5
6
on Saturday and hour on Sunday, how many hours did she work in two days?
8
3 5
2) Juliet bought meter of silk cloth and meter of cotton cloth for her daughter’s
4 8
dress. How many meters of cloth did Juliet buy in all?

18
 Assessment

Add the following fractions. Write your answers on your answer sheet.
6
1)
10
+
3
5

4
2)
7
+
2
3

5
3)
9
+
2
3

3
4)
4
+
4
5

1
5)
2
+
3
5

19
 Additional Activities

A. Add, then express the sum in simplest form. Write your answers on your answer
sheet.
9 4
1) 4)
12 5
+ +
5 6
6 7

5
2) 5) 9
7
7
+
4 +
8
5
14
3
3)
4
+
9
12
B. Read and solve the following problems. Show your solution on your answer sheet.

1 7
1) One morning, a restaurant served a total of of a loaf of wheat bread and of a
2 8
loaf of white bread. How many loaves were served in all?
1 3
2) Joey walked kilometer yesterday and of a kilometer today. How many
2 4
kilometers has John walked?
4 3
3) Josephine is preparing for a final exam. She studied of an hour on Friday, of
5 4
2
an hour on Saturday, and of an hour on Sunday. How many hours did she study
3
in all?
4) It took Nick two-thirds of an hour to complete his Mathematics homework on
Monday, three-fourths of an hour on Tuesday. How many hours did it take him to
complete his homework altogether?
9 5
5) James spent of an hour biking and of an hour jogging. How much time did
10 6
James spend in biking and jogging?

20
 21
What I Know What’s In What’s More
6 4 1. 6 13
1. 1 6. 1 1. 1
35 15 24
2. 24
2 1
2. 1 7. 1 2. 1
5 4
3. 8
1 1 1
3. 1 8. 1 4. 12 3. 1
8 12 8
1 5 5. 20 1
4. 1 9. 1 4. 1
2 12 3
1 4 23
5. 1 10. 1 5. 1
6 15 70
What I Can Do Assessment Additional Activities
A. 1 1 A. B.
1. 1 6. 1
5 14
1 7 3
1. 1 5 4
1. 1 1. 1
2 12 8
2. 1 7. 1
21 15
7 18 1
2. 1 2 13
2. 1 2. 1
12 35 4
3. 1 8. 1
9 24
5 1 13
3. 1 11 1
3. 1 3. 2
9 2 60
4. 1 9. 1
20 3
B. 23 5
1 1
4. 1 4. 1
35 12
5. 1 10. 1
10 5
11
4. 1
20 6 11
5. 1 5. 1
7 15
3
5. 1
8
Answer Key
 What I Know

Find the value of N. Solve the following. Write your answers on your answer sheet.

3 4
1) 10 + =N
5 7
8 3
2) +2 =N
10 5
15 12
3) +5 =N
24 24
7 4
4) 7 + =N
10 5
1 2
5) 11 + =N
2 3
8 11
6) + 10 =N
15 15
4 4
7) 4 + =N
20 5
9 4
12 = N
8) 6 +
12
3 2
9) 2 + =N
4 3
4 3
10. 5 + =N
6 5

22
 Lesson Adding Simple Fractions
and Mixed Numbers With
3 Regrouping in the Sum
You have learned how to add simple fractions with regrouping in the sum in the past
lesson. Now, you will learn how to add simple fractions and mixed numbers with
regrouping in the sum.

What’s In

Give the Least Common Denominator (LCD) of the following pairs of dissimilar
fractions. Write your answers on your answer sheet.

2 1 2 4
1. and 4. and
5 8 6 7
4 5 4 3
2. and 5. and
8 10 15 5
4 1
3. and
12 4

What’s New

2 3
Marie sold 2 kilograms of avocados while Ann sold kilogram. How
5 4
many kilograms of avocadoes did the two sell together?

What are we trying to find?

Total number of kilograms of avocados sold

What is the mathematical sentence?

23
 What is It

2 3
Find: 2 + =N
5 4

Step 1. Write the fractions in one

2 ⬚ column and its whole number in
2 =2
5 20 LCD another column.
+
3 ⬚
= Find the Least Common
4 20 LCD Denominator (LCD).
Step 2. Find the missing
(20 ÷ 5) X 2 = 8 numerators.
(20 ÷ 4) X 3 = 15 To find the missing numerators,
divide the LCD by the denominator
of the given fraction. Multiply the
quotient by the numerator.

2 8 Step 3. Write the equivalent

2 = 2 fractions, then add the similar
5 20
fractions.
+
3 15
=
4 20

23 Greater than 1; so,

2
20 rename.

Step 4. Rename the fraction.

24
 Step 5. Regroup the sum.
2 8
2 = 2
5 20
+
3 15
=
4 20

23 𝟑
2 or 3 kg of avocados
20 𝟐𝟎

Here are some examples for you to study.

Now that you are already familiar with the steps on how to add fractions, you can
move on studying the word problem below.

1
A special sack of rice is available at Sam’s store. Sam was able to sell of
2
1 1
the sack plus 2 kilograms on Monday. On Tuesday, he sold of the remaining
2 2
1 1
rice from a sack plus 2 kg. Then, sold the remaining 10 kg on Wednesday.
2 2
How many kilograms are there in a special sack of rice?

To solve the problem, you may draw a diagram or use block model to see the
relationships between the components in a problem. Illustrations or drawings can
help to visualize the problem situations.

25
 How to illustrate using Block Model?

Step 1. Draw a box/block to

represent the total kg of rice in a
special sack.

Step 2. Divide the block into 2

1
parts to show sack.
2
1
2
Step 3. Cut a portion of the
remaining block to show the
1
additional 2 kg.
1
2
2 kg
2 Step 4. Make a model of the
remaining block then divide it by
1
2 to show of the remaining
2
block.
1
2 Step 5. Cut a portion of the
remaining block to show
1
additional 2 kg sold on
2
1 Tuesday.
2 kg
2

Step 6. Make a model of the

remaining block to represent the
1
1
remaining 10 kg which was
10 kg 2
2 sold on Wednesday.

Thus, your model would like this.

?

1
2 𝑘𝑔
2
Monday

1
2 𝑘𝑔
Tuesday 2

1
10 𝑘𝑔
2

Wednesday
26
Solving Process:

Step 1. The smallest block at the bottom of the illustration which represents the
1
portion sold on Wednesday is equal to the block just above it. So, it is 10 kg also.
2

1 1
Step 2. The combined portion of 10 and 2 is half of the illustration in the
2 2
second block.

Step 3. The second block is equal to the unshaded portion in your entire block. So
it is also equal to 26 kg.

1
Step 4. The combined portion of 26 kg and 2 kg is half of the illustration in the
2
1
entire block. The illustration below shows that the yellow colored block is of the
2
entire block.

1 1
26 + 2 = 28 is half of the entire block illustration. So, the entire block
2 2
1 1
28 + 28 is 57 kg.
2 2
Therefore, the special sack of rice is 57 kg.

27
 What’s More

A. Finish each example. Write your answers on your answer sheet.

5 25
4) 6 = 6
8 40
+
7 28
=
10 40
53
6 or ____
40

8 16
5) 4 = 4
9 18
+ 5 15
=
6 18
31
4 or ____
18

B. Read and solve the following word problems. Show your solution on your answer
sheet.
1
Mrs. Golez is selling calamansi fruits. She was able to sell of the crate and
2
1 1
3 kg on Wednesday. On Thursday, she sold of the remaining calamansi fruits
2 2
1 1
from the crate and 7 kg. She then sold the remaining 8 kg on Friday. How many
2 4
kilograms of calamansi fruits are there in the crate?

28
 What I Have Learned

In adding fractions and mixed numbers with regrouping:

 Align fractions in one column and its whole number in another column, then find
the Least Common Denominator (LCD).
 Find the missing numerators.
To find the missing numerators, divide the LCD by the denominator of the given
fraction. Multiply the quotient by the numerator.
 Write the equivalent fractions, then add the similar fractions.
 Bring down the whole number and regroup the sum.

What I Can Do

Find the sum. Copy and write your answers on your answer sheet.

1) 5
7
10
3) 7
+ 4 5
12
5 +
3
4

2) 3
20
5
+
3
4

B. Read and solve the following word problems. Show your solution on your answer
sheet.
1
1. The Santos family visited three places during their family trip. They stayed 1
6
4 3
hours at Dela Rosa’s Dairy Farm, hour at Eden’s Garden and 3 hours at
6 4
Jasmine’s Beach Resort. How long did they take their family trip?
1 1
2. Annie is selling cashew nuts. She was able to sell of the box plus 1 kg on
2 2
1
Sunday. On Monday, she sold of the remaining cashew nuts from the box plus
2
1 1
1 kg. Then, sold the remaining 5 kg on Tuesday. How many kilograms of
2 4
cashew nuts are there in the box?

29
 Assessment

Find the value of N. Add the following fractions and mixed numbers. Write you
answers on your answer sheet.

N N

N N

N N

N N

N N

B. Read and solve the following word problems. Shoow your solution on your
answer sheet.

Ena and Fretz are baking customized cakes. They placed the cake flour in a
1 1
large cloth bag. They were able to use bag of flour on Wednesday. They used kg
2 2
1 2
of the remaining flour and 2 kg on Thursday. Then, used the remaining 1 kg on
4 3
Friday. How many kilograms of flour are placed in the cloth bag?

30
 Additional Activities

A. Add the following fractions. Write your answers on your answer sheet.

1) 8 4) 8
4 4
9 9
+ +
5 3
6 5

2) 5 5) 6
6 9
8 7
+ +
2 8
3 14

3) 1
12
2
+
8
9

B. Read and solve the following problems. Show your solution on your answer sheet.
1 1
1. To stay healthy, Christine decided to walk for 1 kilometers to work, walk
5 4
1
kilometer at lunch time, and kilometer after dinner. How many kilometers did
3
Christine walked in all?
1 3
2. On her way to school, Gina travels 6 kilometers by bus and kilometer by
2 4
tricycle. How far does she travel from her home to school?
1 3
3. A dressmaker used 1 meters of cloth for a pair of pants and meter for skirt.
10 4
How many meters of cloth were used?
1
4. Ana and Gia’s relatives visited their home. Ana made 6 glasses of tea while Gia
2
3
made 4 glasses of tea. How many glasses of tea did the two sisters make for their
4
visitors?
1 1
5. Rina is selling white pebbles. She was able to sell of the sack plus 3 kg to her
4 5
first buyer. She sold the remaining second and third buyer respectively. Then she
2
sold the remaining 8 kg to the fourth buyer. How many kilograms of white pebbles
5
are there in the sack?

31
 32
Most Essential Learning Competencies(MELC) in Mathematics 6 
References
What I Know What’s In What’s More
6 4 1. 40 A.
1. 11 6. 11
35 15
2. 40 1
2 1. 3
2. 3 7. 5
Soaring 21st Century Mathematics 6, pp. 62-78 6 
5
3. 12
2
1 1 2. 5
9
Most Essential Learning Competencies M6NS-Ia-86
3. 6 8. 7

4. 42
8 12
1
1 5 5. 15 3. 8
4. 8 9. 3 4
2 12
References:
13
1 4 4. 7
40
5. 12 10. 6
6 15
13
5. 5
18
B. 70 kg
What I Can Do Assessment Additional Activities
A. A. A. B.
3 1 1 13 47
1. 8 1. 2 6. 8 1. 5 1. 1
10 5 14 18 60
7 5 7 7 1
2. 21 2. 11 7. 4 2. 7 2. 7
20 21 15 24 4
1 2 13 7 17
3. 6 3. 4 8. 24 3. 13 3. 1
3 9 24 18 20
B. 11 1 22 1
4. 21 9. 3 4. 5 4. 11
20 4 45 4
7
4. 4 1 1 3
12 5. 9 10. 5 5. 10 5. 36 kg
10 10 7
5. 30 kg 2
B. 15 kg
3
Answer Key
 For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph

33