5

Mathematics
Quarter 1 – Module 9:
Solving Real Life
Problems Involving Addition and
Subtraction of Fractions

CO_Q1_Math5_Module9
Mathematics – Grade 5
Alternative Delivery Mode
Quarter 1 – Module 9: Solving Real Life Problems Involving Addition and Subtraction
of 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: Omar D. Comonical
Editors: Zosimo M. Minozo Jr., Catherine L. Cortez, Cathrine O. Cueva,
Floriza May Baltar, Ramil R. Magdua, Niann L. Atis, Lilia Martinez,
Joseph Randolp Palattao, Bernadeth Daran, and Lilia L. Lagrimas
Reviewers: Renato S. Cagomoc, Rolando Lacbo, Joshua Sherwin T. Lim, and
Norman E. Sagayap, Miguel V. Dumas, Jr., Lourdes Rama
Layout Artist: Angel T. Porlares, Ryan R. Tiu
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
Geraldine P. Sumbise
Joshua Sherwin T. Lim

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 9:
Solving Real Life
Problems Involving Addition and
Subtraction 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 SLM 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 a 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.

Good luck and happy learning!

ii
 What I Need to Know

In this module, you are going to gain understanding in solving routine and
non–routine word problems that involve addition and subtraction of fractions using
appropriate problem-solving strategies and tools.
After going through this module, you are expected to

• solves routine and non–routine problems involving addition and/or

subtraction of fractions;
• create routine and non-routine problems involving addition and/or
subtraction of fractions; and
• apply solving word problems in real-life situations. M5NS-If-87.2

What I Know

Directions: Choose the letter of the correct answer. Use separate answer sheet.
𝟏 𝟐
1) Martin bought 𝟓𝟐 m of white cloth and m of blue cloth. How many meters of
𝟓
cloth did he buy in all?
𝟓 𝟕 𝟗 𝟏𝟏
A. 𝟓𝟔 B. 𝟓𝟖 C. 𝟓 𝟏𝟎 D. 𝟓 𝟏𝟐
𝟑 𝟏
2) Anna needs 𝟑 𝟒 kg of sugar for her shake. If she had 𝟏 𝟐 kg in her house, how
many kilograms of sugar does she need to buy?
𝟏 𝟏 𝟏 𝟏
A. 𝟏 𝟒 B. 𝟐 C. 𝟑 D. 𝟒
𝟒 𝟒 𝟒
𝟏
3) Samantha prepared juice. She mixed 1 liter of orange juice and 3 liters of mango
𝟐
juice. What was the total number of liters that she mixed?
𝟏 𝟑 𝟏 𝟑
A. 4 B. 2 C. 3 D. 1
𝟐 𝟒 𝟐 𝟒
1
4) Mary bought a chocolate cake. She ate of it. How much chocolate was left?
8
𝟓 𝟔 𝟕 𝟖
A. B. C. D.
𝟖 𝟖 𝟖 𝟖

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CO_Q1_Math5_Module9
 𝟏 𝟑
5) Kathy’s kitten weighs kilogram. Sam’s puppy is kilogram. What is the total
𝟐 𝟒
weight of the two animals?
𝟏 𝟏 𝟑 𝟏
A. 1 B. 1 C. 1 D. 2
𝟒 𝟐 𝟒 𝟒
𝟐
6) Alyssa has 2 meters of ribbon. If she cuts 1 meters of ribbon, how many
𝟓
meters of ribbon is Alyssa left with?
𝟐 𝟒 𝟑 𝟏
A. m B. m C. m D. m
𝟓 𝟓 𝟓 𝟓
𝟏 𝟏
7) Lita’s pitcher of water is L full. If she adds L, how many L of water does she
𝟐 𝟒
have in all?
𝟐 𝟑 𝟐 𝟒
A. B. C. D.
𝟒 𝟒 𝟔 𝟒
1
8) Alex ordered 10 kilograms of rice. Only 5 kilograms of rice were delivered. How
2
many kilograms of rice were left undelivered?
𝟏 𝟏 𝟏 𝟏
A. 3 kg B. 5 kg C. 3 kg D.4 kg
𝟐 𝟐 𝟐 𝟐

𝟏 𝟏
9) Josie needs 3 cups of flour for the plain cake and 2 cups for the pineapple
𝟒 𝟑
sponge cake. How many cups of flour does she need in all?
𝟕 𝟕 𝟕 𝟕
A. 6 B. 5 C. 4 D. 3
𝟏𝟐 𝟏𝟐 𝟏𝟐 𝟏𝟐

𝟏 𝟐
10) Hanna used kg ground meat for spaghetti and kg for the hamburger. How
𝟒 𝟑
much meat did she use?
𝟗 𝟖 𝟏𝟏 𝟏𝟏
A. kg B. kg C. 1 kg D. kg
𝟏𝟐 𝟏𝟐 𝟏𝟐 𝟏𝟐

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CO_Q1_Math5_Module9
 Lesson
Solving Real Life Problems Involving
1 Addition and Subtraction of Fractions

In this module, you will learn how to solve the routine and non-routine
problems involving addition and subtraction of fractions, using the 4-Step Method
that was taught from the previous lessons. Also, this lesson will teach you how to
think in more abstract ways and develop your creativity and mathematical
reasoning power in understanding and answering non-routine problems
using different strategies while finding the correct answer.
Having the ability to solve problems that are experienced in your daily
living without following readily identifiable models and process, is a plus
knowledge in this lesson.

What’s In

In answering word problem, take note of words clues, to help you figure out which
operation will be used.

Study the steps and analyze the given word problems below:
1 𝟑
A. Mrs. Garcia had 5 meters of white cloth. Judith asked m of it for their project.
4 𝟒
How many meters of cloth were left?
a. What is asked? The no. of meters of cloth left
1 3
b. What are given? 5 meters of white cloth and m for Judith’s project
4 4
c. What operation should be used? Subtraction
1 3
d. What is the number sentence? 5 - =N
4 4
e. Show your solution:

𝟏 𝟑
Step by step Solution: 5 - =N
𝟒 𝟒
𝟐𝟏 𝟑
- =N
𝟒 𝟒
𝟏𝟖
=N
𝟒
𝟐
4 = N or
𝟒
𝟏
N=4 m of cloth was left (Answer)
𝟐

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CO_Q1_Math5_Module9
 𝟏 𝟏
B. Anna has 1 kg of pork and 2 kg of chicken in her refrigerator. How many
𝟒 𝟐
kg of meat does she have in her refrigerator?
a. What is asked? The no. of kg of meat she has in her refrigerator.
𝟏 𝟏
b. What are given? 1 kg of pork and 2 kg of chicken in her refrigerator
𝟒 𝟐
c. What operation should be used? Addition
𝟏 𝟏
d. What is the number sentence? 1 + 2 =N
𝟒 𝟐
𝟏 𝟏
e. Step by step Solution: 1 + 2 =𝐍
𝟒 𝟐
𝟏 𝟐
1 +2 =N
𝟒 𝟒
𝟑
3𝟒 = N
𝟑
N=3 kgs of meat
𝟒
𝟑
Therefore, 3 kgs of meat
𝟒

Notes to the Learner

In answering the word problem, follow the sequence
Understand, Plan, Solve or what is Asked, Given,
Operation, Number Sentence, Solution

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CO_Q1_Math5_Module9
 What’s New

Try to do the exercises below:

Directions: Read and solve the following problems. Answer in your activity notebook.

𝟑 𝟐
1. One weekend, Raul worked 5 𝟒 hours on Saturday and 2 𝟑 hours on Sunday.
How many hours did Raul work for that weekend?
Understand:
Plan:
Solve:
Check and look back:

𝟑 𝟓
2. Angelika hiked 4 miles one day and 2 𝟏𝟔 miles the next day. How many miles
𝟖
did Angelika hike in all?
Understand:
Plan:
Solve:
Check and look back:

What Is It

In solving word problem follow the steps:

❖ UNDERSTAND
• Read the problem
• Determine what is asked in the problem.
• Determine the important data in the problem (What are given).
❖ PLAN
• Choose a strategy (operation).
• Draw a picture or make a table.
❖ SOLVE
• Show all your work (number sentence).
• Label your answer.

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CO_Q1_Math5_Module9
Consider the following example problems below:

Example 1:
The pupils of Malikhain Elementary School conducted a contest wherein they
𝟐
will make something out of recyclable materials. The pupils collected 𝟏𝟑 kilogram
𝟒
of used bottles and 𝟏𝟓 kilogram of used newspapers. How many kilograms of
recycled materials did the pupils collect?

➢ Understand
a. What is asked?
• The total weight of recyclable materials the pupils collected.
b. What are the given facts?
𝟐
• 𝟏𝟑 kilogram of used bottles
𝟒
• 𝟏 kilogram of used newspaper
𝟓
➢ Plan
c. What is the operation to be used?
• Addition
➢ Solve
d. What is the number sentence?
𝟐 𝟒
• 𝟏𝟑 + 𝟏𝟓 = N
e. Show your solution and answer.
𝟓 𝟗
• + Rename the mixed number to an improper fraction by
𝟑 𝟓
multiplying the denominator by the whole number, then

add the product to the numerator.

𝟐𝟓 𝟐𝟕
• + Find the LCD. Then, rename the fraction to a
𝟏𝟓 𝟏𝟓
similar fraction.

𝟐𝟓+𝟐𝟕 𝟓𝟐
• = 𝟏𝟓 Add the numerator and copy the denominator.
𝟏𝟓
𝟓𝟐 𝟕
• =𝟑 Rename the improper fraction to a mixed form.
𝟏𝟓 𝟏𝟓

𝟕
➢ Answer: The pupils collected 𝟑 𝟏𝟓 kilograms of recyclable materials.

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CO_Q1_Math5_Module9
Example 2:
𝟐
Samuel has an aquarium. One-third of the fishes in a tank are catfish, of the
𝟗
fishes are kois and the rest are goldfish. There are 40 goldfishes in the tank. How
many fishes are there in a tank?
In solving non-routine problem, there are no particular way(s) in finding the
correct answer. Below are the methods which involve ways of thinking and variety of
strategies to reach a solution. You may only need to use one strategy or a
combination of strategies.

• Look for a pattern

• Guess and check
• Make and solve a simpler problem
• Work backwards
• Act it out/make a model
• Break up the problem into smaller ones and try to solve these first
• Draw a picture or diagram
• Make an organized list
• Make a table
• Write an equation/mathematical sentence
• Use manipulatives
• Use logical reasoning

Let us try to solve example problem 2 using a model/a diagram in solving the
problem of Samuel.
𝟏
1 whole divided by 3 equal parts
𝟑
3 equal parts: catfish, kois and goldfish

catfish
𝟐
The 3 equal parts given , 𝑡𝑤𝑜 − 𝑛𝑖𝑛𝑡ℎ𝑠 ( 𝟗 ) parts are for kois and rest
for the other type of fish. Divide the 3 equal parts into 9 total equal parts,
𝟐
as shown below.
𝟗
Given: 40= goldfish
𝟐
( 𝟗 ) = kois

catfish kois 40 goldfish

How many fish are there in all?
𝟏 𝟐 𝟗 𝟑 𝟐
1- - = - -
𝟑 𝟗 𝟗 𝟗 𝟗
𝟒
=𝟗

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CO_Q1_Math5_Module9
 𝟒
So, 40 is of the total number of fish, which represents 4 units in the model.
𝟗
If we divide the 40 goldfish per unit, that is 10 fish each. Since, there are 9 units
that makes it 90 fish.

10 10 10 10
4 units = 40
1 unit = 40 ÷ 4 = 10
9 units = 9 x 10 = 90
Therefore, there are 90 fishes in the tank.

Example 3: Here is another problem using logical reasoning/mathematical

sentence.
2 𝟏
BJ needed 1 𝑓𝑡 of bamboo for their project. His classmates is asking for 1 ft.
3 𝟒
How long is the bamboo that they need?

2 𝟏
Given: 1 ft – length of bamboo that BJ need; 1 ft- length of bamboo that
3 𝟒
BJ’s
classmates need
Task: find out how long is the bamboo that they need.
Solution:
2 𝟏
1 𝑓𝑡 + 1 𝟒 𝑓𝑡 = N
3

Change mixed fraction to improper fraction:

2 𝟏 5 𝟓
13 + 1 𝟒 + 𝟒 =N
3
Find the least common denominator:
5 𝟓 20 15 35 11
+ 𝟒= + = or 2 𝑓𝑡.
3 12 12 12 12
11
Therefore, BJ needed 2 12
𝑓𝑡 of bamboo for himself and his classmate.

Example 4:
𝟏
Vane, Joan and Rutche cleaned the wall together and finished it in 4 hours.
𝟐
𝟑 𝟐
If Rutche helped for 1 hours and Vane for 1 hours, what is the working time for
𝟒 𝟑
Joan?

Asked: N= time of Joan in helping clean the wall

𝟏
Given: time working together = 4 hours
𝟐
3 2
Rutche= 1 hours, Vane = 1 hours
4 3
Plan: Subtraction
Solution:
𝟏 3 2
4𝟐 - 1 4 - 1 3 = N; you may continue to solve in your activity notebook
1
N= 112 hours, time of Joan in cleaning the house

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CO_Q1_Math5_Module9
Example 5: Read and understand the problem below.
During a school fair, Remy served mango juice and buko juice. He inspected
the jar to find how much of each kind of juice was left over after the fair. This is
what he saw:
• Three jars had mango juice and three jars had buko juice.
1
• Two jars are full-one jar containing mango and the other jar
4
containing buko juice. The jar that had the least amount
contained mango juice.
1
• One jar of buko juice is full. This jar is twice as full as another jar of
3
mango juice.
After cleaning up, he poured all the left over into another jar-all the
mango juice into the red jar, and the buko juice into the blue jar. The blue jar
1
became full while the red jar needs more to be full.
8
What are the amounts of the 3 jars of mango juice and the 3 jars of buko
juice that Remy saw before the clean-up?

Here’s a way to solve the problem of Remy.

Conditions Illustrations
Three jars had mango
juice and three jars had
buko juice.

Mango Juice Buko Juice

1
Two jars are full-one jar
4
containing mango and the 1 1
other jar containing buko 4 4
juice.
Mango Juice
Buko Juice

Mango Juice Buko Juice

1 1 1
One jar of buko is full. 1 1 ?
3 ?
4 6 4 3
This jar is twice as full as
another jar of mango
juice. 𝟏
of the buko juice ÷ 2
𝟑
𝟏 𝟏 𝟏
x =
𝟑 𝟐 𝟔

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CO_Q1_Math5_Module9
After cleaning up, he
poured all the left over
into another jar-all the 1 1 1 1
mango juice into the red ? ?
4 6 4 3
jar, and the buko juice
into the blue jar. The blue Mango Juice Buko Juice
jar became full while the
1
red jar needs more to be Needs
8
full.
𝟏
𝟖
to be full
Full Fu

What are the amounts of

Mango Juice Buko Juice
the three jars of mango
juice and the three jars of
buko juice that Remy saw 1
1 5
before the clean-up?
4 3 12

Solution: Solution:
Total amount of juice in the Amount of the third jar of
1 7 buko juice:
red jar: 1− = 𝟏 𝟏
Amount of the third jar of
8 8 1-( + )=?
𝟒 𝟑
mango juice: 𝟕 𝟓
7 1 1 1- =
−( + ) =? 𝟏𝟐 𝟏𝟐
8 4 6 Therefore, the amount of
the three jars of buko juice
7 5 11
- = are
1 1
, and
5
8 12 24 4 3 12
Therefore, the amount of the
three jars of mango juice are
1 1 11
, and
4 6 24

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CO_Q1_Math5_Module9
 What’s More

Do the exercises below:

A. Directions: Solve each problem involving the addition/subtraction of fractions.
Write the answers only on separate sheet of paper.

𝟑
1. Dorry’s house is kilometer from the church. One day, she took a tricycle to the
𝟒
1
church. After covering a distance of kilometers, the tricycle stopped and Dorry
8
had to walk. How far did she walk?

1 3
2. Catherine and Bernard shared a cake. Catherine ate of it and Bernard ate of
3 8
it. What fraction of the cake did they eat?

4 2
3. Cindy bought 10 5 kilograms of ground meat. She used 33 kilograms to make
lumpia. How many kilograms of ground meat was left?

3 2
4. On her way to school, Jasmine travels 6 8 kilometers by bus and 5 5 kilometers
by tricycle. How far does she travel from her home to school?

3 9
5. A tailor used 24 meters of cloth for a pair of pants and 1 10 meters of a skirt.
How many meters of cloth were used?

B. Directions: Read and analyze the following problem. You may solve using any
method. Write your answer on a separate sheet of paper.

𝟏 𝟓 𝟏
1) Ben weighs 44kg, Tony weighs 41 kg and Jun weighs 22 kg.
𝟐 𝟖 𝟒
How much more did Tony and Jun weighs than Ben?

2) A certain caterpillar crawls in a clothesline that is 1 meter long. Starting

1
at one end of the clothesline, the caterpillar crawls at a distance of m
3
1
during daytime but slides back at m during night time. In how many days
4
will the caterpillar reach the end of the clothesline?

11
CO_Q1_Math5_Module9
3) The children’s play station is open whole day only during Saturday.
𝟐 𝟕
VJ’s mother only allow him to play 𝟓 hour in the morning and 𝟏𝟎 hours in
𝟑
the afternoon. But VJ requested her mother to stay an additional hour
𝟒
𝟑
in the morning and 𝟓 hour in the afternoon since it is Saturday. How long
did VJ stay in the children’s play station if his mother allowed him to stay
on the additional hour he requested? If his mother will not allow him, how
many hours did he stay in the children’s play station?

𝟑
4) Dennis has 10 cans of milk with a total weight of 6𝟒 kilograms. He will pack
𝟏
these cans of milk into 3 boxes where each box can only contain up to 2𝟐
kilograms. How can Dennis pack these cans into the box if the weight of
𝟐 𝟓 𝟐 𝟏 𝟏 𝟕 𝟏 𝟑 𝟑
the cans of milk (in kg) are , , , ,1 , , , , and ?
𝟑 𝟖 𝟓 𝟑 𝟒 𝟖 𝟐 𝟓 𝟒

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CO_Q1_Math5_Module9
 What I Have Learned

To solve word problems, follow these steps:

1. Analyze carefully the given real-life problem,
-State what is asked.

2. Indicate what are the given data.

-Determine what operation to use.
-Write the number sentence.

3. Solve.

4. Check the answer.

Answer the following problems below. Write the final answer with your solution in a
separate sheet.
𝟏
1) Mr. Guevara’s tablecloth, which was 𝟑 meters long, got stained near the
𝟖
𝟑
edge. He cut the meters which got stained. How long is the tablecloth now?
𝟖
Follow the steps 1-4 stated in solving the problem given above.

1. Understand
2. Plan
3. Solve
4. Check and look back
Using Problem No. 1, make use of a model to solve the problems below.
𝟏
1.1) If the length of the table is 3 m, will the new length of the tablecloth
𝟐
be enough to cover the length of the table?
𝟏 𝟏
1.2) If the table is 2 m long and the 𝟑 meters long tablecloth cover got
𝟐 𝟖
stained of about half of the measure of the table, will there be
enough cloth to cover the table after cutting the stained part?

2) Ronnie went to his hometown to visit his grandparents. His hometown is

𝟑 𝟏 𝟏
𝟑𝟔 𝟓 km away from his house. He walked 𝟏 𝟒km and travels a distance of 𝟔 𝟐
km by a jeep to get to the bus station. He covers the remaining distance by
𝟏
bus and a short walk of kilometer. How many kilometers did Ronnie travel
𝟓
by bus?

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CO_Q1_Math5_Module9
 What I Can Do

A. Directions: Write TRUE if the answer shown in the parenthesis is correct and
FALSE if it is not.

𝟏 𝟏
1) Anna bought 5 kilogram of rice. She cooked 1 𝟒 kilogram. How many kilograms
𝟐
𝟏
of rice were left? (2 kilograms of rice)
𝟐
𝟏 𝟏
2) Rose was requested by her mother to buy for her kg. of cabbage, kg. of ginger,
𝟒 𝟑
𝟏
and kg. of tomatoes. How many kilograms of vegetables did Rose buy in all?
𝟐
𝟏
(𝟏 kg. of vegetables)
𝟏𝟐
𝟐 𝟒
3) Mr. San Agustin spends for his house rental and for his food and other
𝟖 𝟖
𝟑
expenses. How much were the total expenses of Mr. san Agustin? ( was the
𝟒
total expenses)
𝟓
4) During Family Day at Marie’s School, her brother ran 8 𝟗 meters and her dad ran
𝟏 𝟐
15 𝟗 meters. How far did the two runs? (𝟐𝟑 𝟑 meters were the total distance)
𝟏 𝟏
5) Anton hiked for 2𝟐 hours on Saturday, 3 hours on Sunday. How many hours
𝟒
𝟏
did Anton hike for two days? (5 hours were the total Anton hiked for two
𝟐
days)
6) “Bokayo” is one of the favorite delicacies in our locality. Its ingredients are
3
brown sugar and shredded young coconut. If there are 14 cups of brown sugar
𝟏
and 2 cups of shredded young coconut, how many cups of ingredients are
𝟐
𝟑
there in all? (3 were the total ingredients in all)
𝟒
7) A unit fraction is a fraction whose numerator is 1. Some of the examples:
1 1 1 1 1 1
, , , , , and 100. Ancient Egyptians wrote the fraction by expressing it
2 3 4 5 10
1 1 1 2 1
as a sum of different unit fractions. For instance, = + and = +
2 3 6 5 10
1 1
+ . Express the following fractions as a sum of unit fractions. Explain
20 4
the strategy you use in finding the answers.
Did you find any pattern?
2 4 3
a) b) c)
3 5 7

14
CO_Q1_Math5_Module9
 Assessment

Do the test below apply what you have learned on the previous activities.

Directions: Choose the letter of the correct answer on a separate answer sheet.
𝟏 𝟐
1) Martin bought 𝟓 m of white cloth and m of blue cloth. How many meters of
𝟐 𝟓
cloth did he buy in all?
𝟓 𝟕 𝟗 11
A. 5 B. 5 C. 5 D. 5
𝟔 𝟖 𝟏𝟎 12
𝟑 𝟏
2) Anna needs 3 𝟒 kg of sugar for her shake. If she had 1 𝟐 kg in her house, how
many kilograms of sugar does she need to buy?
𝟏 𝟏 𝟏 𝟏
A. 𝟏 B. 𝟐 C. 𝟑 D. 𝟒
𝟒 𝟒 𝟒 𝟒
𝟏
3) Samantha prepared juice. She mixed 1 liter of orange juice and 3 liters of mango
𝟐
juice. What was the total number of liters that she mixed?
𝟏 𝟑 𝟏 𝟑
A. 4 B. 2 C. 3 D. 1
𝟐 𝟒 𝟐 𝟒
𝟏
4) 𝑀𝑎𝑟𝑦 𝑏𝑜𝑢𝑔ℎ𝑡 𝑎 𝑐ℎ𝑜𝑐𝑜𝑙𝑎𝑡𝑒 𝑐𝑎𝑘𝑒. 𝑆ℎ𝑒 𝑎𝑡𝑒 𝑜𝑓 𝑖𝑡. 𝐻𝑜w much chocolate was left?
𝟖
𝟓 𝟔 𝟕 𝟖
A. B. C. D.
𝟖 𝟖 𝟖 𝟖
𝟏 𝟑
5) Kathy’s kitten weighs kilogram. Sam’s puppy is kilogram. What is the total
𝟐 𝟒
weight of the two animals?
𝟏 𝟏 𝟑 𝟏
A. 1 B. 1 C. 1 D. 2
𝟒 𝟐 𝟒 𝟒
𝟐
6) Alyssa has 2 meters of ribbon. If she cuts 1 meters of ribbon, how many meters
𝟓
of ribbon is Alyssa left with
𝟐 𝟒 𝟐 𝟏
A. m B. m C. m D. m
𝟓 𝟓 𝟓 𝟓
1 1
7) Lita’s pitcher of water is L full. If she adds L, how many L of water does she
2 4
have now?
𝟐 𝟑 𝟐 𝟒
A. B. C. D.
𝟒 𝟒 𝟔 𝟒
𝟏
8) Alex ordered 10 kilograms of rice. Only 5 kilograms of rice were delivered. How
𝟐
many kilograms of rice were left undelivered?
𝟏 𝟏 𝟏 𝟏
A. 3 kg B. 5 kg C. 3 kg D. 4 kg
𝟐 𝟐 𝟐 𝟐
1 1
9) Josie needs 3 cups of flour for the plain cake and 2 cups for the pineapple
4 3
sponge cake. How many cups of flour does she need in all?
𝟕 𝟕 𝟕 𝟕
A. 6 B. 5 C. 4 D. 3
𝟏𝟐 𝟏𝟐 𝟏𝟐 𝟏𝟐
𝟏 𝟐
10) Hanna used kg ground meat for spaghetti and kg for the hamburger. How
𝟒 𝟑
much meat did she use?
𝟗 𝟖 𝟏𝟏 𝟏𝟏
A. kg B. kg C. 1 kg D. kg
𝟏𝟐 𝟏𝟐 𝟏𝟐 𝟏𝟐

15
CO_Q1_Math5_Module9
 Additional Activities

Directions: Choose the letter of the correct answer. Do this in your activity
notebook.

𝟏 𝟑
1) Mrs. Zamora had 6𝟒 meters of red cloth. Carla asked 1𝟒 of it for her dress. How
many meters of cloth were left?
𝟏 𝟏 𝟏 3
A. 𝟒𝟖 B. 𝟒 C. 𝟒 D. 4
𝟒 𝟐 4

𝟏 𝟏
2) Geraldine gives of a pan of brownies to Susan and of the pan of brownies to
𝟑 𝟔
Patrick. How much of the pan of brownies did Geraldine give away?

𝟏 𝟏 𝟏 𝟑
A. 𝟖 B. C. D.
𝟒 𝟐 𝟒

𝟕 𝟏
3) Pam walks 3 miles to school. Paul walks 2 𝟒 miles to school. How much farther
𝟖
does Pam walk than Paul?
𝟏 𝟐 𝟒 𝟓
A. 𝟏 𝟒 B. 𝟏 C. 𝟏 D. 𝟏
𝟓 𝟕 𝟖

𝟏
4) On Friday, In Mrs. Diaz’s class, many students were missing. of the class went
𝟖
𝟑
to a basketball tournament and were sick. How many students are absent on
𝟔
that day?
𝟓 𝟔 𝟕 𝟖
A. 𝟖 B. C. D.
𝟖 𝟖 𝟖

3
5) Marly made two types of cookies. She used 14 cup of sugar for one recipe and
𝟒
3 𝟕 cup for the other. How much sugar did she use in all?
𝟖 𝟗 𝟏𝟎 𝟏𝟏
A. 𝟓 𝟐𝟖 B. 𝟓 C. 𝟓 D. 𝟓
𝟐𝟖 𝟐𝟖 𝟐𝟖

𝟏
6) Mom bake 2 whole homemade cheesy pizza. She shared slice to her
𝟐
𝟑
friend and another 𝟒 slice to her children. What is the remaining slice of
pizza left for her?
𝟓 𝟑 𝟏 𝟏
A. B. C. D.
𝟒 𝟒 𝟐 𝟒

16
CO_Q1_Math5_Module9
CO_Q1_Math5_Module9
17
What’s New What’s More
A.
1. a. Number of hours Raul work 5
1)
for the weekend 8
3 2 17
b. 5 on Saturday and 2 on 2)
4 3 24
Sunday 2
3) 7
c. Addition 15
3 2 31
d. 5 + 2 = N 4) 11
4 3 40
3 2 9 8 17 13
e. 5 + 2 = 5 +2 =7 5) 4
4 3 12 12 12 20
5
or 8 hours B. 1) 4-step plan
12
2. a. Number of miles Angelika a) Weight of Tony and Jun compared to Ben
hike in all 1 5
3 5 b) Ben weighs 44 kg, Tony weighs 41 kg and
2 8
b. 4 miles one day and 2 1
8 16 Jun weighs 22 kg
miles the next day 4
c. Addition c) Addition and Subtraction
3 5 5 1 1
d. 4 +2 = N (41 + 22 ) - 44 =N
8 16 8 4 2
3 5 6 5 11 d) difference of the weighs=
e. 4 +2 =4 +2 =6 5 1 1
8 16 16 16 16 (41 + 22 )- 44
miles 8 4 2
5 2 4
= (41 + 22 ) - 44
8 8 8
7 4
= 63 - 44
What I Know 8 8
3
= 19
8
1. 𝐶 3
2. B Thus, Tony and Jun weigh 19 𝑘𝑔 more than
8
3. 𝐴 Ben
4. C
5. 𝐴 2) Answer : 10 days
6. 𝐶
7. 𝐵 3) Answer:
8. 𝐷 1
Allowed time to play by his mother= 1 hours
9. 𝐵 10
10. 𝐷 7
VJ requested an additional 1 hours
20
Total Time VJ is at the children’s play station if
Assessment 7 1 9
request is granted: 1 +1 =2 hours.
1. 𝐶 20 2 20
2. 𝐵
3. 𝐴 4) Answers may vary. One possible solution is:
2 1 1
4. C Box 1: , , 1
5. 𝐴 3 3 4
5 7 3
6. 𝐶 Box 2: , ,
8 8 4
7. 𝐵 2 3 3 1
8. 𝐷 Box 3: , , ,
5 5 4 2
9. 𝐵
10. 𝐷
Answer Key
CO_Q1_Math5_Module9
18
What I Can Do What I Have learned:
1
1) 4 False Problem: (1)
4 Understand the Problem:
1 *Asked: Measure of the tablecloth after cutting the edge
2) 1 True
12 *How long is the tablecloth after cutting the stained part?
3 1 𝟑
3) True *Given: Length tablecloth=3 m; stained part= m
4 8 𝟖
Plan:
2
4) 23 True *Subtraction
3 1 3
3 * 3 − =N
8 8
5) 5 False
4
Solve:
1
6) 4 False 1 3 25 3 22 3
4 *3 − = − = or 2 ;
8 8 8 8 8 4
7) Answers may vary. Check and long back:
22 3 25 1
Possible answers are: * + = or 3
8 8 8 8
2 1 1 3
a) = + Therefore, the new length of the tablecloth is 2 𝑚
3 2 6 4
Problem (1.1)
4 1 1 1 1
b) = + + Given: New length of the table: 3 m
5 2 4 20 2
1
3 1 1 1
Answer: The length of the table is 3 m but the new length of the
2
c) = + + 3
7 3 14 42 table cloth is only 2 m
4
Problem (1.2)
1
Given: 2 m - length of the table
2
1
3 m – length of the tablecloth
What I Have 8
learned: Task: find out if there is enough cloth that can cover the table
Con’t. Problem 2 after cutting the part of the cloth that got stained which it half of
the measure of the table.
Find the difference Answer:
between the distance * length of the cloth that got stained is half of the measure of the
of Ronnie’s house to 1 1 3
table: 𝑜𝑓 2 m is 1 m
his hometown and the 2 2 4
1 3
sum of the distances *length of the remaining tablecloth: 3 m-1 m=?
8 4
Ronnie walked and 3
traveled by jeep to get *The new length of the tablecloth is 1 𝑚. Thus, it is not enough
8
the distance he 1
3
to cover the table since the table measures 2 m.
traveled by bus 36 - 7 2
5 Problem 2
19
=? Asked: Find the distance (in km) Ronnie traveled by bus.
20
13 3
The difference is 28 . Given facts: 36 -distance of his hometown from his house
20 5
Therefore, Ronnie 1
1 km -distance traveled by walking
13 4
traveled 28 km by 1
20
6 km- distance traveled by jeep
bus 2
1
km -distance of the short walk
5
Additional
Activities
1) C
Solution:
2) C
Find the sum of the distances walked and traveled by jeep:
3) D
1 1 1
4) A 1 +6 + =?
4 2 5
5) B 19
The sum is 7 km.
6) B 20
References:

Department of Education. 2017. Regional Test Item Bank in Mathematics 5. Leyte:

Department of Education.
MathCurious. n.d. Math Curious. Accessed July 28, 2021.
https://app.mathcurious.com/puzzles.

Piere, Rod. 2020. About Math is Fun. October. Accessed July 2021.
https://www.mathsisfun.com/citation.php.

University of Cambridge. 2021. Maths at Home. Accessed July 2021.

https://nrich.maths.org/.
Ursua, A. C., and A.P. Lumbre. 2016. 21st Century Mathletes Textbook. Quezon:
Vibal Group, Inc.

19
CO_Q1_Math5_Module9
For inquiries or feedback, please write or call:

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