Grade 6 Mathematics Final

6
Mathematics
First Quarter
LEARNING ACTIVITY SHEETS

COPYRIGHT PAGE
Learning Activity Sheet in Mathematics

(Grade 6)
Copyright © 2020
DEPARTMENT OF EDUCATION
Regional Office No. 02 (Cagayan Valley)
Regional Government Center, Carig Sur, Tuguegarao City, 3500
“No copy of this material 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.”
This material has been developed for the implementation of K to 12 Curriculum through the
Curriculum and Learning Management Division (CLMD). It can be reproduced for educational
purposes and the source must be acknowledged. Derivatives of the work including creating an
edited version, an enhancement of supplementary work are permitted provided all original works
are acknowledged and the copyright is attributed. No work may be derived from this material for
commercial purposes and profit.
Consultants:
Regional Director : ESTELA L. CARIÑO, EdD., CESO IV
Assistant Regional Director : RHODA T. RAZON, EdD., CESO V
Schools Division Superintendent : ALFREDO B. GUMARU, JR., EdD., CESO VI
Asst. Schools Division Superintendent(s): MARITES L. LLANES, CESE
Chief Education Supervisor, CLMD : OCTAVIO V. CABASAG, PhD
Chief Education Supervisor, CID : RUBY B. MAUR, EdD.
Development Team
Writers : DIONICIO C. ABRUJENA, JR., AUBREY T. LAPUZ,
CZARINA A. PERIDO, ROSALIE T. YAO, JAM V. FALLARIA,
EMERSON C. AYUMAN, JOVELYN G. ACOB, NIKKI S. JIMENEZ,
MARIVIC D. ANDRES, MARIA ELENA G. REYES
Content Editor : CRISELDA S. CORPUZ, MARVIN S. AQUINO, NERLISA DOMINGCIL.
MONALIZA ZAMBALE, MARITES TALOSIG
Language Editor : JAM V. FALLARIA, JOVELYN G. ACOB
Illustrators : PETER B. SARIO, JR., MARK ANTHONY DAGUIO,
REYNALDO A. SIMPLE
Layout Artists : MARVIN S. AQUINO
Focal Persons : CRISELDA S. CORPUZ, Division EPS- Mathematics
CHERRY GRACE D. AMIN, Division EPS- LR
ISAGANI R. DURUIN, PhD, Regional EPS- Mathematics
RIZALINO G. CARONAN , Regional EPS- LR
Printed by: DepEd Regional Office No. 02

Regional Center, Carig Sur, Tuguegarao City
TABLE OF CONTENTS
Competency Page
No.
Adds and subtracts simple fractions and mixed
numbers without or with regrouping.
 1-29
Solves routine and non-routine problems
involving addition and/or subtraction of
fractions using appropriate problem solving
strategies and tools.  30-38
Multiplies simple fractions and mixed fractions.  39-45
Solves routine or non-routine problems
involving multiplication without or with
addition or subtraction of fractions and mixed
strategies and tools.
 46-55
Divides simple fractions and mixed fractions  56-70
Solves routine or non-routine problems
involving division without or with any of the other
operations of fractions and mixed
strategies and tools.
 71-79
Adds and subtracts decimals and mixed
decimals through ten thousandths without or
 80-86
with regrouping.
Solves 1 or more steps routine and non-routine

problems involving addition and/or subtraction
of decimals and mixed decimals using
appropriate problem-solving strategies and tools.  87-95
Multiplies decimals and mixed decimals with

factors up to 2 decimal places.
 96-103
Multiplies mentally decimals up to 2 decimals places by
0.1, 0.01,10, and 100.
 104-109
Solves routine and non-routine problems
involving multiplication of decimals and mixed
decimals including money using appropriate
problem solving strategies.  110-117
Solves multi-step problems involving
multiplication and addition or subtraction of
decimals, mixed decimals and whole numbers
including money using appropriate problem
solving strategies and tools.  118-128
Divides:
a. whole numbers by decimals up to 2 decimal
places and vice versa
b. decimals/mixed decimals up to 2 decimal places  129-139
Divides decimals:
a. Up to 4 decimal places by 0.1, 0.01, and 0.001
b. Up to 2 decimal places by 10, 100, and 1000
mentally  140-144
Differentiates terminating from repeating, non-
terminating decimal quotients.
 145-151
Solves routine and non-routine problems involving
division of decimals, mixed decimals, and whole
numbers including money using appropriate problem-
solving strategies and tools.  152-159
Solves multi-step routine and non-routine problems

involving division and any of the other operations of
decimals, mixed decimals, and whole numbers
including money using appropriate problem-solving
strategies and tools.  160-167
MATHEMATICS 6
Name: ___________________________________ Grade Level: ______
Date: __________________ Score: ___________
LEARNING ACTIVITY SHEET

Addition of Fractions and Whole Numbers
Background Information for Learners
This activity sheet serves as a self-learning guide for the learners. It facilitates lesson
comprehension as it specifically aims for students’ mastery on adding simple fractions and
mixed numbers.
The process of adding whole numbers with simple and mixed fractions without
regrouping require grouping of fractions and whole numbers in different columns and
combining like terms. Fractions are added to fractions and whole number are added to whole
numbers.
The examples below show how to add simple fractions:
Example 1: Whole + Simple

5
Add: + 8 = _________
7
Step 1
5
Write the fraction and whole number in
7
separate columns. Whole numbers on the
+8
left and fractions on the right.
Step 2
Bring down the fraction since there is no
5
7 other fraction to add it with.
+8
Do the same thing with the whole number
since there is no other whole number to
add it with.
5
8 7
𝟓
Answer: 𝟖
𝟕
Note: Practice Personal Hygiene protocols at all times. 1

Example 2: Whole + Mixed
5
Add: 4 9 + 7 = _________
Step 1
5
49 Write the fraction and whole number in
+ 7 separate columns. Whole numbers on the
left and fractions on the right.
Step 2
5 Bring down the fraction since there is no
4 other fraction to add it with.
9
+ 7
5 Add the whole numbers 4 and 7.
11 9
𝟓
Answer: 11 𝟗
Learning Competency: Adds simple fractions and mixed numbers without or with
regrouping. (M6NS-Ia-86)
Exercise 1
Choose the letter of the correct answer on the blank provided.
4 2 4 4
______ 1. +2 a. b. c. 29
9 9 9
3 3 5
2. +5 a. 5 8 b. 1 c.
______ 8 8
9 18 9 9
3. 9+ a. b. 9 10 c.
______ 10 10 19
2 2 7 2
4. + 11 a. 11 b. 2 c.
______ 7 7 11 18
1 1 16 1
5. 15 + a. b. c. 15
______ 5 20 5 5

Exercise 2
Match the addends in column A with its sum in column B. Write the letter of the correct
answer on the blank provided.
COLUMN A COLUMN B
1 2
______ 1. 15 + 3 a. 3 3
1 2
______ 2. 1 + 25 b. 5 9
2 5
______ 3. 23 + 1 c. 2 9
2 1
______ 4. 1 +1 d. 4
3 5
1 4
______ 5. 34 + 2 e. 3 7
______ 2 6
6. 17 + 2 f. 1 7
______ 2 2
7. 2 +3 g. 2
9 3
______ 5 1
8. 1+19 h. 5 7
______ 2 1
9. 2 + 37 i. 3 5
______ 4 2
10. 1 7 + 2 j. 3 7
2
k. 5 7
Exercise 3
Write True if the number sentence is correct and False if it is not.
4 4 ________ 6. 2 2
________ 1. + 3 = 35 5 + 23 = 73
5
________ 2 4 ________ 7. 3 7
2. 2 + 7 = 27 4+ 18 = 18
________ 1 5 ________ 8. 3 3
3. 56 + 4 = 56 25 + 2 = 45
________ 3 3 ________ 9. 5 5
4. 28 + 3 = 58 39+1 = 49
________ 5.
1
16 + 4 = 16
5 ________ 10. 5 + 3 1 = 8 1
2 2

Exercise 4
Write the missing addend on the blank to make the number sentence correct.
1 1 2 2
1. 22 + ______ = 3 2 6. ______ + = 55
5
5 1
2. ______ + 2 = 29 7. 3 + ______ = 8 4
7 7 3
3. ______ + = 38 8. ______ + 4 = 4 10
8
5 1 1
4. ______ + 3 = 46 9. ______ + = 76
6
1 5 5
5. 2 + ______ = 6 3 10. 16 + ______ = 9 6
Reflection
1. What part of the activity do you find difficult? Why?
______________________________________________________________________
______________________________________________________________________
_____________________________________________________________________
______________________________________________________________________
2. What part of the activity do you find easy? Why?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
References
21st Century MATHletes 6 pp. 3-15
Prepared by:
DIONISIO C. ABRUJENA, JR.

Teacher

5 Note: Practice Personal Hygiene protocols at all times.
Exercise 1 Exercise 2
1. c 1. d 6. j
2. a 2. i 7. b
3. b
3. a 8. c
4. a
4. g 9. k
5. c
5. h 10. e
1) T 1) 1
2) F 5
2) 9
3) F
4) T 3) 3
5) F 5
4) 1
6) T 6
7) F 1
5) 4
3
8) T
9) T 6) 5
10)T 1
7) 5 4
3
8) 10
9) 7
10) 8
Answer key:
MATHEMATICS 6
Name: _________________________________ Grade Level: _____
Date: __________________________________ Score: ___________
Learning Activity Sheet

Addition of Simple Fractions and Mixed Numbers
comprehension as it specifically aims for students’ mastery on adding simple fractions and
mixed numbers.
The process of adding simple fractions and mixed numbers without or with
regrouping applies a series of steps starting from making dissimilar fractions similar, adding
similar fractions and simplifying the sum if possible.
The examples below show how to add simple and mixed fractions:
Example 1: Simple + Simple

1 1
Add: + 2 = _________
7
Step 1
1
Align the fractions
7
1
+ 2
_____________
Step 2
1 2 2 Make the fractions similar by finding the
x =
7 2 14 LCD or the Least Common Denominator.
1 7 7
+ x7 = The LCD of 7 and 2 is 14.
2 14
_____________________

Step 3
2 Once, the fractions are similar, you may
14 now add the numerators and just copy the
7 denominator.
+ 14
_____________________
9 Since 2 + 7 = 9, the numerator in the
14 answer is 9.
𝟗 Then, copy the denominator 14.

Answer:
𝟏𝟒
Example 2: Simple + Mixed

2 1
Add: + 1 4 = _________
5
Step 1
2
5 separate columns. Whole numbers on the
1
+1 left and fractions on the right.
4
_____________
Step 2
2 4 8 Make the fractions similar by finding the
x4 =
5 20 LCD or the Least Common Denominator.
1 5 5
+ 1 x = 1 20 The LCD of 5 and 4 is 20.
4 5
_____________________
Step 3 Add the fractions by adding numerators

8 and just copy the denominator.
20
Just bring down 1 since there is no other
5
+ 1 20 whole number to add it with.
____________________
Since 8 + 5 = 13, the numerator in the
answer is 13.
13
1 20
Then, copy the denominator 20.
𝟏𝟑
Answer: 𝟏
𝟐𝟎

Example 3: Mixed + Mixed
4 1
Add: 2 + 3 = _________
5 2
Step 1
4
5 separate columns. Whole numbers on the
1
+3 left and fractions on the right.
2
_____________
Step 2
4 Make the fractions similar by finding the
x 22 = 2 8
2
5 10 LCD or the Least Common Denominator.
1 5 5
+ 3 x = 3 The LCD of 5 and 2 is 10.
2 5 10
_____________________
Step 3 Add the fractions by adding numerators

8
2 and just copy the denominator.
10
5
+ 3 10
Add the whole numbers as well.
_____________________
13
Since 8 + 5 = 13, the numerator in the
5 answer is 13. Then, copy the denominator
10
20.
2 + 3 = 5, so the whole number is 5.
Step 4
13 Change the improper fraction to mixed
5
10 number.
_____________________
3 13 3
5 + 1 is equal to 1
10 10 10
Add the whole numbers then copy the

𝟑
Answer: 𝟔 𝟏𝟎 fraction.
5 + 1 = 6, so the whole number is 6.

Learning Competency: Adds simple fractions and mixed numbers without or with
Exercise 1
Direction: Find your way from the START problem by shading the box of the addends
and the arrow of its correct answer. Then, proceed to the problem the correct arrow is
pointing at until you reach the FINISH box.
START
1 1 𝟏 1 1 𝟏 2 1 𝟏𝟏 7 1
+ 𝟐 + 𝟒 + 𝟏𝟐 +
4 2 4 4 3 6 12 6
𝟑 𝟏 𝟑
𝟒 𝟐 𝟗 𝟒
𝟓
1 1 𝟑 1 3 𝟏𝟏 2 1 4 1
+ 𝟒 + 𝟏𝟐 + +
3 2 6 4 3 12 9 4
𝟐 𝟑
𝟓 𝟗 𝟑𝟔
𝟏𝟎
3 2 2 1 3 2 2 5
+ 𝟏𝟏 + + 𝟕 +
5 3 5 2 8 5 5 6
𝟏𝟓 𝟓
𝟑 𝟑𝟏 𝟕
𝟕 𝟒𝟎 𝟏𝟏
5 1 2 2
+ 𝟏𝟕 + 𝟏 FINISH
6 9 5 3 𝟏
𝟏𝟖 𝟏𝟓

Exercise 2
Write True if the number sentence is correct and False if it is not.
1 1 2 3 2 7
________ 6. + = ________ 11. + =
2 5 7 10 5 10
3 1 19 1 3 31
________ 7. + 5 = 20 ________ 12. +4=
4 9 36
1 2 9 1 1 2
________ 8. +7= ________ 13. +5=
3 21 8 13
3 1 4 3 1 16
________ 9. +6= ________ 14. +3=
5 11 7 21
2 1 3 3 1 5
________ 10. +8= ________ 15. +4=
3 24 8 8
Exercise 3
Direction: Add the following simple mixed fractions. Show your solution. Simplify the answer if
possible.
1 2 5 1
1. + 15 = 6. + 22 =
2 8
1 1 3 2
2. 1 + = 7. 2 + =
3 5 4 7
1 2 1 4
3. 1 + = 8. 3 + =
2 3 2 5
1 1 5 3
4. + 26 = 9. + 37 =
4 6
2 1 1 2
5. + 2 = 10. 3 + =
5 4 9 3

Exercise 4
Direction: Solve each problem and write the matching letter on the blank above the answer.
“Why couldn’t the shoes go out and play?”
Exercise 5
Direction: Add the fractions. Show your solution. Simplify the answer if possible.
3 1
1. +6=
4
7 5
2.
9
+8=
1 4
3. 1 + =
2 9
4 5
4. + 26 =
5
4 5
5. 1 + 2 =
7 8

Rubrics for Scoring:
Level 1 Level 2 Level 3 Level 4
(0 pt.) (1 pt.) (2 pts.) (3 pts.)
Learner shows Learner only Learner only Learner shows
no attempt to shows answer. shows answer complete
Amount of really do any of but showed solution and
Work the problems, no partial work. gives an answer.
answer given.
Learner shows Learner shows Learner shows Learner shows

no limited partial thorough
Understanding understanding of understanding of understanding of understanding of
adding simple adding simple adding simple adding simple
fractions and fractions and fractions and fractions and
mixed numbers mixed numbers mixed numbers mixed numbers
without or with without or with without or with without or with
regrouping. regrouping. regrouping. regrouping.
Reflection
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
References
Prepared by:

Teacher

Exercise 1
6. F 6. T 9 1
1. 1 6. 3
10 8
7. T 7. T 8 1
2. 1 7. 3
15 28
8. F 8. F
1 3
9. F 9. T 3. 2 8. 4
6 10
10. F 10. T 5 11
4. 2 9. 4
12 42
13 7
5. 2 10. 3
20 9
Answer key:
THEY WERE ALL TIED UP 11
1.
12
29
2. 1
72
17
3. 1
18
19
4. 3
30
11
5. 4
56
Answer key:
MATHEMATICS 6
Name: ___________________________________ Grade Level: ________
Date: ________________________________ Score: _____________

Subtraction of Simple Fractions
comprehension as it specifically aims for students’ mastery on subtracting simple fractions
and mixed numbers.
The process of subtracting simple fractions and mixed numbers without or with
regrouping applies a series of steps starting from making dissimilar fractions similar,
subtracting similar fractions and simplifying the difference if possible.
The examples below show how to subtract simple and mixed fractions:
Example 1: Simple – Simple

𝟖 𝟐
Subtract: − =
𝟗 𝟑
Step 1
𝟖
𝟗
𝟐 separate columns. Whole numbers on
-
𝟑 the left and fractions on the right.
___________
Step 2 Make the fractions similar by finding the

8 1 8
X = LCD or the Least Common Denominator.
9 1 9
2 3 6
- 3 X 3 = − 9 The LCD of 9 and 3 is 9.
____________________
Step 3
8 8
= Once, the fractions are similar, you may
9 9
2 6 now subtract the numerators and just
- 3 = − 9
copy the denominator.
____________________
2
9

Example 2: Whole - Simple
4
Subtract: 9 − 7 = ____________
Step 1
9 Write the fraction and whole number
4
− in separate columns. Whole numbers
7
_______________ on the left and fractions on the right.
Step 2
7
9 = 8 Borrow 1 from the whole number.
7
Then convert 1 into an equivalent
4 4 fraction with the same denominator to
− = −
7 7 the given fraction.
________________________
Step 3 Subtract the numerators and copy the

7
9 = 8 common denominator.
7
4 4
− = −
7 7 Just bring down 8 since there is no
_____________________ other whole number to subtract it with.
3
8 7
Example 3: Whole – Mixed Number

5
Subtract: 10 − 5 8 = ____________
Step 1
Write the fraction and whole number
10
in separate columns. Whole
5 numbers on the left and fractions on
− 5 8 the right.
_____________
Step 2
8 Borrow 1 from the whole number.
10 = 9 Then convert 1 into an equivalent
8
fraction with same denominator to
5 5
− 5 8 = − 5 8 the given fraction. This will convert
____________________________ the whole number into a mixed
fraction.

Step 3
8
10 = 9 Subtract the fractions, then
8
5 5 subtract the whole numbers.
− 5 8 = − 5 8
_____________________________
3
4 8
Learning Competency: Subtract simple fractions and mixed numbers without or with
Exercise 1
Direction: Solve the riddle using your answers below.
2 1 3 1
D − = I − =
3 6 4 12
1 1 9 1
H − = K − =
2 4 10 2
6 1 5 1
C − = A − =
12 3 8 2
4 3 2 1
E − = P − =
5 15 3 12
2 2 2 2
T − = S − =
5 10 3 9
2 1 1 1 1 1 2 1 2 4
3 5 4 8 2 15 3 6 5 9

Exercise 2
Direction: Find the difference of the following items. Simplify the answer if possible.
1. 8 - 1=
4
2. 17 - 5=
9
3. 24 - 2=
7
4. 33 - 6=
7
5. 48 - 5=
20
Exercise 3
Direction: Write the missing fraction on the blank to make the number sentence
correct.
1 8
6. 10 − ______ = 7 11. 6 − ______ = 1
12 9
1 3
7. 8 − ______ = 5 12. 4 − ______ = 2
7 10
1 2
8. 9 − ______ = 5 13. 10 − ______ = 3
4 7
2 1
9. 10 − ______ = 7 14. 5 − ______ = 2
3 2
5 3
10. 6 − ______ = 4 15. 10 − ______ = 5
8 4

Exercise 4
Direction: Subtract the simple fractions. Show your solution.
5 1 1
1. − = 6. 2 − 1 =
6 2 4
3 3 1
2. 2 − 1 = 7. −3=
7 4
7 3
3. 2 − = 8. 2 −
8
=
10
9 1 6 2
4. − = 9. − =
10 4 7 5
6 4
5. 1 − = 10. 3 − 1 =
11 9


(0 pt.) (1 pt.) (2 pts.) (3 pts.)
Amount of really do any but showed solution and
Work of the partial work. gives an
problems, no answer.
answer given.
Understanding understanding understanding understanding understanding
of subtracting of subtracting of subtracting of subtracting
simple simple simple simple
fractions and fractions and fractions and fractions and
mixed numbers mixed numbers mixed numbers mixed numbers
without or with without or with without or with without or with
regrouping. regrouping. regrouping. regrouping.
Reflection
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Exercise 1
Exercise 2
3 5 3
1. 7 4 3. 23 7 5. 47 4
4 1
2. 16 9 4. 32 7
11 1 1 3
11) 2 12 6) 4 9 11) 3
6) 4
6 7 4 5
12)2 7 7) 1 10 12) 7 7) 12
3 5 3 5
13)3 4 8) 6 7 13)1 10 8) 8
1 1 13 16
14)2 3 9) 2 2 14) 20 9) 35
3 1 5 5
15)1 8 10) 4 4 15) 11 10) 1 9
Answer Key:
References
Prepared by:

Writer

MATHEMATICS 6
Name: _____________________________________ Grade Level: _________
Date: ______________________________________ Score: ______________

Subtraction of Mixed Fractions

comprehension as it specifically aims for students’ mastery on subtracting simple fractions
and mixed numbers.
The process of subtracting mixed numbers applies a series of steps starting from
making dissimilar fractions similar, subtracting similar fractions and simplifying the
difference if possible.
The examples below show how to subtract simple and mixed fractions:
Example 1: Mixed - Whole

9
Subtract: 28 − 15 = ________________________
13
Step 1
28 13
separate columns. Whole numbers on
− 15 the left and fractions on the right.
__________________
Bring down the fraction since there is

Step 2 no other fraction to subtract it with.
9
28 13
− 15 Subtract the whole numbers 28 and
__________________ 15.
9
13 13
Example 2: Mixed - Simple

11 5
Subtract: 15 12 − 6 = _____________

Step 1 Write the fractions and whole
11
15 number in separate columns. Whole
12
number on the left and fractions on
5 the right.
− 6
____________________
Step 2
11 1 11 Make the fractions similar by finding
15 X = 15
12 1 12 the LCD or the Least Common
5 2 10 Denominator.
− X 2 = −
6 12
_________________________________ The LCD of 12 and 6 is 12.
Step 3
11 11 Once the fractions are similar, you
15 = 15
12 12 may now subtract the numerators and
just copy the denominator.
5 10
− = −
6 12
Just bring down 15 since there is no
_________________________________
1 other whole number to subtract it
15 12
with.
Example 3: Mixed Number - Mixed Number

14 2
Subtract: 35 15 − 15 3 = ________________________
Step 1
14
35 Write the fraction and whole number
15
in separate columns. Whole numbers
2 on the left and fractions on the right.
− 15 3
__________________
Step 2 Make the fractions similar by finding

14 1 14
35 15
X 1
= 35 15 the LCD or the Least Common
Denominator.
2 5 10
− 15 3 X 5 = − 15 15
The LCD of 15 and 3 is 15.
____________________________________

Step 3
14 14
35 = 35 Subtract the fractions then also
15 15
subtract the whole numbers.
2 10
− 15 3 = − 15 15
____________________________________
4
20 15
Learning Competency: Subtracts simple fractions and mixed numbers without or with
Exercise 1
Direction: Write the missing mixed fraction or whole number on the blank to make the
number sentence correct.
1 1 2
11. 2 − ______ = 16. ______ − 3 = 5
2 2 5
5 1 1
12. ______ − 2 = 29 17. 84 − ______ = 3 4
7 3
13. ______ − 1 = 38 18. ______ − 4 = 2 10
5 1
14. ______ − 3 = 46 19. ______ − 5 = 76
1 1 5 5
15. 6 − ______ = 2 20. 9 − ______ = 1
3 3 6 6
Exercise 2
Direction: Subtract the following items. Simplify the answer if possible.
1
1. 5 3 - =
4 8
2. 9 5 - 9 =
6 12
3. 15 3-5 =
9 6
4. 13 5 - 4 =
7 14
0
5. 26 10 - 10 =
25 50

Exercise 3
Direction: Solve the riddle using your answers below.
Exercise 4
Direction: Subtract the simple fractions. Show your solution.
5 2 5 3
1. 1 − = 6. 3 − 2 =
7 3 9 4
1 1 1
2. 2 − 1 = 7. 3 − 1 =
6 3 4
5 7 3
3. 2 − 2 = 8. 2 − =
6 9 5

4 1 4 1
4. 1 − 1 = 9. 2 − 1 =
5 4 7 2
3 5 1 1
5. 2 − = 10. 1 − =
4 8 5 6

(0 pt.) (1 pt.) (2 pts.) (3 pts.)
Learner shows no Learner only Learner only Learner
attempt to really shows answer. shows answer shows
Amount of do any of the but showed complete
Work problems, no partial work. solution and
answer given. gives an
answer.
Learner shows no Learner shows Learner shows Learner
understanding of limited partial shows
Understanding subtracting simple understanding understanding thorough
fractions and of subtracting of subtracting understanding
mixed numbers simple simple of subtracting
without or with fractions and fractions and simple
regrouping. mixed numbers mixed numbers fractions and
without or with without or with mixed
regrouping. regrouping. numbers
without or
with
regrouping.
Reflection
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
References
Prepared by:

Writer

2 1 3
11. 2 6. 8 5 1. 2 3 4. 13 7
5 1 1
12. 4 9
7. 5 2. 9 5. 26
12 5
7 3
13. 4 8
8. 6 10 1
5 1 3. 14 2
14. 7 6 9. 12 6
15. 4 10. 8
Exercise 3
Exercise 4
1 29
20) 1 21 6) 36
5 1
21) 6 7) 2 4
5 8
22) 6
8) 2 45
11 1
23) 20 9) 1 14
1 1
24)2 8 10) 1 30
25)5 Answer key:
MATHEMATICS 6
Name: _____________________________________ Grade Level: ______
Date: ______________________________________ Score: ___________

Solving Routine and Non-Routine Problems Involving Addition and
Subtraction of Simple Fractions and Mixed Numbers
comprehension as it specifically aims for students’ mastery on solving problems involving
addition and subtraction of simple fractions and mixed numbers.
The series of steps in solving routine problems will be shown with the given
examples below. With non-routine problems, you may use other strategies like drawing
figures/illustrations, diagrams, listing or table method, patterns, working backwards and any
other strategies to solve.
Example
1 1
Melvin has 2 3 kilograms of pork and 6 2 kilograms of beef in his refrigerator. How many
kilograms of meat does he have in all?
Think What is asked? Kilograms of meat that Melvin has.
What are the given 2 1 kilograms of pork

3
Plan facts?
1
6 2 kilograms of beef
What is the operation Addition
to be used?
What is the number 1 1

2 + 6 =𝑁
sentence? 3 2

Strategy 1
1 Write the fraction and
2 3 whole number in
1 separate columns.
+ 6
2 Whole numbers on the
___________ left and fractions on the
right.
1 2 2 Make the fractions

2 𝑥 = 2 similar by finding the
3 2 6
Solve What is the solution? LCD or the Least
1 3 3 Common Denominator.
+ 6 𝑥 = 6
2 3 6 The LCD of 3 and 2 is
__________________
6.
1 2 2 Add the fractions then

2 𝑥 = 2
3 2 6 add the whole
numbers.
1 3 3
+ 6 𝑥 = 6
2 3 6
__________________
𝟓
𝟖 𝟔
Strategy 2
1 7 Rename the mixed
2 =
3 3
1 13 numbers as improper
+ 6 2
= 2 fractions.
____________
Make the fractions
7 2 14
𝑥 = similar by finding the
3 2 6
13 3 39 LCD or the Least
+ 𝑥 =
2 3 6 Common
______________
Add the numerators
7 2 14
𝑥 = and copy the
3 2 6
13 3 39 denominator.
+ 𝑥 =
2 3 6
______________
53 𝟓 Change the improper
𝑜𝑟 𝟖 fractions to mixed
6 𝟔
number.

Answer What is the complete Melvin had 8 5 kilograms of meat.
6
answer?
Check Working backward, by subtracting one of the given fractions from the answer,
we will get the other given fraction.
Learning Competency: The learner solves routine and non-routine problems involving
addition and/or subtraction of fractions. (M6NS-Ia-87.3)
Exercise 1
Direction: Read and analyze the problem. Then answer the questions and do the directions
that follow.
a. What is asked?
b. What are the given facts?
c. What process will you use?
d. What is the number sentence?
e. What is your solution?
f. What is the complete answer?
9 3
1. Daisy has 18 kilos of bananas to sell. If she was able to sell 15 kilos,
10 5
how many kilos of bananas were left?
a.
b.
c.
d.
e.
f.
2 3
2. Rosalyn walked 6 of a kilometer in the morning and of 2 a kilometer in the afternoon.
3 4
What was the total distance she walked that day?

a.
b.
c.
d.
e.
f.
Exercise 2
Direction: Solve the following problems.

1 1
1. Tessie ran for hour on her first day and hour on her second day. How
6 3
many minutes did Tessie run on the two days?
𝟔
Note: 𝟔 hour = 60 minutes
Solution:
Answer:
3 7 2
2. Janett and her friends ate 2 4 of a Hawaiian pizza, 8 of a vegetarian pizza, and 3 of a
pepperoni pizza. How much pizza did they eat?
Solution:
Answer:

Exercise 3
Direction: Answer the following problems. Show your solutions and label your answer
properly.
1 6
1. Noel had 1 2 watermelon. He ate 7 of it. How much was left of the watermelon?
5 2
2. Chita spend 9 hour watching TV, Pia spends 3 hour playing badminton, and Letty
5
spends hours hanging out with friends. How many hours did they spend for leisure
6
activities?
Exercise 4
Direction: Solve each problem below. Show your solution and label your answers properly.
2 2
1. Linda weighs 2 5 kg less than Daisy. If Linda weighs 55 3 kg, how much
does Daisy weigh?
Solution:
Answer:
1
2. Canor bought a packet of marbles. He used of the marbles in the experiment and kept
3
1
of them in the box. Then he gave the rest of the marbles to his friends. What part was
6
given to his friends?

Solution:
Answer:
3 3
3. On Monday, Lorie spent 2 5 hours studying and on Tuesday she spent another 1 4 hours
studying. What fraction did she spend studying on Monday and Tuesday?
Solution:
Answer:
1 1
4. Rogelio brought strawberries in the classroom. He ate of strawberries and gave of
8 4
them to his teacher. He also gave the rest to his classmates. What part was given to his
classmates?
Solution:
Answer:


(0 pt.) (1 pt.) (2 pts.) (3 pts.)
Amount of no attempt to shows answer. shows answer complete
Work really do any of but showed solution and
the problems, partial work. gives an
no answer answer.
given.
of solving of solving of solving of solving
routine and routine and routine and routine and
non-routine non-routine non-routine non-routine
problems problems problems problems
involving involving involving involving
addition and/or addition and/or addition and/or addition and/or
subtraction of subtraction of subtraction of subtraction of
fractions. fractions. fractions. fractions.
Reflection
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
References
21st Century MATHletes 6 pp 3-15
Prepared by:
Writer

Exercise 1
1 2
Exercise 2
1. Solution 2. Solution
7
Answer: 30 minutes Answer: 4 24
Answer key:
Exercise 3
1. 2.
Exercise 4
2 10 3 12
1. 55 3 = 55 15 3. 25 = 2 20
2 6 3 15
+ 2 5
= + 2 15 + 1 4 = + 1 20
__________________ _________________
16 27 7
57 15 + 3 20 𝑜𝑟 4 20
1
𝑜𝑟 58
15
1 2 1 1
2. 3
= 6
4. 8
= 8
1 1 1 2
+ 6
= + 6
+ 4
= + 8
__________________ ________________
3 3
6 8
6 3 3 1 8 3 5
− = 𝑜𝑟 − =
6 6 6 2 8 8 8
MATHEMATICS 6
Name: _________________________________ Grade Level: _______________
Date: ________________________________ Score: ____________________

Multiplication of Fractions
Background Information for the Learners

Here are some rhymes for you to read before we begin our lesson:
Fractions are easy to multiply,

Top times top, you must comply!
Bottom times bottom, don’t defy!
And don’t forget to simplify.
Check your answer to clarify,
Then now you can say goodbye!
From the rhyme, you can now remember the steps in multiplying fractions. Top
times top means multiply both the numerators and bottom times bottom is to multiply the
denominators. Simplify if necessary then you can check you answer!
Let’s study these examples:
Example 1: Multiplying Simple Fractions
a. Simple Fraction to Simple Fraction

1 x 2
4 3
1 x 2= 1 x 2 Multiply both numerators and denominators.
4 3 4 x 3
2 = 1 Simplify.
12 6
Answer: 1
6
b. Simple Fraction to a Whole Number
1
3 x 5
= 3 x 1 Express the whole number as a fraction.
1 5
= 3 x 1
Multiply both numerators and denominators.
1 x 5
3
= 5
3
Answer:
5

Example 2: Multiplying Mixed Fractions
a. Mixed Fraction to Simple Fraction
2 3
1 x
4 5
1 2 x 3 = 6x 3 Convert mixed number to improper fraction.
4 5 4 5
= 6 x 3 Multiply both numerators and denominators.
4 x 5
= 18 = 9_ Simplify.
20 10
Answer: 9_
10
b. Mixed Fraction to Whole Number
2
4 x 2
5
12 Convert mixed number to improper fraction.
4 x 2 2 = 4 x
5 5
4 12 4 x 12 Multiply both numerators and denominators.
= x =
1 5 1 x 5
3
= 48 = 9 Convert improper fraction to mixed number.
5 5
3
Answer: 9
5
c. Mixed Fraction to Mixed Fraction
4 6
6 x 3
6 8
4 6 30 Convert mixed numbers to improper
6 x 3 = 40 x fractions.
6 8 6 8
40 x 30
=
6 x 8 Multiply both numerators and denominators.
= (8 x 5) x (6 x 5)
Find the common factors of both
6 x 8 numerators and denominators.
8 6 5 x 5 Group the fractions according to their

= 8x 6 x common factors.
1
= 1 x 1 x 25 Simplify.
1
Answer: 25
Learning Competency: The learner multiplies simple fractions and mixed fractions.
M6NS-Ib90.2

Exercise 1
Direction: Match the equations on Column A with the answer on Column B. Write the
answer on the circle.
COLUMN A COLUMN B
1. 1 x 2 a. 4
3 4
2. 5 x 2 b. 45
6 3
1
3. 4 x 8 c.
9 6
2
4. 3 x 6 d. 11
12
2 1 14
5. 5 x 2 3 e.
15
2 1
6. 1 x 3 f. 7 6
4 3
1
7. 3 1 x 5 g. 2 16
4
1 5
8. 6 x 7 2 h. 9
5
9. 3 1 x 2 1 i. 3 9
3 4
10. 1 x 1 1
3 j. 7
8 2
1
k. 26
4
Exercise 2
Direction: Multiply each and express the product in its simplest form.
2 3 4 3
1. x 8 = 6. 8 x 2
3 =
4
2. 6 x 5 = 7. 6 x 3 3=
7 9 8
3 2
3. 2 x 3 = 8. 11 4 x 3 =
5
2 6 2
4. 8 x 4 = 9. 2 x 3 3=
3 8
5. 3 2 x 10 = 10. 4 3 x 4 7 =
5 5 8

Exercise 3
Direction: Write the correct symbol ( >, = , < ) on the box to make the equation true.
3 3 3 3
1. 4 x 8 4+ 8
8 7 8 7
2. 9 x 16 9 - 16
6
3. 7 x 7- 6
9 9
1 3 1 3
4. 8 2 x 8 2 +
5 5
7 4_ 7 4_
5. 3 8 + 21 3 8 x 21
Exercise 4
Direction: Give the answer in its simplest form.
1. What is the product of 4 and ? 5

10 7
1 1
2. What is of the sum of 5 and ? 2
8 4 5
7
3. What is of the difference of 8 and ? 2
8 9 5
5 2
4. What is 3 less than the product of 5 and ?
6 8
6 3 2
5. What is x more than ?
10 12 4

Exercise 5
Direction: Solve each problem. Express the answer in its simplest form.
1. Cardo used 2of a 5 1 meters of ribbon for his artwork. How many meters of ribbon
3 2
were left?
2 1
2. Bubbles has painted of her bedroom wall. After painting of the unpainted portion,
5 4
how much more does she need to finish painting her wall?
3. Alyanna spent 1 of her savings to buy a gift for her father. If her saving was ₱900.00,
6
how much did she spend for the gift?
2 7
4. Diana bought 8 kg of fruits. She put of them in a nicely wrapped basket. How many
4 8
kilograms of fruits were in the basket?
1
5. Aubrey had ₱280.00 and Richard had ₱220.00. Richard shared of his money and
4
Aubrey shared 2 of her money so that they can buy a teddy bear. How much money did
8
they share to buy the teddy bear?

(0 pt.) (1 pt.) (2 pts.) (3 pts.)
Amount of really do any of but showed solution and
Work the problems, partial work. gives an
no answer answer.
given.
understanding understanding understanding understanding
Understanding of multiplying of multiplying of multiplying of multiplying
simple fractions simple fractions simple fractions simple fractions
and mixed and mixed and mixed and mixed
fractions fractions fractions fractions
Reflection
1. What question/s do you have about the exercises and the lesson on multiplying fractions
and mixed numbers?
________________________________________________________________________
________________________________________________________________________
2. What problem in the exercises or activities made you think really hard?
________________________________________________________________________
________________________________________________________________________
3. How can you make your work better?
________________________________________________________________________
________________________________________________________________________
References
1. Perez, Marjoseph H. et. al, 21st Century MATHletes 6 Textbook 2016, Vibal Group,
Inc. #1253 G. Araneta Avenue, Quezon City, Philippines
2. Villamayor, Adela C. et. al, Math for Life 6 Textbook 2015, Rex Book Store, Inc.,
856 Nicanor Reyes Sr. St., Sampaloc, Metro Manila
3. Lesson Guide in Elementary Mathematics Grade VI 2003, Bureau Elementary
Education, Department of Education
(
TG),
Prepared by:
AUBREY T. LAPUZ
Writer

Exercise 1
1. c 6. d
2. h 7. k
3. i 8. b
4. a 9. f
5. e 10. g
Exercise 2
1 5
1. 4
6. 18
1
2. 2 21 7. 54
1 1
3. 75 8. 29 3
2 1
4. 34 3 9. 10 12
17
5. 34 10. 22 40
Exercise 3
1. <
2. >
3. <
4. <
5. <
Exercise 4
2
1. 7
79
2. 80
77
3. 180
13
4. 1 24
39
5. 60
Exercise 5
2
1. 3 3 meters
1
2. 10
3. ₱150.00
7
4. 7 16 kg
5. ₱125.00
Answer Key
MATHEMATICS 6
Name: _______________________________ Grade Level: _________________
Date: ________________________________ Score: ______________________

Routine and Non-routine Problems on Multiplication of Fractions

This activity sheet will serve as you learning guide in solving word problems
involving multiplication of fractions.
Example 1: Mr. Lapuz repaired his bike for 3 12 hours. He spent 23 of the time in fixing the
wheels. How many hours did it take him to fix the wheels?
Think. • What is asked in the How many hours did it take him to fix
problem? the wheels?
• What are the given facts? 𝟏 𝟐
𝟑 𝟐 hours and 𝟑
Plan. • What is the operation to be 𝟐 𝟏
of 𝟑 𝟐 hours
𝟑
used? So multiplication will be used.
𝟐 𝟏
• Write the number x 𝟑 = n
𝟑 𝟐
sentence.
Solve. • What is your solution? 𝟐
x 𝟑𝟐 = n
𝟏
𝟑
𝟐 𝟕 𝟐𝒙𝟕 𝟏𝟒 𝟏
x = = or 𝟐 𝟑
𝟑 𝟐 𝟑𝒙𝟐 𝟔
Answer. • What is the complete 𝟏
It takes him 𝟐 𝟑 hours to fix the wheels.
answer?
Check. • Is the answer sensible? 𝟏

𝟑 𝟐 hours is close to 4 hours
𝟐 𝟐
of 4 is 𝟐 𝟑
𝟑
𝟐 𝟏 𝟏
𝟑
x 𝟑𝟐 = 𝟐𝟑
𝟏 𝟐
𝟐 𝟑 is less than 𝟐 𝟑
The answer makes sense.
• Is the computation correct? 𝟐 x 𝟑 𝟏 = 𝟏𝟒 or 𝟐 𝟏
𝟑 𝟐 𝟔 𝟑
The answer is correct.

Example 2: Ayesha is putting icing on 30 cupcakes. She spreads chocolate icing on 15 of
1
the cupcakes and vanilla on 2 of the remaining cupcakes. The rest will get strawberry
frosting. How many cupcakes have strawberry frosting?
Here is an illustration on the problem:

Let’s draw 5 units for 30 cupcakes.
𝟏 𝟑𝟎
6 6 6 6 6 of 30 = =6
𝟓 𝟓
𝟏
𝟓
𝟒
chocolate 𝟓
6 6 6 6
6 x 4 units = 24
24 ÷ 2 = 12
𝟏
remaining
𝟐
vanilla strawberry
So, 12 x 45 = 𝟏𝟎
𝟒
or 𝟐𝟓 Then, 𝟐𝟓 of 30 is 𝟐𝟓 x 30 = 𝟐𝟓 𝒙𝒙𝟑𝟎𝟏 = 𝟔𝟎
𝟓
or 12
ANSWER: There are 12 remaining cupcakes for strawberry frosting.
Example 3: Mrs. Ramos bought 2 chickens. One weighed 134 kg and the other one 2 15 kg.
2
These were cut up and combined in one bag. She cooked 3 of the chickens for lunch. What
fraction of all the chickens did she cook?
Here are some guide questions:
1. What is asked? What fraction of all the chickens did she cook?
𝟑 𝟏 𝟐
2. What are the given facts? 1𝟒 kg, 2 𝟓 kg, 𝟑 of the chicken
3. What operation will you use to solve the problem? Addition and Multiplication
𝟐 𝟑 𝟏
4. Write the mathematical sentence. x(1 +2 )=n
𝟑 𝟒 𝟓
𝟐 𝟑 𝟏 𝟐 𝟏𝟓 𝟒
5. What is your solution? x ( 1𝟒 + 2 𝟓 ) = x (1 𝟐𝟎 + 𝟐 𝟐𝟎 )
𝟑 𝟑
𝟐 𝟏𝟓 𝟒 𝟐 𝟏𝟗 𝟐 𝟕𝟗 𝟏𝟓𝟖
x (1 𝟐𝟎 + 𝟐 𝟐𝟎 )= 𝟑 x 𝟑 𝟐𝟎 = 𝟑 x 𝟐𝟎 =
𝟑 𝟔𝟎
𝟏𝟓𝟖 𝟑𝟖 𝟏𝟗
= 2 𝟔𝟎 or 2 𝟑𝟎
𝟔𝟎
𝟏𝟗
6. Write the complete answer. Mrs. Ramos cooked 2 kg of chickens.
𝟑𝟎
Learning Competency and Code: The learner 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-Ib92.2

Exercise 1
Direction: A. Read the problem inside the box. Answer the questions that follow. Encircle
the letter of the correct answer.
4
In a Grade VI class with 45 learners, 9 are boys. How many are girls?
1. What processes are involved in the problem?

a. addition and subtraction c. addition and multiplication
b. subtraction and multiplication d. multiplication and division
2. What is the appropriate number sentence?
5 4 9 4
a. ( 9 + 9 ) x 45 = n c. ( 9
- 9 ) x 45 = n
5 4 9 4
b. ( 9 - 9 ) x 45 = n d. ( 9 x 9 ) – 45 = n
B. Solve the following word problems. Choose the letter of the correct answer.
5 1
1. Elizabeth has 6 of a pizza. She ate 3 of it. What part of the pizza was left?
4 5 2 3
a. b. 9 c. 9 d. 9
9
5 2
2. The juice pitcher was full. Charles drank of it. What part of the juice was left?
8 5
5 3 1 3
a. b. c. d.
8 8 4 4
3 2
3. Adam planted vegetables in 5 of his garden. 3 of it is planted with eggplants. What part
of the vegetable garden is not planted with eggplants?
1 2 3 4
a. 5 b. 5 c. 5 d. 5
Exercise 2
Direction: Read and solve the word problems below.
3
1) Veronica is taking a 60-item test in Math. 5 of the test is about fractions and the rest is
about decimals. How many items are about decimals?
Solution:
Answer:

3
2) A jar contains 49 assorted cookies. If 7 of the contents are chocolate cookies, how
many cookies are not chocolate?
Solution:
Answer:
5
3) A basket is full of santol and guavas. If 9 of the fruits are santol and there are 81
fruits in all, how many of each kind are there?
Solution:
Answer:
3 3
4) Mang Delfin had 4 4 hectares of land. He used 5 of it for planting mango trees and
the rest with santol trees. How much land was planted with santol trees?
Solution:
Answer:
9 1
5) Misty had m of yellow ribbon and m of green ribbon. If she used all the green
10 2
1
ribbon and of the yellow ribbon for her project, how many metres of ribbon was used?
3
Solution:
Answer:

Exercise 3
Direction: Read and analyze the problem. Then answer the questions and do the directions
that follow.
Word Problem No. 1:
Flora’s refrigerator uses up about 7 ½ kwh in one day. How many kWh will the refrigerator
consume for 20 ½ days?
a. What is asked?
g.
h.
i.
j.
k.
l.
Word Problem No. 2:
Mr. Gonzales jogged 1 1/5 km every day for a week. Then on the second week he increased
the distance by 1/5 km. Find the total distance he jogged in two weeks.
a.
b.
c.
d.
e.
f.

Exercise 4
Direction: Read the word problems below, then analyze and solve each word problem.
1. Derek bought 3/4 meter of cord for the piping of his sister’s blouse. He used 2/3 of the
material. What part of the cord did he used?
Solution:
Answer:
2. Jane mixed 5 1/5 liters of water and 4 1/5 liters of vinegar. If she used 7 4/5 for her
experiment, how much of the mixture was left?
Solution:
Answer:
3. Luis gathered 3 ½ kilos of guava on Monday and 1 ½ kilos on Tuesday. If he has three
friends to share the guavas with and wants to give ¾ kilos each, how many kilos of guavas
will be left?
Solution:
Answer:
4. Marissa read 12 ½ pages in 4 minutes while Lea reads 9 ¾ pages in 4 minutes. Who
reads faster and by how much faster?
Solution:
Answer:
5. My mother bought 12 ½ kilos of sugar for P350. if she in turn sold the sugar for ₱15.00
per half kilo, how much did she earn?
Solution:
Answer:

Exercise 5
Direction: Solve each problem. Express the answer in its simplest form.
1. Father owns a 5⁄7 hectare of land. He gave ½ of it to his son and ¼ to his daughter. What
part of the land was left?
Solution:
Answer:
2. Aling Nena bought 1 ¼ kilos of beef at ₱180.00 per kilo and 2 ½ kilos of pork at ₱150.00
per kilo. She gave the seller a ₱1,000.00 bill. How much change did she receive?
Solution:
Answer:
3. Daisy was given a 10-item test. If she finished 9/10 of the questions and answered these
correctly, how many items did she answer incorrectly?
Solution:
Answer:
4. Mother has 10 ½ kilos of flour. She used 3/5 of it for the chicken breading and 1/3 of it
for the sauce. What part of the flour was left?
Solution:
Answer:
5. Cecile can walk at the rate of 3 1/2 km per 1 1/4 hour a day. Gabby can walk at the rate
of 4 1/5 km per 1 1/4 hour a day. Who walks faster if they will begin together at the same
rate of time? By how many km is the difference?
Solution:
Answer:

Rubrics for Scoring.
CRITERIA (3 pts.) (2 pts.) (1 pt.) (0 pt.)

Identifies Understands Understands Doesn't
Understands special factors the problem enough to solve understand
the Problem that influences part of the enough to get
the approach problem or to get started or make
before starting part of the progress
the problem solution
Explains why Uses all Uses some Uses
Uses Information certain appropriate appropriate inappropriate
Appropriately information is information information information
essential to the correctly correctly
solution
Explains why Applies Applies some Applies
Applies procedures are completely appropriate inappropriate
Appropriate appropriate for appropriate procedures procedures
Procedures the problem procedures
Uses a Uses a Uses a Uses a
Uses representation representation representation representation
Representations that is unusual that clearly that gives some that gives little
in its depicts the important or no significant
mathematical problem information about information
precision the problem about the
problem
Correct Correct Copying error, No answer or
Answers the solution of solution computational wrong answer
Problem problem and error, partial based upon an
made a general answer for inappropriate
rule about the problem with plan
solution or multiple answers,
extended the no answer
solution to a statement, answer
more labeled
complicated incorrectly
solution
Reflection

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__________________________________________

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__________________________________________
References
1. Perez, Marjoseph H. et. al, 21st Century MATHletes 6 Textbook 2016, Vibal Group,
Inc. #1253 G. Araneta Avenue, Quezon City, Philippines
2. Villamayor, Adela C. et. al, Math for Life 6 Textbook 2015, Rex Book Store, Inc.,
856 Nicanor Reyes Sr. St., Sampaloc, Metro Manila
3. Lesson Guide in Elementary Mathematics Grade VI 2003, Bureau Elementary
Education, Department of Education
4. https://lrmds.deped.gov.ph/
(
TG),
Prepared by:
AUBREY T. LAPUZ
Writer

Exercise 1
1. b
2. c
3. b
4. c
5. b
Exercise 2 Solutions may vary.
1. There are 24 items about decimals.
2. 28 cookies are not chocolate.
3. There are 45 santol trees ans 36 guava tress.
9
4. 3 10 hectares of the land was planted with santol trees.
4
5. She used 5 m of the ribbons.
Exercise 3
Word Problem No. 1
1
a. How many kwh will the refrigerator consume for 20 2 days?
1 1
b. 7 2 kwh and 20 2 days
c. Multiplication
1 1
d. 7 2 x 20 2 = n
e. Solutions may vary.
3 1
f. The refrigerator will consume 153 kwh in 20 days.
4 2
Word Problem No.2
a. Find the total distance he jogged in two weeks
1 1
b. 1 5 km in first week and an increase of 5 km on the second week
c. Multiplication and Addition
d. Answers may vary.
e. Solutions may vary.
1
f. He jogged a total of 25 5 km in two weeks.
1
1. He used 2 m of the cord.
3
2. 1 5 liters of the mixture will be left.
3
3. There will be 2 4 kilos of guavas left.
1
4. Marissa reads faster than Lea because Marissa reads 3 8 pages
7
per minute while Lea reads 2 16 pages per minute.
5. She will earn ₱25.00.
5
1. There will be 28 part of the land left.
2. Her change will be ₱400.00.
3. She answered 8 incorrect items.
7
4. There was 10 of the flour left.
7
5. He used 8 m of the cord.
Answer Key
MATHEMATICS 6
Name: ___________________________________ Grade Level: _____
Date: _________________________ Score: ___________

Division of Simple Fractions
comprehension as it specifically aims for learners’ mastery on dividing fractions and mixed
fractions.
The process of dividing fractions and mixed fractions involves a series of steps.
The following are the steps of dividing fractions:
1. Rewrite the division operation as a related multiplication in which you
multiply the dividend by the reciprocal of the divisor.
2. Multiply the numerators and then the denominators; and
3. Write the answer in lowest terms, if possible.
The examples below show the steps in dividing simple fractions:
Example 1: Simple ÷ Whole

𝟒
Divide 𝟓 ÷ 𝟐 = _______
Step 1
4 4 1
÷2 = × Multiply the dividend by the reciprocal of the divisor.
5 5 2
Step 2
4×1
= Multiply the numerators then the denominators.
5×2
Step 3
4 2 2
= ÷ = Simplify the fraction by dividing the numerator and the
10 2 5
denominator by the GCF, 2
2
Answer = 5

Example 2: Simple ÷ Simple
𝟐 𝟒
Divide 𝟑 ÷ 𝟓 = ________
Step 1
2 4 2 5
÷5 = × Multiply the dividend by the reciprocal of the divisor.
3 3 4
Step 2
2×5
= Multiply the numerators then the denominators.
3×5
Step 3
10 5 2
= ÷ = Simplify the fraction by dividing the numerator and the
15 5 3
denominator by the GCF, 5
2
Answer =
3
Example 3: Simple ÷ Mixed

𝟏 𝟏
Divide 𝟐 ÷ 𝟑 𝟒 =_______
Step 1
1 1 1 13
÷ 34 = ÷ Convert the mixed number into improper fraction.
2 2 4
Step 2 Multiply the dividend by the reciprocal of the divisor.

1 4
= 2
× 13
Step 3
1×4 Multiply the numerators then the denominators.
= 2 × 13
Step 4
4 2
= = 13 Simplify.
26
𝟐
Answer 𝟏𝟑

Learning Competency: Divides simple fractions and mixed fractions. (M6NS-Ic-96.2).
Activity
Exercise 1
Find out the missing phrase by solving each item and placing the letter that corresponds to
the answer in its respective blank.
“This is the best way to be safe against COVID19”
1 2 3 4 5 6 7 8 9 10
Choices:
1 1 1
A= M= T=
10 12 16
1 1 3
A = 42 O = 15 Y = 20
E = 25 1 1
S=5 R=3
1 2 2
H = 12 2 T = 23 U = 14
4 1
1. 5 ÷ 4 = 2. 8 ÷ 2 =
3 4
3. 2 ÷ = 4. 10 ÷ =
4 5
1 2
5. 2 ÷ 5 = 6. 5 ÷ 6 =

3 1
7. 4 ÷ 5 = 8. 4 ÷ 3 =
2 1
9. 3 ÷ = 10. 5 ÷ =
3 5
Exercise 2: “Who are They”
2
Whoever gets an answer equal to 3 among the following grade six
pupils belong to the top 3 of the class. Who are they?
2
Draw a on the box if you found the person whose answer is 3. Show your solution.
2 1 5 10
1. Val: ÷ = _______ 4. Eliz: ÷ = _______
9 3 6 12
1 1 2 2
2. Bella: ÷ = _______ 5. Ruzet: ÷ = _______
3 2 6 4
6 1 2 4
3. Vic: ÷ = _______ 6. Fyll: ÷ = _______
10 3 6 5

Exercise 3: “Match Them Up”
Match the equation in column A with the correct quotient in Column B. Write the letter of
the correct answer on the blank.
COLUMN A COLUMN B
1 1 2
_____1. 2 ÷ 1 8 = a. 13
2 1 9
_____2. 3 ÷ 1 9 = b. 14
1 3 4
_____3. ÷ 1 10 = c. 9
5
3 1 1
_____4. 4 ÷ 1 6 = d. 6
3 1 3
_____5. 8 ÷ 2 4 = e. 5
Exercise 4: Multiple Choice
Divide the following fractions. Write the letter of the of the correct answer on the blank.
1
_____1. 2 ÷ =
2
a. 1 b. 2 c. 3 d. 4
1 2
_____2. 4 ÷ 3
=
3 3 3 3
a. b. c. d.
12 8 9 10
3 2
_____3. 4 ÷ 1 3 =
6 10 9 9
a. 1 12 b. 20 c. 20 d. 1 20
2
_____4. 7 ÷ 3 =
6 5 4 3
a. b. 7 c. 7 d. 7
7
2 3
_____5. 5 ÷ =
7
14 6 15
a. b. 35 c. 1 d. 14
15

Exercise 5:
Divide the following fractions. Show your complete solution and simplify your answers if
possible.
3 5 3
1. 5 ÷ 3 = 2. 6 ÷ 4 =
3 4 1 4
3. 10 ÷ 1 5 = 4. 3 ÷ =
9
5 1 2
5. 9 ÷ 3 3 = 6. 4 ÷ 7 =
2 2 1 1
7. 5 ÷ 3
= 8. 6 ÷ 1 2 =
5 1 1 3
9. 8 ÷ = 10. 4 ÷ 1 8 =
2

Reflection
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
References
Module 5, Mathematics 6 Quarter 1
Curriculum Guide
TG),
Trigonometry, Mo, Module 2 (L
Prepared by:
CZARINA A. PERIDO
Teacher

Answer key:

MATHEMATICS 6
Name: _____________________________________ Grade Level: ___________
Date: ______________________ Score: ________________

Division of Mixed Fractions

comprehension as it specifically aims for learners’ mastery on dividing fractions and mixed
fractions.
The process of dividing fractions and mixed fractions involves a series of steps.
The following are the steps of dividing mixed fractions.
1. Convert each mixed number to improper fraction.

2. Rewrite the division operation as a related multiplication in which you
multiply the dividend by the reciprocal of the divisor.
3. Multiply the numerators and then the denominators; and
4. Write the answer in lowest terms, if possible.
The examples below show the steps in dividing mixed fractions:
Example1: Mixed ÷ Whole
𝟐
Divide 𝟑 𝟒 ÷ 𝟓 = _______
Step 1
2 14 5
34 ÷5 = ÷ Convert the mixed number into improper fraction.
4 1
Step 2 Multiply by the reciprocal of the divisor.

14 1
= ×
4 5
Step 3
14 × 1 Multiply the numerators then the denominators.
= 4×5
Step 4
14 7
= = Simplify.
20 10

𝟕
Answer 𝟏𝟎
Example 2: Mixed ÷ Simple
𝟏 𝟑
Divide 𝟐 𝟑 ÷ 𝟓 = ________
Step 1
1 3 7 3
23 ÷ 5 = ÷ Convert the mixed number into improper fraction.
3 5
Step 2
7 5
= × Multiply by the reciprocal of the divisor.
3 3
Step 3
= 3 ×3
Step 4
35 8
= = 39 Convert the improper fraction to mixed number.
9
𝟖
Answer 𝟑𝟗
Example 3: Mixed ÷ Mixed
𝟏 𝟏
Divide 𝟐 𝟐 ÷ 𝟑 𝟒 =_______
Step 1
1 1 5 13
22 ÷34 = ÷ Convert the mixed number into improper fraction.
2 4
Step 2
5 4
= × Multiply by the reciprocal of the divisor.
2 13
Step 3
= 2 × 13
Step 4
20 10
= = 13 Simplify.
26
𝟏𝟎
Answer
𝟏𝟑

Learning Competency: The learner divides fractions and mixed fractions. (M6NS-Ic-
96.2).
Exercise 1
Direction: Choose the letter of the correct answer on the blank provided.
1 2 2 2
______ 6. 13 ÷ 2 d. 23 e. 13 f. 3
1 1 1
7. 15 ÷ 6 d. 5 e. 1 30 f.
______ 5
3 4 1 1
______ 8. 14 ÷ 7 d. e. f. 12 4
49 4
2 1 2 2
9. 23 ÷ 4 d. e. f. 10 3
______ 6 3
1 13 1 1
10. 2 ÷ 3 d. e. 22 f. 62
______ 6 18
Exercise 2
Direction: Write True if the number sentence is correct and False if it is not.
1 1 1 ________ 16. 2 1 ÷ 1 7
________ 11. 1 ÷ =2 =
4 2 2 3 9 27
2 2 1 ________ 17. 2 ÷ 2 7 7
________ 12. 1 3 ÷ = 22 =
3 5 10 24
1 3 ________ 18. 2 1 ÷ 7 4
________ 13. 1 5 ÷ = 4 = 27
10 4 8
________ 14. 1 2 ÷
1 5
=
15 ________ 19. 3 1 ÷ 8
= 2
8 16 3 9
________ 15. 1 7 ÷
2 5
= 15
4 ________ 20. 3 1 ÷ 1
= 92
1
7 6 3
Exercise 3
Direction: Match Column A in Column B. Write the letter of the correct answer on the
blank. Show your solution in each item.
COLUMN A COLUMN B
1 7 4
_____1. 7 2 ÷ 1 8 = a. 4 11
1 5
_____2. 4 2 ÷ 1 6 = b. 2

1 3
_____3. 6 2 ÷ 2 4 = c. 4
1 2 5
_____4. 2 4 ÷ 1 3 = d. 2 11
3 4 7
_____5. 3 5 ÷ 1 5 = e. 1 20
4
f. 2 11
Exercise 4
Direction: Circle all the division problems in the puzzle below that have correct answers.
Problems may run both horizontally or vertically. An example is done for you.
3 2 5 3 1
÷ = 1 ÷ = 2 =
4 5 8 4 6
5 3 2 1
÷ ÷ = 2 ÷ = 4
6 8 9 2
1 1 1 5 1 1
÷ ÷ 1 ÷ = 22
3 3 3 6 3
1 5 3 1 2
= = ÷ = 1 ÷
2 8 5 24 3
1 1 3 1 5
2 ÷ 1 = 1 ÷ 2 = ÷ 1
4 5 8 9 8
1 3 3 1 1 5
= ÷ = =
2 4 5 3 2 8
2 1 3 1 1
÷ ÷ = ÷ = 2
3 5 8 6 4
4 5 7 4 1
÷ = 1 ÷ = 1 ÷
5 8 25 5 15
3 1 9 1 1
= = ÷ ÷ = 1
7 4 16 2 8
3 1 9 2 7
1 = 1 ÷ = 1 ÷ 2
4 5 10 3 20

Exercise 5
Direction: Divide the following fractions. Show your complete solution and simplify your
answers if possible.
3 3 1
1. 1 5 ÷ 10 = 2. 2 4 ÷ 3 =
2 5 1 1
3. 3 3 ÷ = 4. 1 3 ÷ 1 9 =
9
1 3 1
5. 2 4 ÷ = 6. 1 3 ÷ 8 =
8
1 1 1 3
7. 2 4 ÷ 1 2 = 8. 1 2 ÷ 4
=
2 1 2
9. 1 5 ÷ 2 3 = 10. 1 5 ÷ 7 =

Reflection
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
References
Module 5, Mathematics 6 Quarter 1

Curriculum Guide
, Module 2 (L
Prepared by:
CZARINA A. PERIDO
Teacher

Answer Key

MATHEMATICS 6
Name: _________________________________ Grade Level: ______
Date: __________________________________ Score: ___________

Solving Routine and Non-Routine Problems Involving Division of Simple
Fractions and Mixed Numbers
comprehension as it specifically aims for students’ mastery on solving problems involving
multiplication of simple fractions and mixed numbers.
Example 1:
2
It takes 6 yards of fabric to make 8 dresses. How many yards of fabric does it take to make
3
each dress?
Think What is asked? How many yards of fabric does it take to make each
dress?
What are the given 6 2 yards of fabric make 8 dresses

3
Plan facts?
What is the operation Division
to be used?
What is the number 2

6 ÷8= 𝑁
sentence? 3

Solution
2 2 1 Multiply the dividend by
6 ÷ 8 = 6 𝑥 the reciprocal of the
3 3 8
divisor
2 1 20 1 Rename the mixed

6 𝑥 = 𝑥 numbers as improper
3 8 3 8
fractions.
20 1 20 Multiply the numerators

Solve What is the solution? 𝑥 =
3 8 24 then do the same with
the denominators.
20 5 Simplify the fraction if

=
24 6 possible.
Answer What is the complete It takes 5 yards of cloth to make each dress.
6
answer?
Check 5 2
Working backward, multiply the to the divisor 8 and you should get 6 3
6
Example 2
3
If of the area of a rectangle is 84 cm2, what is the whole area of the given rectangle?
4
Think What is asked? What is the whole area of the given rectangle?
What are the given 3 of the area of a rectangle is 84 cm2

4
Plan facts?
What is the operation Division
to be used?
What is the number 3

84 ÷ = 𝑁
sentence? 4

Solution
Make a diagram of the problem
N
84 cm2
Solve What is the solution?
If 3 parts of the whole rectangle is 84 cm2, then each

part is 84 ÷ 3 = 28 cm2
84 cm2
Since each part is 18 cm2 and there are 4 parts to

make the whole rectangle, then the whole rectangle
is 28 x 4 = 112 cm2
Answer What is the complete The area of the whole rectangle is 112 cm2
answer?
Check 3 3
Working backward, get of 112 or multiply to 112 and you should get 84.
4 4
Learning Competency: The learner solves routine and non-routine problems involving
multiplication of fractions. (M6NS-Ia-87.3)

Exercise 1
A. Read the story problem. Answer the questions that follows. Encircle the letter of the
correct answer.
3
If there are 27 boys in a class and this is 8 of the whole
population, what is the whole population of the class?
1. What process is involved in the problem?

a. addition c. multiplication
b. subtraction d. division
2. What is the appropriate number sentence?
3 3
a. 27 + =n c. 27 x =n
8 8
3 3
b. 27 - =n d. 27 ÷ =n
8 8
B. Solve the following word problems. Choose the letter of the correct answer.
1 9
1. If the area of a rectangle is 2 10 m2 and its width is10 m, how long is its length?
2 1 9
a. 3𝑚 b. 1 𝑚 c. 2 𝑚 d. 2 𝑚
10 3 30
4
4. An 8 feet rod is to be cut into pieces that are 7 feet long. How many pieces will they
have?
a. 14 b. 28 c. 32 d. 56
3. How many halves are there in three-fourth?

1 1 1
a. 4 b. 2 c.1 d. 1 2

Exercise 2
Read and analyze the problem. Then answer the questions and do the directions that follows:
a. What is asked?
3 5
1. A warehouse has 1 10 meters of tape. If they divide the tape onto pieces that are
8
meters long, then how many pieces will they have?
m.
n.
o.
p.
q.
r.
2. An electrician has a piece of wire that is 4 and 3/8 centimeters long. If he divides the
wire into 5 pieces, how many centimeters does each part measure?
g.
h.
i.
j.
k.
l.
Exercise 3

Direction: Solve the following problems:
1
1. Ellen made a trip of 108 km in 2 4 hours. What was her average speed?
Note: Speed = Distance ÷ Time
Solution:
Answer:
3
2. How many 3 4 cm long pieces can be cut from a 9m ribbon?
Note: 1m = 100 cm
Solution:
Answer:
Exercise 4
Direction: Answer the following problems. Show your solutions and label your answer
properly.
1 1
1. A pizza is cut into slices that area each 6 of the whole. John is going to eat 2 of the
whole pizza. How many slices will John eat?
2 1
2. Vera is using her phone. Its battery life is down to 5, and it drains another 9 every
hour. How many hour will her battery last?

Exercise 5
Read and analyze the problem. Show your solution. You may draw a diagram or
other tool/strategy to get the answer.
1. There are beads of different colors in a box. One- third of the beads are
yellow and the rest of the beads are equally divided among blue, red, green,
and purple colors. If there are 20 purple beads, how many beads are in the
box altogether?
7 1
2. If 8 of 80 is divided by the of 90, what is the quotient?
4

(0 pt.) (1 pt.) (2 pts.) (3 pts.)
Amount of no attempt to shows answer. shows answer complete
Work really do any of but showed solution and
the problems, partial work. gives an
no answer answer.
given.
of solving of solving of solving of solving
routine and routine and routine and routine and
non-routine non-routine non-routine non-routine
problems problems problems problems
involving involving involving involving
division of division of division of division of
fractions. fractions. fractions. fractions.

Reflection
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
References
21st Century MATHletes 6
Prepared by:
CZARINA A. PERIDO
Teacher

Exercise 2
1.a. How many pieces will they have?
3 5
b. 1 meters tape and meters long
10 8
c. division
3 5
d. 1
÷ =𝑁
10 8
3 5 13 8
e. 1 ÷ = ×
10 8 10 5
104
= Exercise 3
50
2
=2 1. 48 km/hr
25 2. 240 piees
2
f. Thereare 2 pieces of tape Exercise 4
25
2.a. How many centimeters does each part measure? 1. 3 slices
3 Exercise 5
b. 4 centimeter long wire and cut into 5 pieces
8 1. 120 beads
c. Division 1
2. 3 9
3
d. 4
÷5 = N
8
3 35 5
e. 4 ÷5 = ÷
8 8 1
35 1 Exercise 1
= ÷
8 5 A. B.
35 7
= = 1. d 1. c
40 8
7 2. d 2. a
f. Each part measures cm 3. d
8
Answer Key
MATHEMATICS 6
Name: _______________________________ Grade: ___________
Date: ______________________ Score: ____________

Adding and Subtracting Decimals and Mixed Decimals through Ten
Thousandths

Decimal is any number either positive or negative shown with decimal point based upon
tenths, hundredths, thousandths, ten thousandths or so on.
Mixed decimals are numbers with both whole numbers and decimals.
Regrouping is referred to as the carrying forward in addition and borrowing in

subtraction problems.
TO ADD DECIMALS AND MIXED DECIMALS

Learning Competency
Adding and Subtracting Decimals and Mixed Decimals through Ten Thousandths- M6NS-
Id-106.2
Exercise 1
Directions: Add the following decimals and mixed decimals. Write your answer on the
spaces provided.
1. 8.9395 + 1.2973 = ______________ 6. 2.421 + 6.0473 = ______________
2. 2.8862 + 8.2758 =_______________ 7. 5.2697 + 4.4603 = _____________
3. 5.9529 + 2.0043 =_______________ 8. 0.0003 + 2.6035 = _____________
4. 1.223 + 0.4643 = ________________ 9. 3.7092 + 9.2965 = _____________
5. 3.2292 + 9.45 = _______________ 10. 7.0551 + 0.8388 = ____________

Exercise 2
Directions: Subtract the following decimals and mixed decimals. Write your answer and
show your solution on a separate sheet of paper.
1. 0.2831 – 0.2018 = ______________ 6. 5.5714 – 1.1209 = __________
2. 2.0407 – 0.0215 = ______________ 7. 9.2909 – 0.5379 = __________
3. 1.9976 – 0.9077 = ______________ 8. 6.4543 – 3.7146 = __________
4. 6.8103 – 1.8299 = ______________ 9. 1.3692 – 1.3456 = __________
5. 8.9893 – 3.852 = ________________ 10. 5.634 – 4.4977 = __________
Exercise 3
Directions: Solve the decimal subtraction and addition problems below. Write your answer
on the box.
1. 2. 3. 4. 5.
4.3681 456.219 5.6732 82.3787 46.2779
- 2.179 - 272.3001 - 0.792 - 74.4693 - 37.1673
6. 7. 8. 9. 10.
37.5246 75.2911 0.4523 123.6507 56.7161
+ 19.7303 + 38.3894 + 0.383 + 23.45 + 33.40

Exercise 4
Direction: Solve the following problems.
1. 0.6372 6. 0.7197
- 0.5290 - 0.6229
2. 0.8419 7. 0.5883
+ 0.4062 + 0.2354
3. 0.6641 8. 158.7704
- 0.1239 - 79.6322
4. 0.6906 9. 916.2718
+ 0.5698 + 13.2228
5. 213.6915 – 104.5022 = 10. 11.6906 + 82.5698 =

Exercise 5
Direction: Solve the addition and subtraction problem. Show your solution.
Joey, the Supreme Pupil Government president with Mabel his vice president,
decided to help their fellow students to have face masks, sanitizers and alcohol. In
doing so, they proposed a project to collect plastic bottles every class and sell them.
The 3rd year class earned a total of ₱ 3, 159.0053, the 4 th year class earned ₱ 4,
215.8617, the 2nd year class earned ₱ 1, 982.516 and the 1st year class earned ₱ 7,
002.75. How much money the SPG earned from the project?
1. Solution:
Answer: __________________________________________________
They listed down and canvassed on the needed items and have came up with the
total amount of ₱ 15, 110.8524. How much money will be left after purchasing the
items?
2. Solution:
Answer: __________________________________________________

Exercise 6
Direction: Solve for the problems and let your answers guide you to the finish line of the
maze. You should pass all the letters to reach the finish line. Use some crayons to
emphasize your answer.
Reflection:
Complete this statement:
In this activity, I learned that
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
References:
Module 7A, Mathematics 6 Quarter 1
Curriculum Guide
Prepared by:
ROSALIE T. YAO
Writer

Activity 1
Activity 5 Activity 4 Activity 3 Activity 2
1. 16, 360.133 1. 1.1662 1. 2.1891 1. 0.0813 1. 10.2368
2. 1, 249.2806 2. 1.2481 2. 183.9189 2. 2.0192 2. 11.162
3. 0.5402 3. 4.8812 3. 0.1677
3. 7.9572
4. 1.2604 4. 7.9094 4. 4.9804
Activity 6 4. 1.6873
5. 109.1893 5. 9.1106 5. 5.1373
START A-E-I-F-B-C-H- 6. 0.0968 6. 57.2549 6. 4.4505 5. 12.6792
D-C-F-J-K-F-G-H-K- 7. 0.8237 7. 113.6805 7. 8.753 6. 8.4683
FINISH 8. 79.1382 8. 0.8353 8. 2.7397 7. 9.73
9. 929.4946 9. 147.1007 9. 0.0236 8. 2.6038
10. 94.2604 10. 90.1161 10. 1.1363 9. 13.0057
10. 7.8939
Answer Key
MATHEMATICS 6
Name: ___________________________________ Grade: ______________
Date: ______________________ Score: ______________

Solving Routine and Non-routine Addition and Subtraction of Decimals

Routine problem solving involves using at least one of the four arithmetic operations and/or ratio
to solve problems that are practical in nature.
Non-routine problems typically do not have an immediately apparent strategy for solving them.
SOLVING WORD PROBLEMS WITH DECIMALS USING
ADDITION AND SUBTRACTION (STEP BY STEP)
Set A
Alliyah, Lyka and Abegail went to the school clinic to find out their weights. Alliyah’s
weight is 32.5812 kilograms. Lyka’s weight is 33.5691 kilograms, while Abegail weighs
35.8401 kilograms. What is the total weight of the three pupils?
Set B
After a month, they returned to the school clinic to have their weights listed, Alliyah’s
weight is 30.1672 kilograms. Lyka’s weight is 35.5781 kilograms, while Abegail weighs
31.6728 kilograms. Comnpared to their weights from their first visit, how much weight did they
lose or gain?
Step 1:
Understand the word problem
a. What is asked?
Set A Set B
The total weight of the three pupils. The weight did they lose or gain.

b. What are the given?
Set A Set B
• Alliyah’s weight is 32.5812 • Alliyah’s weight is 30.1672 kilograms
kilograms • Lyka’s weight is 35.5781 kilograms
• Lyka’s weight is 33.5691 • Abegail weighs 31.6728 kilograms
kilograms
• Abegail weighs 35.8401 kilograms
Step 2:
Plan what operations shall we use
What operation to use?
Set A Set B
Addition Subtraction
Step 3:
Solve. Show your computation
Solve
Set A Set B
Add: Subtraction
Al: 32.5812- 30.1672
32.5812 + 33.5691 + 35.8401 L: 35.5781 - 33.5691
( add the given numbers using the steps Ab: 35.8401 - 31.6728
from the past lesson (subtract the given numbers using the
steps from the past lesson)
Answer: The total weight of the three Answer:
pupils is 101.9904 kg.
Abegail loses 2.414 kg, Lyka gains
2.009 kg and Abegail loses 4.1676 kg.

Step 4:
Check your answer. Mentally compute.
Learning Competency
Solving Routine and Non-routine Addition and Subtraction of Decimals
Activity 1
Directions: Encircle the letter of the correct sum/ difference for each equation.
1. The sum of 23.4564, 90.3541 and 345.9017 is?

a. 459.7122 b. 45.9712 c. 459.2217 d. 4597.122
2. 234.45 added to the difference of 89 and 23.7658 is?
a. 29.9684 b. 299.4268 c. 299.6842 d. 299.2486
3. Increase 234.5796 by the difference of 5.2316 and 2.6783, the answer is?
a. 23.7132 b. 237.132 c. 2371.329 d. 237.1329
4. Take away 45.3278 from 890.4511, the answer is?

a. 8451.233 b. 845.1233 c. 84.5123 d. 8.4512
5. Subtract 68.5015 from the sum of 21.5489 and 80.2177, the answer is?
a. 33.2651 b. 332.651 c. 32.3651 d. 33.1562
Activity 2
Directions: Solve for the problem. Use the guide below. Show your solution.
1.
In a sale, a washing machine costs ₱ 3,999.99 and a dryer costs ₱ 3,569.75. How much the
set would cost Mrs. Perez if she decided to buy both the appliances?

What is asked?: ____________________________________________________________
Given: ____________________________________________________________________
Operation: _________________________________________________________________
Solution: __________________________________________________________________
Answer: ___________________________________________________________________
2.
In a sale, a TV set costs ₱ 5,999.99. Its original price was ₱ 8,589.75. How much was reduced
from its original price before the sale?
What is asked? : ____________________________________________________________
Given: ____________________________________________________________________
Operation: _________________________________________________________________
Solution: __________________________________________________________________
Answer: ___________________________________________________________________
Activity 3
Directions: Solve the following. Write the correct answer on your notebook.
________________1. The sum of the difference of 56. 7821 and 19.4526, and14.2387 is?
________________2. Reduce the sum of 78.451 and 69.354 by the sum of the 12.0365 and
16.5472.
________________3. Increase 27.4578 by 5.7835.
________________4. Take away 28.5671 from the sum of 19.54 and 27.6902.
________________5. Deduct 15.729 from the sum of 26.84 and 4.59.
Activity 4
Directions: Solve the problems. Show all the steps. Write your answer on your notebook.
1. Marissa bought a dress worth ₱ 1, 966.99. If she gave ₱ 2,000.00 to the cashier, how
much is her change?
What is asked? : ____________________________________________________________
Given: ____________________________________________________________________

Operation: _________________________________________________________________
Solution: __________________________________________________________________
Answer: ___________________________________________________________________
2. In the 100 meter-dash category in the last Palarong Pambansa, a runner from Isabela
ran 9.8821 seconds, while a runner from Quirino ran 9.8972 seconds. Who ran faster? By
how many seconds less?
What is asked? _____________________________________________________________
Given: ____________________________________________________________________
Operation: _________________________________________________________________
Solution: __________________________________________________________________
Answer: ___________________________________________________________________
____________________________________________________________________
3. A wooden crate containing 48 papayas weighs 32.516 kg. If 24 of the papayas are
removed, the weight of the crate with the remaining papayas is 17.251 kg. What is the
weight of the 24 papayas?
What is asked? _____________________________________________________________
Given: ____________________________________________________________________
Operation: _________________________________________________________________
Solution: __________________________________________________________________
Answer: ___________________________________________________________________
4. Raffy weighs 75.82 kilograms and Sally weighs 65.9271 kilograms. If both of their
weights are combined, what is the total of their weights?
What is asked? _____________________________________________________________
Given: ____________________________________________________________________
Operation: _________________________________________________________________
Solution: __________________________________________________________________
Answer: __________________________________________________________________

5. A bag costs ₱ 1,650.50 and Ana paid ₱ 2,000.00 to the cashier. How much was her
change?
What is asked? _____________________________________________________________
Given: ____________________________________________________________________
Operation: _________________________________________________________________
Solution: __________________________________________________________________
Answer: ___________________________________________________________________
Activity 5
Direction: Solve the following problems. Use a separate sheet of paper for this activity. Show
your solution.
1. Christine is making face mask, each 2.5 dm on a side. How much cloth does she need to put
around 4 face masks?
2. A large bottle of alcohol costs ₱150.75. A small bottle of alcohol costs ₱75.70. Robert bought
one large bottle on Monday and bought one small bottle on Saturday. How much does he spent
buying alcohol?
3. The highest mountain in the Philippines, Mount Apo, has a height of 2.25 km. The deepest
ocean in the Philippines, Philippine Trench, has a depth of 1.1514 km. What would be the vertical
distance from the top of Mount Apo to the bottom of Philippine Trench?

4-5. Marie and Ben is buying some school portfolio materials. The store is selling supplies such as
clear book for ₱ 149.25, a pack of colored papers ₱ 126.75 and sequins for ₱ 50.00.
a. How much does all of the school portfolio materials cost?
b. How much would be their change if they paid ₱ 500.00 at the cashier?
Activity 6
Direction: Solve for the problem. Show your solution. Use a separate sheet of paper.
Refer to the table below of liquid and its weight.
Liquid Pounds per Gallon
Seawater 8.58
Drinking water 8.33
Gasoline 5.664
Kerosene 6.6641
Oil 7.4975

1. How heavy is 4 gallons of kerosene?
2. How much more does a gallon of seawater weigh than a gallon of drinking water?
3. Which weigh more, 1 gallon of oil or 2 gallons of gasoline? How much more?
4. What is the difference in weight of 2 gallons of seawater and 2 gallons of drinking water?
5. How much all the liquid weighs in total?
Reflection:
In this activity, I learned that
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
References:
Module 7B, Mathematics 6 Quarter 1
Curriculum Guide
Prepared by:
ROSALIE T. YAO
Writer

Activity 6 Activity 5 Activity 4 Activity 3
1. 33.01 10. 61.996
• 26.6564 1. 10 dm
2. 1, 0.0151 11. 119.2213
• 0.25 2. ₱ 226.45
3. 15.265 kg 12. 33.2413
• Gasoline, 3.8305 3. 3.4014 km
4. 141.7471 13. 18.6631
• 0.5 4. ₱326.00
5. ₱349 14. 15.701
• 36.7356 5. ₱174.00
Activity 2 Activity 1
1. What is asked: The set would cost. 1. b
Given: ₱ 3,999.99, ₱ 3,569.75 2. c
Solution: 3,999.99 + 3,569.75 3. a
Answer: The set cost ₱ 7,569.74
4. e
2. What is asked: Amount that reduced from its original cost.
Given: ₱ 5,999.99, ₱ 8,589.75 5. d
Solution: 8, 589.75 – 5,999.99
Answer: ₱ 2,589.76
Answer Key
MATHEMATICS 6
Name: ___________________________________ Grade Level: ____________
Date: ______________________ Score: _________________

Multiplication of Decimals and Mixed Decimals

comprehension as it specifically aims for students’ mastery on multiplying decimals and
mixed decimals.
The process of multiplying decimals and mixed decimals involves a series of steps
the same with multiplying whole numbers but in addition, it requires considering the number
of decimal places in the factors to obtain the correct number of decimal places in the product.
The following example show the steps in multiplying decimals and mixed decimals.
Example 1: 321 x 0.41 = ________
Step 1
321
x 0.41
Multiply as in whole numbers.
3 21
+128 4
131 61
Step 2
321 0 decimal place Count the number of decimal
x 0.41 2 decimal places places in both factors.
3 21
+128 4
131 61 2 decimal places 0+2=2
Step 3
321 0 decimal place The total number of decimal
x 0.41 2 decimal places places in the factors is the same
3 21 number of decimal places in the
+128 4 product.
131.61 2 decimal places Place the decimal point 2 decimal
places from the right.
Answer: 321 x 0.41 = 131.61
Example 2: 0.91 x 0.6 = ________

Step 1
5
0.91
x 0.6
Multiply as in whole numbers.
546
+ 0 00
0 546
Step 2
5
0.91 2 decimal places Count the number of decimal
x 0.6 1 decimal place places in both factors.
546
+ 000
Step 3
5 The total number of decimal
0.91 2 decimal places places in the factors is the same
x 0.6 1 decimal place number of decimal places in the
546 product.
+ 000
place from the right.
Answer: 0.91 x 0.6 = 0.546
Example 3: 0.84 x 2.36 = ________

Step 1
1 1
2
0.84
x 2.36
504 Multiply as in whole numbers.
252
+ 1 68
1 9824
Step 2
1 1
2
0.84 2 decimal places Count the number of decimal
x 2.36 2 decimal places places in both factors.
504
252
+ 1 68

Step 3
1 1
2
The total number of decimal
0.84 2 decimal places places in the factors is the same
x 2.36 2 decimal places number of decimal places in the
504 product.
252
+ 1 68
place from the right.
Answer: 0.84 x 2.36 = 1.9824
Learning Competency: The learner multiplies decimals and mixed decimals with factors
up to 2 decimal places (M6NS-Ie-111.3).
Exercise 1
Direction: Write the decimal point in its proper place to get the correct product.
1) 2)
0.7 0.04
x 0.3 x 0.9
21 036
00 000
021 0036
Answer: Answer:
3) 4)
0.56 0.6
x 0.7 x 0.48
392 48
000 24
0392 00
0248
Answer: Answer:
5) 6)
0.98 0.18
x 0.06 x 0. 53
588 054
000 090
000 000
00588 00954
Answer: Answer:

Exercise 2
Direction: Find out the missing word in the saying by solving each item below and
placing the letter that corresponds to the answer in its respective blank.
“ is one of the keys to reach proficiency

in Mathematics”.
5 3 7 1 3 6 3 7 2 8 4 3
1) 9 x 0.3 = ______ Letter: 2) 51 x 0. 2 = ______ Letter: LETTER

CHOICES
10.2 - A
61.42 - O
62.79 - C
3) 1.8 x 4.7 = ______ Letter: 4) 2.3 x 27.3 = ______ Letter:
1.82 - P
8.46 - E
34.276 - R
5) 7 x 0.26 = ______ Letter: 6) 34 x 2.13 = ______ Letter:

18.062 - G
2.7 - S
62.79 - I
7) 7.6 x 4.51 = ______ Letter: 8) 9.82 x 11.21 = ______ Letter:

305.7006 - T
110.0822 - N
72.42 - V

Exercise 3
Direction: Fill in the empty cells by performing multiplication of the given decimals.
Example: 0.6 x 3 = 1.8
0.6 x 3 1.8 x 0.35 0.9

x x x x x
32.5 8.74 5.2 86 x 0.7
x 1.8
x x x x
0.49 2.4 10 x 40.75 0.3
x x
0.1 0.02
Exercise 4
________ 16. 0.8 x 0.38 = 3.04 ________ 6) 0.6 x 0.9 = 0.54
________ 17. 0.4 x 1.6 = 0.64 ________ 7) 3.9 x 1.5 = 58.5
________ 18. 1.7 x 12 = 0.204 ________ 8) 0.56 x 9 = 504
________ 19. 13.6 x 4.7 = 63.92 ________ 9) 4.07 x 8.2 = 33.374
________ 20. 0.53 x 11.4 = 6.042 ________ 10) 0.73 x 2.9 =21.17

Exercise 5
Direction: Read and solve the problems below. Show your solution and label your
answers properly.
1. Marco bought 25 boxes of face mask to be donated for the teachers in his previous
school. If each box of face mask costs Php 395.95, how much did he spend in all?
Solution:
Answer:
2. The Masikap Elementary School bought 5.6 gallons of alcohol to be used for
sanitation in their school. If each gallon costs Php 515.75, how much did the school
spend for the alcohol?
Solution:
Answer:
Rubrics for scoring:

(0 pt.) (1 pt.) (2 pts.) (3 pts.)
Learner shows no Learner only Learner only Learner shows
attempt to really shows answer. shows answer but complete solution
Amount of Work do any of the showed partial and gives an
problems, no work. answer.
answer given.
Learner shows no Learner shows Learner shows Learner shows
understanding of limited partial thorough
multiplying understanding of understanding of understanding
Understanding
decimals and multiplying multiplying of multiplying
mixed decimals decimals and decimals and decimals and
mixed decimals mixed decimals mixed decimals

Reflection

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
References
21st Century Mathletes 6, pages 56-58

https://www.lessonplanet.com/teachers/dialing-for-answers13 (
https://www.tes.com/teaching-resource/multiplying-decimals-crossword-puzzle-
12175601ultiplying-decimals-crossword-puzzle-12175601%3Ffbclid%3DIwAR3Qyfz0
vPCT0Z9mlanT1Rw6ZHea8umusiFTGM3XN9o\
Prepared by:
JAM V. FALLARIA
Writer

16. 0.21 No. ANSWER LETTER
1) 2.7 S
17. 0.036 2) 10.2 A
18. 0.392 3) 84.6 E
4) 627.9 C
19. 0.248 5) 1.82 P
6) 72.42 V
20. 0.0588
7) 315.70 R
21. 0.0954 8) 919.22 N
“ P E R S E V E R A N C E is one of the keys to
reach proficiency in
5 3 7 1 3 6 3 7 2
Mathematics”. 8 4 3
Exercise 3
1) F 6) T 1) Php 9,898.75
2) T 7) F
3) F 8) F 2) 6) Php 2,888.200
4) T 9) T
5) T 10)F
Answer key:
MATHEMATICS 6
Name: ___________________________ Grade Level: _______
Date: ______________________ Score: ____________

Multiplication of Decimals up to 2 Decimal Places
by 10, 100, 0.1 and 0.01 Mentally
comprehension as it specifically aims for learners’ mastery on multiplying decimals up to 2
decimal places by 10, 100, 0.1 and 0.01 mentally.
Remember, when multiplying decimals by 10 or 100, move the decimal point in the
dividend to the right based on the number of zeros in 10 or 100.
The following example shows the steps in dividing decimals up to 2 decimal places
by 10 and 100:
Example 1:
The multiplier 10 has 1
0.09 X 10 = 0 0.9 = 0.9 zero
Move the decimal point

0.7 x 10 = 0 7. = 7 1 place to the right
Drop the zero/s before

2.48 x 10 = 2 4.8 = 24.8 the whole number
Example 2:
0.07 X 100 = 0 0 7. = 0 0 7. = 7
The multiplier 100 has 2
zeros
0.85 x 100 = 0 8 5. = 0 8 5 = 85
2 places to the right
2.39 x 100 = 2 3 9. = 239
Drop the zero/s before
the whole number
0.6 x 100 = 0 6 . = 0 6 0. = 60 Add zero/s to fill in the

empty place value.

47.1 x 100 = 4 7 1 . = 4 7 1 0. = 4710
On the other hand, when multiplying decimals by 0.1 or 0.01, move the decimal
point in the dividend to the left based on the number of decimal places in 0.1 or 0.01.
The following example shows the steps in multiplying decimals up to 2 decimal

places by 0.1 or 0.01:
Example 1:
The multiplier 0.1 has 1
2460 x 0.1 = 246.0 = 246 decimal place
312 x 0.1 = 31.2 = 31.2 Move the decimal point

1 place to the left
56.8 x 0.1 = 5.6 8 = 5.68 Drop the zero/s after the

decimal point if there is no
other digit that comes after
9.7 x 0.1 = .9 7 = 0.97
Add zero before the decimal
point if there is no digit in the
0.45 x 0.1 = .0 4 5 = 0.045 ones place
Example 2:
The multiplier 0.01 has 2
765 x 0.01 = 7.6 5 = 7.65 decimal places

42.5 x 0.01 = .4 2 5 = 0.425 2 places to the left
Drop the zero/s after the

3.69 x 0.01 = .0 3 6 9 = 0.0369 decimal point if there is no
other digit that comes after
Add zero/s to fill in the empty

place value.

Learning Competency: The learner multiplies mentally decimals up to 2 decimal places
by 0.1, 0.01, 10 and 100 (M6NS-Ie-111.4)
Exercise 1
Direction: Match the factors in column A with the correct product in column B. Write the
letter of the answer on the blank provided.
COLUMN A COLUMN B
____1. 0.3 x 100 a. 0.4
____2. 21.8 x 100 b. 30
____3. 0.04 x 10 c. 35.6
____4. 3.56 x 10 d. 0.0218
____5. 19.17 x 10 e. 0.1917
____6. 0.4 x 0.1 f. 2180
____7. 3 x 0.01 g. 0.03
____8. 2.18 x 0.01 h. 191.7
____9. 1.917 x 0.1 i. 0.04
____10. 35.6 x 0.01 j. 0.356
Exercise 2
______________1. 0.51 x 10 = 5.1
______________2. 0.08 x 10 = 0.8
______________3. 2.9 x 100 = 2900
______________4. 31.7 x 100 = 0.317
______________5. 10.49 x 10 = 1.049
______________6. 0.2 x 0.01 = 0.002
______________7. 0.45 x 0.1 = 4.5
______________8. 8.6 x 0.01 = 0.086
______________9. 19.76 x 0.1 = 1.976
______________10. 385 x 0.01 = 38.5

Exercise 3
Direction: Complete the table by writing the product of the decimal and the multiplier
given in each column.
MULTIPLIER
DECIMAL
x 0.01 x 0.1 x 10 x 100
Ex. 4.13 0.0413 0.413 41.3 413
0.37 1. _________ 2. _________ 3.7 3. _________
0.6 4. _________ 0.06 5. _________ 6. _________
19.8 7. _________ 8. _________ 9. _________ 1980
64.51 0.6451 10. ________ 11. ________ 12. ________
130.2 1.302 13. ________ 14. ________ 15. ________
Exercise 4
Direction: Choose among 10, 100, 0.1 or 0.01 to make the number sentence correct.
1) 132.18 x = 13.218 6) 92.45 x = 9 245
2) 0.83 x = 8.3 7) 82.17 x = 0.8217
3) 57.4 x = 0.574 8) 0.9 x =9
4) 0.02 x = 0.002 9) 1.56 x = 15.6
5) 6.7 x = 670 10) 405.9 x = 4.059

Exercise 5:
Direction: Solve each problem. Label your answers properly.
1. Rico contributed 10 bags of relief goods using his savings to reach out to families within
their barangay who are currently unemployed due to the pandemic. If each bag of relief
goods costs Php 275.58, how much of his savings did he use to contribute relief goods?
➢ Answer:
2. Dela Cruz family donated 100 US dollars for the PPEs and face masks of the front-liners
in their community hospital. If 1 US dollar is equivalent to Php50.44, how much is their
donation when converted to peso?
➢ Answer:
3. In making home-made disinfectant, 0.01L of bleach is mixed with water in one medium-
sized spray bottle. If 15 pieces medium-sized spray bottle of home-made disinfectant will
be prepared, how many liters of bleach will be needed?
➢ Answer:
4. Zia wants to make a pitcher of calamansi juice as a refreshment and for additional vitamin
C as well. She bought 0.1kg of calamansi at Php 80 per kilogram. How much did she pay
for the calamansi?
➢ Answer:
Reflection
1. What happens to the value of the decimal when multiplied by 10 or 100? How about
when multiplied by 0.1 or 0.01?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. How do you think this topic will help you in your daily activities?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Writer
JAM V. FALLARIA
Prepared by:
r, Module 13 (TG), EASE Module F
l21st Century Mathletes 6, page 58-59e
References
22. b 6. i 1. T 6. T
23. f 7. g 2. T 7. F
24. a 8. d
3. F 8. T
25. c 9. e
4. F 9. T
26. h 10. j
5. F 10. F
Exercise 3
DECIMAL x 0.01 x 0.1 x 10 x 100
0.37 1) 0.0037 2) 0.037 3.7 3) 37
0.6 4) 0.006 0.06 5) 6 6) 60
19.8 7) 0.198 8) 1.98 9) 198 1980
64.51 0.6451 10) 6.451 11) 645.1 12) 6451
130.2 1.302 13) 13.02 14) 1302 15) 13 020
16)0.1 6) 100 1) Php 2,755.8
17)10 7) 0.01 2) Php 5,044
18)0.01 8) 10 3) 0.15 L of bleach
19)0.1 9) 10
4) Php 8
20)100 10) 0.01
Answer key:
MATHEMATICS 6
Name: ____________________________________ Grade Level: __________
Date: ______________________ Score: _______________

Solving Routine Problems Involving Multiplication of Decimals and Mixed
Decimals Including Money Using Appropriate Problem-Solving Strategies

comprehension as it specifically aims for pupils’ mastery on solving routine and non-routine
problems involving multiplication of decimals and mixed decimals including money using
appropriate problem-solving strategies.
We can categorize problems into two basic types: routine and non-routine. The
purposes and the strategies use for solving problems are different for each type. Routine
problems involve using at least one of the four fundamental operations to solve problems
that are practical in nature.
The following example shows the steps in solving routine problems.
Precious’ godmother Valen sent her 50 Canadian dollars as a birthday

gift to her on her 8th birthday. She wants to use this to buy her favorite cooking
toys but she has to convert it to peso first. So, she asked her dad to exchange
this from the nearest Foreign Exchange Shop. The exchange rate of 1 Canadian
dollar to peso is ₱36.43. How much is 50 Canadian dollars when converted to
peso?
THINK
Know what is asked The exchange rate of 50 Canadian dollars
into peso
Know what are given facts 50 Canadian dollars

1 Canadian dollar=Php 36.43
PLAN
Determine the operation to be used. Multiplication
Write the number/mathematical sentence 5 x Php 36.43 = n

SOLVE
Perform the operation Php 36.43 2 decimal places
x 50 0 decimal place
0000
+ 18215
Php 1821.50 2 decimal places
Answer Php 1821.50 is the total amount of

exchange rate of 50 Canadian dollar into
peso.
CHECK AND LOOK BACK
Divide the product (1821.500 by the 36.43
other factor (50). 50 1821.50
-150
321
-300
215
-200
150
-150
0
Learning Competency: Solving routine and non-routine problems involving

multiplication of decimals and mixed decimals including money using appropriate problem-
solving strategies (M6NS-Ie-113.2)
Exercise 1
Direction: Match the steps used in solving problem found in Column A with the given
facts written in Column B. Write the letter of the correct answer.
Loida wants to buy a set of pillowcases costs Php 179.99 from an online seller.
How much will she pay if she buys 3.5 sets?
No. COLUMN A COLUMN B

___1. The problem is asking for … a. multiplication
___2. The given facts are … b. Php 179.99, 3.5 sets
___3. The operation/s to be used is … c. Php 179.99 x 3.5= n

___4. The mathematical sentence is … d. Php 629.96
___5. The answer to the problem is … e. amount of money she will pay
f. total pieces of pillowcase

Exercise 2
Direction: Complete the Four-step Plan table below.
Your parents went to the supermarket to buy some groceries for your family.
As your mom look on the list of goods you prepared, the first one is apple since it’s
your favorite fruit. She picked 10 kilograms of apples instead of 5 kilograms as you
listed from the box of fruits with a tagged of P35.50 per kilogram. How much do you
think will your mom pay for all the apples she picked?
THINK
What is asked? 1.
What are the given facts? 2.
What operation should be used? 3.
Give the number/mathematical sentence 4.
Perform the operation 5.
6.
Answer
CHECK AND LOOK BACK
How will you check if your answer is 7.
correct?
Why do you think she picked 10 kg instead of 5 kg only?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Is eating apple good to your health? Why? Why not?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Exercise 3
Direction: Refer to the exchange rate table below. Encircle the letter of the correct
answer.
FOREIGN CURRENCY EXCHANGE RATE IN PESO
1 Japan yen ₱ 0.47
1 Canada dollar ₱ 36.43
1 UK pound ₱ 61.9700
Source: http://www.bsp.gov.ph/statistics/sdds/exchrate.htm
Date retrieved: 19-May-2020 08:48 AM
1. Princess, Precious, and Pretty has each 5 US dollars. If the exchange rate of US dollar
into peso is Php 50.44? How much does each have?
a. Php 252.20
b. Php 504.04
c. Php 252.50
d. Php 504.44
2. How much money in Philippine peso can you get if you exchange your 30, 000 yen?
a. Php 14,100 c. Php 14,100.50
b. Php 1,410 d. Php 1,410.40
3. What is the value of 10 UK pound in Philippine peso?

a. Php 309.85 c. Php 619.17
b. Php 364.30 d. Php 619.70
4. Suppose you bought a pair of shoes worth UK pound 20, and a watch worth 20
Canadian dollar. How much does all of it cost in Philippine peso?
a. Php 1,968.00 c. Php 1968.50
b. Php 1,986.00 d. Php 1986.50
5. Give the value of 60,000 Japanese yen in Philippine peso?

a. Php 2,800.00 c. Php 28,200.00
b. Php 280,000.00 d. Php 28,800.00

Exercise 4
Direction: Use the exchange rate table on the next page to solve the following problem.
Show your solution and label your answer
FOREIGN CURRENCY EXCHANGE RATE IN PESO

1 Japan yen Php 0.47
1 Canada dollar Php 36.43
1 UK pound Php 61.9700
1Thailand Baht Php 1.367
1 Hongkong dolllar Php 5. 757
Emerson’s hobby is collecting foreign currencies. Now that he can’t work

because of COVID-19 pandemic he was forced to use his collection because
his savings is exhausted. He went to the Foreign Exchange Shop to exchange
his foreign currencies. Based on the exchange rate table above, how much
each will he received if he exchanges the following foreign currencies?
1. 10,000 yen = __________________ 2. 15 UK pound =_________________
Solution: Solution:
3. 100 Canadian Dollar =___________ 4. 5,000 Baht = _________________
Solution: Solution:
5. 1,000 Hongkong Dollar =_________
Solution:

(0 pt.) (1 pt.) (2 pts.) (3 pts.)
answer given.
Understanding
Exercise 5
Direction: Solve the following problems. Show your complete solution and label your
answers properly.
1. A 60 ml of sanitizer is sold at Php 18.50 each. How much will you pay for 25
pieces?
Solution:
Answer:
2. You are planning to donate 150 ml alcohol at Php 29.75 each to the frontliners in
your barangay. How much will you pay for 125 pieces?
Solution:
Answer:


(0 pt.) (1 pt.) (2 pts.) (3 pts.)
answer given.
Understanding
Reflection
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__________________________________________

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__________________________________________
Reference
21st Century Mathletes 6, pages 60-61
TG),

Prepared by:
EMERSON C, AYUMAN
Writer

1. e 1) a
2. b 2) a
3. a 3) d
4. c 4) a
5. d 5) c
Exercise 2
1. Php 4700 ➢ Php 462.50
2. Php 929.55 ➢ Php 3,718.75
3. Php 3,643
4. Php 6,835
5. Php 5,757
Answer Key
MATHEMATICS 6
Name: _____________________________ Grade Level: ________
Section: ______________________ Date: ______________

Solves Multi-step Problems involving Multiplication and Addition or
Subtraction of Decimals
comprehension as it specifically aims for students’ mastery on solving multi-step problems
involving multiplication and addition or subtraction of decimals, mixed decimals and whole
numbers including money using appropriate problem-solving strategies and tools.
Solving multi-step problems require a more complex process and multiple strategies.
It involves series of operations including multiplication, addition and/or subtraction.
The example below shows the four-step process in solving a multi-step problem.
Mother bought 3kg of chicken at Php 149.75 per kilogram, 2.5kg of beef at
Php 300 per kilogram and 1.25kg of pork at Php 200 per kilogram. If she handed
Php 1,500 to the cashier, how much was her change?
THINK
Know what is asked How much was Mother’s change?
Know what are given 3kg of chicken at Php 149.75 per kilogram
facts 2.5kg of beef at Php 300 per kilogram
1.25kg of pork at Php 200 per kilogram
Php 1,500 handed to the cashier
PLAN
Determine the Multiplication, Addition and Subtraction
operation to be used.
Write the N = 1,500 – (3 x 149.75) + (2.5 x 300) + (1.25 x 200))

number/mathematical
sentence

SOLVE
Perform the operations Follow the order of operations.
Step 1: Multiply first
Chicken: 3 x 149.75 = 449.25
Beef: 2.5 x 300 = 750
Pork: 1.25 x 200 = 250
Step 2: Add the amount of each item
449.25
750.00
+ 250.00
1,449.25
Step 3: Subtract the total amount from the money handed to

the cashier
1,500.00
-1,449.25
50.75
Answer
Mother’s change was Php 50.75.
CHECK AND LOOK

BACK
Work backwards Add the change to the total amount of all items bought and
you should get Php 1,500.
Learning Competency: The learner solves multi-step problems involving multiplication

and addition or subtraction of decimals, mixed decimals and whole numbers including
money using appropriate problem-solving strategies and tools. (M6NS-If-113.3).

Exercise 1
Direction: Read and analyze the following problems. Choose the letter of the correct set
of operations involved in each problem.
1. Pio bought 25 pieces of siopao at Php24.75 each to be given as snacks for the checkpoint
officers at their town entry point. If he handed Php 1,000 to the cashier, how much was his
change?
a. multiplication & addition b. multiplication & division c. multiplication & subtraction
2. Maya jogs five days a week to keep her body healthy. She jogged an average distance of
2.45km a day for four days. If she jogged 3.20km on the fifth day, how many kilometers did she
jog within 5 days?
3. Buddy sold 6 boxes of face masks as Php 350.65 each. If he paid Php 150 for the courier,
how much was left from his earnings?
4. Lara and Bon bought 3 small bottles of hand sanitizers for Php 24.35 each and 4 boxes of
facial tissue for Php 12.15 each. How much did they pay in all?
a. addition, subtraction b. multiplication, addition c. multiplication, subtraction
5. Moira and Bill bought a pan of spaghetti for P270, a tub of ice cream for P99.50 and 2 big
bottles of softdrink at Php 65.75. If their budget was P500, how much was their change?
a. addition, multiplication & b. addition, subtraction & c. addition, subtraction &
division multiplication division
Exercise 2
Match the steps used in solving problem found in Column A with the given facts
written in Column B. Write the letter of the correct answer.
Melissa sold 8 boxes of face masks as Php 350.65 each. If he paid Php 200 for
the courier, how much was left from her earnings?

No. COLUMN A COLUMN B
___1. The problem is asking for … a. multiplication & subtraction
___2. The given facts are … b. 8 boxes of face masks at Php

350.65 each
___3. The operation/s to be used is … c. Php 350.65 x 8 – Php 200 =n
___4. The mathematical sentence is … d. Php 2,605.20
___5. The answer to the problem is … e. how much was left from her
earnings
f. Php 200
Exercise 3
Direction: Read and solve the problem. Answer the questions using the 4 -step process.
Problem 1: Maya jogs five days a week to keep her body healthy. She jogged an average
distance of 2.45km a day for four days. If she jogged 3.20km on the fifth day, how many
kilometers did she jog within 5 days?
THINK
Know what is asked
Know what are given

facts
PLAN
Determine the
Write the
number/mathematical
sentence

SOLVE
Perform the operations
Answer
CHECK AND LOOK
BACK
Work backwards
Problem 2: Leira bought 15 kg of avocados at Php 50.75 per kilogram. If she sold them at
Php 60 per kilogram, how much did she gain?
THINK
Know what is asked
Know what are given

facts
PLAN
Determine the
Write the
number/mathematical
sentence

SOLVE
Answer
CHECK AND LOOK
BACK
Work backwards
Problem 3: Moira and Bill bought a pan of spaghetti for P270, a tub of ice cream for P99.50
and 2 big bottles of softdrink at Php 60.75. If their budget was P500, how much was their
change?
THINK
Know what is asked
Know what are given

facts
PLAN
Determine the
Write the
number/mathematical
sentence

SOLVE
Answer
CHECK AND LOOK
BACK
Work backwards
Exercise 4
Direction: Read the problems. Encircle the letter of the correct answer.
1. If Peter bought two shirts for Php 340.55 each and handed Php 1,000 to the cashier, how
much was his change?
a. Php 318.90 b. Php 429.90 c. Php 760.55
2. Lia bought a pen for Php 62.35 and five notebooks for Php 34.25 each. How much did
she pay in all?
a. Php 96.60 b. Php171.25 c. Php 233.60
3. Carlo saved Php 34.50 on Monday and Php 47.75 on Tuesday. If Leo saved twice as
much as Carlo, how much did Leo save?
a. Php 82.25 b. Php 142.50 c. Php 164.50
4. Since Ben worked on a holiday, he earned twice his daily salary of P465.50 that day. If
he gave Php 300 to his mother, how much was left from his double pay?
a. Php 165.50 b. Php 631 c. Php 765.50
5. What is three times the sum of 4.56, 6.5 and 17.48?

a. 28.54 b. 57.08 c. 85.62

Exercise 5
Direction: Read and solve the following problems. Show your complete solution and label
your answers properly.
1. Bert’s average for the first three quarters are 87.67, 89.85 and 90.75 respectively. What
should be his average on the fourth quarter so he could reach a general average of 90 and
be awarded with honors?
Solution:
Answer:
2. Celia bought 3.5 kg of mangoes at Php 50.25 per kilogram, 4kg of grapes at Php150
per kilogram, 5kg of apples at Php 47.75 per kilogram and a 4.6kg of watermelon at Php
45 per kilogram. If she handed Php 2,000 to the cashier, how much was her change?
Solution:
Answer:


(0 pt.) (1 pt.) (2 pts.) (3 pts.)
Amount of
really do any of but showed solution and
Work
the problems, no partial work. gives an answer.
answer given.
Understan no limited partial thorough
ding understanding understanding understanding understanding
about the topic. about the topic. about the topic. about the topic
Reflection
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________
References:
ry, Mo, Modul
L
Prepared by:
JAM V. FALLARIA
Writer

Exercise 3
Problem 1:
THINK
Know what is asked how many kilometers did she jog within 5 days?
Know what are given facts
average distance of 2.45km a day for four days,
jogged 3.20km on the fifth day
PLAN
Determine the operation to be Multiplication and addition
used.
Write the number/mathematical
sentence 2.45 x 4 + 3.20 = N
SOLVE
Perform the operation 2.45 x 4 + 3.20 = N
9.8 + 3.20 = N
13 = N
Answer She jogged 13km within 5 days
Problem 2:
THINK
Know what is asked how much did she gain?
bought 15 kg of avocados at Php 50.75 per
kilogram, sold them at Php 60 per kilogram
PLAN Exercise 4 Exercise 5
Determine the operation to be Multiplication and subtraction
used.
21)A 4) B 1) 91.73
22)C 5) C 2) Php 778.375
23)C
Answer key:
6. b 6. i 1. T 6. T
7. f 7. g 2. T 7. F
8. a 8. d
3. F 8. T
9. c 9. e
4. F 9. T
10. h 10. j
5. F 10. F
Exercise 3
Problem 3: Moira and Bill bought a pan of spaghetti for P270, a tub of ice cream for
P99.50 and 2 big bottles of softdrink at Php 60.75. If their budget was P500, how
much was their change?
THINK
Know what is asked how much was their change?
a pan of spaghetti for P270, a tub of ice cream
for P99.50 and 2 big bottles of softdrink at Php
60.75, budget was Php 500
PLAN
Determine the operation to be Multiplication and addition and subtraction
used.
Write the number/mathematical
sentence 500 – (270 + 99.50 + (2 x 60.75)) = N
SOLVE
Perform the operation 500 – (270 + 99.50 + (2 x 60.75)) = N
500 – (270 + 99.50 + 121.50) = N
MATHEMATICS 6
Name: _____________________________________ Grade Level: ___________
Date: ______________________ Score: ________________

Division of Decimals by Whole numbers

comprehension as it specifically aims for students’ mastery on dividing of decimals by
whole numbers.
The process of dividing decimals by whole numbers involves a series of steps the
same with dividing whole numbers. To divide decimal by a whole number, write the decimal
point in the quotient directly above the decimal point in the dividend and divide as usual.
The following example shows the steps in dividing decimals by whole numbers up
to 2 decimal places.
Example 1: 2.8 ÷7 = ________
Step 1
4
Divide as we do for whole numbers
7 2.8
-28
0
Step 2
.4 Place the decimal point directly
7 2.8 above the decimal point in the
-28 dividend.
0
Step 3
0.4 Write in the usual form. Insert zeros
7 2.8 to the dividend when needed.
- 28
0
To check the answer, multiply it with the divisor. The product obtained is the dividend.
Answer: 2.8 ÷ 7= 0.4

Example 2: 57 ÷9.5 = ________
Step 1
Express the divisor as a whole number.
Multiply 9.5 x 10=95 or just move the
9.5 57 decimal point to the right as many
places as there are decimals in the
divisor.
Step 2
Do the same with the dividend.
95 57.0 57 x 10 = 570 or
move the decimal point to the right
as many places as there are
decimals in the dividend.
Step 3
6 Divide as in whole number
95 570
-570
0
To check the answer, multiply it with the divisor. The product obtained is the dividend.
Answer: 57 ÷ 9.5 = 6
Example 3: 23.8 ÷ 0.7 = ________
Solution
23.8 x 10 = 238 10
0.7 10 7 We multiply 10 since the
divisor has 1 decimal place.
34
7 238 Perform the division process as
- 21 with whole numbers. Place the
28 decimal point above its new
28 position in the dividend.
0
23.8 x 10 = 238
Divide as in whole number
Answer: 23.8 ÷ 0.7 = 34
Example 4: Divide 281.25 by 2.25

2.25 281.25 Move the decimal point of the divisor and the
dividend 2 places to the right.
125
Place the decimal point and do the long
225 28125.
division process
-225
562
-450
1125
-1125
0
Answer: 281.25 ÷ 2.25 = 125
Learning Competency: The learner divides decimals by whole numbers up to 2 decimal

places (M6NS-Ig-116.3).
Exercise 1
Direction: Find the quotient.
1. 15 293.4 4. 5.908 ÷ 26
2. 81 1.43 5. 3.572 ÷ 94
3. 91 45.5 6. 193.52 ÷ 59
Direction: Read and solve.

7. Dessa, Anne, and Dy bought materials for their project worth PhP276.45. The girls
divided the amount equally among themselves. How much is each share?
Solution:
Answer:
8. Three hundred seventy-five and twenty-five hundredths kilograms of mongo are to be
placed equally in 25 bags. How many kilograms will be in one bag?
Solution:
Answer:

9. A fisherman caught 15.45 kg of fish. He distributed the fish equally among his 5
relatives. How many kilograms did each relative get?
Solution:
Answer:
10. Ainno earns PhP2 221.50 every week. How much does he earn per day except
Sunday?
Solution:
Answer:
Exercise 2
Direction: Find the quotient and express them up to the thousandths place. Then check
your answers by multiplying the quotients by the divisors.
1. 132 ÷ 0.03 = n 2. 2 608 ÷ 0.54 = n
3. 1848 ÷ 0.42 = n 4. 7562 ÷ 0.18 = n
5. 728 ÷ 4.5 = n 6. 64 ÷ 1.6 = n

7. 76 ÷ 2.5 = n 8. 374 ÷ 5.5
9. 902 ÷ 2.75 = n 10. 3762 ÷ 52.25
Exercise 3
A. Direction: Find the quotient.
1. 0.2 4.56 2. 0.75 274.82 3. 2.35 6.4
4. 4.73 10.998 5. 5.03 1.7013

B. Direction: Read and solve. Check your answer
6. Warly gets PhP105.35 per hour. If his weekly pay is PhP3 687.25, how many hours did
he work in a week?
Solution:
Answer:
7. A box containing pingpong balls weighs 67.50 grams. Each ball weighs 2.5 grams. How
many pingpong balls are there in the box?
Solution:
Answer:
8. A rope is 70.8 metres long. How many 5.9-metre pieces can be cut from it?
Solution:
Answer:

9. Jeremiah earned PhP1 291.50 for selling gulaman juice at PhP10.50 per glass. How
many glasses of gulaman juice was he able to sell?
Solution:
Answer:
10. Mrs. Pua has 72.8 meters of curtain material. She cuts it into 5.2-meter panels. How
many panels did she make?
Solution:
Answer:
Exercise 4
Directions: Find the quotient. (Do your work on another sheet of paper)
1. 56 7.28 2. 23 18.63
3. 62 255.44 4. 71 82.36

5. 40 8.580 6. 0.43 13 588
7. 0.25 145 75 8. 0.46 1948
9. 0.35 5250 10. 0.60 4 100
Exercise 5.
Direction. Analyze and solve the problem:

1. If socks cost PhP180.75 for 3 pairs, how much does one cost?
2. If chocolate bars 8 for PhP246.80, how much is one chocolate bar?
3. You buy a microwave for PhP4 995.60 and agree to make 12 equal payments. How
much will each payment be?
4. You and 2 cousins agree to spend several hours loading a truck. The truck driver gives
you PhP360.75 to share. How much would each person get?

5. You buy 15 loaves of bread and the bill comes to PhP452.25. How much did each loaf
of bread cost?
6. Mr. Gabriel jogged a total of 40 kilometers during his stay in the city. If he jogged 0.20
kilometers daily, how long was his stay in the city?
7. How many pieces of string 0.62 dm long can be cut from a 21 204 dm spool of string?
8. A 0.72 sack of fertilizer was used equally at 0.12 sack per field. How many fields were
covered?
9. Mr. Salvador covered 295.50 kilometers in his trip to the province. If her car consumed
19.7 liters of gasoline, how many kilometers did her car cover on a liter of gasoline.
10. In a birthday party, Emma made 24 hamburgers for lunch using 1.44kg of ground beef.
How much ground beef was used in each hamburger?

Reflection
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
______________________________________________________

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
______________________________________________________
References
21st Century Matheletes 6, pages 66-68

TG), Trigonometry, Mo, Module
Prepared by:
JOVELYN G. ACOB
Writer

Exercise 5
1. 60.25 6. 200
2. 30.85 7. 34 200
3. PhP416.30 8 .6
Exercise 4 4. PhP120.25 9. 15
1. 0.13 9. 15 000 5. PhP30.15 10. 16.67
2. 0.81 10.6833.33
3. 4.12 11. 2.9 Exercise 3
4. 1.16 12. 62
1. 22.8 6. 35
5. 0.2145 13. 4 400 2. 366.43 7. 27
6. 31600 14. 6.853 3. 2.72 8 .12
7. 58300 15. 3.804
4. 2.325 9. 123
8 .4234.783 5. 0.3382 10. 14
1. 4400 6. 40 1. 19.56 6. 3.28
2. 4829.630 7. 30.4 2. 0.018 7. 370.25
3. 4400 8 .68 3. 0.5 8 .15.01
4. 42011.11 9. 328 4. 0.227 9. 3.09
5. 161.78 10. 72 5. 0.038 10.
Answer key.
MATHEMATICS 6
Name: _______________________________ Grade Level: ________
Date: ______________________ Score: ______________

Division of Decimals up to 2 Decimal Places
by 10,100 and 1000 Mentally
comprehension as it specifically aims for learners’ mastery on dividing decimals up to 2
decimal places by 10.100 and 1000 mentally.
Always remember, when dividing decimal by 10, 100 or 1000, move the decimal
point in the dividend to the left based on the number of zeros in the power of 10.
The following example shows the steps in dividing decimals up to 2 decimal places
by 10, 100 and 1000.
Example 1:
The divisor 10 has 1 zero.
823.7 ÷10 = 8 2 3 7 = 82.37 Move the decimal point 1
place to the left
0.48 ÷ 10 = 0 0 48 = 0.048
Example 2:
823.7 ÷100 =8 2 3 7 = 8.237 The divisor 100 has 2 zeros.

Move the decimal point 2
0.48 ÷ 100 = 0 00 48 = 0.0048 places to the left
Example 3:
823.7 ÷ 1000 = 0 823 7 = 0.8237 The divisor 1000 has 3 zeros.

Move the decimal point 3
0.48 ÷ 1000 = 0 000 48 = 0.00048 places to the left

Learning Competency: Divides decimals up to 2 decimal places by 10, 100 and 1000
mentally (M6NS-Ih-118)
Activity
Exercise 1: Solve for the quotient. Write your answer on the blank provided.
1) 457. 2 ÷ 10 = _______ 6) 82.79 ÷ 10 = _______
2) 94.52 ÷ 100 = _______ 7) 17.67 ÷ 100 = _______
3) 934.28 ÷ 1000 = _______ 8) 945.19 ÷ 100 = _______
4) 22.93 ÷ 10 = _______ 9) 78.32 ÷ 1000 = _______
5) 592.71 ÷ 1000 = _______ 10) 249.16 ÷ 1000 = _______
Exercise 2: Complete the table by writing the quotient of the decimal and the divisor
given in each column.
DIVISOR
DECIMAL
÷ 10 ÷ 100 ÷ 1000
1) 0.492 0.0492 ______ ______
2) 0.0168 ______ 0.000168 ______
3) 0.0092 ______ ______ 0.0000092
4) 0.34 0.034 ______ ______
5) 0.0175 ______ ______ 0.0000175
Exercise 3: Find the missing numbers.
1) _____ ÷ 100 = 0.00162 6) 87.23 ÷ 100 = _____
2) 245.32 ÷ ____ = 24.532 7) 0.79 ÷ _____ = 0.00079
3) 0.494 ÷ 1000 = _____ 8) _____ ÷ 10 = 36.964
4) 0.023 ÷ ____ = 0.0023 9) 92.61 ÷ 1000 = _____
5) _____ ÷ 1000 = 0.01235 10) 0.536 + ____ = 0.00536

Exercise 4: Write the correct divisor (10,100 or 1000) in the box to complete the
number sentence.
1) 0.0357 ÷ = 0.000357 6) 0.329 ÷ = 0.00329
2) 75.85 ÷ = 0.07585 7) 927.64 ÷ = 92.764
3) 926.36 ÷ = 9.2636 8) 0.01954 ÷ = 0.001954
4) 0.00815 ÷ = 0.000815 9) 82.19 ÷ = 0.08219
5) 392.38 ÷ = 0.39238 10) 491.12 ÷ = 4.9112
Exercise 5: Solve each problem.
3. Marie bought 100 boxes of pizza worth Php 9,553.50. How much did each box of pizza
cost?
➢ Answer:
4. LGU Cauayan City has Php 4,642,323.55. They want to give it to 1000 families affected
by covid-19 pandemic in their community. How much will each family receive?
➢ Answer:
5. Mother went to market and bought 10 kilograms of shrimp worth Php 4,503.75. How
much did each kilogram of shrimp cost?
➢ Answer:
6. Mr. Aguinaldo hired a carpenter to do some repair in his house. He paid the carpenter
Php 4 640.75 for working for 10 days. How much did Mr. Jimenez pay the carpenter per
day?
➢ Answer:

Reflection
1. What did you learn in this activity, do you think you could use/need it in the future?
Why?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_________________________________________________________
2. How did you feel about this activity? Which part of the activity is difficult or easy for
you? Why?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_________________________________________________________
References
21st Century Matheletes 6, page 69e 13 (TG), EASE Module F
LPrepared by:
NIKKI S. JIMENEZ
Wrier

Exercise 5
1. Answer: Php 95.2350 each box of pizza
2. Answer: Php 4 642.32355 each family
3. Answer: Php 450.375 each kilogram of shrimp
4. Answer: Php 464.075 per day
1. 100 6. 100 1. 0.162 6. 0.8723
2. 1000 7. 10 2. 10 7. 1000
3. 100 8. 10 3. 0.000494 8. 369.64
4. 10 9. 1000 4. 10 9. 0.09261
5. 1000 10.100 5. 12.35 10. 100
Exercise 2
÷ 10 ÷ 100 ÷ 1000
1. 0.492 0.0492 0.00492 0.000492
2. 0.0168 0.00168 0.000168 0.0000168
3. 0.0092 0.00092 0.000092 0.0000092
4. 0.34 0.034 0.0034 0.00034
5. 0.0175 0.00175 0.0000175 0.0000175
Exercise 1
1. 45.72 6. 8.279
2. 0.9452 7. 0.1767
3. 0.93428 8. 9.4519
4. 2.293 9. 0.07832
5. 0.59271 10. 0.24916
Answer key:
MATHEMATICS 6
Name: ________________________________ Grade: ____________
Date: ______________________ Score: ____________

Differentiating Terminating, Repeating and Non-Terminating Quotients

comprehension as it specifically aims for students’ mastery on differentiating terminating,
repeating and non-terminating quotients.
The process of dividing decimals involves a series of steps in certain condition. It

requires considering and identifying the kind of quotients you obtain in doing the process.
Quotients can be classified as terminating, repeating and non- terminating.
Terminating quotient- is acquired when the remainder is zero and ends or stops the
division process.
Example:
25.7
25 642.5
The quotient 25.7 is a terminating
50_
quotient because the division
142
process ends or stops. It has zero
125 remainder.
175
175
0
Non-Terminating quotient- is acquired when the remainder is non-zero and do not
ends or stops the division process. In some cases, there are digits that repeat no matter how
many zeroes are added and Repeating Quotient is acquired.
The digit or set of digits that repeat is called repetend. Usually we put three dots (…)
or elipsis after a digit that is repeated or a bar can be written over the number or numbers
that are repeated.
Example: If the quotient never ends it is

0.666… or 0.6 non-terminating quotient. The
3 2000 remainder is non-zero number.The
18_ quotient 0.666… or 0.6 is repeating
20 quotient because the digit is
18 repeated and non-terminating
20 because the division process never
18 ends.
2

Learning Competency: The learner differentiates terminating, repeating and non-
terminating quotients (M6NS-Ii-119).
Exercise 1
Direction: Read and analyze each statement. Write True if the statement is correct and
False if wrong.
__________1. 2.666… is non-terminating and repeating quotient.

__________2. 2.666… can also be expressed as 2.6
__________3. 3/6 can be expressed as a repeating decimal quotient.
__________4. A terminating decimal quotient has a finite number of digits
after the decimal point.
__________5. Repeating decima quotient is non-terminating.
__________6. Non-terminating decimal is a decimal that goes on and then
stops at certain point.
__________7. 0.5 means 5 is repeated and never ends.
__________8.0.454545… is a repeating quotient.
__________9. Repeating decimal quotient is also terminating decimal
quotient.
_________10. Fraction can be expressed as terminating, repeating and non-
terminating decimal.
Exercise 2
Direction: Express the following fractions as decimal then decide whether it is

terminating, repeating or non-terminating quotient. Write your answer in the box
Quotient Type of Decimal Quotient

1. 7_
10
2. 5_
8
3. 11
12
4. 5_
9
5. 3_
11

Exercise 3
Direction: Color the box green if it gives terminating quotient and blue if repeating
quotient and red if non-terminating quotient.
Exercise 4
Direction: Write the quotient in the space provided in the table. Then put a check (√ ) in
the column that describes the decimal quotient in the following exercises.

Exercise 5
Direction: Maze Challenge! Solve then put an X in the circle if the quotient is terminating
and diamond if the quotient is repeating/non-terminating quotient.

Reflection
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__________________________________________

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__________________________________________
References
21st Century Matheletes 6, page 70
Math for Life 6, pages 60-61TG),

Prepared by:
MARIVIC D. ANDRES
Writer

Exercise 3
Activity 4
Exercise 2
1. 0.7- Terminating
2. 0.625 Terminating
3. 0.916 Repeating
4. 0.5 Repeating
5. 0.27 Repeating
Exercise 1
1. True 6. False
2. True 7. true
3. False 8. True
4. True 9. False
5. True 10. True
Answer key:
0.54 √
9.0625 √
25.3… √
2.046808
√
so forth
488.72
Exercise 4
√
X X
X
X
X
X
X
Exercise 5 X

MATHEMATICS 6
Name: _______________________________ Grade Level: ________________
Date: ________________________________ Score: ______________________

Routine and Non-routine Problems on Division of Decimals

This activity sheet will serve as your learning guide in solving word problems
involving division of decimals.
figures/illustrations, diagrams, making a model, listing or table method, patterns, working
backwards and any other strategies to solve.
Example 1: A pile of newspaper weighs .75 kg. If each newspaper weighs .125 kg., how
many newspapers are there?
Think. • What is asked in the Number of newspapers in a pile

problem?
• What are the given facts? .75 kg – the weight of a pile of newspaper
.125 kg – weight of each newspaper
Plan. • What is the operation to be .75 kg divided by .125 kg

used?
• Write the number So division will be used.
sentence. .75 ÷.125 = n
Solve. • What is your solution? .75 ÷ .125 = 6
Answer. • What is the complete There are 6 newspapers in a pile

answer?
Check. • Is the answer sensible? 6 x .125 = .75 The inverse operation of

division is multiplication. Compute
backward.
• Is the computation correct? The answer makes sense.
The answer is correct.

Example 2: The length of a ribbon is 1.28 m. The length of a rope is 2.74 longer than
the ribbon. The rope was cut into 12 pcs and dyed with yellow color. Find the size of
each yellow rope?
Using a diagram, we can analyze and solve the problem.
1 2 3 4 5 6 7 8 9 10 11 12
Solution: 1.28 m + 2.74 m = 4.02 m (the size of the rope)
4.02 m ÷ 12 pcs = n
4.02 ÷ 12 = .335
ANSWER: The size of each yellow rope is .335 m
To check:
.335 m x 12 = 4.02 m
Learning Competency and Code: The learner solves routine and non-routine problems
involving division of decimals, mixed decimals, and whole numbers including money using
appropriate problem- solving strategies and tools. (M6NS-Ij-120.2).
Activity
Activity 1 Read and analyze the following problems. Choose the letter of the correct
division of decimals involved in each problem.
1. Jose spends P9.50 on tricycle fare in going to school. If he needs to save

P85.50, how many times should he walk instead of riding, in order to save
the money?
a. decimal by decimal c. whole number by decimal

b. mixed decimal by decimal d. mixed decimal by mixed decimal

2. How many .25 are there in .75?
a. whole number by decimal c. decimal by decimal

b. mixed decimal by mixed decimal d. mixed decimal by decimal
3. Sofia bought 3 magazines for P77.25. How much did she pay for each magazine?
a. decimal by decimal c. whole number by decimal

b. mixed decimal by decimal d. mixed decimal by whole number
4. Aling Belen bought 3.75 kilos of rice for P90.00 What is the cost of each kilogram of
rice?
a. whole number by decimal c. decimal by decimal
b. whole number by mixed decimal d. mixed decimal by decimal
Activity 2 Division of mixed decimal by decimal, mixed decimal by whole number

and whole number by decimal.
What is the official name of the disease caused by the novel coronavirus?
_________ _________ __________
1 2 3
To find the word, answer the questions correctly and refer your answer from the box. Put
the letters/numbers that corresponds to the answer in its respective blank.
1. How many .50-centavos are there in P20.50? VID - 16.75

2. Find the weight of each box if 5 boxes weigh 83.75 lbs.?
3. How many .125 are there in 9? 19 - 72
CO - 41
Activity 3
Direction: Read and analyze the problem. Then answer the questions and
do the directions that follow.
Word Problem No. 1:

A stack of magazines weighs .90 kg. If each magazine weighs .30, how many
magazines are there?

a. What is asked?
s.
t.
u.
v.
w.
x.
Word Problem No. 2:

Ruben bought 13 t-shirts for P4,878.25, how much is the cost of each t-shirt?
a. What is asked?
a.
b.
c.
d.
e.
f.

Activity 4
Direction: Read and solve the word problems below.

6) Geraldine buys a stack of paper containing 150 sheets. Each stack costs P112.50?
How much does each sheet of paper cost?
Solution:
Answer:
7) Cesar bought 18 feet of plastic to cover his 12 books. How much plastic does he
need to cover a book?
Solution:
Answer:
Activity 5 Solving non-routine problems involving division of decimal number.
Direction: Read and solve this non-routine problem involving division of decimal numbers.
1. A jar is .375 full of water. When 3 liters of water were poured into it, it became
.60 full. How many liters of water can the jar contain?
3 liters
.60 full
.375
full
2. Ricky and Romeo are studying at Maswerte Elementary School. They

compared their average scores in Mathematics after three grading periods. Who
worked harder between them? What should be the scores in Mathematics of
Ricky in each grading period if he wanted to have equal performance with
Romeo?

Grading Period Ricky Romeo
First 88.38 88.75
Second 87.13 86.75
Third 85.88 86.88
Rubrics for Scoring.
CRITERIA (3 pts.) (2 pts.) (1 pt.) (0 pt.)

Identifies special Understands Understands Doesn't
Understands factors that the problem enough to solve understand
the Problem influences the part of the enough to get
approach before problem or to get started or make
starting the part of the progress
problem solution
Explains why Uses all Uses some Uses
Uses certain appropriate appropriate inappropriate
Information information is information information information
Appropriately essential to the correctly correctly
solution
Explains why Applies Applies some Applies
Applies procedures are completely appropriate inappropriate
Appropriate appropriate for appropriate procedures procedures
Procedures the problem procedures
Uses a Uses a Uses a Uses a
Uses representation representati representation representation
Representations that is unusual in on that that gives some that gives little
its mathematical clearly important or no
precision depicts the information significant
problem about the information
problem about the
problem
Correct solution Correct Copying error, No answer or
Answers the of problem and solution computational wrong answer
Problem made a general error, partial based upon an
rule about the answer for inappropriate
solution or problem with plan
extended the multiple
solution to a more answers, no
complicated answer
solution statement,
answer labeled
incorrectly

Reflection

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____________________________________________________

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____________________________________________________
References
Prepared by:
MARIA ELENA G. REYES

Writer

Activity - 5 Activity - 4
1. 13.33 or 13 1/3 1. Solution: Php112.50 ÷ 150
sheets = n
2. It’s Romeo
.75 = .75
First Grading- 88.71 Answer: The cost of each
Second Grading- 87.46 sheet of paper is .75
Third Grading-86.21
2. Solution: 18 ÷ 12 = n
1.5 = 1.5
Answer: Cesar needs 1.5
feet of plastic to cover a
book.
Word Problem No. 2 Word Problem No. 1
a. The cost of each t-shirt a. Number of magazines
b. Php 4,878.25 in a stack
13 t-shirts b. .90 kg
c. division .30 kg.
d. Php 4,878.25÷13=n c. division TG),
d. .90 ÷.30 = n (
e. 4,878.25÷13 = 375.25
e. .90 ÷.30 = 6
375.25 = 375.25
6 =6
f. The cost of each t-shirt is
Php 375.25 f. There are 6
newspapers
in a stack
Activity - 3
Activity - 2 Activity - 1
1. CO 1. D
2. VID 2. C
3. 19 3. D
4. B
COVID-19-
• is the official name of the disease caused by
the novel coronavirus.
Answer Key
MATHEMATICS 6
Name: _______________________________ Grade Level: _______
Section: ______________________ Date: ______________

Solves Multi-step Problems Involving Division and
any of the Other Operations of Decimal Numbers
comprehension as it specifically aims for students’ mastery on solving multi-step problems
involving division and any other operations of decimals, mixed decimals and whole
numbers including money using appropriate problem-solving strategies and tools.
Solving multi-step problems require a more complex process and multiple strategies.
It involves not only division but as well as other operations like addition, subtraction and
multiplication.
The example below shows the four-step process in solving a multi-step problem.
Carol and May bought some groceries to replenish their stock of food
during the quarantine. They bought 5 cans of tuna for Php 29.75 each, 12 packs
of instant noodles for Php 5.25 each and 1.5kg of pork at Php 200 per kilogram.
If they shared equally in paying for the total amount, how much did each of them
share?
THINK
Know what is asked How much did each of them share?
5 cans of tuna for Php 29.75 each,12 packs of instant noodles

Know what are given for Php 5.25 each and 1.5kg of pork at Php 200 per kilogram,
facts Carol and May shared equally in paying for the total amount
PLAN
Determine the Multiplication, Addition and Division
Write the N = (5 x Php 29.75) + (12 x Php 5.25) + (1.5 x Php 200)
number/mathematical 2
sentence

SOLVE
Perform the operations Follow the order of operations.
Step 1: Multiply first
Php 29.75
x 5
148.75 Php 148.75
Php 5.25
x 12
10 50
+ 52 5
63.00 Php 63.00
Php 200
x 1.5
100 0
+ 200
300.0 Php 300.0
Step 2: Add to get the total amount
Php 148.75
63.00
+ 300.00
511.75 Php 511.75
Step 3: Divide the total amount between Carol and May
255.875 Php 255.875

2 511.750
- 4
11
-10
11
-10
17
-1 6
15
-14
10
-10
0
Answer
Carol and May shared Php 255.875 each.

CHECK AND LOOK
BACK
Work backwards Multiply the quotient Php 255.875 to the divisor 2 and you
should get Php 511.75.
Learning Competency: The learner solves multi-step problems involving division and any
other operations of decimals, mixed decimals and whole numbers including money using
appropriate problem-solving strategies and tools. (M6NS-Ij-120.3).
Activity
Exercise 1
Read and analyze the following problems. Choose the letter of the correct set of operations
involved in each problem.
1. Mari bought a notebook for Php 36.25 and handed Php 100 to the cashier. She then used the
change to buy three sign pens in another store. How much did each of the sign pen cost?
a. multiplication & division b. subtraction & division c. addition & division
2. Mark received 10kg of rice assistance from their barangay which he decided to share with his
3 siblings. If he originally has 25.75kg of rice before, how many kilograms of rice does he have
in all after receiving his part from the rice assistance of the barangay?
a. division & addition b. division & multiplication c. division & subtraction
3. Gary sold 15.5kg of corns at P30 per kilogram. He set aside half of what he earned for his
allowance when classes resume and gave the remaining half to his mother. How much
money did he save for his allowance?
a. addition & division b. multiplication & division c. multiplication & subtraction
4. Lara and Bon bought 3 small bottles of hand sanitizers for Php 24.35 each and 4 boxes of
facial tissue for Php 12.15 each. If they shared equally in paying for the total amount, how
much did each of them share?
a. addition, subtraction & b. multiplication, addition & c. multiplication, subtraction &
division division division
5. Anita and her two friends bought a bilao of pansit for P270, a tub of ice cream for P99.50
and 2 big bottles of soft drink to be given as snacks to their community clinic. If they spent
P500 in all, how much did each bottle of soft drink cost?
a. addition, multiplication & b. addition, subtraction & c. addition, subtraction &
division multiplication division

Exercise 2
Find out the answer in the question by solving each word problem below Refer your
answer from the box. Put the letters that corresponds to the answer in its respective blank.
Who is the father of mathematics?

2.5 hours EDES
_________ _________ _________
1 2 3 Php 650.00 ARC
Php 7,374.75 HIM

PROBLEMS
HIM
1. Nelson bought 2.5 gallons of white paint and 1.75 gallons yellow paint which he will
use in her daughter’s room for P2,762.50. How much did he pay for each gallon of
paint?
ARC
2. Mrs. Legaspi made a P5,250.50 down payment on a television set which she
purchased on account for P20,000.00. The balance will be paid equally in 2 months.
EDES
How much is the monthly instalment?
3. Nena can read 10 pages of books in 1.25 hours, how long will it take her to read 20
pages?
Exercise 3
Read and solve the problem. Answer the questions using the 4 -step process.
Problem: Levy bought 5.5 kilos of pork twice on Monday and another 6.5 kilos of
pork thrice on Tuesday. She had already used 3 kilos in her adobo recipe and the remaining
kilos were divided between her two daughters. How many kilos of pork did each daughter
has?
THINK
Know what is asked
Know what are given

facts
PLAN

Determine the
Write the
number/mathematical
sentence
SOLVE
Answer
CHECK AND LOOK
BACK
Work backwards
Exercise 4
Direction: Read and solve the following problems. Show your complete solution and select
the correct answer from the trending hashtags about COVID-19 provided below.
# Social distancing # lock # Flatten # Work

down the curve from home
0.7 and 0.3 2.5 3.75 0.5 and 0.5

1. I am thinking of two decimals. Add them and you get 1. Multiply them and you get
0.21. What are the two decimals?
Solution:
Answer:
2. The average of four numbers is 47.5. Ten is added to the sum of the four numbers and
the new average is computed. What is the difference between the old average and the
new average?
Solution:
Answer:

(0 pt.) (1 pt.) (2 pts.) (3 pts.)
Learner shows no Learner only shows Learner only Learner shows
attempt to really answer. shows answer but complete solution
Amount of
do any of the showed partial and gives an
Work
answer given.
Understandi understanding limited partial thorough
ng about the topic. understanding understanding understanding
about the topic. about the topic. about the topic
Reflection

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
References:
Learning Math Today 6 copyright 1999 pp. 204-218

Realistic Math 5 pp. copyright 2001 pp. 236-242
Mo, Module 2 (
L
Prepared by:
MARIA ELENA G. REYES

Writer

Exercise 4
24)#social distancing - 0.7 and 0.3 2) #lockdown - 2.5
Exercise 3
1. What is asked? No. of kilos of pork shared by each daugther
• 11 kilos of pork available
What are the given • 3 kilos deducted
facts?
2. What operation Multiplication, addition, subtracaation and
division
shall we use?
3. Solve Multi-step process:
Step 1: Multiply
5.5 x 2 = 11.0
6.5 x 3 = 19.5
Step 2: Add
11.0
+ 19.5
30.5
Step 3: Subtract
30.5-3=27.5
Step 4: Divide
27.5 ÷2 = 13.75
Answer Each daughter has 13.75 kg of pork
4. Is your answer 13.75 x 2 +3=30.5 (solve backward)
reasonable?
Each daughter has 13.75 kg of pork
Exercise 1
Exercise 2
11. b
1) Php 650.00 – ARC
12. a
2) Php 7,374.75 – HIM
13. b
3) 2.5 hours – EDES
14. b
Answer: ARCHIMEDES
15. c
ANSWER KEY

Grade 6 Mathematics Final

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Grade 6 Mathematics Final

Uploaded by

Copyright:

Available Formats

6

LEARNING ACTIVITY SHEETS

Learning Activity Sheet in Mathematics

Printed by: DepEd Regional Office No. 02

Solves 1 or more steps routine and non-routine

Multiplies decimals and mixed decimals with

Solves multi-step routine and non-routine problems

LEARNING ACTIVITY SHEET

Background Information for Learners

The examples below show how to add simple fractions:

Example 1: Whole + Simple

Note: Practice Personal Hygiene protocols at all times. 1

Choose the letter of the correct answer on the blank provided.

Note: Practice Personal Hygiene protocols at all times. 2

Write True if the number sentence is correct and False if it is not.

Note: Practice Personal Hygiene protocols at all times. 3

2. What part of the activity do you find easy? Why?

DIONISIO C. ABRUJENA, JR.

Note: Practice Personal Hygiene protocols at all times. 4

Learning Activity Sheet

Background Information for Learners

Example 1: Simple + Simple

Note: Practice Personal Hygiene protocols at all times. 6

𝟗 Then, copy the denominator 14.

Example 2: Simple + Mixed

Step 3 Add the fractions by adding numerators

Note: Practice Personal Hygiene protocols at all times. 7

Step 3 Add the fractions by adding numerators

2 + 3 = 5, so the whole number is 5.

Add the whole numbers then copy the

5 + 1 = 6, so the whole number is 6.

Note: Practice Personal Hygiene protocols at all times. 8

Note: Practice Personal Hygiene protocols at all times. 9

Write True if the number sentence is correct and False if it is not.

Note: Practice Personal Hygiene protocols at all times. 10

“Why couldn’t the shoes go out and play?”

Note: Practice Personal Hygiene protocols at all times. 11

Learner shows Learner shows Learner shows Learner shows

2. What part of the activity do you find easy? Why?

DIONISIO C. ABRUJENA, JR.

Note: Practice Personal Hygiene protocols at all times. 12

LEARNING ACTIVITY SHEET

Background Information for Learners

Example 1: Simple – Simple

Step 2 Make the fractions similar by finding the

Note: Practice Personal Hygiene protocols at all times. 15

Step 3 Subtract the numerators and copy the

Example 3: Whole – Mixed Number

Note: Practice Personal Hygiene protocols at all times. 16

Note: Practice Personal Hygiene protocols at all times. 17

Note: Practice Personal Hygiene protocols at all times. 18

Note: Practice Personal Hygiene protocols at all times. 19

Level 1 Level 2 Level 3 Level 4

2. What part of the activity do you find easy? Why?

Note: Practice Personal Hygiene protocols at all times. 20

DIONISIO C. ABRUJENA, JR.

Note: Practice Personal Hygiene protocols at all times. 22

LEARNING ACTIVITY SHEET

Background Information for Learners

Example 1: Mixed - Whole

Bring down the fraction since there is

Example 2: Mixed - Simple

Note: Practice Personal Hygiene protocols at all times. 23

Example 3: Mixed Number - Mixed Number