6


    
   
 
 6
Mathematics
Quarter 1 – Module 3:
Multiplying Simple
Fractions and Mixed
Fractions

ii
Math – Grade 6
Most Essential Learning Competencies
Quarter 1 – Module 3: Multiplying Simple Fractions and Mixed Fractions
First Edition, 2020

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Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
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materials from their respective copyright owners. The publisher and authors do not
represent nor claim ownership over them.

Published by the Department of Education

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

Development Team of the Module

Writer: Val R. Barona
Editors: Agnes Q. Cabrestante/ Grace B. Booc
Reviewer: Astrid N. Agbanlog
Illustrator: Layout Artist:
Management Team: Aurelia B. Marquez
Rodgie S. Demalinao
Astrid N. Agbanlog

Printed in the Philippines, by ________________________

Department of Education – MIMAROPA Region – Division of Palawan

Office Address: PEO Road, Barangay Bancao-Bancao, Puerto Princesa City

Telephone: (048) 433-6392
E-mail Address: palawan@deped.gov.ph
Website: www.depedpalawan.com
Introductory Message
For the facilitators:
Welcome to Multiplying Simple Fractions and mixed Fractions in Mathematics 6!

iii
This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping the
learners meet the standards set by the K to 12 Curriculum while overcoming their
personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of the
module:

Notes to the Facilitators

This contains helpful tips or strategies that will help
you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this module. You
also need to keep track of the learners' progress while allowing them to manage their
own learning. Furthermore, you are expected to encourage and assist the learners as
they do the tasks included in the module.

For the learner:

Welcome to the Mathematics 6 Module 3 on Multiplying Simple Fractions and mixed
Fractions

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

v
 This will give you an idea of the skills or
What I Need to Know
competencies you are expected to learn in
the module.
This part includes an activity that aims to
What I Know check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

This is a brief drill or review to help you link

What’s In
the current lesson with the previous one.

In this portion, the new lesson will be

What’s New introduced to you in various ways such as
a story, a song, a poem, a problem opener,
an activity or a situation.
This section provides a brief discussion of
What is It the lesson. This aims to help you discover
and understand new concepts and skills.

This comprises activities for independent

What’s More practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
This includes questions or blank
What I Have Learned sentence/paragraph to be filled in to
process what you learned from the lesson.
This section provides an activity which will
What I Can Do help you transfer your new knowledge or
skill into real life situations or concerns.
This is a task which aims to evaluate your
Assessment level of mastery in achieving the learning
competency.
In this portion, another activity will be given
Additional Activities
to you to enrich your knowledge or skill of
the lesson learned.
This contains answers to all activities in the
Answer Key
module.

vi
At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not hesitate
to consult your teacher or facilitator. Always bear in mind that you are not alone.
We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

What I Need to Know

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

The module contains discussions and activities about multiplication of simple and
mixed fractions.

After going through this module, you are expected to:

1. Multiply simple fraction by another simple fraction.
2. Multiply simple fraction by a mixed number.
3. Multiply mixed number by another mixed number.

vii
 What I Know

Directions: Find the value of n in each item. Write the letter of the best answer on the
space provided before each item.
𝟐
_____𝟏) 𝟕
𝒐𝒇 𝟐𝟖 = 𝒏
2 7 1
a) 28 7 b) 56 c) 8 d) 8
𝟕 𝟑
_____2) 𝒐𝒇 𝟏𝟒 = 𝒏
𝟗
1 3 10 4
a) b) c) d)
6 10 23 5
𝟓 𝟒 𝟐
_____3) 𝒙 𝟏𝟎 𝒙 𝟓 = 𝒏
𝟖
40 11 1
a) 1 b) 400 c) 23 d) 10
𝟏 𝟑
_____4) 𝟒 𝟐 𝒙 𝟒 = 𝒏
3 9 3 12
a) 3 8 b) 2 c) 4 8 d) 8
𝟐 𝟏
_____5) 𝟐 𝟓 𝒙 𝟏 𝟔 = 𝒏
2 4 1 12
a) 2 30 b) 2 5 c) 2 15 d) 5
𝟏 𝟑
_____6) 𝟒 𝟐 𝒙 𝟒 = 𝒏
3 9 3 12
a) 3 8 b) 2 c) 4 8 d) 8
𝟏
_____7) 𝟓 𝒙 𝟏𝟎 = 𝒏
𝟒
1 10 1 10
a) 50 b) 50 c) 52 d) 51
4 4 2 4
𝟏 𝟑
_____8) 𝟐 𝟑 𝒙 𝟓 = 𝒏
1 2 3 7
a) 2 5 b) 1 5 c) 2 15 d) 3
𝟐 𝟒
_____9) 𝟒 𝟓 𝒙 𝟐 𝟖 = 𝒏
1 1 8
a) 8 8 b) c) 8 40 d) 11
11
𝟓 𝟏
_____10) 𝟓 𝟖 𝒙 𝟐 𝟓 = 𝒏
405 99 81 8
a) 40
b) 8
c) 8
d) 99

1
viii
 Multiplication of Simple Fractions and Mixed
Fractions
Unlike addition and subtraction of fractions, multiplying simple and mixed fractions do
not require least common denominator (LCD) anymore. However, knowing how to
change mixed form to improve fraction is very important because it has something to
do with multiplying mixed forms by a fraction or by a whole number. Multiplying mixed
numbers does not only involve multiplication but all the fundamental operations in
mathematics.
Remember that in fraction, any whole number has a denominator of 1.
In this module, you will learn how to find the product when multiplying simple and
mixed fractions. The following activities will help you in every step of the way.

What’s In

Hi kids! I know you enjoyed studying and answering your previous modules on
adding and subtracting fractions. Let’s have a short recap about it. Complete the
squares by adding and subtracting the fractions across and downward. The first
square is done for you.

+ + -
4 3 5 3 5 1 3 1 7
1 4 5 5 3 2
6 4 12 4 12 6 4 6 12
+ 5 2 23 + 5 5 11 - 5 2 23
2 3 5 5 6 2 1
8 6 24 8 6 24 8 3 24
7 1 3 3 1 5 1 1 5
3 4 7 5 6 11 3 1 1
24 12 8 8 4 8 8 2 8

That was great! Now, let’s try to recall how to change mixed fractions to improper
fractions because this concept is essential to our main topic.

2ix
Directions: Change the following mixed fractions to improper fractions. The first one
is done for you.

2 5𝑥4+2 22 4
1) 4 5 = = 5) 5 9 =
5 5
3 4
2) 6 = 6) 9 =
7 9
3 1
3) 10 4 = 7) 8 2 =
5 5
4) 7 6 = 8) 3 8 =

What’s New

Multiplying Simple Fractions and Mixed Fractions

Multiplying fractions is an easy task. You no longer need to look for the least
common denominator (LCD) for dissimilar fractions, just like when you add or subtract
fractions. However, if one of the factors is a mixed fraction, you have to change it first
to improper fraction before you can perform the operation.

Let’s begin with this problem:

3 2
A farmer plowed 4 of his field. Then he planted rice on 3 of the plowed part. What
fractional part of his field was planted with rice?

• What are the given in the problem?

• How are you going to solve it?
• How do you show concern to our farmers?

3
 What is It

Multiplying Simple Fraction by Another Simple Fraction

3 2
The given in the presented problem are of a field and of the plowed part of the field.
4 3
3 2 3 2
In order to get the answer, we have to find of 3 or 4 𝑥 3.
4
3 2
How do we solve 𝑥 ?
4 3

We can use the following strategies to solve the problem.

Strategy 1: Let’s Draw It!

Step 1: Draw a rectangle. It will represent the field

Step 2: Divide the whole into 4 equal parts vertically

then shade the three parts.
3
4
2
Step 3: Divide the whole into 3 equal parts 3
horizontally then shade two parts. 6 1
𝑜𝑟
12 2
Step 4: Finally, count the number of parts where two
colors meet.

1
Hence, of the field was planted with palay.
2

Strategy 2: Let’s Make It Simple

We can easily get the same product by multiplying both the numerators and
denominators of the given fractions.
3 2 3𝑥2 6
𝑥 3 = 4𝑥3 = 12 Step 1: Multiply both numerators and denominators.
4

6÷6
Step 2: If possible, change
1
= the fraction in simplest form by
dividing 12
the÷numerator
6 2 and denominator by their
GCF.

4
 Notes to the Facilitators
The Greatest Common Factor (GCF) is the biggest number that can divide 2 or more
6÷6 1
given numbers. The GCF of 6 and 12 is 6, hence = .
12÷6 2

Whenever possible, we can also use cancellation in solving multiplication problems.

In this method, we also use the GCF to simplify the factors.

•3÷3=1
• The GCF of 2 and 4 is 2, so, 4 ÷ 2 = 2 and 2 ÷ 2 = 1

Multiplying Fractions Involving Mixed Numbers

A mixed fraction or a mixed number is a combination of a whole number and a fraction.
𝟏 𝟑
For instance, how do we solve 𝟑 𝒙 𝟒 = 𝒏?
𝟓

Step 1: Change the Step 2: Multiply the Step 3: Express your

mixed form to an numerators and then answer in lowest
improper fraction. multiply the term, if needed or
1 3 denominators. change it to mixed
3 𝑥 = 𝑛? form.
5 4 16 3 16𝑥3 48
𝑥 = =
5𝑥3 + 1 3 5 4 5𝑥4 20 48 ÷ 4 𝟏𝟐 𝟐
𝑥 = 𝑛? = or 𝟐
5 4 20 ÷ 4 𝟓 𝟓
16 3
𝑥 = 𝑛?
5 4

12 12
Note: is an acceptable answer. To Change : to mixed form, simply divide 12
5 5
by 5. Write the quotient as the whole number and keep the remainder as the numerator
over the same denominator.
We can also use cancellation if possible.

Step 1: Change the Step 2: Use cancellation. Step 3: Change the

mixed form to an fraction to lowest
improper fraction. term or mixed form
4
1 3
if needed.
3 𝑥 = 𝑛?
5 4 1 12 2
5𝑥3 + 1 3 =2
𝑥 = 𝑛? The GCF of 4 and 16 is 4. 5 5
5 4
16 3 16 ÷ 4 = 4
𝑥 = 𝑛?
5 4
4÷4=1

5
Take note that you can only do cancellation when multiplying fractions.
Now that you learned how to multiply simple fractions and mixed fractions, get ready
to answer the next activities.

What’s More
Activity 1: Let’s Draw It Again!
Directions: Use the given models to multiply simple fractions. Take the first one as
an example.
1)

x =

4 2 8
𝑥 =
5 3 15

2)

x
=

3 1
𝑥 = ________
4 3

3)

x =

4 4
𝑥 = ________
6 5

4)

x =

2 4
𝑥 = ________
3 7
6
5)

x =

7 5
𝑥 = ________
10 6

6)

x =

6 3
𝑥 = ________
8 4

Activity 2: Fractions in the Vase

Directions: Multiply the fraction in the vase by the fraction beside each flower. Write
your answer on the middle part of the flower. Express your answer in lowest term if
possible.
10
12
4 9
9 11

9
12

7
Activity 3: Find the product of the following. Express your answer in simplest
form if possible. Write your answer inside the box.
3 7 5 7 3
1) 𝑥8 = 4) 𝑥8𝑥4 =
7 14

9 2 8 5 14
2) 𝑥3 = 5) 𝑥 7 𝑥 15 =
10 10

4 30
3) 𝑥 36 =
5

Activity 4: Modified TRUE os FALSE.

Directions:. Solve the following problems. Write TRUE if the statement is correct. If
not, change the answer to make it correct. Write your answer on the blank.
2 1 33
_________1) 3 3 times 4 2 is equal to .
2

2 1 22
_________2) The product of 4 5 and 6 4 is .
5

3 1 15
_________3) When you multiply 8 5 by 4 3, the answer is .
559

1 3 473
_________4) The answer of 7 3 multiplied by 5 8 is .
24

4 5 299
_________5) 7 of 3 is equal to .
5 6 10

Activity 5: Solve for the value of n. Express your answer in simplest form. Write your
answer on the blank.
2 1 3 2
_______1) 6 5 𝑥 8 = 𝑛 _______4) 4 8 𝑥 2 5 = 𝑛

1 1 1 3 2
_______2) 4 2 𝑥 5 = 𝑛 _______5) 10 2 𝑥 1 7 𝑥 4 5 = 𝑛

1 9
_______3) 8 3 𝑥 10 = 𝑛

8
 What I Have Learned
To multiply simple fractions:
• Multiply the numerators
• Multiply the denominators
• Simplify or write the product in lowest terms if possible.

To multiply fractions involving mixed numbers:

• Change mixed numbers to improper fractions first.
• Multiply the numerators and then multiply the denominators.
• Use cancellation, if possible.
• Always express answer in lowest term.

What I Can Do
Let’s solve the problem below using models.
Atarah ate 2/5 of a cake. Shin ate 1/3 of the remaining part. What part of the
cake was left? Remaining part

Eaten by Atarah Eaten by Part left

Shin

2
Therefore, the remaining part of the cake was .
5
Now it’s your turn. Solve the problem below using model or by illustration. However, if
you are at ease with the usual computation, you are free to do so.
4
Alexis spent of his money in a nearby store. Half of what he bought were for his
5
Math project. If he had PhP50 at first, how much did he spent for his Math project?

Show your solutions here.

9
 Assessment
Directions: Solve each problem. Write the letter that corresponds to your answer on
the space provided before each item.
4 5
_____1) 𝑜𝑓 = 𝑛
5 9
4 9 20 25
a) 9 b) 14 c) 45 d) 36
6 5
_____2) 9 𝑜𝑓 8 = 𝑛
45 30 5 11
a) 48 b) 72 c) 12 d) 17
5 9
_____3) 6 𝑥 20 = 𝑛
14 3 9 45
a) 26 b) 8 c) 24 d) 120
6 6 4
_____4) 8 𝑥 10 𝑥 9 = 𝑛
144 1 36 1
a) b) c) d)
720 6 180 5
2 8 14 5
_____5) 6 𝑥 10 𝑥 15 𝑥 7 = 𝑛
8 1120 4 2
a) 45 b) 6300 c) 9 d) 9
2 1
_____6) What is the product of 6 5 𝑥 8 ?
4 32 32 1
a) 5 b) 5
c) 40 d) 6 20
1 1
_____7) If you multiply 4 2 𝑎𝑛𝑑 what will be the answer?
5
1 41 9 9
a) 4 10 b) 10 c) 2 d) 10
1 9
_____8) 8 3 times 10 is equal to what number?
25 15 9 3
a) b) c) 8 30 d) 8 10
3 2
3 2
_____9) Calculate the product of 4 8 𝑥 2 5.
6 3 21 163
a) 8 40 b) 8 20 c) d)
2 20
1 3 3
_____10) The product of 10 2 𝑥 1 7 𝑥 4 5 is ____
6 3
a) 40 b) 66 c) 40 d) 6
70 35

10
 Additional Activities

The following problems have something to do with multiplication of fractions. Analyze

and solve the following.

4 4
1) If 2⁴=2 x 2 x 2 x 2 = 16, then what is the value of (5) ?
1 2 3 4 5 98 99
2) What is the product of 𝑥 3 𝑥 4 𝑥 5 𝑥 6 𝑥 … . 𝑥 99 𝑥 100 ?
2
1 1 1 1 1 1 1
3) Find the product of (1 ) (1 ) (1 ) (1 ) (1 ) … . (1 ) ( 1 )?
2 3 4 5 6 99 100

4) To find the area of a rectangle, we simply multiply the measure of length and the
width. Find the area of the figure.

1
5 𝑐𝑚
3

3
5) What is the value of n 12 𝑐𝑚 in
4
1 2
24 𝑥 𝑛 𝑥 36 =

11
 12
What I Know What’s In Activity 1
1
2)
4
1) c
2) a 8
3) 15
3) d
4) a 8
49 4) 21
5) b 1) 5)
9
6) a 45 85
2) 6) 7
7 9 5) 12
7) c
43 17
8) b 3) 7)
4 2
9
9) d 47 29 6) 16
4) 8)
10) b 6 8
Activity 2 Activity 3 Activity 4 Activity 5
3 1) TRUE 4
1) 1)
8 5
𝟏 𝟐𝟕
55 1
𝟑 𝟒𝟒 2) 𝑜𝑟 27
3 2 2 9
𝟓 2) 2)
𝟖
5 10
𝟗 559 4
𝟐 2 3) 𝑜𝑟 37
𝟏𝟔 15 15 15 1
𝟓 3) 3)
3 2
𝑜𝑟 7 2
473 5
15 4) 𝑜𝑟 39 21 1
4) 12 12 4)
2
𝑜𝑟 10 2
64
5) TRUE
8 5) 66
5)
15
Answer Key
 13
What can I Do Assessment Additional
Activity
1) a
256
2) c 1)
625
3) b 1
2)
4) d 100
101 1
5) a 3) 𝑜𝑟 50
2 2
Each unit: 50 ÷ 5 = 10 6) a 4) 68 cm²
1 4 7) d 7
2
𝑜𝑓 = 2 units x 10 = 20
5 5)
8) b 60
Alexis spent PhP20 for his Math project.
9) c
Check:
1 4 1 𝑥 4² 𝑥 50¹⁰ 1𝑥2𝑥10
10) d
2
𝑥 5 𝑥 50 = 2₁ 𝑥 5₁
= 1𝑥1
= 20
References
Placer, D., Burgos, J., Tura, RA., Dacsa, J., Corpuz, M., Laynesa, M., Magallanes,
PLJ., Habon, VF., Insigne, L., 21st Century MATHletes 6
https://lrmds.gov.ph
Math 5 DLP 24 - Multiplying Fraction by Whole Numbers
Math 5 DLP 26 - Multiplying Mixed Form by A Mixed Form
3_Two-Step Word Problems Involving Multiplication and Addition of Fractions

14