Overview of the Handouts

A. Course Title:
Teaching Mathematics in the Intermediate Gra

Chapter 1: WHOLE NUMBERS

LESSON 1 Multi- Digit Multiplication

Lesson Outcomes

At the end of the lesson, the student should be able to:

• Multiply up to 3-digit numbers by up to 2-digit numbers without or with

regrouping; and
• Solve word problems involving multi-digit multiplication

Lesson Opener
The Circle of Mathematicians of 123 Elementary Schools solicits notebooks to be donated to the
schools in the far-flung area of a certain municipality. They collected a total of 232 packs of
notebooks. If each pack contains 12 notebooks, how many notebooks did the organization
collect?

Activity
 Let’s Focus
To visualize the problem, we can draw 232 packs with 12 notebooks each. But drawing these will
take us time. Instead, we represent them like below.

Based on our illustration, we can now visualize that there are 232 packs with 12
notebooks each. Thus, we can simply put this into multiplication sentence as 232 x 12 = N.
 We can write the factors vertically to easily perform the operation as shown below 232 ×
12
But how this work?

Let us first recall the terms involve in multiplication. Factors are the numbers which we multiply.
Product is the answer which we get in multiplication.

232
× 12 factors
N product
In multiplying a three-digit by a two-digit number, we follow these steps.

Another way to multiply multi-digit numbers is through the use of Lattice Method. There are
three steps to follow in multiplying numbers using Lattice Method.

Using the Lattice method, we still got 2 784 as the answer.

 Another method which we can use in multiplying multi-digit numbers is by applying the
Distributive Property of Multiplication over Addition (DPMA) which you have learned when you
were in the primary grades.

Our number sentence is 232 × 12

=𝑁 12 can be renamed as 10 + 2.
So, our new equation is 232 × (10 + 2) = 𝑁

Working the equation, we get the results as follows:

(232 × 10) + (232 × 2)

2 320 464

2 784

Let’s Wrap up

 There are many methods in multiplying multi-step numbers. Some of

them are the long method, the lattice
method and the distributive

property of multiplication over addition.

Let’s Reflect
After learning this lesson, reflect on how it can be learned by your future pupils in more
effective, creative and meaningful way. Discuss you

1. So how should you begin teaching multi-digit multiplication?

It’s important to start with strategies that will help students solve multi-digit First of all, it’s
important for students to remember these properties. The commutative property states that the
order of the factors does not change the product. For example, 4×3 and 3×4 both equal 12. The
associative property states that the factors can be grouped in different ways. For example, (7×2)x5
gives you the same product as (2×5)x7. These properties help students understand that they can
manipulate equations to solve them easier.

Chapter 1: WHOLE NUMBERS

LESSON 2
 Division of 3-to-4-Digit Numbers
b

By 1 – to 2-Digit Numbers

Lesson Outcomes

At the end of the lesson, the student should be able to:

• Divide 3- to 4-digit numbers without and with remainder;

• Solve word problems involving 3- to 4-digit numbers by 1- to 2-digit numbers.

Lesson Opener
A young organization in Brgy. #09 have raised 1 704 cans of sardines to be distributed among
the typhoon victims. If they will put 24 cans of sardines per box for transport, how many boxes
will they need?

Activity:
Let’s Focus
To better understand the problem, we can illustrate this as follows:
 With the aid of the illustration, the division sentence which we can form is
N
1 704 ÷ 24 = 𝑁 𝑜𝑟 24 1 704
1 704 is the dividend or the number to be divided by another number while 24 is the divisor which
divides another number. N represents the quotient or the answer in division.
To divide large numbers, we can use the Family mnemonic: Dad, Mom, Sister, Brother, Rover.
The initial letters stand for the steps in dividing large numbers as Divide, Multiply, Subtract,
Bring Down and Repeat or Remainder.
 Since we do not have any more digit to bring down, we stop here. Therefore, the youth
organization needs 71 boxes to transparent the cans of sardines.
How can we be sure that our answer is correct?
To check, Quotient × Divisor = Dividend
71 × 24 = 1 704
 Let’s Wrap up

 To divide large numbers, we follow these steps:

Divide, Multiply, Subtract, Bring Down , and Repeat or Remainder

Let’s Reflect
After learning this lesson, reflect on how it can be learned by your future pupils in more
effective, creative and meaningful way. Discuss you

1. What are the steps in dividing 3-to 4- digits numbers by 1- to 2- digit numbers without
and with remainder?

What are the steps in dividing 3-to 4- digits numbers by 1- to 2- digit numbers without and with
remainder?
Use the ”long division” method: Divide each digit or pair of digits from left to right. Save each
digit result, and any remainder should be multiplied by 10 and added to the next digit to the right.
When all division steps are completed, the answer is obtained by writing the digits saved at each
step in the order they were saved, followed by the remainder (if any) from the last division step,
expressed as a fraction.
Examples:
1. 123/3 (A 3-digit number divided by a 1-digit number) :
Divide 12 by 3 to get 4 remainder 0.
Divide 3 by 3 to get 1 remainder 0.
Therefore, 123/3 = 41.
Chapter 1: WHOLE NUMBERS

LESSON 3
B Order of Operations

Lesson Outcomes

At the end of the lesson, the student should be able to:

 Simplify a series of operations on whole numbers involving more than two

operations using the PEMDAS or GEMDAS rule, and  Solve word
problems involving order of operations

Lesson Opener
A pen cost P7.00 while a notebook costs thrice as the cost of the pen. Noel bought 5 notebooks
and 2 pens. He gave the cashier a P200-bill. How much change did he got?

Activity
 Let’s Focus
Let’s illustrate the problem in the Lesson Opener using models

pen P7.00
pen P7.00
notebook

Total cost of the

notebook
items that Noel
 notebook

notebook
notebook

1 unit = P7.00
17 units = P7.00 × 17 = 𝑃 119 total cost of the item Noel bought
P200 – P119 = P81 change of Noel
Another way to solve the problem is by translating the word problem is by translating the word
problem into an equation or number sentence. Since the cost of a notebook is thrice as that of the
pen, we know that a notebook costs P21. That is multiplying P7 by 3. Putting it into a number
sentence, we can come up with this: 200 − [(5 × 21) + (2 × 7)] = 𝑁.
Looking at the number sentence can be confusing but remembering the rules or how to work on
this will help us arrive at the correct answer. Remember the mnemonics GEMDAS. This is the
manner on how to solve the equation from left to right.
Grouping symbols, Exponents ,Multiplication or Division Addition or Subtraction
First, we will work on the operations inside the grouping symbols – parenthesis, then the brackets.
200 − [(5 × 21) + (2 × 7)] = 𝑁.

200 − (105 + 14) = 𝑁.

200 − 119 =𝑁

81 = 𝑁

Let’s Wrap up

 To solve an equation involving order of operation, remember the mnemonics

GEMDAS (Grouping symbols, Exponents, Multiplication or Division and

Addition of Subtraction.

Let’s Reflect
After learning this lesson, reflect on how it can be learned by your future pupils in more
effective, creative and meaningful way. Discuss you

1.Why is order of operations important in real life?

The order of operations is important because it guarantees that people can all read and solve a
problem in the same way.
2.What do you learn in order of operations?
The order of operations are the rules that tell us the sequence in which we should solve an
expression with multiple operations. The order is PEMDAS: Parentheses, Exponents,
Multiplication, and Division (from left to right), Addition and Subtraction (from left to right).

Chapter 1: WHOLE NUMBERS

LESSON 4 Exponential Notation

B

Lesson Outcomes

At the end of the lesson, the student should be able to:

• Describe the exponents and the bases in a number expressed in exponential

notation.
• Give the value of numbers expressed in exponential notation
• Perform two or more different operations on whole numbers with
• or without exponents and groupings symbols, and
• Solve word problems involving exponential notation.

Lesson Opener
There are 28 cartons of milk in a grocery store. How many cartons of milk are there?

Activity
 Let’s Focus
What does 28 mean?
28 is an example of a number written in exponential notation. It is read as ‘2 to the eighth power”,
“two to the eighth” or “2 raised to 8”.
 2 is the base. It is a number that gets multiplied repeatedly a certain number of times. 8 is the
exponent. The exponent tells the number of times the base is to be multiplied by itself.
When written in expanded form, 28 is equal to 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2 . The standard
form of 28 is 256.
Therefore, there are 256 cartons of milk in a grocery store.
Exponential Form Read as Expanded Form Standard Form
52 Five squared 5x5 25
122 Twelve squared 12 x 12 144
43 Four cubed 4x4x4 64
103 Ten cubed 10 x 10 x 10 1000

Let’s Wrap up

• Exponential notation is the shortest way of writing repeated

multiplication.
• The base is the number that is being multiplies repeatedly.
• Exponent tells us to multiply the number by itself certain number of

times.

Let’s Reflect
After learning this lesson, reflect on how it can be learned by your future pupils in more
effective, creative and meaningful way. Discuss you

1.What is the exponential notation of 15?

15 as a Power of 10

Like any number written in scientific notation, 15 has a significand (sometimes called a mantissa
or coefficient) of 1.5 multiplied by the power of ten 10 expressed by the base 10 and index 1: 15 =
1.5 x 10 = 1.5 × 101.
Chapter 2: Number Theory

LESSON 1
Prime and Composite
B
Numbers
 Lesson Outcomes

At the end of the lesson, the student should be able to:

• Differentiate prime from composite numbers.

• Write a given number as a product of its prime factors; and
• Solve word problems involving prime and composite numbers.

Lesson Opener
Samuel writes the following numbers on a piece of paper, 48, 57, 37, 91 and 76. He then asks
Dave to identify the number which does not belong to the group. Dave gives the correct answer.
What is his answer?

Activity
 Let’s Focus
What do you think is the basis of Dave in identifying the number which is different from the rest?
Let’s consider some possible ways:
1. All five numbers have two digits so it cannot be uses as basis.
2. Two of the numbers are even while three are odd, so again, this classification does not make
any one number different.
How about finding all the factors of each number?
48 – 1, 2, 3, 4, 6, 8, 12, 16, 24, 48
57 – 1, 3, 19, 57
37 – 1, 37
91, 1, 7, 13, 91
76 – 1, 2, 4, 19, 38, 76
 Observe that the number 37 has only two factors, 1 and 37 (the number itself) while each of the
rest has other factors aside from 1 and itself.
A number is called Prime if it has only two factors. Examples: 2, 13, 29 and 83.
On the other hand, numbers with more than two factors are called Composite. For
instance, 4, 15, 46 and 120 are composite.
Try this:
Tell whether each of the following numbers is prime or composite.
1. 2 2. 97 3. 138 4. 51 5. 1
Answer:
1. 2 is prime since it has only two factors – 1 and 2. In fact, 2 is the smallest prime
number.
2. 97 is prime. It has the biggest two-digit prime number.
3. 138 is obviously composite since it is even. Each of the even numbers greater than 2 has 2 as a
factor other than 1 and itself which means all even numbers greater than 2 as prime.
4. 51 is composite with factors of 1, 3, 17 and 51.
5. 1 is NEITHER prime nor composite because it has 1 factor only.
Every composite number can be expressed as a product of its prime factors. This process is
called prime factorization. For example, let use find the prime factorization of 24 using the
Factor Tree Method. Let us then express the answer in exponential form.

Choose any pair of factors of 24. Aside

from 12 and 2, we may also use 6 and 4 or
3 and 8.

The prime factorization of 24 is 2 x 2 x 2 x 3 or 23 x 3.

Give the prime factorization of 90.

Choose any pair of factors of 90. We

may also choose 2 & 45, 3 & 30, 5 &
18 and 6 & 15.
 The prime factorization of 90 is 2 x 32 x 5.
Let’s Wrap up

• A Prime Number is a whole number greater than 1 which has only two

factors – 1 and the number itself.

• A Composite Number is a whole number with three or more factors.

• Prime Factorization is a process of expressing a composite number as

a product of its prime factors.

Let’s Reflect
After learning this lesson, reflect on how it can be learned by your future pupils in more
effective, creative and meaningful way. Discuss you

1.What are Prime Numbers and Composite Numbers?

A prime number is a number which has exactly two factors i.e. ‘1’ and the number itself. A
composite number has more than two factors, which means apart from getting divided by 1 and
the number itself, it can also be divided by at least one positive integer. 1 is not a prime or
composite number. Apart from these two, there is also a similar category of numbers which are
coprime numbers. A detailed explanation of these numbers is given below.

Chapter 2: Number Theory

LESSON 2 D
Divisibility Rules
B

Lesson Outcomes

At the end of the lesson, the student should be able to:

 • Identify the divisibility rules for one-digit numbers and selected two-digit
numbers, and
• Solve routine and non-routine problems involving divisibility rules

Lesson Opener Let’s Focus

What is the smallest number that can be exactly divided by all numbers from 1 to 10?

Activity

Let’s Focus
To answer the Lesson Opener, we need to know the divisibility rules for 1 to 10. It means that, we
need to know if when is a number divisible or can be exactly divided by 1,2, 3, …,
10.
For instance, we can say that 24 is divisible by 8 since 24 ÷ 8 = 3, while 24 is not divisible by 7
because 24 ÷ 7 = 3 with a remainder of 3.
A Test for Divisibility by 1

Every number is divisible by 1

 The Identity Property of Multiplication states that when a number is multiplied by 1, the product
is the number itself. Inversely, when a number is divided by 1, the quotient is the number itself.
This property supports that any number is divisible by 1
A Test for Divisibility by 2

Every number is divisible by 1 .

A Test for Divisibility by 4, 8, 16 and other Powers of 2

Let n be a natural number. Then 4 divides n if and only f, and only if, 4 divides the
number named by the last two digits of n. Similarly, 8 divides n if, and only if, 8
divides the number named by the last three digits of n.
A Test for Divisibility by 3 and 9

A natural number is divisible by 3 if, and only if, the sum of its digits is divisible by 3.
Similarly, a natural number is div isible by 9, if and only if, the sum of the digits is divisible
by 9.

Example: Is 423 divisible by 3?

To find out, we add 4 + 2 + 3; the answer is 9. Since 9 is divisible by 3, then 423 is divisible by 3.
Similarly, 423 is also divisible by 9 since, obviously, the sum which is 9 is divisible by 9.

A Test for Divisibility by 10

Let n be a natural number. Then n is divisible by 10 if, and only if, its unit digit is 0.

A Test for Divisibility by 5

Let n be a natural number. Then n is divisible by 5 if, and only if, its unit digit is 0 and

5.

A Test for Divisibility by 7

A natural number is divisible by 7 if the last digit is doubled and subtracted

from the
number formed by remaining digits, the result is divisible by 7.

Example: Find out if 203 is divisible by 7

• Double the last digit: 3 x 2 = 6

• Subtract that from the rest of the number 20 – 6 =
14
• Check to see if the difference is divisible by 7.
14 is divisible by 7, therefore 203 is divisible by 7.

A Test for Divisibility by 11

A natural number is divisible by 11 if, and only if, the difference of the sums of the digits
in the even and odd positions in the number is divisible by 11.

Example: Find out if 41, 019 is divisible by 11.

In 41, 019, the digits in the odd position (first, third and fifth) are 4, 0 and 9 are their sum is 13.
On the other hand, the digits in the even position (second and fourth) are 1 and 1 and their sum is
2. The difference between the sums of the odd-placed and even-placed digits 13 – 2 = 11, is
divisible by 11. Therefore, 41, 019 is divisible by 11.

Let’s Wrap up

• Every number is divisible by 1.

• A number is divisible by 2 if it is even.
• A number is divisible by 3 if the sum of its digits is a multiple of 3.
• A number is divisible by 4 if its last two digits are divisible by 4.
• A number is divisible by 5 if its last digit is either 0 or 5.
• A number is divisible by 6 if it is divisible by both 2 and 3.
• A number is divisible by 7 if the difference twice the units digit and the remaining
digit is divisible by 7.
• A number is divisible by 8 if the last three digits are divisible by 8.
• A number is divisible by 9 if the sum of its digits is divisible by 9.
• A number is divisible by 10 if the units digit is zero.

Let’s Reflect
After learning this lesson, reflect on how it can be learned by your future pupils in more
effective, creative and meaningful way. Discuss you

1.What is the Meaning of Divisibility Rules?

Divisibility rules help us to identify whether or not a number is completely divisible by another
number. If a number 'a' is divisible by another number 'b', then it is denoted as 'a|b'. Divisibility
tests are very short calculations based on the digits of the numbers to find out if a particular
number is dividing another number completely or not.

Chapter 2: Number Theory

 LESSON 3 D
Greatest Common Factor
B

Lesson Outcomes

At the end of the lesson, the student should be able to:

• Find the factors of a number.

• Find the common factors and the greatest common factor (GCF) of two to three
numbers using the following methods: listing, prime factorization and
continuous division.
• Solve real-life problems involving GCF of 2-3 given numbers.

Lesson Opener
Ivan has three pieces of string with lengths of 48 m, 80 m and 96 m. He wishes to cut the three
pieces of string into smaller whole meter pieces of equal length with no remainders. What is the
greatest possible length of each of the smaller pieces of string?
Activity

Let’s Focus
Listing Method
One way to answer the problem above is to simply list down all the possible whole meter
pieces which each string can be cut into exactly. The list is arranged in rows below:
48 – 1, 2, 3, 4, 6, 8, 12, 16, 24, 48
80 – 1, 2, 4, 5, 8, 10, 16, 20, 40, 80
96 – 1, 2, 3, 4, 6, 8, 12, 16, 24, 32, 48, 96
To know if in which lengths of smaller pieces can the three strings be cut into, we take
the pieces common to all three strings, and these are: 1, 2, 4, 8 and 16. It means that the longest
piece in which the three strings can be cut into is 16 m.
The numbers 1, 2, 3, 4, 6, 8, 12, 16, 24 and 48 are factors of 48. These are numbers that
can exactly divide 48. The factors or 80 are 1, 2, 4, 5, 8. 10. 16, 20, 40, 80. On the other hand, the
factors of 96 are 1, 2, 3, 4, 6, 8, 12, 16, 24, 32, 48, 96.
The common factors of 48, 80 and 96 ate 1, 2, 4, 8 and 16. The greatest among the
common factors which is 16 is called the Greatest Common Factor (GCF) or Greatest Common
Divisor (GCD) of 48, 80 and 96.
The process used above to find the GCF of 48, 80 and 96 is called Listing Method.

Prime Factorization Method

To find the GCF of 48, 80 and 96 using the prime factorization method, simply find the prime
factorization of the given numbers- the product of the prime factors common to all given
numbers is their GCF. That is,
48 =3
2 x2x2x2 x
80 = 2 x 2 x 2 x 2 x 5
96 = 2 x 2 x 2 x 2 x 3 x 2

Common Prime Factors: 2 x 2 x 2 x 2 = 16

Therefore, the GCF of 48, 80 and 96 is 16

Continuous Division Method

True to its name, in using the continuous method, we continue dividing the given numbers by a
common prime number until the quotients are relatively prime. Let’s take a look at the process
using the same numbers below.
 2 48 80 96

2 24 40 48

2 12 20 24

2 3 10 12
Divide each number by 2. Write the quotient below
the numbers

Divide by 2.

Divide by 2.

Divide by 2.

3 5 6
Since 3, 5, 6 are relative prime, then the GCF of 48, 80 and 96 is the product of the prime
factors used as divisors which is 2 x 2 x 2 x 2 or 16.

Let’s Wrap up

Factors are numbers being multiplied

to get the product.

• Greatest Common Factor (GCF) is the biggest number that can exactly divide the given
numbers.

• The methods of finding the GCF of two or more numbers are Listing, Prime Factorization,
Continuous Division.

Let’s Reflect
After learning this lesson, reflect on how it can be learned by your future pupils in more
effective, creative and meaningful way. Discuss you
1.What is the Greatest Common Factor of 24 and 54?
The factors of 24 are 1, 2, 3, 4, 6, 8, 12, and 24. The factors of 54 are 1, 2, 3, 6, 9, 18, 27, and 54.
The common factors of 24 and 54 are 1, 2, 3, and 6. Hence, the GCF of 24 and 54 is 6.

Chapter 2: Number Theory

LESSON 4 D
Least Common Multiple
B

Lesson Outcomes

At the end of the lesson, the student should be able to:

• Find the multiples of a number.

• Find the common multiples and least common multiple (LCM) of two or more
numbers using the following methods: listing, prime factorization, and
continuous division; and
• Solve real-life problems involving given numbers.

Lesson Opener
ESSU-Salcedo Campus has three bells. Bell A rings every 60 minutes, Bell B every 90 minutes
and Bell C every 45 minutes. They all ring together at 7:00 a.m. When is the next time that they
will all ring together again?
Activity
 Let’s Focus
The most logical way to solve the problem is by listing the time from 7:00 and adding
successively 60 minutes or 1 hour for Bell A 90 minutes for Bell B, and 45 minutes for Bell C
until the first common time emerges. This, however, might take too long to do. The best option is
to solve by finding the Least Common Multiple of the numbers (in minutes) and convert them to
hours, then add to 7:00.
Let us first define “multiple”. What is multiple or what are multiples of a number?
Multiples are products of the natural numbers and the given number. For instance, the multiples
of 8 are 8, 16, 24, 32, 40 and so on. These are derived by multiplying 8 by 1, 2, 3, 4, 5, and so on.
Let us now solve the problem using the Listing Method
Listing Method
Step 1: List the multiples of each number
60 – 60, 120, 180, 240, 300…
90 – 90, 180, 270, 360 …
45 – 45, 90, 135, 180…
Step 2: Find the common multiple of the numbers.
Since 180 is the first multiple common to all three numbers, then it is the LCM of the numbers.
Prime Factorization
Step 1: Find the prime factorization of the numbers
60 – 2 x 2 x 3 x 5
90 – 2 x3x5x3
45 - 3x5x3
Step 2: Multiply the common multiples
2 x 2 x 3 x 5 x 3 = 180
Observe that unlike in GCF where prime factor has to be common to all given numbers, for
LCM, even if a prime factor is common to only two numbers, it can still be considered as a
common prime factor.

Continuous Division Method

True to its name, in using the continuous method, we continue dividing the given numbers by a
common prime factor until the quotients are different relatively prime numbers. Let’s take a look
at the process using the same numbers above.
Step 1: Divide the numbers by their common prime factor.
3 60 90 45 Divide each number
by 3. Write the quotient below the
numbers

Step 2: Since there is no more common prime factor for all three numbers, then find a common
prime factor for any two numbers. Bring down the number that is nor divisible by the prime
divisor.
Divide by 2. Bring down 15
since it is not divisible by
2 20 30 15
2.
3 10 15 15
Divide by 3

5 10 5 5

Divide by 5
2 1 1
Step 3: The remaining numbers 2, 1, and 1 are now relatively prime. Therefore, the prime
factorization of 60, 90 and 45 is the product of the prime divisors and the remaining quotient 3 x
2 x 3 x 5 x 2 = 180.
 Let’s Wrap up

Multiples are products of a given

number and the natural/counting
• numbers.
• Least Common Multiples (LCM) is the least number that can exactly
be divided by the given numbers.
• The three methods of finding the LCM f 2 or more numbers are Listing, Prime
Factorization and Continuous Division.

Let’s Reflect
After learning this lesson, reflect on how it can be learned by your future pupils in more
effective, creative and meaningful way. Discuss you

1. What is the Least Common Multiple of 8 and 12?

The LCM of 8 and 12 is the smallest number among all common multiples of both of the numbers.
Multiples of 8 are 8, 16, 24, 32, 40, ... and the multiples of 12 are 12, 24, 36, ... Thus, the LCM of
12 and 8 is 24.
LESSON 1 Changing Improper Fraction to D
B Mixed Number and Vice Versa
Lesson Outcomes

At the end of the lesson, the student should be able to:

• Visualize and recognize mixed number and improper fraction;

• Change improper fraction to mixed number and vice versa;
• Solve word problems involving changing improper fraction to mixed number and vice versa.

Lesson Opener

Mother brought home 2 plates of buko pie. Illustrate 2 and change it is improper fraction.

Let’s Focus

Two and one-half can be illustrated as follows:

2 can also be written as which is an improper fraction. That is by multiplying the whole number
by the denominator (number found at the bottom of the fraction bar) and adding the numerator (number found
at the top of the fraction bar). The answer will become the new numerator. Then, copy the same denominator.
How about if an improper fraction is given, and you are tasked to change it into a mixed number? For

example, change to a mixed number.

To change an improper fraction to a mixed number, we will divide the numerator by the denominator.
The quotient will become the whole number and the remainder will become the numerator of our fraction.
Finally, copy the same denominator.

15 divide by 4 is 3 r 3, which gives us 3 as the improper form of .

 Let’s Wrap up
• A mixed number or mixed fraction is composed of a whole number
and fraction while an improper fraction has a numerator which is greater than or equal to
the denominator.
• To change a mixed number to an improper fraction, multiply the whole
number by the denominator, then add the numerator. The answer will become the new
numerator. Finally, copy the same denominator.
• To change an improper fraction to a mixed number, divide the
numerator by the denominator. The quotient will become the whole
number, while the remainder will become the numerator. Lastly, copy the same denominator.

Let’s Reflect
After learning this lesson, reflect on how it can be learned by your future pupils in more effective,
creative and meaningful way. Discuss you

1. there a need to change mixed numbers to improper fractions and vice versa?

Changing improper fraction to mixed numbers and vice versa is very helpful in the field of mathematics. The
situation arrived when you need to add mixed numbers and a fraction. To do this, you need to convert mixed
numbers to improper fraction and then apply the standard rules in adding

Chapter 3: Fraction
D Fractions in Simplest
LESSON 2 Form
B

Lesson Outcomes
 At the end of the lesson, the student should be able to:

• Express fractions to lowest forms.

• Solve word problems involving fractions in simplest forms.

Lesson Opener
Simplest form of a fraction is the fraction, whose numerator and denominator are relatively
prime. It means the numerator (upper part or top) and denominator (lower part or bottom) of the
fraction does not have any common factor between them, apart from 1.

A fraction is a value representing a part of a whole. The simplest form is also called the reduced
form of fraction. For example, ¾ is the simplest form of a fraction that has a common factor
equal to 1. But 2/4 is not the simplest form, because 2/4 can further be simplified and written as
½. Here, we can also say, ½ and 2/4 are equivalent fractions.
Activity

Let’s Focus

Jayson brought home plates of pizza. Express as fraction in its simplest form.

can be illustrated as follows: Minimizing the number of divisions, we can

 have the illustration below which is

is the lowest term or the simplest form of

We need not illustrate the fraction and minimize the number of divisions in order to express it in simplest
form. The easiest way to do this is by dividing both the numerator and denominator by their greatest common
factor (GCF).
As a recall, we can find the GCF of two r more numbers by the continuous division method, listing method or
through prime factorization method. Using any of these methods, we arrive at the same GCF of 9 and 12 which
is 3.

Performing the operations, we have ÷ =

Now, the only common factor of 3 and 4 is 1. This means that 3 and 4 are relatively prime which indicates that

is the simplest form already.

Let’s Wrap up
 To express a fraction in its lowest term or in its simplest form, we divide
both the numerator and the denominator by their greatest common factor.

Let’s Reflect
After learning this lesson, reflect on how it can be learned by your future pupils in more effective,
creative and meaningful way. Discuss you

1.How do you Simplify Large Fractions?

Large fractions can be simplified by dividing the numerator and denominator by the common prime factors to
reduce it to the simplest form.
2.What are the Steps in Simplifying Fractions?
Follow the steps mentioned below to reduce a fraction to its simplest form:

Find the highest common factor of the numerator and denominator.

Divide the numerator and denominator by the highest common factor.
The fraction so obtained is in the simplest form.

Chapter 3: Fraction

LESSON 3 Addition of Dissimilar Fractions D

B and Mixed Numbers

Lesson Outcomes

At the end of the lesson, the student should be able to:

 • Perform addition of dissimilar fractions;
• Add fractions and mixed fractions without and with regrouping
• Solve word problems involving addition of dissimilar fractions and mixed numbers.

Lesson Opener

Lola Titay bought kilogram of onions. Lolo Isko bought kilograms of onions. How many kilograms of
onion did Lola Titay and Lolo Isko buy in all?
Activity

Let’s Focus

Based on the problem given in the Lesson Opener, we can form the number sentence + = 𝑁. We can
illustrate this as follows:
 + =N

+ = N

+ =

Therefore , + =

1 1
We can also find the sum of + by changing both fractions into similar
4 2
fractions. We cannot add these fractions immediately because they have different
denominators. To do this, we find the least common multiple of 4 and 2 and that is 4. This will

serve as the the least common denominator (LCD) of 𝑎𝑛𝑑

+ = + =

Let’s Wrap up

• To add dissimilar fractions, change them first to similar fractions, then add.
• To add mixed numbers:
1. add the whole number parts.
2. change the fractional parts to like fractions;
3. add the fractional parts;
4. write the answer in the simplest form.
 Let’s Reflect
After learning this lesson, reflect on how it can be learned by your future pupils in more effective,
creative and meaningful way. Discuss you

1.What's the best way to solve fractions with mixed numbers?

A mixed number is a whole number plus a proper fraction, so an easy way to work with
them is to treat them as you would any other sum.
Addition or subtraction can be done piece-by-piece:

Chapter 3: Fraction

LESSON 4 Subtraction of Dissimilar D

B Fractions and Mixed

Numbers
Lesson Outcomes

At the end of the lesson, the student should be able to:

• Perform subtraction of dissimilar fractions;

 • subtract fractions and mixed fractions without and with regrouping
• Solve word problems involving subtraction of dissimilar fractions and mixed numbers.

Lesson Opener

Camille used meters of ribbon in her project. Joan used meters of ribbon in her project. Who used a
longer ribbon? By how much?

Let’s Focus
Based on the problem presented in the lesson opener, we need to compare first the fractions before
performing any operations. Since both fractions have the same whole number, we only have to compare the
fractional parts.

15 12

Comparing the fractions is greater than which means that Camille used a longer ribbon than Joan.
To know how much longer Camiile’s ribbon is than Joan’s, subtract the fractions as illustrated below.
Since the fractions are dissimilar, we will rename them as similar fractions before performing subtration.

Therefore, Camille used a longer ribbon than Jaon by .

 Let’s Wrap up

• To subtract dissimilar fractions, change them first to similar fractions, then subtract
the numerators and copy the common denominator.
• To subtract mixed numbers:
1. subtract the whole number parts.
2. change the fractional parts to like fractions;
3. subtract the fractional parts;
4. write the answer in the simplest form.

Let’s Reflect
After learning this lesson, reflect on how it can be learned by your future pupils in more effective,
creative and meaningful way. Discuss you
1. How do we subtract similar and dissimilar fractions and mixed number?

When subtracting fractions and mixed numbers, first find a common denominator if the denominators are not
alike, rewrite each fraction using the common denominator, and then subtract the numerators
Chapter 3: Fractions

LESSON 5
D
Multiplication of Fractions
B

Lesson Outcomes

At the end of the lesson, the student should be able to:

• Visualize multiplication of fractions using models;

• Multiply simple fractions, whole numbers and mixed numbers; and
• Solve word problems involving multiplication without or with subtraction of
fractions and whole numbers using appropriate problems solving strategies and
tools.

Lesson Opener

Multiplying fractions starts with the multiplication of the given numerators, followed by
the multiplication of the denominators. Then, the resultant fraction is simplified further and
reduced to its lowest terms, if needed. Learn all about multiplying fractions in this article.

Let’s Focus
The multiplication of fractions is not like the addition or subtraction of fractions, where the
denominator should be the same. Here, any two fractions with different denominators can easily
be multiplied. The only thing to be kept in mind is that the fractions should not be in the mixed
form, they should either be proper fractions or improper fractions. Let us learn how to multiply
fractions through the following steps:

Step 1: Multiply the numerators.

Step 2: Multiply the denominators.
Step 3: Reduce the resultant fraction to its lowest terms.
Let us understand these steps with the help of an example.

Example: Multiply the following fractions: 1/3 × 3/5.

Solution: We start by multiplying the numerators: 1 × 3 = 3, then, multiply the denominators: 3 ×

5 = 15. This can be written as: (1 × 3)/(3 × 5) = 3/15. Now, reduce this value to its lowest form. 3
is the Greatest Common Factor (GCF) of 3 and 15, so, divide both 3 and 15 by 3 to simplify the
fraction. Therefore, 1/3 × 3/5 = 1/5.
 Let’s Wrap up

 To multiply fractions, we follow these rules:

1. In multiplying a fraction by a fraction, multiply the numerators as well as the denominators
and express the answer in simplest form.
2. In multiplying a fraction by a whole number, express the whole number as a fraction with a
denominator and express the answer in simplest form.
3. In multiplying mixed numbers, express the mixed numbers as improper fractions. Then,
multiply the numerators and the denominators and express the answer in simplest form
 Let’s Reflect
After learning this lesson, reflect on how it can be learned by your future pupils in more
effective, creative and meaningful way. Discuss you

1.What are the Rules for Multiplying Fractions?

There are three simple rules for multiplying fractions. First, multiply the
numerators, and then the denominators of both the fractions to obtain the
resultant fraction. Then, we need to simplify the obtained fraction to get the final
answer. This can be understood by a simple example → 2/6 × 4/7 = (2 × 4)/(6 × 7)
= 8/42 = 4/21.
Chapter 3: Fractions

D Division of
LESSON 6 Fractions
B

Lesson Outcomes

At the end of the lesson, the student should be able to:

• Visualize division of fractions using models;

• Divide simple fractions, whole numbers and mixed numbers; and
• Solve word problems involving division without or with any it the other
operations of fractions and whole numbers using appropriate problems solving
strategies and tools.

Lesson Opener

Division means sharing an item equally. We have learned about the division of
whole numbers, now let us see how to divide fractions. A fraction has two parts - a
numerator and a denominator. Dividing fractions is almost the same as multiplying
them. For the division of fractions, we multiply the first fraction by the reciprocal
(inverse) of the second fraction. Let us learn more about the division of fractions in
this article.

Let’s Focus

We know that division is a method of sharing equally and putting into equal groups. We divide a
whole number by the divisor to get the quotient. Now, when we do division of a fraction by
another fraction, it is the same as multiplying the fraction by the reciprocal of the second fraction.
The reciprocal of a fraction is a simple way of interchanging the fraction's numerator and
denominator. Observe the following figure to learn a simple rule of dividing fractions.

division of fractions

In the subsequent sections, we will learn the division of fractions with fractions, whole numbers,
decimals, and mixed numbers. In every case, we will be using the same rule of dividing fractions
as given above. Let's begin!

Dividing Fractions by Fractions

We just learned how to divide fractions by taking the reciprocal. Now, let us see the method of
dividing fractions by fractions with an example. Have a look at the formula of the division of a
fraction by fraction given below. If x/y is divided by a/b, this implies,

x/y ÷ a/b

⇒ x/y × b/a (reciprocal of a/b is b/a)

⇒ xb/ya

Now, if we need to divide: 5/8 ÷ 15/16, we will substitute the values of the given numerators and
denominators.

5/8 ÷ 15/16 = 5/8 × 16/15 = 2/3

∴ The value of 5/8 ÷ 15/16 = 2/3.

Division of Fractions with Whole Numbers

For the division of fractions with whole numbers, we need to multiply the denominator of the
given fraction with the given whole number. In the general form, if x/y is the fraction and a is the
whole number, then x/y ÷ a = x/y × 1/a = x/ya.

division of fractions with whole numbers

Let us take an example and divide 2/3 with 4.

2/3 ÷ 4 = 2/3 × 1/4

= 1/6

Therefore, 2/3 ÷ 4 gives us 1/6. This is how we divide fractions with whole numbers.
 Let’s Wrap up

 To divide fractions, we follow these steps:

1. get the reciprocal or the divisor;
2. change the “ ÷ " (division sign) to “×” (multiplication sign)
3. multiply the numerators;
4. multiply the denominators;
5. express the answer in its simplest form, if needed.

Let’s Reflect
After learning this lesson, reflect on how it can be learned by your future pupils in more
effective, creative and meaningful way. Discuss you

1. What are the two methods of dividing fractions?

You can divide fractions in one of two ways: the cross multiplication method or the inverse
multiplication method.
The cross multiplication method. ...
The inverse multiplication method.
Chapter 4: Decimals

D Visualization of
LESSON 1 Decimals
B

Lesson Outcomes

At the end of the lesson, the student should be able to:

• Visualize decimal numbers using models like blocks, grids, number lines
and money to show the relationship to fractions.
• Read and write decimal numbers through ten thousandths; and 
Solve word problems involving visualization of decimals.

Lesson Opener
Teacher Marriane asked her pupils: “What is the smlalles number?
Mirel answered, “One”,
Myrine replied, “ Zero”,
How about you, Melchor, whose answer do you think is correct?
Melchor answered: Neither is correct, Ma’am.
Is Melchor correct?

Let’s Focus
In the story above, yes Melchor is correct. Mirel’s answer is correct for the set of counting or
natural numbers which are 1,2, 3, . . . On the other hand, Myrine’s answer is correct for the set of
whole numbers which are 0, 1, 2, …
However, there are numbers which are less than zero. These are the negative numbers which we
will learn in the later part of this learning material. Also, there are numbers greater
1 3 than
zero but less than 1. Examples of this set of number are , , 0.25,0.01,0.085
and so
2 4
 o
n.
Fractions can be expressed as decimals. A proper fraction, when converted to a decimal has a zero

in the whole number part. For instance, is equal to 0.75.

Decimal is a rational number whose denominator is a power of 10 such as 10 0 or 1, 102 or
100, and so on.
Let’s take a look at the illustrations below then we will practice how to read decimals by looking
at the corresponding fraction and decimal being represented by the illustrations.

The fractions and decimals that represent the shaded parts in the illustrations.
Fraction Decimal
0.1
1.

0.5
2. .

1.3
3. 1

2.7
4. . 2

To read decimal number:

1. read the whole number part first (if the whole number part is zero, then simply read the decimal
part).
2. read the decimal point as “and”, then
3. read the decimal place like whole number and affixing the place value of the right-most digit.

Let us place the decimals above in the place value hacrt and learn how to read them.

0 1
0 5
1 3

Fraction Decimal Read as

0.1 One-tenth
1.

0.5 Five-tenths
2. .

1.3 One and three- tenths

3. 1

2.7 Two and seven-tenths

4. . 2

Practice reading the following decimals:

Decimal Read as
1. 8.007 8 and 7 thousandths
2. 0.0005 5 ten-thousandths
3. 12.0231 12 and 231 ten-thousandths
4. 9. 6109 9 and 6 thousand, 109 ten-thousandths
5. 0.0023 23 ten-thousandths
 Let’s Wrap up

 To divide fractions, we follow these steps:

1. get the reciprocal or the divisor;
2. change the “ ÷ " (division sign) to “×” (multiplication sign)
3. multiply the numerators;
4. multiply the denominators;
5. express the answer in its simplest form, if needed.

Let’s Reflect
After learning this lesson, reflect on how it can be learned by your future pupils in more
effective, creative and meaningful way. Discuss you

1. What is the important of visualizing decimal numbers

Decimals can be a less intimidating way of writing fractions. The denominators
for all decimals are based on powers of ten (100, 100, 1000, 10,000, etc.). When
visualizing what a decimal would look like, instead of breaking an object into
thirds or fifths, break it into tenths, hundredths, thousandths, etc.
Chapter 4: Decimals

LESSON 2 D
Changing Decimals to
B Fractions and Vice
Versa

Lesson Outcomes

At the end of the lesson, the student should be able to:

• Rename decimal numbers to fractions and vice versa;

• Solve problems involving changing decimals to fractions and vice versa.

Lesson Opener
𝜋 (pi) is the sixteenth letter of the Greek alphabet. It is always introduced as a value of 3.14 or
3.14159. while there is no exact value of pi, many mathematicians and math fans are interested in
calculating it to as many digits as possible. The Guinness World Record for reciting the most
digits of pi belongs to Rajveer Meenaof of India, who recited pi to 70,000 decimal places (while
blindfolded) in 2015. Meanwhile, some computer programmers have calculated the value of pi to
more than 22 trillion digits. The first 100 digits of pi are:
3.14159 26535 89793 23846 26433 83279 50288 41971 69399 37510 58209 74944 59230
78164 06286 20899 86280 34825 34211 7067
(source:https://www.livescience.com/29197-what-si-pi.html)

Let’s Focus

Though 𝜋 is an irrational number, some use rational expressions to estimate it, like 𝑜𝑟 .
This show that decimals may be expressed as fractions and vice versa.

For instance, the decimal number 0.5 is read as five-tenths which may also be written as .
Thereore, 0.5 = 𝑜𝑟 .
How is decimal written in fraction?
Decimals are written in fractions the way they are read. Let’s take a look at the following
examples.
Decimal Read as Fraction
1. 0.2 Two-tenths 2/10 or 1/5
2. 0.75 Seventy-five hundredths 75/100 or ¾
 3. 0.009 Nine-thousandths 9/1000
4. 3.05 Three and five-hundredths 3 5/100 or 3 1/20
All rational numbers can be written as wither terminating or repeating decimals.
Examples of terminating decimals are 0.5, 2.84 and 0.875 while examples of repeating decimals
are 0.333… and 0.727272… Non-terminating decimals that do not repeat such as
0.1010010001…,are called irrational nubers. Examples of irrational numbers are 0.1372…, 𝜋 and
.
To express a fraction as decimal, simply divide the numerator by the denominator.

Let’s Try this:

Convert the following fractions into decimals:

1.

2.

3.

4. 8

5. 3
Let’s Check:

1. = 0.8
2. = 0.375
3. = 0.07
4. 8 = 8.16
5. 3 = 3.25
 Let’s Wrap up

• A decimal is expressed as a fraction the way it is read.

• Decimals are written as fractions the way they are read.
• To convert a fraction to decimal, divide the numerator by the denominator.

Let’s Reflect
After learning this lesson, reflect on how it can be learned by your future pupils in more
effective, creative and meaningful way. Discuss you

1.Why do we need to convert from decimals to fractions and vice versa?

Fractions and decimals. Every fraction can also be written as a decimal, and vice versa. You may
not do this very often, but converting decimals and fractions can help you in math. For example,
it's easier to subtract 1/6 from 0.52 if you turn 1/6 into a decimal first.
Chapter 4: Decimals

LESSON 3 D
Place Value and Value
B of Decimals
Lesson Outcomes

At the end of the lesson, the student should be able to:

• Give the place value and the value of a digit of a given decimal number through
ten thousandths; and
• Solve word problems involving place value of decimals.

Lesson Opener
The first digit after the decimal represents the tenths place. The next digit after the
decimal represents the hundredths place. The remaining digits continue to fill in
the place values until there are no digits left.

Let’s Focus
In a decimal number, how many times as large is the digit 7 in the hundreds place than the digit in
the hundredths place?
If we write a number with 7 in both the hundreds and hundredths places we will have
something like the one below.

PLACE VALUE CHART

Hundreds Tens Ones Decimal Tenths Hundredths

(100) (10) (1) Point
( 0.1 or ) ( 0.01 or
)
7 7
 To answer the problem posed above, we need not know what digits are in the tens, ones and
tenths places. However, we will just assign digits in these place values to have a complete picture
of the decimal number and the values and place values of each digit.

PLACE VALUE CHART

Hundreds Tens Ones Decimal Tenths Hundredths

(100) (10) (1) Point
( 0.1 or ) ( 0.01 or
)
7 4 6 . 9 7

Let us now give the place value and value of each digit in the number 746.97
Digit Place Value (in Value (Digit x Place
numeral) Value
7 100 700
4 10 40
6 1 6
9 0.1 0.9
7 0.01 0.07

The value of digit 7 in the hundreds place is 700 while that in the hundredths place is
0.07. the chart clearly shows tht the place value of a digit in a number is always ten times as large
as the one in its immediate right. Therefore, the value of digit 7 in the hundreds place is 10,000
times as large as that of the hundredths place.
If we continue the place value chart thorugh ten-thousands, it will look like this.
PLACE VALUE CHART
Word Hundreds Tens Ones Decimal Tenths Hundredths Thousandths Tenthousandths
Point
Decimal 100 10 1 0.1 0.01 0.001 0.0001
Fraction 100 10 1

3 1 2 0 5

Take 3.1205 as example. What is the place value an value of each digit? Let us place 3.1205, read
as three and one thousand thwo hundred five ten-thousandths, in the place value chart.

Now, it is easier for us to determine the place value and value of each digit of the numeral. Let’s
use a table to show that.
Digit Place Value (in Value (Digit x Place
numeral) Value
3 1 3x1=3
1 0.1 1 x 0.1 = 0.1
2 0.01 2 x 0.01 = 0.02
0 0.001 0 x 0.001 = 0
 5 0.0001 5 x 0.0001 = 0.0005

Let’s Wrap up

• The place value is the value of the location of a digit in a number. The place values are
determined by how many places the digit lies to the right or the left of the decimal
point.
• The value of a digit is the product of that digit and it place value.

Let’s Reflect
After learning this lesson, reflect on how it can be learned by your future pupils in more
effective, creative and meaningful way. Discuss you

1.What is value and place value?

The value refers to the worth of each digit depending on where it lies in the number. We calculate
it by multiplying the place value and face value of the digit. Value = Place Value × Face Value.
For instance: If we consider the number 45. Here digit 4 is in the tens column.
Chapter 4 : Decimals
D
LESSON 4 Rounding Decimals
B

Le sson Outcomes

At the end of the lesson, the student should be able to:

 Round decimal numbers to the nearest hundredth and thousandth; and 

Solve word problems involving rounding decimals.

Lesson Opener
Rounding decimals consists of rounding a decimal number to a certain number of
decimal places, to save time and help us express really long numbers in shorter
terms. We can round decimals to the nearest wholes, tenths or hundredths, when
having exact values isn’t important. A rounded number has almost the same value
as the original number but it is a bit less exact.

There are certain rules to follow when rounding a decimal number. Put simply, if
the last digit is less than 5, round the previous digit down. However, if it’s 5 or
more than you should round the previous digit up. So, if the number you are about
to round is followed by 5, 6, 7, 8, 9 round the number up. And if it is followed by 0,
1, 2, 3, 4 round the number down.

Let’s Focus
What are the decimal numbers with two decimal places that can be rounded of 0.8?
We usually round off when we don’t need exact values or we only want an estimare or
appropriate of values. Moreover, no mathematician likes working with a long, awkward string of
decimals, so they often use a technique called “rounding” to make these numbers easier to work
with.
Rounding a decimal is much like rounding a whole number. First is to find the place value needed
to be rounded and look at the digit to the right. If is is 5 or bigger, round up. If is less than 5, round
down.
 Let’s do sme examples step by step.
Round 9.4738 to the nearest thousandth
Step 1: Find the decimal place you need to round to.
The problem above tells us to round the decimal number 9.4738 to the nearest thousandth- the
digit in the thousandths place is “3”.
Step 2: Determine the digit to the right of the place you are rounding to. The digit to the rigt of “3”
is “8”.
Step 3. If the digit to the right of the place you are rounding to is less than 5, round down-that is-
copy all digits from the left up to the digit you are rounding to. However, if the digit to the right of
the place you are rounding to is equal to or greater than 5, round up or add 1 to the digit in the
place you are rounding to and drop all digits to its right.
Since 8 > 5, then we add 1 to 3. All digits to the left of the thousandths place are retained. Thus,
our answer is 9.474.
Let us have more examples.
Round the following decimals to the nearest place value indicated.
1. 0.749 (tenth)
2. 2.457 ( hundredth)
3. 0.8195 (thousandth)
4. 37.806 (hundredth)
5. 0.9631 (greatest place value
Let’s show our answers using a table.
Given Place Digit in the If digit to the right of the place Answer
Decimal Rounding Place rounding to is
to Rounding to equal to or greater than
5, round up. If less than 5,
round down
1. 0.749 Tenth 7 4 < 5, retain 7 0.7
2. 2.457 Hundredth 5 7 > 5, add 1 to 5 2.46
3. 0.8195 Thousandth 9 5 = 5; add 1 tp 9 0.820
4. 37.806 Hundredths 0 6 > 5; add 1 to 0 37.81
5. 0.9631 Greatest place 9 6 > 5, add 1 to 9 1.0
vale

To answer the Lesson Opener, we may use a number line showing the hundredth.

The number linshows that all numbers starting from 0.75 until 0.84 can be rounded to
0.8. the 0.74 is rounded down to 0.7 since the digit in the hundedths place is less than 5 while 0.85
is to be rounded up to 0.9. it means that there are 10 decimals that can be rounded off to 0.8

Let’s Wrap up

 To round off a decimal:

1. find the decimal place you need to round to;
2. determine the digit to its right; and
3. if the digit is less than 5, round down- that is to copy all the digits from the left up to the digit
you are rounding to. If the digit to the right of the place you are rounding to is equal to or greater than
5, round up or add 1 to the digit in the place you are rounding to and drop all digits to its right.

Let’s Reflect
After learning this lesson, reflect on how it can be learned by your future pupils in more
effective, creative and meaningful way. Discuss you

1.How do you round a decimal number?

Rounding a decimal number is exactly like rounding a whole number. First, we locate the place
value that is to be rounded. Then, we look at the number directly to the right. If it is 5 or over, we
add 1 to our number. If it is 4 or less, it remains the same. Lastly, we write out the rounded
answer.

2.How do you round to two decimal places?

Rounding to two decimal places translates to rounding to hundredths. The hundredths place is two
place values from the decimal. If we wanted to round 50.027 to the nearest hundredth, we would
be rounding the 2. Since the number to the right of it is over 5, we add 1 to 2 and get 3. Our
answer would be 50.03.
Chapter 4 : Decimals
D
LESSON 5 Comparing Decimals
B

Le sson Outcomes

At the end of the lesson, the student should be able to:

• Compare and arrange decimal numbers; and

• Solve word problems involving comparing and ordering decimals

Lesson Opener
During the West Visayas State University-Himamaylan City Campus Sports Festival, the
sprinters in the 100-m dash have the following time.

Name Time
Josiah Bonsico 12.2
Ralph Barreto 11.75
Russel Banico 12.18
Ivan Tanate 9.98
James Enesio 10.05
Jairyll Prava 11.8

Let’s Focus
Decimals are compared in exactly the same way as whole numbers. We start by comparing the
different place values from left to right-that is-from the largest place. Writing the numbers in
colums in a place value table would be of great help.
Let us place the decimals on the table below.
 Tens Ones Tenths Hundredths
Josiah Bonsico 1 2 . 2
Ralph Barreto 1 1 . 7 5
Russel Banico 1 2 . 1 8
Ivan Tanate 9 . 9 8
James Enesio 1 0 . 0 5
Jairyll Prava 1 1 . 8
We may then add 0s to the beginning and/or end of th numbers so they have the same number of
digits.
Tens Ones Tenths Hundredths
Josiah Bonsico 1 2 . 2 0
Ralph Barreto 1 1 . 7 5
Russel Banico 1 2 . 1 8
Ivan Tanate 0 9 . 9 8
James Enesio 1 0 . 0 5
Jairyll Prava 1 1 . 8 0

Now, let’s compare, starting from the highest place value which is the tens place. The smaller the
number means the faster the sprinter. So we arrange the numbers fro least to greatest.
So far, only Ivan Tanate has a zero in the tens place which means 9,98 is the least number.
Therefore, Ivan is the fastest so he wins first place.
Tens Ones Tenths Hundredths Rank
Josiah Bonsico 1 2 . 2 0
Ralph Barreto 1 1 . 7 5
Russel Banico 1 2 . 1 8
Ivan Tanate 0 9 . 9 8 1st
James Enesio 1 0 . 0 5
Jairyll Prava 1 1 . 8 0

All other athletes have “1” in the tens place, so we proceed to the ones place. The least digit in the
ones place is zero, that is James Enesio. So his time, 10.05 is second least, therefore he is the
second fastest sprinter.
Tens Ones Tenths Hundredths Rank
Josiah Bonsico 1 2 . 2 0
Ralph Barreto 1 1 . 7 5
Russel Banico 1 2 . 1 8
Ivan Tanate 0 9 . 9 8 1st
James Enesio 1 0 . 0 5 2nd
Jairyll Prava 1 1 . 8 0
 Next, there are two 1s in the ones place-the time of Ralph Barret – 11.75 and that of Jairyll Prava
– 11.8. We now compare the tenths digits of the two decimals. Since, 7 is less than 8, so 11.75 is
less tha 11.8
Tens Ones Tenths Hundredths Rank
Josiah Bonsico 1 2 . 2 0 6th
Ralph Barreto 1 1 . 7 5 3rd
Russel Banico 1 2 . 1 8 5th
Ivan Tanate 0 9 . 9 8 1st
James Enesio 1 0 . 0 5 2nd
Jairyll Prava 1 1 . 8 0 4th

Let’s Wrap up

 To compare decimal numbers, arrange the numbers in column, with digits of the same
place value properly aligned. Start comparing from the leftmost digits, that is, the
digits with the greatest place value. The number with the greater digit in the higher
place value is the bigger number.

Let’s Reflect
After learning this lesson, reflect on how it can be learned by your future pupils in more
effective, creative and meaningful way. Discuss you

1.How do you determine which decimal is greater?

The decimal number with the greater digit in the tenths place is greater. For example, 9.85 is
greater than 9.65. If the digits in the tenths place are equal, compare the digits in the hundredths
place. The decimal number with the greater digit in the hundredths place is greater.
Chapter 4: Decimals

LESSON 6 Addition and Subtraction of D

Decimals
Lesson Outcomes

At the end of the lesson, the student should be able to:

• Add and subtract decimal numbers; and
• Solve word problems involving addition and subtraction of decimals.

Lesson Opener
Mrs. Rivera bought the following items from a grocery store: a kilo of sugar ar P56..50, 2 kg of
rice at P48 per kilo, a pack of milk at P96.75 and a pack of match sticks at P6. How much change
would she get from her P1000.00

Let’s Focus
To solve the problem, we first sum up the amounts of the items Mrs. Rivera bought and subtract it
from her P1000.00 to determine the amount of change she will get.
How ae decimals added and subtracted?
Let us learn the steps in adding and subtracting decimals by using the given data in the problem.
Let us add P56.60, P48, P48, P96.75
and P6 To add decimals:
Step 1: Arrange the decimal points of the numbers being added in a column. This way, we are
adding the digits of the same place value.
 Hundreds Tens Ones Tenths Hundredths
5 6 . 5 0
4 8 .
4 8 .
9 6 . 7 5
6 .

Step 2: Extend numbers with zeroes if necessary to line them up. Add 0s to the beginning and/or
end of the numbers so they have the same nuber of digits. This doesn’t change the value of the
number.
Hundreds Tens Ones Tenths Hundredths
5 6 . 5 0
4 8 . 0 0
4 8 . 0 0
9 6 . 7 5
0 6 . 0 0

Step 3. Write the decimal point on the answer line, directly below the decimal points lined up in
the decimal numbers being added.
Hundreds Tens Ones Tenths Hundredths
5 6 . 5 0
4 8 . 0 0
4 8 . 0 0
9 6 . 7 5
0 6 . 0 0
.

Step 4. Add up the numbers in the colum starting farthest to the right, moving to the left, and write
the answer on the answer line, directly beneath them.
Hundreds Tens Ones Tenths Hundredths
5 6 . 5 0
4 8 . 0 0
4 8 . 0 0
9 6 . 7 5
0 6 . 0 0
2 5 5 . 2 5

The sum we gor is 255.25. it means that the total amount of the purchases of Mrs.
Rivera is P255.25
Now, to determine the amount of her change, we subtract P255.25 fro her money which is
P1000.00
 Subtraction of decimals is very much like subtraction of whole numbers, only that, like in
addition of decimals, we arrange the numbers in column base on the decimal point.
Step 1: Arrange the decimal points of the numbers to be subtracte in a column. This way, we are
subtracting the digits of the same place value.

Thousands Hundreds Tens Ones Tenths Hundredths

1 0 0 0 .
0 2 5 5 . 2 50
Step 2: Extend numbers with zeroes if necessary to line them up.
Thousands Hundreds Tens Ones Tenths Hundredths
1 0 0 0 . 0 0
0 2 5 5 . 2 5

Step 3: Write the decimal point on the answer line, directly below the decimal pints lined up in the
numbers being subtracted.
Thousands Hundreds Tens Ones Tenths Hundredths
1 0 0 0 . 0 0
0 2 5 5 . 2 5
.

Step 4: This time,it’s just like doing subtraction of whole numbers. Subtract the numbers in the
column starting farthest to the right, moving to the left, and write the answer on the answer line,
directly beneath them.
Thousands Hundreds Tens Ones Tenths Hundredths
1 0 0 0 . 0 0
0 2 5 5 . 2 5
7 4 4 . 7 5

The difference is 744.75. Therefore, the amount of change Mrs. Rivera received was
P744.75
 Let’s Wrap up

• To add decimals, the following are the steps:

Step 1: Arrange the decimal points of the numbers being added in a column. This way, we are adding the
digits of the same place value.
Step 2: Extend numbers with zeroes if necessary to line them up. Add 0s to the beginning and/or end of the
numbers so they have the same nuber of digits. This doesn’t change the value of the number.
Step 3. Write the decimal point on the answer line, directly below the decimal points lined up in the decimal
numbers being added.
Step 4. Add up the numbers in the colum starting farthest to the right, moving to t he left, and write
the answer on the answer line, directly beneath them.
• To subtract decimals, ere are the steps:
Step 1: Arrange the decimal points of the numbers to be subtracte in a column. This way, we are subtracting
the digits of the same place value.
Step 2: Extend numbers with zeroes if necessary to line them up.
Step 3: Write the decimal point on the answer line, directly below the decimal pints lined up in the numbers
being subtracted.
Step 4: This time,it’s just like doing subtraction of whole numbers. Subtract the numbers in the column
starting farthest to the right, moving to the left, and write the answer on the answer line, directly beneath them.

Let’s Reflect
After learning this lesson, reflect on how it can be learned by your future pupils in more
effective, creative and meaningful way. Discuss you

1.What is addition and subtraction of decimals?

The addition of decimals is similar to the addition of numbers but these numbers contain decimal
points. The subtraction of decimals is the process of subtracting a decimal number with a smaller
whole number part from the decimal number with a greater whole number part.

2.How to do the addition of decimals?

The addition of decimals involves the following steps:
Step 1: The numbers are first padded with zero depending upon the maximum digits present after
the decimal for any of the numbers.
Step 2: The numbers are lined up vertically along with each other.
Step 3: Finally, add the decimal numbers similar to integers and place the decimal point
accordingly
CHAPTER 4 Decimals

LESSO Multiplication of Decimals

D
N7 B

Lesson Outcomes

At the end of the lesson, the student should be able to:

• Multiply decimals and mixed with factors up to 2 decimal places.
• Multiply mentally decimals up to 2 decimals places by 0.1, 0.01, 10 and 100;
and
• Solve routine and non-routine problems involving multiplication of decimals
including money using appropriate problem-solving strategies and tools.

Lesson Opener
Danilo is thrice as heavy as Claud. If Claud weighs 9.75 kg, then what is the weight of
Danilo?

Let’s Focus
The word “thrice” in the problem above is used to signify three times or multiplication by 3. It
means that since Claud is 9.75 kg heavy, then the weight of Danilo is 9.75 x 3.
Let’s solve the problem by following the steps on how to multiply decimals.
Step 1: Line up the numbers on top of each other above the multiplication bar.
9 7 5
X 3
Step 2: Multiply the numbers as you usually would in ordinary multiplication, just ignore the
decimal point first.
9 7 5

X 3

2 9 2 5

Step 3: Count up all of the decimal places or the number of digits that are located at the right
side of the decimal points of the factors. In 9.75, there are 2 digits-7 and 5, while in 3, therer is
none for a total of 2. The same number f digits must be to the right of the decimal point in the
product.

9 7 5
 X 3
2 9 2 5
The product of 9.75 and 3 is 29.25. Therefore, Danilo weighs 29.25 kg.
Apply what you have just learned. Give the product of 0.238 and 0.35.
Solution:
0 2 3 8

X 0 3 5

1 1 9 0

7 1 4_______

0.0 8 3 3 0 There are 5 decimal places in all in the factors

So there must be 5 also in the product.

The product of 0.238 and 0.35 is 0.0833.

Let’s Wrap up

 To multiply decimals, multiply the numbers as you usually would in ordinary

multiplication, place the decimal point in the product so that its number of decimal
places corresponds with the number of decimal places in the factors.

Let’s Reflect
After learning this lesson, reflect on how it can be learned by your future pupils in
more effective, creative and meaningful way. Discuss you

What is Multiplying decimals example?

To multiply decimals, first multiply as if there is no decimal. Next, count the number of digits
after the decimal in each factor. Finally, put the same number of digits behind the decimal in the
product. For example, if we multiply 7.61✕9.2, we will have 3 digits behind the decimal in our
product because there are 3 digits behind the decimals in the factors. Created by Sal Khan and
Monterey Institute for Technology and Education

Chapter 4 Decimals

LESSO D
Division of Decimals
N8 B
 Lesson Outcomes

At the end of the lesson, the student should be able to:

• Divide decimals/mixed decimals up to 2 decimal places.
• Divide decimals up to 4 decimal places by 0.1, 0.01 and 0.001
• Divide decimals up to 2 decimal places by 10, 100, and 1000 mentally, and
• Solve routine and non-routine problems involving division without or with any
of the other operations of decimals and whole numbers including money using
appropriate problem-solving strategies and tools.

Lesson Opener
When we divide decimals, we have to convert the divisor to a whole number by
moving the decimal point to the right. Then, we carry the dividend's decimal point
up to the same number of places to the right and divide the resultant numbers in
the usual way as we perform in regular long division

Let’s Focus
Donessa has P32. She wants to buy bread that costs p2.50 each. How many pieces can she buy
from her money.
We can find out how many pieces of bread Donessa bought by dividing 32 by 2.50
You already learned how to divide whole numbers. Division of decimals is very much similar
with division of whole numbers except for the placement of the decimal points which we will
learn first.
To make division of decimals easy, we may first make the decimal divisor a whole number by
multiplying it by a power of 10, 100, 1 000 and so on. However, if we multiply the divisor by
a power of 10, we also need to multiply the dividend by the same number.
Let’s have some practice.
1. 350 ÷ 0.8 To make the divisor, which is 0.8, a whole number, multiply it by 10 so it becomes
8, also multiply 350 by 10 which makes it 3 500.
So, the new numbers to be divided are 3 500 and 8
2.4 ÷ 0.004 Multiply both numbers by 1000 to make 0.004 equal to 4.
The new numbers are 4 000 ÷ 4.
Let’s Try This:
Give the new dividend and divisor.
1. 1.2 ÷ 0.05
2. 0.5 ÷ 1.2
3. 1 000 ÷ 0.009
 Let’s Check:
1. 1.2 ÷ 0.05 Multiply by 100 to make 0.05 a whole number.
2. 0.5 ÷ 1.2 Multiply by 10 to make 1.2 equal to 12
3. 1 000 ÷ 0.009 Multiply by 1 000 to make 0.009 as 9

Let’s Wrap up

 To divide decimal numbers:

1. make the divisor a whole number by multiplying it by a power of 10; use the same power of ten
to multiply to the divided; 2. divide the way you do with whole numbers;
3. place the decimal point in the quotient right above the one in the dividend; and
4.if there is still a remainder, zero(s) may be affixed at the right of the decimal point of the
dividend. Division may be continued until completed or until desired number of decimal
places in the quotient is attained in the case of non-terminating decimals.

Let’s Reflect
After learning this lesson, reflect on how it can be learned by your future pupils in
more effective, creative and meaningful way. Discuss you
1. what is dividing decimals

Dividing Decimals is similar to dividing whole numbers, except for the way we handle the
decimal point. There are different cases in dividing decimals, such as:

Dividing Decimals by whole numbers

Division of a Decimal Number by another Decimal Number
Division of decimals by 10, 100 and 1000
However, we may get a decimal or whole number when we divide decimal numbers.
5 Ratio and Proportion

LESSO D
Ratio
N1 B

Lesson Outcomes

At the end of the lesson, the student should be

able to:  Visualize the ratio of 2 given
numbers;
• Express ration using either the colon (:) or fraction;
• Define and illustrate the meaning of ratio and proportion using concrete or
pictorial models; and
• Solve problems involving ratio
 Lesson Opener
Jay bought 3 ballpens and 5 pencils in a bookstore. What is the ratio of the number of ballpens to
the number of pencils?

Let’s Focus
The ratio of ballpens to pencils is 3:5. It is read as “3 to 5”.
Ratio can be expressed in 3 ways
Form Symbol
Word Form 3 to 5
Colon Form 3:5
Fraction Form

The ratio of cupes to saucers is 3:2

The ratio of saucers to cups is 2:3
The ratio of cups to the total number of objects is 3:5
What conclusion can you formulate from these statements?
 Let’s Wrap up

 To multiply decimals, multiply the numbers as you usually would in ordinary

multiplication, place the decimal point in the product so that its number of decimal
places corresponds with the number of decimal places in the factors.

Let’s Reflect
After learning this lesson, reflect on how it can be learned by your future pupils in
more effective, creative and meaningful way. Discuss you

1.What is ratio example?

A ratio can be defined as the relationship or comparison between two numbers of the same unit to
check how bigger is one number than the other one. For example, if the number of marks scored in
a test is 7 out of 10, then the ratio of marks obtained to the total number of marks is written as
7:10.
Chapter 5 Ratio and Proportion

LESSON 2 Equivalent andSimplest Form D

B
of Ratios
Lesson Outcomes

At the end of the lesson, the student should be able to:

• Identify and write equivalent rations;
• Express ratios in their simplest forms;
• Find the missing term in a pair of equivalent rations; and
• Solve problems involving equivalent and simplest form of ratio.

Lesson Opener
Equivalent ratios are those that can be simplified or reduced to the same value. In other words,
two ratios are considered equivalent if one can be expressed as a multiple of the other. Some
examples of equivalent ratios are 1:2 and 4:8, 3:5 and 12:20, 9:4 and 18:8, etc.

Let’s Focus

In math, the definition of the equivalent ratio states that "Two or more ratios that express the same
relation or comparison of numbers are known as equivalent ratios." It is similar to the concept of
equivalent fractions. The equality of two ratios is also known as proportion. The antecedent and
consequent values are different, but still, if we reduce them to the simplest form, we will get the
same value. For example, to find whether 2:3 and 16:24 are equivalent ratios or not, we will have
to reduce both ratios to their simplest form. 2:3 is already in simplest form as the HCF of 2 and 3
is 1. The HCF of 16 and 24 is 8. So, let us divide both these numbers by 8 to find the reduced
form. This implies (16÷8):(24÷8) = 2:3. It is clear that 2:3 and 16:24 results in the same value,
therefore they are equivalent ratios.

How to Find Equivalent Ratios?

When it comes to finding equivalent ratios, the two cases might come up to you. One is to check
and identify whether the given ratios are equivalent or not, and the second is when you will be
asked to find equivalent ratios of a given ratio. Let us learn both one by one.

If we have to check whether the given ratios are equivalent or not, there are two methods to do the
same - the cross multiplication method and the HCF method. Follow the steps given below to find
equivalent ratios using the cross multiplication method:

Find whether 10:8 and 30:24 are equivalent ratios or not.

Step 1: Write both the ratios in fractional form (numerator over denominator).

Step 2: Do the cross multiplication. Multiply 10 by 24 and 8 by 30.

Step 3: If both products are equal, it means that they are equivalent ratios. Here 10 × 24 = 8 × 30 =
240. Therefore, they are equivalent ratios.

Now, let us understand the HCF method for identifying equivalent ratios using the same example.

Step 1: Find the HCF of the antecedent and consequent of both ratios. Here, HCF (10, 8) = 2, and
HCF (30, 24) = 6.

Step 2: Divide the terms in both ratios by their respective HCF. So, we get (10÷2):(8÷2) = 5:4 and
(30÷6):(24÷6) = 5:4.

Step 3: If the reduced form of both ratios is equal, it means they are equivalent. Here, 10:8 =
30:24.

Now let us learn how to find equivalent ratios of a given ratio using an equivalent ratio table.

Equivalent Ratios Table

There is an infinite number of equivalent ratios possible for a given ratio as we can multiply any
natural number to both the terms of a ratio to get its equivalents. An equivalent ratio table contains
some of the equivalent ratios of a given ratio in a tabular format which makes it simple to
understand. You can also make your own equivalent ratio table of any ratio. For example, let us
multiply 1:3 by different natural numbers starting from 2 and get its equivalent ratios. Here, it is
important to note that we can even divide the terms of a ratio by their common factor to find the
equivalent ratios, wherever possible.

1:3 = (1×2):(3×2) = 2:6

1:3 = (1×3):(3×3) = 3:9

1:3 = (1×4):(3×4) = 4:12

1:3 = (1×5):(3×5) = 5:15

In the tabular form , it can be represented as:

Equivalent Ratios of 1:3

1:3

2:6

3:9

4:12

5:15
 Let’s Wrap up

• Equivalent ratios are ratios that are in proportion. They are formed by multiplying or
dividing all their terms by the same number.
• A ration is in its simplest form if the common factor of all its terns is 1. It is obtained
by dividing the terms by their GCF.

Let’s Reflect
After learning this lesson, reflect on how it can be learned by your future
pupils in more effective, creative and meaningful way. Discuss you

1.How do you find the equivalent of ratios?

Two ratios that have the same value are called equivalent ratios. To find an equivalent ratio,
multiply or divide both quantities by the same number. It is the same process as finding
equivalent fractions.
Chapter 5: Ratio and Proportion

LESSON 3 D
Kinds of Proportion
B

Le sson Outcomes

At the end of the lesson, the student should be able to:

• Find a missing term in a proportion (direct, inverse and partitive); and
• Solve problems involving direct proportion, partitive proportion, and
inverse proportion in different contexts such as distance, rate and time
using appropriate strategies and tools.

Lesson Opener
A recipe calls for 3 cups of milk foe every 5 cups of flour. How many cups of milk are
needed for the same recipe which has 20 cups of flour?

Let’s Focus
Direct Proportion
Every 3 cups of milk requires 5 cups of flour can be illustrated as follows.

If there are 20 cups of flour, there will be 12 cups of milk.

Alternative Solution
Partitive Proportion
Three siblings, aldrin, Benjie and Cherry, will divide P 1 000 in the ration of 2;3:5 respectively.
How much eill Cherry get?

Solution:

Aldrin
Benjie
Cherry

10 units = P 1000
1 unit = P 100
5 units =
P100 x 5 = P500
Therefore,
Cherry will receive
P500 Alternative
Solution:
2 + 3 + 5 = 10
P1 000 ÷ 10 = P100
P100 x 5 = P500

Inverse Proportion
It took 20 minutes for three pipes to fill a pool. How long will it take 4 pipes to fill
the same pool?
No. of Pipes Time
3 20
4
𝑁

3 𝑁
 =
4 20
4𝑁 = 60
𝑁 = 15
Therefore, it will take 15 minutes for 4 pipes to fill the pool.

Let’s Wrap up

• Two quantities are in direct proportion if an increase/decrease in one quantity results

to increase/decrease in another quantity.
• Partitive proportion is used if a whole is divided into two or more unequal parts.
• In an inverse proportion, as the value of one quantity increases the other decreases.

Let’s Reflect
After learning this lesson, reflect on how it can be learned by your future
pupils in more effective, creative and meaningful way. Discuss you

1.What is proportion and examples?

A proportion is an equation in which two ratios are set equal to each other. For example, if there
is 1 boy and 3 girls you could write the ratio as: 1 : 3 (for every one boy there are 3 girls) 1 / 4
are boys and 3 / 4 are girls. 0.25 are boys (by dividing 1 by 4)