5

Mathematics
Quarter 1 – Module 17:
Solving Problems Involving
Division of Fractions

CO_Q1_Math5_Module17
Mathematics – Grade 5
Alternative Delivery Mode
Quarter 1 – Module 17: Solving Problems Involving Fractions
First Edition, 2020

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Published by the Department of Education

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

Development Team of the Module

Writer: Josephine F. Serinas
Editors: Zosimo M. Miñozo Jr., Samuel A. Repelente, Jay C. Malquisto, Ana Bella B.
Bajet, Santiago Fabula Jr, Ramil R. Magdua, Joseph Randolp Palattao,
Bernadeth Daran, and Lilia L. Lagrimas
Reviewers: Renato S. Cagomoc, Rolando Lacbo, Joshua Sherwin T. Lim, and
Rodrigo Ventures Jr., Rommel Tan Sr., Miguel Dumas Jr.
Layout Artist: Modesto Y. Sapinit
Management Team:
Ramir B. Uytico
Arnulfo M. Balane
Rosemarie M. Guino
Joy B. Bihag
Ryan R. Tiu
Sarah S. Cabaluna
Thelma Cabadsan-Quitalig
Elena S. de Luna
Renato S. Cagomoc
Noel E. Sagayap
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Printed in the Philippines by ________________________

Department of Education – Region VIII

Office Address: Government Center, Candahug, Palo, Leyte

Telefax: 053 – 832-2997
E-mail Address: region8@deped.gov.ph
 5

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

This Self Learning Module (SLM) is prepared so that you, our dear learners,
can continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.

Each SLMS is composed of different parts. Each part shall guide you step-by-
step as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in each

SLM. This will tell you if you need to proceed on completing this module or if you
need to ask your facilitator or your teacher’s assistance for better understanding of
the lesson. At the end of each module, you need to answer the post-test to self-check
your learning. Answer keys are provided for each activity and test. We trust that you
will be honest in using these.

In addition to the material in the main text, Notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how they can
best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on any part
of this SLM. Use separate sheet of paper in answering the exercises and tests. And
read the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering the
tasks in this module, do not hesitate to consult your teacher or facilitator.

Thank you.

ii
 What I Need to Know

Good day, Mathletes!

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

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

• define and solve word problems using any operations and strategies; and
• solve routine or non-routine problems involving division without or with
any of the other operations of fractions and whole numbers using
appropriate problem-solving strategies and tools. M5NS-Ij-97.1

What I Know

Take your time to answer the problems below. Enjoy!

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

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

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

2) What are the given facts?

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

1 CO_Q1_Math5_Module17
 3) What operation or operations shall we use to solve the problem?
A. Addition C. Multiplication
B. Subtraction D. Division
4) What is the correct number sentence?
3 1 3 16
A. x =n C. x =n
4 16 4 1
3 1 3 1
B. − 16 = n D. ÷ =n
4 4 16

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

5) What is asked?
A. The number of ribbons
B. The number of ribbons and cards
C. The number of cards she can make
D. The number of cards that can be made from the ribbon
6) What are the given facts?
A. 5-meter red ribbon and a card
1
B. 5-meter ribbon and each cut is
2
1
C. 5-meter red ribbon and each cut of the ribbon is of a meter
2
1
D. 5-meter ribbon and 2 of a ribbon
7) What operation or operations shall we use to solve the problem?
A. Subtraction C. Multiplication and Division
B. Multiplication D. Division
8) What is the correct number sentence?
1 1
A. 5 – =n C. 5 x =n
2 2
1 2
B. 5 ÷ = n D. 5 ÷ =n
2 1

1
A pillowcase needs m of cloth. How many pillowcases can be made with 12
2
m of cloth?
Regional Test Item Bank, Mathematics 5, Test I.5, p.48

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

10) What is the correct answer?

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

2 CO_Q1_Math5_Module17
 Lesson
Solving Problems Involving
1 Division of Fractions

What’s In

In the previous modules, you have learned that:

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

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

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

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

3 2 3 5 15 5
b) Solve for the quotient of ÷ . 𝑥 = 𝑜𝑟
24 5 24 2 48 16

Try solving more exercises!

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

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

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

3 CO_Q1_Math5_Module17
 5 1
4) x
9 6
1 1 3 5
A. B. C. D.
3 9 24 54

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

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

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

What’s New

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

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

4 CO_Q1_Math5_Module17
Follow the four-step plan to solve the problem.

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

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

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

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

5 CO_Q1_Math5_Module17
• Check Use a model to check.
- Verify if the 1
answer is correct 8

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

What Is It

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

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

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

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

There are four steps to follow in solving problem:

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

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

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

6 CO_Q1_Math5_Module17
 What’s More

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

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

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

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

Activity 2

Problem:
Ms. Mandi bought 15 meters of cloth to make aprons for laboratory activities.
3
If each apron requires meter of cloth to be made, how many aprons can Ms.
4
Mandi make using all her available cloth?
• Understand
- Identify the question or what is 1. __________________________
being asked 2. __________________________
- Identify the relevant facts
• Plan
- Choose a strategy/strategies 3. __________________________
• Solve
- Perform the strategies 4. __________________________
(Refer to What’s New for the process)

• Check
- Verify if the answer is correct 5. __________________________

7 CO_Q1_Math5_Module17
Activity 3

As a coach for the school sports club, Dennis will select student-
athletes who will participate in the division-wide athletics meet. One of the
3
events is the relay where team members has to run 1 5 km altogether. Each
2
member should run for of a kilometer. How many members does Dennis
5
need for his team?

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

Activity 4

𝟖 𝟒 𝟖 𝟐
1) Is ÷ 𝟓 greater or less than ÷ 𝟑 ? Why?
𝟗 𝟗

Below are possible answers:

𝟖 𝟒
Take note of the dividend is the same (𝟗) while the divisors are not which are and
𝟓
𝟐
.
𝟑
4 𝟐 𝟖 𝟒
Since is greater than 𝟑, then the quotient of ÷ 𝟓 is lesser than the
5 𝟗
𝟖 𝟐
quotient of ÷ 𝟑.
𝟗

Let us solve.
𝟖 𝟒 𝟖 𝟓 𝟒𝟎 𝟏𝟎 𝟏
÷𝟓 𝒙 or or 𝟏 𝟗
𝟗 𝟗 𝟒 𝟑𝟔 𝟗
𝟖 𝟐 𝟖 𝟑 𝟐𝟒 𝟒 𝟏
÷𝟑 𝒙 or or 1 𝟑
𝟗 𝟗 𝟐 𝟏𝟖 𝟑
𝟏 𝟏
Notice that is 𝟏 𝟗 is lesser than 1 , therefore:
𝟑
𝟖 𝟒 𝟖 𝟐
Answer: ÷ is less than ÷ .
𝟗 𝟓 𝟗 𝟑

Solve and write your solution in your activity notebook. You may compare
your answer at the last page. (Answer Key)

8 CO_Q1_Math5_Module17
 2) Mrs. Martinez made 4 different pies of the same size for her online
selling business. She cut the buko pie into 2 equal slices, the ube pie
into 3 equal slices, the mango pie into 5 equal slices and the egg pie into
4 equal slices. April, Mae, Jun and Julie each bought one slice of the
pie but decided to divide each piece they bought to share with their
family.

o April bought the largest slice available but share it equally

among her three little brothers.

o Mae bought the smallest slice available and share it equally

with her mother. The slice that Jun bought was bigger than the
slice that Julie bought.

o Jun shared the pie equally with his two cousins, while Julie
shared it equally with her grandfather.

What kind of pie did each person buy?

What part of the total pie did each person get?

What I Have Learned

Apply what you have learned in solving problems applying the concepts of division
of fractions.
i. Solve using the 4-step method
ii. Solve using the model or illustration method.
A. Our Mayor is planning to distribute relief goods per households due to COVID-19
pandemic during the lockdown. There are 1500 families in Barangay Matino.
𝟏
One-third ( ) of the population in that barangay belongs to the families with
𝟑
𝟏
employed family members, while 𝟒
are 4Ps recipients and the rest are small
entrepreneurs. Due to lack of funds, Mayor announces that the 4Ps recipients are
1
the priority in the distribution of relief goods. If there are 112 sacks of rice
2
allotted for 4Ps recipients, how many sacks of rice will each family get?
B. Refer to the same problem in A to these questions.
b.1) How many sacks of rice will each family with employed members receive
1
if there are 112 sacks of rice allotted for this group?
2

9 CO_Q1_Math5_Module17
 b.2) How many sacks of rice will each family who are small entrepreneurs
1
receive if there are 112 sacks of rice allotted for them?
2
1
b.3) If 412 sacks of rice will be distributed equally to all household, how
2
many sacks of rice will each family get?

What I Can Do

Try solving routine and non-routine problems.

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

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

Understand: What is asked? ____________________

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

Solve: What is your solution? __________________

What is the answer? ____________________

Check: How do you check your answer? ______________

1 2
B. Jack needs 6 bamboo sticks so he cuts a 3 meter bamboo stick into meters
2 3
each. Do you think Jack was able to produce 6 sticks? Reason out. If you were Jack,
1
how long will you cut the 3 meters bamboo stick so that you will have sticks of
2
equal length without wastage?

10 CO_Q1_Math5_Module17
C. Mrs. Cruz had a small bakery. Every morning her baker had to bake sliced
bread enough for their community consumers. She instructed the baker to
carefully put an equal amount of mixture to come up a perfect slice of bread
having an equal weight of the ingredients. Her instruction is to consume only
1
5000 grams of flour every day. Each slice of loaf had an exact weight of part of
4
100 grams.
c.1) If the weight of the flour consumed will be the same with the weight of the
bread, how many slices can she make in all?
1
c.2) If each child will get 1 slice of the bread during snacks, how many
2
children will be served.
c.3) How many slices of bread and number of loaves were made by the baker?
You may solve using other method.

Assessment

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

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

1) What is asked?

A. The number of dresses

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

2) What are the given facts?

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

11 CO_Q1_Math5_Module17
 3) Which of the following number sentence is correct?

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

4) What is the correct answer of the problem?

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

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

5) What is asked?

A. The number of visitors who shared the papayas.

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

6) What are the given facts?

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

7) What is the correct number sentence?

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

8) What is the correct answer?

A. 3 visitors shared the papaya

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

12 CO_Q1_Math5_Module17
 Lando has 42 kilograms of rice to sell. He needs to repack it to individual
3
plastic bags. If each bag contains kilograms of rice, how many bags can Lando
4
use?
Comprehensive Reviewer for Basic Mathematics Vol. 1 p. 126

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

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

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

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

Additional Activities

Explore for more!

Solve the following word problems. Write your answer on a separate sheet of paper
or Using your Math activity notebook.

3 1
1) Mother bought of a cake. She gave each to her children. How many
4 8
children shared the cake?
Number Sentence: _________________ Answer: ________________
2) How many half sacks of sugar are there in the three-fourths sack?
Number Sentence: _________________ Answer: _________________
5
3) Edna keeps m of lace. She wants to make veils which are one-sixth m long.
7
How many veils will she be able to make?
Number Sentence: _________________ Answer: _________________
2
4) Chea weighs 65 kg. According to her doctor, she is overweight by of her
9
1
present weight. She decided to reduce every week of at least kg. How many
4
weeks will it take her to get the ideal weight.
Number Sentence: __________________ Answer: _________________

5 2 3 1
5) Is ÷ greater or less than ÷ ? Why?
8 3 5 4

13 CO_Q1_Math5_Module17
6) Franco was answering his Mathematics homework last night. But because he was in
a hurry for dinner, he had misread the five items in his assignment. Instead of working
1 1
out 7 5 ÷ 6, he calculated for 7 5 - 6. He was amazed to find that he had the same
1
answer to both calculations! He then tried 5 3 ÷ 4 and found the same result as with
1
5 3 - 4. What do you think are the other three items in Franco's assignment? Work it
out and explain your strategy. Did you spot any pattern?

14 CO_Q1_Math5_Module17
CO_Q1_Math5_Module17 15
What’s More
Activity 1
1) the number of shorter pieces of wood
8 1
2) m piece of wood; m
10 5
3) Number Sentence
8 1
4) ÷ =N
10 5
8 5 40
x = or 4
10 1 10
5) in an illustration:
1/8 1/8 1/8 1/8 1/8 1/8 1/8 1/8
1/5
Activity 2
1) Number of aprons will Ms. Mandi make
3
2) 4 𝑚 = the measurement of apron and 15 m of cloth Ms. Mandi have
3
3) Number sentence: 15 ÷ 4 = 𝑁
4) N= 20; Thus, Ms. Mandi was able to make 20 pieces of apron.
3
5) This problem may be solved using illustration. To check the answer, we have x 20 =15.
4
Activity 3
1) Number of members that Dennis needed in his team
3 2
2) 1 5 𝑘𝑚=is the total distance each team shall run; and 5 𝑘𝑚 = is the distance each
member is required to run
3 2
3) 1 ÷ = N 5 5
8 5 40
4) x = = 4 ; Thus, Dennis needed 4 members in his team
5 2 10
2 8 3
5) 𝑇𝑜 𝑐ℎ𝑒𝑐𝑘 4 𝑥 =
5 5
𝑜𝑟 1 5
Activity 4 ( You may refer to next page for another presentation of this problem)
Type of Buko pie Ube Pie Egg Pie Mango Pie
pie and
fraction of
each slice
Customer April Jun Julie Mae
who
bought
the pie
Part of 1 1 1 1 1 1 1 1
÷4= ÷3= ÷2 = ÷2=
the pie 2 8 3 9 4 8 5 10
they ate
1 1 1 1
*April ate 8 of the *Jun ate 9 of the *Julie ate 8 of the *Mae ate 10 of the
buko pie. ube pie. egg pie. mango pie.
Answer Key
CO_Q1_Math5_Module17 16
What’s In What I know Assessment
1. B 6. B 1. B 6. C 1) D
2. C 7. C 2) B
2. A 7. D 3) C
3. A 8. A 3. D 8. B 4) C
4. D 9. C 4. D 9. A 5) A
5. D 10. D 6) B
5. D 10.C 7) B
8) D
9) B
10.1) 56 bags
10.2) 24 bags only
10.3 20 bags
What I Can Do
A. What is asked: the number of cars Andres
cleaned
3
Given facts : hour - time it takes Andres to clean a
4
car
6 hours – number of hours Andres 8
worked of the egg pie.
1
Operation to be used: Division 8 2 4 4
3
. Therefore, Julie got = x ÷ 2= For Julie :
1 1 1 1
Solution : 6 ÷ = N
4
Answer : N= 8; Thus, Andres was able to clean 8 cars. of the ube pie.
B. Answer: 9 9 3 3
1 . Therefore, Jun got = x For Jun: 3 ÷ 3 =
5 < 6, therefore Jack was not able to produce the 6 sticks that 1 1 1 1 1
4
he needs. 10
Jack may have produced 6 sticks, but the 6 th stick is not of of the mango pie got
1
equal length to the other 5 sticks. The 6 th stick measures only 10 2 5 5
1 . Therefore, Mae = x ÷ 2= For Mae:
meter. 1 1 1 1
6
1 7
The 3 meter bamboo stick should be cut into m per stick
2 12 𝑜𝑓 𝑡ℎ𝑒 buko pie. 8
to be able to produce 6 sticks of equal length. 1
2
÷ 4= 2 x 4 = 8 . Therefore, April got
1 1 1 1
C. Given: 5000 grams of flour
1
for April :
weight of a slice of a loaf = of 100 grams
4 What part of the total pie did each person get?
c.1) 200 slices bought 4 of egg pie.
1
1 3
c.2) 200 ÷ 1 =N of ube pie and Julie therefore, Jun bought
2 1
3
Julie bought. Since, 3 is bigger than 4 ,
1 1
200 ÷ =N
2 3) Jun bought a slice bigger than the slice that
2 400 1 bought 5 of mango pie
200 x = or 133 1
3 3 3 2) Mae bought the smallest slice. Therefore, she
𝟐
Thus, 133 children will be served. bought of the buko pie.
𝟏
c.3) 200 slices and 20 loaves
1) April brought the biggest slice. Thus, she
Another presentation of Activity 4.
What’s More”
CO_Q1_Math5_Module17 17
Additional Activities : What I Have Learned
A. Four-step Plan
3 1
1) ÷ =n 1. Understand
4 8
3 1 *What is asked: Number of sacks of rice that 4Ps
2) ÷ =n
4 2 recipients can receive
5 1
3) ÷ =n * Given:
7 6
4) Given: Chea’s weight= 65 kg 1500 - total number of families in Brgy. Matino
2 1
Excess weight 𝑜𝑓 𝑝𝑟𝑒𝑠𝑒𝑛𝑡 𝑤𝑒𝑖𝑔ℎ𝑡 3
- part of the barangay population of families
9
2 4
65 x = 14 with employed family members
9 9 1
Number of weeks needed to go back to - part of the barangay population of families
4
ideal weight: who are 4Ps recipients
4 5
Ideal weight : 65 -14 = 50 1
9 9
4 1
112 2 - number of sacks of rice to be distributed
14 ÷ =?
9 4 to families who are 4Ps recipients
4 1 7
14 ÷ - 57 weeks 2. Plan: Operations to be used/Number Sentence
9 4 9
7 *number of families who are 4Ps recipients:
Therefore, Chea will take 57 weeks to go
9
Multiplication
back to her ideal weight. 1
1500 x = 375
4
5) Answers may vary. Below are possible answers: * number of sacks of rice that each 4Ps recipient will
receive: Division
5 2
• The quotient of ÷ is less than 1 because the
8 3 1
3 3. Solution :112 ÷ 375 = N
dividend is less than the divisor while the quotient of 2
5
1
÷ is greater than 1 because the dividend is greater 1 3
4 112 ÷ 375 = ,
5 2 3 2 10
than the divisor. Therefore, ÷ is less than and ÷
8 3 5
1 Therefore, each family who are 4Ps recipients will
.
4 3
5 2 15 3 1 12 2 2 15 get sack of rice.
• ÷ = and ÷ = or 2 . By comparison, 2 > 10
8 3 16 5 4 5 5 5 16
5 2 3 1
hence, ÷ is less than and ÷ . b.1) number of families with employed members:
8 3 5 4 1
1500 x - = 500
3
6) Answers may vary.
* sacks of rice that each family in this group will
1 1 1 1 9
Possible answers: 4 ÷ 3; 6 ÷ 5; 8 ÷7 receive: 112 ÷ 500 = .
2 4 6
2 40
Therefore, each family with employed family
9
members will get sack of rice
40
b.2) number of families who are small entrepreneurs:
- number of families who are 4Ps recipients and with
employed family members: 375 + 500 = 875
- number of families who are small entrepreneurs:
1500 - 875 = 625
* sacks of rice that each family in this group will
1 9
receive: 112 ÷ 625 = .
2 50
Therefore, each family who are small entrepreneurs
9
will get sack of rice
50
1
b.3) 412 ÷ 1500 = N
2
11 11
N= ; Therefore, each family will receive sack
40 40
of rice.
References:
Yusuf. 2020. "Multiplying and Dividing Fraction". Slideshare.Net.
https://www.slideshare.net/yusufedu/multiplying-and-dividing-fraction-
151731422.

18 CO_Q1_Math5_Module17
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