Applied Industrial Mathematics AIM 1to6 PDF

Republic of the Philippines
ZAMBOANGA PENINSULA POLYTECHNIC STATE UNIVERSITY

Region IX, Zamboanga Peninsula
R.T. Lim Blvd., Zamboanga City
COURSE PACK
Date Prepared: Document No. ZPPSU – LM2020
July 2, 2020
APPROVED:
AIM Issued by:
CODE
Date of 2nd
Revision: ZPPSU-CET
August 23, 2021 ROMEL G. GUILLERMO
Dean, CET
Applied Prepared by:
Industrial MERCIBELLE A. TRINIDAD
Mathematics MA. RUTHIE S. BORJA CARLOS C. LOLO, Ph.D.
COURSE ROLANDO P. MALALAY VP, Academic Affairs
ROSINI B. GRAGEDA
1|Page
MISSION
Provide effective and INSTITUTIONAL
CORE VALUES
efficient services OUTCOMES
VISION Love of God;
Globally competitive
ZPPSU as the leading through advance Social Responsibility;
graduates who can
provider of globally technological studies Commitment/
perform advanced
competitive human and researches for the Dedication to the
technological
resources. empowerment of the Service; and
competencies in their
nation’s human Accountability
field of specialization.
resources.
INTRODUCTION
Welcome to Zamboanga Peninsula Polytechnic State University, the premier

higher education institution in Zamboanga Peninsula, one of the Centers of
Development in Teacher Education Institutions in the country and an ISO
accredited institution as recognized by the Commission on Higher Education. It is
our pride and honor, that you choose ZPPSU as your school of choice.
With the current situation under a NEW NORMAL condition due to COVID19
Pandemic, our school is now trying to find ways and means to provide accessible
and quality tertiary education. It is for this reason that that administration has
decided to offer flexible learning education using two modalities: Blended and
Distance Learning education. In as much as we limit that actual and physical face-
to-face mode of delivery, each college has decide to come up with printed module
to cater those students who cannot avail online learning modalities.
This module has been prepared to guide you in your learning journey with the
use of the Guided and Self-directed learning activities prescribed to finish your
course. Each module includes reading materials that have been chosen to help
you understand the ideas and concepts introduced by the module.
For this semester, your class in Applied Industrial Mathematics (AIM) focuses
on the basic concepts and principles of fractions, decimals, percentage, ratio,
proportion and measurement, and their applications in solving mathematical
problems in industrial shop work. Exercises and assessment of learning activities
are provided to test your comprehension and apply the concepts that you have
learned from this module. After accomplishing all modules, you are expected to:
1. Develop in students the concepts and skills needed in performing the

mathematical operations on fractions, decimals, percentage, ratio,
proportion, and measurement;
2. Demonstrate skills in solving problems involving fractions, decimals,

percentage, ratio, proportion, and measurement; and
3. Develop in the student’s appreciation of the course contents as

essential tools in solving problems.
2|Page
HOW TO USE THIS MODULE
• This is a self-study module particularly designed to help you study with little or
no intervention from your teacher. Please follow very carefully the instructions
on how to use this module so you can fully benefit from it.
• The lessons on this module are logically organized. Every lesson is connected
to the next and necessary for a better understanding of the next topic. Hence,
please do not skip a page. Read every page of this module and do every task
that is asked of you.
• Read the Table of Contents so that you will have a good grasp of the entire
course. Having an overview of what you are about to study will help you see
the interrelationships of the concepts or knowledge that you are about to
learn.
• Every lesson or unit begins with the learning objectives. The objectives are
the target skills or knowledge that you must be able to gain or perform after
studying the entire lesson/unit.
• Answer the exercises given at the end of the lesson or unit. Do this only when
you have thoroughly read the entire lesson or unit. When answering every
activity, test or exercise, please answer them honestly without looking at the
answer key. The knowledge you will gain depends on how much effort and
honesty you put into your work. You can also use other learning resources
like searching for related topics in the appropriate websites (for instance,
Google and You Tube) for further knowledge enhancement.
• Please pay attention to the Study Schedule on page 5. This will guide you and
make sure that you don’t lag behind. Lagging behind will result to cramming
and eventually affects your understanding of the lesson.
• Know what it takes to pass the course. Please refer to the Evaluation and
Grading System on page 8 to 9.
• If you encounter difficult words in this module, take some time to locate the
meaning of these words in a dictionary. You will fully understand your lesson if
you exert extra effort in understanding it. There is no room for laziness and
complacency. College students are expected to be independent learners.
• If there is anything in the lesson which you need clarifications on, do not
hesitate to contact your instructor or professor at the appropriate time.
• You will be evaluated by your instructor or professor to check how much

knowledge and skills you have gained. The result of this evaluation will form a
big chunk of your grade. So please do well and do not waste time.
3|Page
• Lastly, you are the learner; hence, you do the module on your own. Your
family members and friends at home will support you but the activities must
be done by you. As ZPPSU student, you must always be guided by our core
values, Love of God; Social Responsibility; Commitment/ Dedication to the
Service; and Accountability.
4|Page
COURSE AND STUDY SCHEDULE
Week Topic Activities

Module 1 Class Orientation
• Concept Notes
• Activity
ZPPSU Vision and Mission • Analysis
1st Week • Abstraction
• Application
Module 2 Fractions
Unit 1 - Basic Concepts
Changing Whole or Mixed Numbers to • Concept Notes
2 nd
Week Improper fraction • Activity
Changing Improper Fraction to Whole or • Analysis
Mixed Numbers • Abstraction
Equivalent Fractions • Application
Unit 2 - Mathematical Operations on Fractions
• Concept Notes
Addition of Fractions • Activity
3rd -4th Week Subtraction of Fractions • Analysis
Multiplication of fractions • Abstraction
Division of fractions • Application
Unit 3 - Complex Fractions

• Concept Notes
5th Week Simplifying Complex Fractions • Activity
Mathematical Operations on Complex • Analysis
Fractions • Abstraction
• Application
Module 3 Decimals

• Concept Notes
6th Week Changing Decimals to Fractions • Activity
Changing Fractions to Decimals • Analysis
Conversion of Decimals to Fractions • Abstraction
• Application
5|Page
Unit 2 - Mathematical Operations on Decimals
Addition of Decimals • Activity
7th Week Subtraction of Decimals • Analysis
Multiplication of Decimals • Abstraction
Division of Decimals • Application
Module 4 Percentage

Finding the Percentage, Given the Base and
8th Week the Rate • Activity
Finding the Base, Given the Rate and the • Analysis
Percentage • Abstraction
Finding the Rate, Given the Base and the • Application
Percentage
9th Week The P-R-B Triangle
MIDTERM EXAMINATION
Module 5 Ratio and Proportion
Unit 1 – Ratio
Ways in expressing Ratio • Activity
10th Week Uses of Ratio • Analysis
Inverse Ratio • Abstraction
Reduction of Ratio to the Lowest Term • Application
Unit 2 – Proportion
• Activity
11th Week Definition of Proportion
• Analysis
Solving Problems involving Ratio and
• Abstraction
Proportion
• Application
Module 6 Measurement
Unit 1 - Units of Length
Table of conversion of Units

• Abstraction
Metric Linear Measure
• Application
Commonly Used Units of Length
12th -14th Week Unit 2 – Units of Area

Area of a Rectangle
Perimeter of a Rectangle
Area of a Square • Abstraction
Perimeter of a Square • Application
Area of a Triangle
Perimeter of a Triangle
6|Page
Unit 3 – Units of Volume
15th Week Volume of a Rectangular Prism
• Abstraction
Volume of a Cube
• Application
Volume of a Pyramid
Unit 4 – Units of Weight
Metric Weight Measure • Abstraction
Commonly Used Units of Weight • Application
Unit 5 – Unit Conversion
Converting English Length to Metric Length
Converting English Area to Metric Area
16th- 18th Week
Converting English Area to Metric Area
using Constant • Abstraction
Converting English Volume to Metric Volume • Application
Converting English Weight to Metric Weight
Converting English Temperature to Metric
Temperature
FINAL EXAMINATION
7|Page
EVALUATION
To pass the course, you must:
1. Read all course readings and answer the all exercises/activities and the
checking for understanding.
2. Submit the specified activities.
3. Submit the final project (Portfolio)
4. Take the Mid Term and Finals (if applicable).
Evaluative Assessment Activities
A. Checking for Understanding
Instruction: The activities embedded in the module must be answered to be

able to achieve the minimum graded quizzes and examinations (if applicable).
If you need help or assistance for purposes of further validation and
verification you may call or post your queries on your class group chat page.
RUBRICS FOR DISCUSSION/MATHEMATICAL COMPOSITION AND/OR

PROBLEM SOLVING
Your score in the activities/problem solving exercises/quizzes/problem

sets and/or summative (midterm and final) examination will be based on the
following rubrics:
5 - The discussion/computation is detailed completely and grammatically

illustrated.
4 - The discussion/computation is detailed completely but not
grammatically illustrated.
3 - The discussion/computation is contains several details and mostly
complete.
2 - The discussion/computation contains some of the details.
1 - The discussion/computation contains very few, if any, details.
8|Page
RUBRICS FOR THE ASSESSMENT OF PORTFOLIO
The following rubrics will be used in scoring your portfolio.
CRITERIA EXCELLENT VERY GOOD GOOD FAIR POOR

(7-8)
(9-10) (5-6) (3-4) (1-2)
Portfolio Submits on Late for Late for Late for Late for
submission time or utmost 1 more than more than more than
before due week 1 week but 2 week but 3 weeks
date less than less than
or equal to or equal to
2 weeks 3 weeks
Output All activities 80% of the 60% of the 40% of the 20% of the
completion and/or activities activities activities activities
assessment /assessme /assessme /assessme /assessme
are complete nts are nts are nts are nts are
complete complete complete complete
lacking
Quality of All 80% of the 60% of the 40% of the 20% of the
work assessments assessmen assessmen assessmen assessme
are ts are ts are ts are nts are
organized, organized, organized, organized, organized,
followed followed followed followed followed
instructions instructions instructions instructions instruction
and produce and and and s and
appropriate produce produce produce produce
output appropriate appropriate appropriate appropriat
output output output e output
The grade for the subject will be based on the following grading system.
GRADING SYSTEM
NO. CRITERIA PERCENTAGE (%)

1 Submission of Portfolio 50
2 Learning Outcome Validation 20
3. Summative Assessment 30
Total 100%
9|Page
TABLE OF CONTENTS
Content Page
Introduction 2
How to Use This Module 3
Course and Study Schedule 5
Evaluation 8
Module I. ZPPSU Vision and Mission 13

Lesson 1. ZPPSU Vision and Mission 13
Module 2. Fractions 17
Unit 1 – Basic Concepts 18
Lesson 1. Changing Whole or Mixed Numbers to Improper Fractions 20

Lesson 2. Changing Improper Fractions to Whole or Mixed Numbers 22
Lesson 3. Equivalent Fractions 24
Unit 2 - Mathematical Operations on Fractions 30
Lesson 1. Addition of Fractions 30
Lesson 2. Subtraction of Fractions 32
Lesson 3. Multiplication of Fractions 35
Lesson 4. Division of Fractions 38
Unit 3 – Complex Fractions 44
Lesson 1. Simplifying Complex Fractions 45
Lesson 2. Mathematical Operations on Complex Fractions 46
Checking for Understanding 49
Assignment 51
Module 3. Decimals 53
Unit 1 – Basic Concepts 54
Lesson 1. Changing a Decimal Fraction into a Common Fraction 55
Lesson 2. Changing a Common Fraction into a Decimal Fraction 57
Lesson 3. Conversion of Dimensions 60
10 | P a g e
Unit 2 – Mathematical Operations on Decimals 63
Lesson 1. Addition of Decimals 63
Lesson 2. Subtraction of Decimals 64
Lesson 3. Multiplication of Decimals 65
Lesson 4. Division of Decimals 68
Assignment 72
Module 4. Percentage 74
Unit 1. Basic Concepts 76
Lesson 1. Finding the Percentage, Given the Base and the Rate 79
Lesson 2. Finding the Base, Given the Rate and the Percentage 80
Lesson 3. Finding the Rate, Given the Base and the Percentage 81
Lesson 4. The P-R-B Triangle 82
Assignment 87
Module 5. Ratio and Proportion 89
Unit 1. Ratio 90
Unit 2. Proportion 97
Assignment 104
Module 6. Measurement 106
Unit 1. Units of Length 108
Unit 2. Units of Area 111
Lesson 1. Area of a Rectangle 113
Lesson 2. Perimeter of a Rectangle 114
Lesson 3. Area of a Square 115
Lesson 4. Perimeter of a Square 117
Lesson 5. Area of a Triangle 117
Lesson 6. Perimeter of a Triangle 119
Unit 3. Units of Volume 121
11 | P a g e
Lesson 1. Volume of a Rectangular Prism 123
Lesson 2. Volume of a Cube 123
Lesson 3. Volume of a Pyramid 124
Unit 4. Units of Weight 125
Unit 5. Unit Conversion 127
Lesson 1. Converting English Length to Metric Length 127
Lesson 2. Converting English Area to Metric Area 130
Lesson 4. Converting English Volume to Metric Volume 132
Lesson 5. Converting English Weight to Metric Weight 133
Lesson 6. Converting English Temperature to Metric Temperature 135
Assignment 140
Bibliography 141
12 | P a g e
MODULE 1: ZPPSU Vision and Mission
__________________________________________________________________________________
Concept Notes
Every established institution is guided by its Vision and Mission. The

Vision and Mission speaks of the institution’s identity - of what it is.
Hence, as you choose ZPPSU as your home in your pursuit of higher
learning, you also choose to affiliate and identify yourself with it;
consequently, you are to live up to the values that ZPPSU upholds. In
addition, you will be oriented with the institution’s policies; specifically, in
this course, such as: classroom policies, course overview, course
requirements, and the grading system. As a result, at the end of this
module, you must be able to:
1. Articulate the ZPPSU Vision and Mission.

2. Relate the Vision and Mission to your program of choice.
3. Explain the importance of classroom policies, course overview,
course requirement, and the grading system.
A. ZPPSU Vision and Mission
Activity
DIRECTIONS: Read the ZPPSU Vision and Mission below. (Visit ZPPSU website
https//:www.zppsu.educ.ph. for the more information on its Vision and Mission.)
VISION MISSION
Provide effective and

ZPPSU as the leading efficient services through
provider of globally – advance technological
competitive human studies and researches for
resources the empowerment of the
nation’s human resources.
13 | P a g e
Analysis
DIRECTIONS: Answer the processing questions:
1. Based on ZPPSU’s Vision and Mission statement, what do you think

ZPPSU wants you to become?
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
2. Does it match with what you want ZPPSU to transform you?

______________________________________________________
______________________________________________________
______________________________________________________
3. In 2-3 complete sentences, explain your answer for question No. 2.

______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
DIRECTIONS: Based on your reading of the Vision and Mission, answer the given
questions. Number your answers according to the number of the questions given.
Write your answer inside the box. Each item is equivalent to 5 points.
1. Based on ZPPSU’s Vision and Mission statement, what do you think ZPPSU
wants you to become?
2. Does it match with what you want ZPPSU to transform you?
3. In 2-3 complete sentences, explain your answer for question No. 2.
Abstraction
The changing times and the current realities and challenges compel an
institution to innovate to attain excellence and to stay relevant in the delivery of
educational services. For ZPPSU to attain what it envisions “to become”, that is, to
14 | P a g e
become the leading provider of globally competitive human resources, it has to cope
with the demands of time. One evidence of this is the institution’s move to address
the delivery of educational services with the so called “new normal” caused by the
Covid19 pandemic through the design of its own Learning Management System.
This is a proof that ZPPSU is also true to its mission, that is, to provide effective and
efficient services through advance technological studies and researches for the
empowerment of the nation’s human resources.
Key concepts:
The following are the key concepts found in the ZPPSU Vision and Mission:
1. Leading provider – this phrase tells us that ZPPSU envisions itself to be the
leader among the providers of globally competitive human resources.
2. Globally competitive – is to have the competence in terms of skills, that sets

you ahead of the others not only in your own community but in an
international context.
3. Technological studies and researches – this has to do with technological

innovations aimed to address or to provide solutions for specific technical
problems.
Application
DIRECTIONS: Write a paragraph composition, with a minimum of 5 and a maximum

of 10 complete sentences, about what you envision yourself 4 – 5 years from now.
15 | P a g e
F
R
A
C
T
I
O
N
S
16 | P a g e
MODULE 2
FRACTIONS
Concept Notes
Although the Metric system of measurement is already widely used all over
the world, there are still instances where the English system is still used. This is
because there are still goods/commodities that uses the English system such as
construction and electrical, electronics, and construction supplies and materials that
are being sold in the market whose measurement/ratings uses the English system.
Since ZPPSU is a technical-vocational educational institution, it is deemed

necessary that students must be versatile in using both systems of measurement.
In the English system, fractions are commonly used in some

goods/commodities. Although calculators are available, it is still considered
beneficial to students to be able to at least perform manually the fundamental
operations on fractions, that is, common fractions and decimal fractions. However
dealing with fractions is considered by some people to be a “nightmare”.
Common fractions will still be needed and anybody who works with numbers
should know how to use common fractions in solving everyday problems.
There are still some occasions where fractions (halves, quarters, eights, etc.),
since dimensions involving drill sizes and so on are generally given in common
fractions. It is easier for mechanics and technicians to visualize these dimensions. A
mechanic/technician should be able to work with both kinds of fractions and know
the decimal equivalents of halves, quarters, eights, sixteenths, and so forth.
Activity
Answer the following. Show your solution/justification to support your answer
whenever applicable.
1. How do you express a fraction? Give an example.

2. Write two (2) examples of a fraction.
17 | P a g e
3. Draw a model to show the sum of and 2 .
Analysis
➢ Give your insights to the given activity.
✓ How did you find the activity?

✓ What did you find difficult to do?
✓ What is the difference between a numerator and a denominator, a
proper and improper fraction and an ordinary fraction and a mixed
number?
Abstraction
BASICS CONCEPTS
Unit 1 .
Intended Learning Outcomes
After studying this unit, you are expected to:
➢ Change whole or mixed numbers to improper fractions;
➢ Change improper fractions to whole or mixed numbers;
and
➢ Express a fraction to its equivalent form.
✓ It is number we need for measuring. A

fraction is a quantity represents equal
What is a FRACTION ? part of a whole or a collection.
✓ It simply tells us how many parts of a

whole we have.
18 | P a g e
A fraction is composed of two (2) terms:
is the number of pieces present in a fraction.

We write it on the top part of the fraction.
is the number of pieces that a unit is

broken into a fraction. We write it on
the bottom part of the fraction.
For example: A watermelon
1 ¾ ½ ¼
How is a fraction like read?
1. One third
2. One out of three
Proper Fraction Vs Improper Fraction

A fraction like , whose value is less than 1, is called a proper fraction. In a
proper fraction the numerator is less than the denominator. A fraction like , whose
value is greater than 1, is called an improper fraction. An improper fraction is a
fraction whose numerator is equal to or greater than its denominator. A fraction like
, whose value is equal to 1, is also called an improper fraction.
19 | P a g e
Lesson 1. CHANGING WHOLE OR MIXED
NUMBERS TO IMPROPER FRACTIONS
The counting numbers are those numbers used to count objects, such as
the number of pencils in a box. There is no greatest counting number, but there is a
least counting number, namely, the number 1. This collection of numbers is called
the set of counting numbers. The word set implies the collection all the numbers
described.
Whole numbers include the counting numbers and the number zero (0), which
is the least number of the set of whole numbers. The whole numbers, then, comprise
the set of counting numbers and zero.
0, 1, 2, 3, 4, 5, . . .
The changing of a whole number to an improper fraction makes these numbers

easier to use in operations involving fractions and mixed numbers.
Any whole number can be written as an 4=

improper fraction using the whole numbers as
the numerator and the number 1 as the
denominator. For instance… 199 =
It is possible to write whole numbers as improper fractions with denominators
other than 1. The improper fractions and are equivalent fractions. The bar
indicates that the numerator is to be divided by the denominator. In this case, 8 ÷ 1 is

the same as 16 ÷ 2; they are therefore called equivalent fractions. They are also
both improper fractions.
As previously stated, changing the whole numbers to improper fractions

makes these numbers easier to use when working with fractions and mixed
numbers. A whole number can be written as an equivalent improper fraction with any
counting number as its denominator by writing the whole number as a numerator and
20 | P a g e
1 as its denominator and then multiplying the numerator and denominator by the
desired denominator.
Example 1 Change 3 to fifths
Solution: × =
Explanation: Write the whole number as an improper fraction using 1 as a

denominator, that is, . Multiply the numerator and denominator
each by 5, obtaining .
Example 2 Change to eights.
Solution: = + = + =
Explanation: In 1 there are 8 eights, and in 5 times 8 eights, or 40 eights. In
there are 40 eights plus 3 eights or a total of 43 eights, written . Multiply the
whole number by the denominator of the fraction, add the numerator, and write the
result over the denominator.
= (8 × 5 + 3) eights =
Example 3 Change to an improper fraction
Solution: = (8 × 6 + 7) eights or .
Explanation: Multiplying the 6 by the denominator 8 yields 48 (the number of
eights in 6). Adding the 7 eights yields a total of 55 eights, written as .
21 | P a g e
Lesson 2. CHANGING IMPROPER FRACTIONS TO
WHOLE OR MIXED NUMBERS
Improper fractions are used in multiplying and dividing mixed numbers. The
answers to these problems are then changed back to whole or mixed numbers. This
changing back process is also called reducing.
Example 1 Change to a whole number.
Solution: = 24 ÷ 8 = 3
Explanation: means 24 divided by 8. To change this fraction, carry out the
individual division. The answer is the whole number 3.
Example 2 Change to a mixed number.
Solution: = 13 ÷ 4 =
Explanation: means that 13 is to be divided by 4. When 13 is divided by 3,
there is a remainder of 1. This 1 indicates that the remainder is 1 part of 4 and must
be added to the quotient 3. Therefore, = .
22 | P a g e
CHANGING A FRACTION TO LOWEST TERMS
A fraction is in its lowest terms when the numerator and denominator are
prime to each other, that is, when they share no common factor other than 1. For
example, 5 and 8 are prime to each other because 1 is the only number that will be
divide both of them without a remainder. The numbers 10 and 12 are not prime to
each other because both can be divided by 2 without a remainder.
When working with fractions, you will find it helpful to memorize the first seven
or eight prime numbers. A prime number is a number that can be divided only by
itself and 1; the number 1, however, is not a prime number. The first 10 prime
numbers are as follows.
2 (the only even prime), 3, 5, 7, 11, 13, 17, 19, 23, 29
RULE:
To change a fraction to lower terms, divide the numerator and the denominator
by a factor common to both. A fraction is in its lowest terms when the numerator
and denominator have no common factor other than 1.
Example 1 Change to lowest terms.
Solution: = =
Explanation: Dividing both terms of the given fraction by 2 gives the fraction .
Since 3 and 4 contain no common divisor, the fraction is in its lowest terms.
Example 1 could also be solved by factoring the numerator and denominator

into their prime factors and cancelling as shown in the following solution.
Solution: = =
Explanation: The prime factors of 6 are 2 and 3, while the prime factors of 8
are 2, 2 and 2. The common 2 in the numerator and denominator can be canceled
and the remaining factors multiplied to give .
23 | P a g e
Example 2 Change to lowest terms.
Solution by Division Method.
= = = or =
Explanation: Dividing both terms of the given fraction by 5 gives the
fraction , dividing both terms of by 7 gives . Or dividing both terms by by
32 gives at once . Since 2 and 3 contain no common divisor, the fraction is in its
lowest terms.
Solution by Prime Factor and Cancel Method: The problem could also be solved
by finding all the prime factors of 70 and 105 as shown and cancelling the common 5
and 7 as shown and cancelling the common 5 and 7.
Changing a fraction to its lowest terms is also called simplification of the
fraction. You can see that it is easier to read than even though and
are equal to each other and represent the same number.
Lesson 3. EQUIVALENT FRACTIONS
When adding, subtracting, or comparing fractions, you must often change the
denominator of a fraction to some other denominator, usually a higher or greater
denominator. This is done by multiplying both terms of the fraction by the same
number that is, multiplying the fraction by 1. Multiplying any number 1 does not
change the value of the number.
24 | P a g e
RULE:
Multiplying both terms of a fraction by the same number gives a fraction equal in
value to the original fraction.
Example 1 Change to a fraction having 20 for its denominator.
Solution: = =
Explanation: Since the required denominator of the new fraction is 20,

multiplying both numerator and denominator by a number that will make new
denominator 20 (5 is the required number). The original fraction and the fraction
obtained by this process are called equivalent fraction.
Example 2 Change to a fraction having 64 for its denominator.
Solution: = =
Explanation: Since the required denominator of the new fraction is 64,

multiply both the numerator and denominator by 4.
(The denominator is the key! You must ask yourself, “What number multiplies
16 to give an answer of 64?”)
CHANGING TWO OR MORE FRACTIONS TO

EQUIVALENT FRACTIONS HAVING A COMMON
DENOMINATOR
When fractions have a common denominator, it is easy to compare
them and determine which one is the greater by comparing their numerators – the
greater numerator is the greater fraction. To add or subtract fractions with common
25 | P a g e
denominators, add or subtract their numerators and place the result over their
common denominator.
The lowest common denominator (LCD) of the desired fractions will be the
least common multiple (LCM) of the given denominators. Very often the least
common multiple can be obtained at sight. For example, the LCM of 2, 4, 8 and 16 is
16; that is the lowest number that 2, 4, 8 and 16 will divide evenly.
What is LCD? In math, it stands for either the Lowest Common

Denominator or Least Common Denominator
meaning it is the smallest of all the common
denominators. Without it, we cannot add fractions with
different denominators.
One way of determining the LCD or LCM is by using
we prime factorization; that
is, by listing all of its prime factors. For example, in determining the LCD of:
a) 6 and 8 b) 2, 4 and 8 c) 4, 10 and 12
Solution:
a) 6 and 8
Explanation: Multiply the factors 2,3,2 and 2

(last row marked LCD) which yield the product
of 24. Therefore, 24 is the LCD of 6 and 8.
b) 2, 4 and 8
Explanation: Multiply the factors 2, 4 and 8

which yield the product of 8. Therefore, 8 is
the LCD of 2, 4 and 8.
26 | P a g e
c) 4, 10 and 12
Explanation: Multiply the factors 2, 2, 5 and 3

which yield the product of 60. Therefore, 60 is the
LCD of 2, 4 and 8.
RULE:
To determine the LCD of two or more given numbers, express each given
number as a product of prime factors. Then, list each factor according to the
number of times it appears and find their products.
Example 1 Change , , and to equivalent fractions
having the lowest common denominator.
Solution: = × = = × = = × =
= × =
Explanation:
Beside each of the given fractions write a fraction line with the LCD 16 below
it. To obtain the new numerator, divide the LCD by the given denominator and
multiply the result by the given numerator. Thus,
16 divided by 2 is 8; 8 times 1 is 8, the new numerator
27 | P a g e
When the least common multiple of two or more denominators cannot be
obtained on sight, the following method may be used. Find all the prime factors of
each denominator. (A prime factor is a factor that is divisible only by itself and 1.)
Make a list of the prime factors according to the number of times the prime factor
appears in any one denominator; that is, if the prime factor appears twice in a
denominator, then list in twice, and so on. Every different prime factor must appear
at least once on the list. The lowest common denominator (LCD) is the product of all
the prime factors on the list.
Example 2 Reduce , and to equivalent fractions with the
lowest common denominator.
Solution: Factor the denominators 8, 3 and 10 into prime factors.
8=2×2×2 3=3 10 = 2 × 5
Every different prime factor must be used, and if a prime factor appears more
than once in any number, then it is used as many times as it appears. The 8 in this
problem has the prime number 2 appear three times, and therefore this factor must
be used three times.
The prime factors 3 and 5 appear once. The lowest common denominator is
therefore 2 × 2 × 2 × 3 × 5, or 120.
× =
× =
× =
28 | P a g e
Application
Answer the following:
1. Is 5/8 a proper fraction or improper fraction? ____________________

2. Is 8/5 a proper fraction or improper fraction? ____________________
3. In the fraction ¾ the numeral 3 is called the _____________________
4. In the fraction 7/8 the numerals 8 is called the ___________________
5. In the fraction ½ the numerals 1 and 2 are called the ____________ of the
fraction.
6. Change the following Improper fractions to mixed numbers.
a. 11/3 ______________________
b. 28/7 ______________________
c. 74/8 ______________________
d. 121/13 ____________________
e. 578/43 _____________________
7. Change the following mixed numbers to improper fractions.
a. 9 4/9 _____________________
b. 36 9/17 ___________________
c. 4 4/11 ____________________
d. 12 5/8 ____________________
e. 10 7/25 ___________________
8. Reduce the following fractions to their lowest terms.
a. 39/102 ____________________
b. 81/108 ____________________
c. 160/192 ___________________
d. 19/171 ____________________
e. 78/114 ____________________
9.. Change the given fractions to equivalent fraction having the required higher
denominators.
a. 17/21 to 63rds ____________________
b. 6/17 to 51sts _____________________
c. 5/13 to 65ths _____________________
d. 21/43 to 129ths ___________________
e. 31/54 to 162nds ___________________
29 | P a g e
Unit 2.
MATHEMATICAL OPERATIONS ON
FRACTIONS

➢ Perform the mathematical operations on fractions; and
➢ Solve problems involving fractions with application to your
Lesson 1. ADDITION OF FRACTIONS

Concept Notes
It cannot be over emphasized that students often find fractions a difficult topic
to understand and that it can trigger negative emotional responses in students.
Learning about mathematical operations on fractions presents a challenge. One of
the hindrances in learning to understand mathematical operations on fractions is the
lack of conceptual understanding in its rules and procedures.
Activity
Perform the following tasks:

1. Draw three (3) triangles with a length of 6 cm and a width of 2 cm.
2. Colour in one-third (1/3) of the first rectangle.
3. Colour in one-third (1/3) of the second rectangle.
4. Cut out both the coloured one-thirds and place them together in the third
1 1
rectangle so that it shows + .
3 3
30 | P a g e
Analysis
1. How did you find the activity?

1 1
2. How did you work out the answer for + ?
3 3
Abstraction
To add fractions having the same denominator, add their numerators and
place the sum over the common denominator. Thus, + + means 3 eights + 5
eights + 7 eights = 15 eights = = .
To add fractions with different denominators, such as + + , first

change the given fractions to equivalent fractions having a common denominator.
Then add the fractions by adding the numerators and placing the sum over the
common denominator.
Find the sum of , , and

Example 1
Explanation: The sum of 18 twenty-fourths and 21 twenty-

fourths and 20-twenty-fourths is 59 twenty- fourths, written
and reduced to the mixed number .
OR: Solve first for the LCD of 4, 8 and 6.
4 = 2 x 2
8 = 2 x 2 x 2
6 = 2 x 3
LCD = 2 x 2 x 2 x 3 = 24
31 | P a g e
ADDITION OF MIXED NUMBERS
When adding mixed numbers, you will often find it easier to add the mixed numbers if
their fractional parts have a common denominator. Remember that the mixed number
represents a fraction added to a whole number; that is, means added to 1.
Example 1 Find the sum of , , and .
Solution: The sum of the mixed numbers is equal to

the sum of the whole numbers added to the sum of the
fractions. The work may conveniently be arranged as
shown.
Explanation: The sum of the fractions is , but
= . The 1 is added to the 20 which is the sum of
the whole number part. The complete answer is .
OR:
Lesson 2. SUBTRACTION OF FRACTIONS
To subtract two fractions, you must 6have a common denominator. The

procedure is much like adding fractions, except that the numerators are subtracted
and the difference is placed over the common denominator.
32 | P a g e
Example 1 Take from .
Explanation: Since the two fractions have a

common denominator, subtract the subtrahend’s
numerator, 3, from the minuend’s numerator, 7, and
write the result over the common denominator. As
shown, 3 ninths subtracted from 7 ninths is 4 ninths.
Explanation: Since the fractions have different

denominators, change them to fractions having a common
denominator. The lowest common denominator of the two
fractions is the least common multiple of 8 and 3, namely, 24.
The given fractions become and . The problem is similar
to Example 1.
SUBTRACTION OF MIXED NUMBERS
To subtract two mixed numbers, you must use common denominators.

Subtract the fractional parts first and the whole number parts second. It may be
necessary to borrow a 1 from the greater whole number and add it to the fractional
part so the fractions can be subtracted. Usually, the minuend is the larger number in
a subtraction problem and the subtrahend is the smaller number. The answer is
called the difference.
33 | P a g e
Explanation: This case is similar to that of adding mixed numbers. First find
the difference between the fractions and then find the difference between the whole
numbers. The complete answer consists of the
two results.
Solution: = =( + )=
− =− = −
Explanation: It is not possible to take from , because is larger than .
When written with a common denominator, = , and = . Borrow 1 from the
whole number 8 and change this borrowed 1 to twenty-four twenty-fourths, . Add
to , giving (24 + 9)/24 = . Instead of writing in the minuend, write its
equivalent number . To take from , take from , giving ; and take
5 from 7, giving 2. The answer is .
34 | P a g e
A steel bar 6’ long has four pieces, each long, cut
Example 3
from it. The saw kerf (width of the saw cut) is . How
long is the remainder of the bar?
Solution: + = (length of one piece plus the saw cut)
+ + + = 19” or 1’7” (length of four pieces plus four

saw cuts)
6’ – 1’7” = 5’12” – 1’7”

= 4’5” (length of remaining bar)
Explanation: The kerf must be added to the length of each cut. The sum of
the lengths of all the pieces plus the width of the saw cuts must be subtracted from
the length of the original bar to find the length of the bar that would be left in stock.
Note that 12” is borrowed from the 6’ to enable the subtraction of 1’7” from 6’0”.
Lesson 3. MULTIPLICATION OF FRACTIONS
To multiply two or more fractions, multiply the numerators and use that
answer as the new numerator; then multiply the denominators and use that answer
as the new denominator. It is not necessary to find common denominators when
multiplying fractions. The product should be expressed in lowest terms.
RULE:
The product of two or more fractions is the product of the numerators over the
product of the denominators.
35 | P a g e
Example 1 Multiply by 5.
Solution: × = = = Or, more briefly, × = =
Explanation: The multiplier is 5, a whole number. To obtain the product,

multiply the numerator of the given fraction by the whole number and place the result
over the denominator. Thus 3 × 5 = 15, the numerator of the product that is written
over the denominator 4, giving or .
Example 2 Multiply by
Solution: × = = Or, in one step × =
Explanation: To multiply one fraction by another, multiply the numerators

together and place the result over the product of the denominators. In this example,
2 × 5 = 10, the numerator of the product, and 3 × 7 = 21, the denominator of the
product.
Multiply by
Example 3
(This example is similar to Example 2 and thus may be
done in the same way.)
Solution: × = =
Explanation: Reduce the answer to lowest terms by dividing the numerator

and denominator by 12; thus,
= = .
It is not necessary to do the multiplication first and then the division to reduce a
fraction to its lowest terms. The division can be done before the multiplication, and
36 | P a g e
this often makes the work much easier. Thus, the numerator and the denominator
each have the common factors 3 and 4. Divide both the numerator and the
denominator by 3. Then divide both the numerator and denominator by 4. The
answer is simply the product of 1 and 2, that is, 2 divided by the product of 1 and 3,
which is 3. (See solution below.)
The numerator and the denominator are divided by factors common to both.
Before doing the actual multiplication, always look for common factors in the
numerator and the denominator, and divide the numerator and the denominator by
them. If all the common factors are found, the answer will be in the lowest terms.
Example 4 Multiply ×
Explanation: This is similar to Example 3. The 8 in the numerator and the 12

in the denominator are each divided by their common factor 4. We obtain the
answerby multiplying all the remaining numerator for the new numerator and
multiplying all the remaining denominators for the new denominator.
Example 5 Multiply × .
Solution: × = × = =
Explanation: When the quantities to be multiplied are mixed numbers, change

them to improper fractions and then proceed as in previous examples.
37 | P a g e
Example 6 Find of .
Solution: of = × =
Explanation: The word of has the same meaning as the multiplication sign (×);
therefore, of means × =
Example 7 Multiply × × .
Solution
Explanation: The 2 in the numerator and

the 4 in the denominator are each divided by their common factor 2. The product of
the remaining numerators, 3 × 5 × 1 = 15, is the numerator of the answer; the
product of the remaining denominators, 2 × 8 × 7 = 112, is the denominator of the
answer. The answer is .
Lesson 4. DIVISION OF FRACTIONS
To divide one fraction by another, multiply the dividend (the number to be

divided) by the reciprocal of the divisor. The reciprocal of a fraction is formed by
using the numerator of the original fraction as the denominator and by using the
denominator of the original fraction as the numerator (inverting the fraction). For
instance, the reciprocal of is .
38 | P a g e
Example 1 Divide by = (The reciprocal of of )
Solution: ÷ = × =
Explanation: Change the division problem to a multiplication problem by

changing the divisor to its reciprocal and proceeding as in multiplication. The
reciprocal of a whole number is 1 written over the whole number, such as , which is
the reciprocal of 6. This procedure is commonly called inverting. Thus, for division
involving fractions, invert the divisor and multiply.
RULE:
To divide fractions, invert the divisor (the second fraction) and proceed as in
multiplication.
Example 2 Find ÷ 5.
Solution: “Invert” the 5 (that is, use the reciprocal of 5 is 1/5) and
multiply
÷ = × =
Example 3 Divide by
Solution: Change each of the mixed numbers to an improper fraction. Thus,

= and = . Invert the divisor and multiply. Thus,
÷ = ÷ = × = =
39 | P a g e
Example 4 Divide 7 by .
Solution: Invert the divisor, to , and multiply.
7÷ = × = =
PROBLEMS INVOLVING MULTIPLICATION AND

DIVISION
Sometimes a problem involves more than two numbers and more than one
operation. If the operations are addition and subtraction and there are no
parentheses, then do the addition and subtraction from left to right as the operations
and the numbers occurs. If there are parentheses in the problem, then do the
operations inside the parentheses first. If the operations are multiplication and
division, you can do the multiplication and division in any order. If parentheses are
part of the exercise, you can obtain the correct result by doing the operations inside
the parentheses before doing the operations outside the parentheses.
Example 1 Find the value of ( × ) ÷3 .
Explanation: Do the operation inside the parentheses first. Thus, ( × ) = .
Then divide the by 3 .
40 | P a g e
Application
I. Find the sum of the following:
1 5
1. + = _________________________________________
8 8
1 1 2
2. + + = __________________________________________
3 2 5
2 3 1
3. + + = __________________________________________
3 4 8
29 63 1
4. + + = __________________________________________
32 64 3
7 7 1
5. + + = __________________________________________
8 16 6
7 1 1
6. 11 + 10 + 21 = _____________________________________
8 6 4
7 9 1 4
7. 1 + + 5 + 3 = ______________________________________
9 10 5 5
9 3 2 1
8. 9 + 11 + + 11 = _________________________________
16 8 7 4
5 3 15 11
9. 9 + 12 + 10 +4 = __________________________________
6 4 16 12
2 49 7 21
10. 5 + +4 +8 = __________________________________
3 240 120 80
41 | P a g e
II. Find the difference of the following:
3 1
1. - = ______________________________________________
4 4
1 1
2. - = ______________________________________________
2 3
14 7
3. - = ____________________________________________
15 12
5 5
4. - = ____________________________________________
12 18
29 5
5. - = ____________________________________________
32 8
3 15
6. 6 - = ____________________________________________
4 16
1 3
7. 4 -2 = ____________________________________________
4 5
7 19
8. 14 - 8 = ____________________________________________
18 24
1 17
9. 19 - 10 = __________________________________________
16 32
5 11
10. 32 - 21 = __________________________________________
16 12
III. Find the product and quotient of the following:
3 5
1. x = _____________________________________________
4 16
3 16
2. x = ______________________________________________
8 24
13 1 15
3. x x = ______________________________________________
51 5 26
42 | P a g e
1 1
4. 2 x7 = ______________________________________________
8 2
1 2 3
5. 12 x7 x1 = ________________________________________
2 5 4
18 3
6. ÷ = _____________________________________________
25 85
3 7
7. ÷ = _____________________________________________
4 12
1 1
8. 2 ÷7 = ______________________________________________
8 2
1 4
9. 12 ÷6 = ______________________________________________
2 5
1 2
10. 20 ÷ 16 = _____________________________________________
4 3
43 | P a g e
COMPLEX FRACTIONS
Unit 3.
✓ It is number we need for measuring. A fraction is a
quantity represents equal part of a whole or a collection.
Intended
✓ need Learning Outcomes
for measuring. A fraction is a quantity represents
At the end of equal partyou
this unit, of aare
whole or a collection.
expected to:
BACKand
➢ Simplify complex fractions; TO BASICS
➢ Perform the required mathematical operations
on complex fractions.
Concept Notes
Sometimes an arithmetic operation involves a fraction where a fraction or a

mixed number is the numerator and a fraction or a mixed number is the denominator.
These fractions are called complex fractions.
A complex fraction is one in which the numerator, the denominator, or both

are fractions or mixed numbers. It was pointed out that a fraction may be regarded
as an indicated division in which the numerator is the dividend and the denominator
is the divisor. To evaluate the given expression, perform the indicated division.
Activity
How would you represent the number of groups of ½ that are in ¾?
Analysis
1. Any idea on how you can represent the given activity?

2. What is the role played by ½ and ¾?
44 | P a g e
Abstraction
Lesson1. SIMPLIFYING COMPLEX

FRACTIONS
A complex fraction is formed by two fractional expressions, one on top of the
other. There are two methods for simplifying complex fractions. The one method is to
find the common denominators for the complex numerator and complex
denominator. The key steps are:
1. Find the Least Common Denominator (LCD) of all the denominators in

the complex fractions.
2. Multiply this LCD to the numerator and denominator of the complex
fraction.
3. Simplify, if necessary.
Find the value of the expression .

Example 1
Solution: = ÷ = × =
Explanation: This complex fraction indicates that is to be divided by .
Proceed as in division of fractions by inverting the divisor ( ) and then multiplying the
two fractions.
Example 2 Find the value of .
Solution: ÷ = × =
45 | P a g e
Explanation: This complex fraction indicates that is to be divided by 16.
Change the to an improper fraction and proceed as in the division of fractions by
inverting the divisor to and then multiplying the two fractions.
Lesson 2. MATHEMATICAL OPERATIONS

ON COMPLEX FRACTIONS
The mathematical operations for complex fractions are done by performing
the indicated operations on both its numerators and denominators and then apply
the procedure in the simplification of complex fractions.
Find the value of

Example 3
Solution:
Subtraction is involved in both the numerator and the denominator. To solve

this problem, simplify the numerator and denominator separately before simplifying
the resulting fraction. Thus, − = and − = .
Explanation: First simplify the numerator by performing the indicated
subtraction, giving the mixed number . Then simplify the denominator in the same
way, obtaining . Finally, simplify the resulting fraction by carrying out the
indicated division of divided by .
46 | P a g e
Find the value of .
Example 4
Solution: = × =
= × =
Thus, = ÷
÷ = × =
Application
Simplify the following complex fractions. Reduce your answer to the lowest terms.
1
1. 2 = ________________________________
1
3
2. = ________________________________
3. = _________________________________
4. = __________________________________
5. = _________________________________
47 | P a g e
6. = ___________________________
7. = __________________________
8. = _________________________
9. = _____________________________
10. = ________________________________
48 | P a g e
Evaluation:
Direction: Answer the following. Show your solution to support your

C answer whenever applicable.
H
E 1. Write the following fractions in descending order:
C
K
I 2. Which is greater in value? or ?
N
3. How many halves are there in a) 3? b) In 5 ?
G
4. Write the symbol < (less than), > (greater than), or = (equal to) to fill in
F the blank between these pair fractions.
O a. ____
R
b. ____
U 5. Change to its simplest form.

N
D 6. Express as a mixed number.
E 7. Supply the missing number in = .

R
S 8. Change and to equivalent fractions having the lowest common
T denominator.
A
N 9. Perform the indicated operations and reduce your answers to its
D lowest terms.
I a. +
N
G b. −
49 | P a g e
c. ×
C
H d. ÷2
E
C e.
K
I
N Problem Solving. Show solution.
G 11. Allowing minutes for putting away the finished pin and
acing the stocks in the lathe, how long will it take to machine 25 pins if
F
O each pin requires minutes of machine time?
R 12. A machinist spends hours at the lathe, hours at the
planer, and the rest of the day at the shaper. If the working day is 8
U hours, how much time is spent at the shape? If the pay is Php 160 per
N hour, how much is paid for the time spent at each machine?
D
E
R
S
T
A
N
D
I
N
G
50 | P a g e
Assignment:
1. Ben wishes to buy a polo shirt worth Php 1,500. He pays ¼ of the price in
cash and the remaining amount in three equal monthly installments. How
much must he pay each month?
2. Marcie correctly answered 16 out of 25 mathematics test questions. How

would you describe her success as a fraction in simplest form?
3. Both the numerator and the denominator of a fraction are even. Can you tell if
the fraction is in its simplest form? Explain.
51 | P a g e
52 | P a g e
MODULE 3
DECIMALS
Concept Notes
Decimals are commonly used in our daily lives. We deal with money,
expressed as pesos and centavos as well in practical applications using weight,
length, etc. Decimal numbers are used in situations when we want to be as precise
as possible as when compared to whole numbers.
Decimal fractions are frequently used by mechanics and technicians in their

daily work. If you see any drawing or machine design, you will see that decimal
fractions of decimals, are commonly used to show the various dimensions.
Activity
Answer the following. Show your solution/justification to support your answer

whenever applicable.
1. How do you express a decimal? Give an example.

2. Write two (2) examples of a fraction and express it in terms of a decimal.
3. How useful are decimals in your everyday life?
Analysis
➢ Give your insights to the given activity.
✓ How did you find the activity?

✓ What did you find difficult to do?
✓ What is the difference between a faction and a decimal?
53 | P a g e
Abstraction
Unit 1.
Basic Concepts

➢ Change decimals to fractions; and
➢ Change fractions to decimals.
These are fractions whose denominator is 10

What are DECIMAL
or some powers of ten, such as 100, 1,000, or
FRACTIONS?
10,000. We can write a decimal fraction more
compactly with a decimal point (.) and by omitting
the denominator, which make it easier to do
calculations like addition and multiplication on
fractions. Decimal fractions can simply be called
decimals.
EXAMPLES
is a decimal fraction and it can be shown as 0.7.
is a decimal fraction and it can be shown as 0.43
is a decimal fraction and it can be shown as 0.051
54 | P a g e
Values of Figures
100 One Hundred
10 Ten
1 One
0.1 One Tenth
0.01 One Hundredth
0.001 One Thousandth
0.0001 One Ten-Thousandth
0.00001 One Hundred-Thousandth
Lesson 1. CHANGING A DECIMAL FRACTION INTO

A COMMON FRACTION
It is sometimes convenient to change a decimal fraction to a common fraction.

The numerator of the common fraction is all the numerals that are present in the
decimal fraction, and the denominator of the common fraction is a 1 followed by as
many zeros as there are places to the right of the decimal point. The fraction is then
reduced to lowest terms.
EXAMPLE 1 Change 0.4 to a common fraction.
Solution: 0.4 = = =
Explanation: The number after the decimal point is the numerator of the
fraction; the denominator is a 1 with one zero because there is one figure to the
right of the decimal point. Thus, 0.4 = . This changed to the lowest terms by
dividing both numerator and denominator by 2.
55 | P a g e
Solution: 0.75 = = = and =
OR
Explanation: The numerator of the

common fraction is 75, and the denominator is 1 with two zeros because there are
two figures after the decimal point. Thus, 0.75 = . To reduce to its lowest
terms, divide both terms by 5 and you get , then divide each term of by 5 to
obtain . The desired result could be obtained in one step by dividing both terms of
the fraction by 25. Thus
= .
Solution: 0.024 = = =
= =
OR
These steps can be condensed as follows.
56 | P a g e
Explanation:: To reduce to lowest terms, proceed by finding all the common
factors of 24 and 1,000 and cancelling them. If you found 8 to be the highest
common factor of both these numbers, you could find the common fraction by
dividing 8 into both of these terms in one step. Thus,
= .
Lesson 2. CHANGING A COMMON FRACTION INTO

A DECIMAL FRACTION
All common fractions can be written as repeating decimal fraction. A decimal

approximation of the common fraction is often sufficiently accurate for solving a shop
problem. It will be necessary to adopt a rule to use when expressing a decimal
equivalent of common fractions. The mechanic will determine how many decimal
places are needed to solve the problem. A carpenter would seldom use an accuracy
greater than one-hundredth, while a mechanist would sometimes want to work to the
nearest ten-thousandth.
In this topic, the following RULES will be used to round off decimal fractions.
I. Determine the number of places that are necessary for the particular problem.
II. Now look at the remaining places. If the remaining places start with a 5 or a
number greater than 5, add 1 to the last place of the decimal that is to be
kept. For example, if 7.36482 is to be rounded to three decimal places, then
observe that the numeral after the third place is an 8, which is greater than 5.
Therefore, 1 is added to the third place (4), and the number 7.36482, to three
decimal places, is 7.365.
III. Suppose a mechanic wants to round 6.28236 to three decimal places.

Observe that the numeral directly after the third place is a 3, which is less
than 5. Therefore, all the numerals after the third place are ignored, and the
numeral 6.28236, round to three decimal places, is 6.282.
57 | P a g e
To change a common fraction, such as halves, quarters, eights, sixteenths,
and so on, to a decimal fraction, divide the denominator into the numerator as shown
in the following examples.
EXAMPLE 1 Change to a decimal fraction.
Explanation: Since a fraction is an indicated

division, divide 7 by 8. Place a decimal point after the 7,
and annex zeros. The division is carried out as shown.
Thus, = 0.875.
EXAMPLE 2 Change to a decimal fraction accurate to the hundredths

place.
Explanation: Proceeding as in Example 1, we find

that no matter how many zeros are added after the
decimal-point, the quotient will not come out evenly. In
such a case, you must decide how far the answer should
be carried out. The answer to the nearest hundredth,
which means two places to the right of the decimal point,
is = 0.67.
58 | P a g e
EXAMPLE 3 Change to a
decimal of three places.
Explanation: Carrying out the indicated division, we find that

the digit after the third place is exactly 5. Add 1 to the third
place, since the round-off rule says to add 1 if the remaining
places start with a 5 or a numeral greater than 5. Thus, =
0.188 to three decimal places.
Change to sixty-fourths.
earest sixty-fourth.
EXAMPLE 4
Solution: in. = 0.35135 in. in.
Explanation: Since in 1 unit there are 64 sixty-fourths, in of a unit there will
of 64 or sixty-fourths. Since is less than 0.5, round off to .
EXAMPLE 5 Change to sixteenths.
Solution: × 16 = = 5. Thus, to the nearest sixteenth.
Explanation: Since in 1 unit there are 16 sixteenths, in of a unit there will be
of 16 or sixteenths. Rounded off, that is .
The symbol means
“is approximately equal to”.
59 | P a g e
Lesson 3. CONVERSION OF DIMENSIONS
It is sometimes necessary in computation to convert inches and fractions of

an inch into feet and decimal fractions of a foot. The following examples illustrate the
procedure in problems of this type.
Convert inches into a decimal fraction of a

EXAMPLE 1 foot. State the answer to three decimal places.
Solution: in. = 3.75 in. = 0.3125 ft
in. = 0.313 ft (to three decimal places)
RULE:
Dividing inches by 12 will change inches to feet.
Where great accuracy is not required, it is sufficient to convert the given

fraction into a decimal of three places and use only the first three figures of the
table.
If a table of decimal equivalents is not available, any fraction can be

converted into any other fraction with the desired denominator, as shown in the
following example.
60 | P a g e
EXAMPLE 2 Convert inches to feet and a decimal fraction
of a foot to three decimal places.
Solution: in. = 46.125 in. = 3.84375 ft
in. = 3.844 ft (to three decimal places)
Convert 43.172 inches into feet and inches

EXAMPLE 3 and the nearest sixty-fourth of an inch.
Solution: 43.172 in. = 43 in. + 0.172 in. = = 3 ft 7 in.
0.172 in. =
Explanation: For easier solving, break 43.172 into two parts—a whole
number (43) and a decimal fraction (0.172). Divide 43 by 12 to find the number of
feet in 43 inches. Because there are 12 inches in 1 foot, ft 7 in. To convert 0.172
to sixty-fourths of an inch, refer to the table, which shows that the decimal nearest in
value is 0.171875, which is equivalent to . Finally, add 3 ft 7 in. to in. for an
answer of 3 ft in.
61 | P a g e
Application
Answer the following: Show your solution/justification for your answer, if
applicable.
.1. How do you read the following numerals?

a) 5.1003 ________________________________________________
b) 5.78456 ________________________________________________
c) 47.629 ________________________________________________
d) 7.38590 ________________________________________________
e) 0.00006 _______________________________________________
2. Write the following in numerals.
a) Three hundredths _____________________________
b) One and thirty three hundredths ________________________
c) Two and six hundred twenty five ten thousandths __________
d) Five hundred twelve thousand and seventy five ten-thousandths
________________________________________________
e) . Forty two millionths ________________________________
3. Change the following decimals to fractions/mixed numbers.
a) 1. 075 __________________________________________
b) 0.8 __________________________________________
c) 6.042 __________________________________________
d) 11.136 __________________________________________
e) 92.58 __________________________________________
4.. Change the following fractions to decimals. Limit your answer to three
decimal places.
a) 6/7 ____________________________________________
b) 2/15 ____________________________________________
c) 3 4/5 ____________________________________________
d). 9 11/12____________________________________________
e). 32 21/41_______________________________________
62 | P a g e
Unit 2.
Mathematical Operation
on Decimals

At the end of this unit, you are expected to:
➢ Perform the required mathematical operations
on decimals
LESSON 1. ADDITION OF DECIMALS
Addition of decimal fractions is much like addition of whole numbers. The

difference is that when adding decimal fractions, you must place the decimal points
one under the other. The decimal point appears in the answer in the same column as
it is in the problem.
EXAMPLE 1 Add 3.25, 72.004, 864.0725, 647, and 0.875.
Solution: 3.25
72.004
864.0725
647.
+ 0.875
1,587.2015
63 | P a g e
Explanation: To add the given numbers, write them so that the decimal points
are in the same column. Then proceed as in the addition of ordinary whole numbers,
and place the decimal point in the answer in the same column as the other decimal
points.
To facilitate the work and avoid errors, it is advisable to

annex zeros to the numbers with the fewer decimal places
so that all the numbers will have an equal number of places
after the decimal point. The work then appears as shown in
the second problem in the solution.
EXAMPLE 2 Find the sum of + 0.662 + .
Solution: = 0.5 = 0.875
0.500
0.662
+ 0.875
2.037
Explanation: First change and to decimals, obtaining 0.5 and 0.875, and
then add the numbers as in Example 1.
LESSON 2. SUBTRACTION OF DECIMALS
Subtraction of decimal fractions follows the same rules as subtraction of

whole numbers. The decimal point in the problem must be in the same
column. The decimal point in the answer appears in the same column as
it is in the problem.
64 | P a g e
EXAMPLE 1 Take 18.275 from 42.63.
Solution: 42.630 (minuend)

− 18.275 (subtrahend)
24.355 (difference)
Explanation: Write the numbers so that the decimal points are under each
other. If the minuend contains fewer figures after the decimal point than the
subtrahend, annex zeros and proceed as in subtraction of whole numbers. Place
the decimal
EXAMPLE 2 From take 0.675.
Solution: = 2.333 (minuend)
− 0.675 (subtrahend)
1.658 (difference)
Explanation: Change to a decimal fraction, and the number becomes
2.333 (to three decimal places, to match the subtrahend). Perform the subtraction as
in Example 1.
LESSON 3. MULTIPLICATION OF DECIMALS
Multiplication of decimal fractions follows the same rules as multiplication of

whole numbers. The product (answer) will have as many decimal places as the total
number of decimal places in both the multiplicand and the multiplier. Study the
example problem below. Notice that unlike in addition or subtraction, it is not
necessary to align decimal points in multiplication. In fact, when multiplying decimal
fractions, align the rightmost numerals, regardless of the position of the decimal
points.
65 | P a g e
EXAMPLE 1 Multiply 43.286 by 6.04.
Explanation: Multiply as in whole numbers; then, beginning at the right, point

off in the product as many decimal places as there are decimal places in both the
multiplier and the multiplicand. Thus, in this example, the multiplicand has three
places after the decimal point, and the multiplier has two, for a total of five places.
Therefore, the product must have five decimal places.
The decimal part of this product denotes hundred-thousandths. But the
machinist, the cabinetmaker, and the electrician are not interested in such small
fractions of a unit. Therefore, rewrite the result so that it will be of practical value to
the person in the shop or factory. The machinist may want measurements given to
the nearest thousandth of an inch; therefore, the answer to a machinist’s problem will
be stated with three decimal places. The answer would then read 261.447. The
figures after the third decimal place are dropped because their value if less than one-
half of a thousandth.
The answer to two decimal places would be 261.45; to one decimal place, it
would read 261.4.
EXAMPLE 2 Multiply 0.36 by 0.24
Solution: 0.36
× 0.24
144
72
0.0864
Explanation: Multiplying as in whole numbers, we find that there are only
three figures in the product, although, according to the rule given previously, the
66 | P a g e
product must have four places after the decimal point. The fourth place is supplied
by a zero written in front of the three figures, thus, 0.0864.
EXAMPLE 3 Change the common fraction to decimals.
Solution: 1.75
× 0.85
875
1400
1.4875
Explanation: Change the common fraction to a decimal fraction: = 1.75.
Then multiply 0.85 by 1.75 as in Example 5.
RULE:
To multiply a number by 10; 100; 1,000; 10,000;
and so on, move the decimal point in the
multiplicand as many places to the right as there
are zeros in the multiplier. If necessary, annex
zeros.
Thus, 10 × 3.25 = 32.5; 100 × 3.25 = 325; 10,000 × 3.25 = 32,500; and so forth.
EXAMPLE 4 Multiply 1.0356 by 1,000.
Solution: 1.0356 × 1,000 = 1035.6
Explanation: Note that there are three zeros in 1,000. To multiply 1.0356 by
1,000, move the decimal point in 1.0356 three places to the right. The answer is
1,035.6.
67 | P a g e
LESSON 4. DIVISION OF DECIMALS
Division of decimal fractions follows the same rules as division of whole

numbers except for the placement of the decimal point in the quotient (answer). The
divisor is converted to a whole number, and the dividend is changed
correspondingly. Study the following example problems.
Divide 76.125 by 24. State the answer to three decimal

EXAMPLE 1
places.
Explanation:
Divide
as in whole numbers and place the decimal point in the quotient above the point in
the dividend. Since the remainder after the third place is , or more than , increase
the third place by 1, giving the quotient 3.172.
Divide 432 by 0.625.

EXAMPLE 2
68 | P a g e
Explanation: When the dividend is a whole number and the divisor is a decimal
fraction, convert the divisor into a whole number by moving the decimal point to the
right of it, in this instance, three places to the right. Then move the decimal point in
the dividend also three places to the right. To do this, annex three zeros after 432,
giving the number 432,000, with the decimal point after the third zero. Proceed to
divide as in ordinary division. Place the decimal point in the quotient directly above
the decimal point in the dividend, annex zeros after the decimal point in the dividend,
and continue the division to as many decimal places as is required. In this instance
there is no remainder after the first decimal place.
EXAMPLE 3 Divide 0.78 by 0.964.
Explanation: First convert the divisor into a whole number by moving the
decimal point to the right three places. Then move the decimal point in the dividend
an equal number of places to the right. If, as in this instance, the dividend has fewer
figures than the divisor, annex zeros. Then proceed to divide as explained in the
preceding examples.
RULE:
To divide a number by 10; 100;
1,000; 10,000; and so on, move the
decimal point in the dividend as
many places to the left as there are Thus, 56.4 ÷ 10 = 5.74; 56.4 ÷ 100 =
zeros in the divisor. If necessary, 0.564; 56.4 ÷ 1,000 = 0.0564; and so forth.
prefix zeros.
69 | P a g e
EXAMPLE 4 Divide 924.3 by 100.
Solution: 924.3 ÷ 100 = 9.243
Explanation: Note that there are two zeros in 100. To divide 924.3 by 100,
move the decimal point in 924.3 two places to the left. The answer is 9.243.
Application:
Perform the indicated operations.
1. 1624.08 + 12.236 ________________________
2. 932.04 + 93.204 + 9.3204 + 0.93204 ________________________
3. 8.0123 + 15/16 ________________________
4. 0.563 + 1.72 + 3.6131 + 1/8 ________________________
5. 0.87 – 0.4689 ________________________
6. 645.78 – 19.08573 ________________________
7. 7,358.7689 – 69.89 ________________________
8. 8,498 – 79.896 ________________________
9. 572.2 – 84.9083 ________________________
10. 0.65 x 0.9 ________________________
11. 5.09 x 0.456 ________________________
12. 0.9874 x 0.478 ________________________
13. 9.123 x 0.861 ________________________
14. 5/12 ÷ 4.96 ________________________
15. 1 ÷ 0.7854 ________________________
70 | P a g e
Evaluation:
1. Perform the indicated operations:

C
H a) 1624.08 + 12.236
b) 2,932.04 + 93.204 + 9.3204 + 0.93204
E c) 50.87 – 0.4689
C d) 11. 509 x 0.456
K e) 0.9874 ÷ 0.478
I f) 1 ÷ 0.7854
N g) 5/12 ÷ 4.96
G h) Take 156 from 235.15.
i) From 7.298 take 5.02.
F 2. A machinist’s helper gets Php 150.00 per hour. How much will he
O earn in a week of 40 hours?
R 3. A shaft that should be 1 inches in diameter measures 1.317
inches. How much was it oversized?

U
4. The average yearly rainfall in the Philippines is 2561 mm. What is
N
the average rainfall per month?
D
E 5. A #10 wire has a diameter of 0.1019 in., and a # 12 wire has a
R diameter of 0.0808 in. What is the difference between their

diameters?
S
T 6. Suppose the population of the Philippines is 100 million and the
A annual increase of population is estimated at 1.2 times the present

population. What will be the population next year?
N
D
I
N
G
71 | P a g e
Assignment:
Solve for the following. Show your solution.
1. A can of kerosene weighs about 3.36 kilogramw while a can of vinegar

of the same size weighs about 4.1 kilograms. About how much less
does a can of kerosene weigh than a can of vinegar?
2. Nichrome wire was made by mixing substances in the following

amounts: 47.55 kilograms iron, 1.5 kilograms nickle, 0.75 kilograms
chromium, and 2 kilograms carbon. How much did the nichrome wire
weigh?
3. If the basic work week is 40 hours at Php 175.00 per hour.and a

woman works 49 hours, how much does she earn during the week,
allowing time-and-a-half for overtime?
72 | P a g e
P
E
R
C
E
N
T
A
G
E
73 | P a g e
MODULE 4
PERCENTAGE
Concept Notes
Calculating percentages can be an easy task. There are numerous

percentage calculators online that can help with task by simply searching for
“percentage calculator.” However, there may be a time when (however, unlikely it
sounds) you may need to be able to calculate percentages without any digital
assistance.
Before you can calculate a percentage, you should first understand
exactly what a percentage is.
Activity
This activity is about visualizing percentages. The grid below has 100
cells.
✓ Each cell is equal to 1% of the whole (the red cell is 1%).
✓ Two cells are equal to 2% (the green cells).
✓ Five cells are equal to 2% (the blue cells).
✓ Twenty five cells (purple cells) are equal to 25% of the whole or one
quarter (1/4).
✓ Fifty cells (yellow cells) are equal to 50% of the whole or half (1/2).
74 | P a g e
(This activity was taken from https://www.skillsyouneed.com/num/percentages.html)
at skillsyouneed.com is here the information was found. Material from
Answer the following:
1. How many unshaded (white) cells are there?
2. What is the percentage of unshaded cells?
Analysis
1. What did you do to answer the questions?

2. At least how many ways can you solve this problem. Enumerate and explain
each way.
75 | P a g e
Abstraction
Unit 1.
BASICS CONCEPTS

At the end of the unit, you are expected to:
➢ Identify percentage, base and rate on a given problem.
➢ Solve word problems involving percentage, base and rate with
application to their fields of specialization.
skillsyouneed.com.
What is PERCENTAGE?
Basic concepts
A percentage is a fraction whose denominator is 100. The word percent

comes from the Latin phrase per centum, which means per hundred. One percent of
a number means one-hundredth of a number, six percent means six-hundredths,
and so on.
Thus, 4 percent is written 4% and 5 percent is written

The symbol % stands
6%. The symbol % does the work of two decimal places.
for the word percent
For example, 6% = 0.06; 25% = 0.25; 110% = 1.10; 0.5%
= 0.005; 2 % = 0.0225 or 0.02 ; and 5.7% = 0.057. If one needs to turn percentage
into a decimal, just divide by 100. Since percent means hundredths, the whole of any
number contains 100% of itself. Thus, 100% of 75 is 75.
76 | P a g e
The percentage problems include three (3) numbers.
1. Base (B) - it represents the total amount of something or the measure of

something.
How to identify the base B? (Pay attention to the bold numbers

or phrase.)
a. What is 20% of 350? 350 is the base.
b. 40% of what number is 72? What number is the base

which is to be solved.
c. 20 is what percent of 80? 80 is the base.
2. Rate (R) - it is a measure of the part relative to the whole thing,

expressed in percents, like 5%, 7.8%
It is easy to identify because it is represented by a number

which is affixed to the symbol %.
Examples:
a. What is 20% of 350? 20% is the rate.
b. 40% of what number is 72? 40% is the rate.
c. 20 is what percent of 80? What percent represents the

unknown which is the rate.
3. Percentage (P) – it is the amount or the measure of the part.
Examples:
a. What is 20% of 350? What represents the part of the

amount to be solved.
b. 40% of what number is 72? 72 is the percentage.
77 | P a g e
c. 20 is what percent of 80? 20 is the percentage.
In general, when we solve percent problems, one of the three

numbers/variables, the rate, the base and the percentage, is missing. So, it is
very critical to be able to determine what is missing and FIND IT.
To find it, we can use the formula
P = BR
Where: P is the percentage
B is the base
R is the rate (expressed in percent)
Percentage Vs. Percent:
Percentage is the result obtained by multiplying a quantity by a percent.
5o 5 apples is
10 percent
Apples the
(10%) of 50
apples is 5 percentage
apples
In a practical way, people use both words the same way.
When we say that 6% of $100 is $6, the base is $100, the rate is 6% or 0.06,
and the percentage is $6. If any two of these three elements are known, the third
may be found.
The following form will help you solve percentage problems.
The table below gives the percentage equivalents of the common fractions
most frequently used in practice.
78 | P a g e
Percentage Equivalents of Common Fractions
= 12 % = 62 % = 16 % = 20%
= 25% = 75% = 33 % = 40%
= 37 % = 87 % = 66 % = 60%
= 50% = 83 % = 80%
Lesson 1. FINDING THE PERCENTAGE GIVEN THE

BASE AND THE RATE
To find the percentage when the base and the rate are known, multiply the
rate by the base. Remember to change the rate to its decimal equivalent; for
example, 6% = 0.06, and so on.
Decimal equivalent of rate × Base = Percentage
EXAMPLE 1 Find 4% of 683
Solution: 4% = 0.04 0.04 × 683 = 27.32

Explanation: Since percent means hundredths, 4% of a number means 0.04 of a
number. To obtain 4% of 683, multiply 683 by 0.04 and get the percentage is 27.32.
RULE:
To find the percentage,
multiply the base by the rate.
79 | P a g e
Lesson 2. FINDING THE RATE, GIVEN THE BASE
AND PERCENTAGE
Suppose a company makes 5,000 articles and 150 are found to be defective.
This relationship between articles made and articles rejected is often expressed as a
rate; that is, 3% of the articles made were rejected. The problem can be stated as,
what percent of 5,000 is 150? The solution follows.
150 parts out of 5,000 is = 0.03 and 0.03 × 100 = 3%
RULE:
To find the rate, write a fraction with the percentage as the numerator and the
base as the denominator, and change this fraction to a decimal. Multiply the
quotient by 100 to get the final percent.
= Decimal Equivalent of Rate
What percent of 8 is 7?
EXAMPLE 1
Solution: 7 is of 8, and = 0.875 = 87.5%
EXAMPLE 2 What percent of 64.8 is 16.5?
Solution: = 0.2546 = 25.46%
80 | P a g e
Lesson 3. FINDING THE BASE, GIVEN THE
PERCENTAGE AND RATE
If a certain ore contained 5% iron and a company required a production

schedule of 100 tons of iron per week, then it would have to process a certain
amount of ore to produce the necessary 100 tons of iron. This is an example of
knowing the percentage and the rate and using them to find the base.
RULE:
=
To find the base, divide
Base
the percentage by the
rate expressed as
hundredths.
EXAMPLE 1 1,022 is 28% of what number?
Explanation: Dividing by 28 gives

1% of the number. To get 100%, that is, the
whole number, multiply by 100. To obtain
the result in one step, divide 1,022 by 0.28.
81 | P a g e
EXAMPLE 2 300 is 20% more than what number?
Explanation: The problem states that 300 is more

than the original number by 20%. Therefore, part of the
300 is 100% of the original number, and part of the 300
is 20% of the original number. The 300 then represents
120% of the original number. Since 300 is 120% of
the number, multiply by 100, To obtain the result in
one step, divide 300 by 1.20.
EXAMPLE 3 210 is 30% less than what number?
Explanation: The problem states that 210 is really 70% of

the original number, since 100% would equal the original
number, and 30% less than 100% is 70%. Since 210 is 70%
of the number, divide by 70 to get 1% of the number. To get
100%, or the whole number, multiply by 100. To obtain
the result in one step, divide 210 by 0.70.
Lesson 4. THE P-R-B TRIANGLE
This figure is used to help

remember the rules involving
percentage problems. Draw a
triangle and place P (meaning
percentage), R (meaning rate)
and B (meaning base) as shown
in the figure.
82 | P a g e
When the percentage is If the rate is required, If the base is required.
required, cover the P with cover the R with your Cover the B with your
your finger, and the device finger, and the device finger, and the device
shows that the base (B) shows that the percentage shows that the
must be multiplied by the (P) must be divided by the percentage (P) must be
rate (R) base (B) divided by the rate (R)
RULE:
The rate (R) must be preferably expressed in decimal form; that is, divide the number
by 100.
Application
I. Solve the following:
1. Find 33 1/3% of 90. __________________________
2. 18% of what number is 900? __________________________
3. What percent of 30 is 7 ½ ? __________________________
4.30 is 30% more than what number? __________________________
5. 5.8 is 15% less than what number? __________________________
83 | P a g e
6. Find 83 1/3% of 660. __________________________
7. 25 is what percent of 75? __________________________
8. Find 16 2/3% of 66. __________________________
9. What percent of 12 is 27? __________________________
10. Find ½ % of 1100. __________________________
II. Complete the table below. Applying the P – R – B triangle.
P R B
1. 5 __________ 75
2. 72 20% __________
3. 6 __________ 40
4. __________ 10% 250
5. 5 __________ 15
6. 36 20% __________
7. 16 __________ 1
8. __________ 45% 127
9. 57 16.7% __________
10. 17.5 __________ 35
11. __________ 0.18% 508
12. 4 75% __________
13. __________ 100% 301416
14. __________ 0.75% 30
15. 125 83.3% __________
84 | P a g e
Evaluation
C
I. Do the following problems involving percentages. Make sure that
H
your answer is reasonable by estimating the answer first.
E 1
1. = ___________ %
C 8
K 3
2. = ___________ %
4
I
N 3.
2
= ____________ %
3
G
5
4. = ____________ %
8
F
5. 18% of 508 is _____________________________________
O
6. 45% of 127 is _____________________________________
R
7. 0.75% of 30 is ____________________________________
U 8. What percent of 15 is 5? __________________________
N 9. What percent of 40 is 6? __________________________
D 10. What percent of 75 is 5? __________________________

E 11. What percent of 1 is 16? __________________________
R
12. 4 is 75% of what number? _________________________
S
13. 36 is 20% of what number? ________________________
T
14. 72 is 20% less than what number? __________________
A
15. 57 is 16% of what number? ________________________
N
D II. Word Problems
I 1. If sales tax is 15%, how much was the tax on a used car that
sold for Php 1,000,000.00?
N
G
85 | P a g e
C 2. Out of a total production of 5235 ball bearing manufactures
H during a day, 715 were rejected by the inspectors as imperfect.

What percent of the total output was rejected?
E
C 3. A company made 3150 automobiles doors, and 95 were found
to be defective, what percent of the output was found
K
defective?
I
4. In 2019 there were 43731 graduates from high school. This
N
represents 34% of those who could have graduated based on
G
age. How many could have graduated in 2019 if school
attendance was mandatory?
F
5. A cottage is sold for Php 56,500.00. If 72% of the selling price
O
is for labor and materials and 8% is for supervision, what is the
R profit made on the cottage?
`` U
N
D
E
R
S
T
A
N
D
I
N
G
86 | P a g e
Assignment
Problem Solving:
1. 12% of Mandy’s salary is deducted for its witholding tax for the month. If the
total deduction is Php 6000.00, what is her monthly salary? How much is her
annual witholding tax?
2. A jar of mixed nuts is 75% peanuts. If the jar can hold 850 grams of nuts, how
many grams of the other nuts are found in the jar?
3. An Ethernet network transmits an average packet size of 1,800 bytes. If 2%

of each packet is considered as “overhead”, how much information (in bytes)
in an average packet is overhead?
4. The College finds that 65% of their students are enrolled in technology
courses. If 2925 students are enrolled in technology courses, How many
students are there in the College?
87 | P a g e
RATIO
AND
PROPORTION
88 | P a g e
MODULE 5 RATIO AND PROPORTION
Concept Notes
Ratio and proportion are explained majorly based on fractions. When a

fraction is represented in the form of a : b then it is a ratio, whereas a proportion
states that two ratios are equal. Here, a and b are any two integers. Ratio and
proportion are two important concepts, and it is the foundation to understand the
various concepts in mathematics as well in as science. In our daily life activities, we
use the concept of ratio and proportion such as in business while dealing with
money, cooking and so on. Sometimes, students get confused with the concept of
ratio and proportion.
Activity
1. What does it mean when the US dollar has an exchange rate of 1:48 with the
Philippine Peso?
2. Cut a rectangle out of a graph paper (if you do not have a graph paper, you
can improvise) that is 34 squares by 21 squares. Find the ratio of the length
and the width and record your result. Express the ratio as a decimal.
✓ Do the following:
Step 1. Draw a square so that the edge along the width of the square is one
side of the square.
Step 2. Measure the new rectangle that remains. Record its length and width.
Express the ratio of the length and width as a decimal. Record your result.
✓ Repeat steps 1 and 2 with your new rectangle. Record the measurements
and ratio.
89 | P a g e
✓ Continue repeating the steps and recording your information until the
remaining rectangle is 1 square by 2 squares.
Analysis
1. Make a conjecture about the ratios you recorded.
2. Does your conjecture hold true for any rectangle? Draw several rectangles to
support your answer.
3. If the rectangle above were described as a golden rectangle, what do you

think is the value of the golden ratio?
Abstraction
Unit 1 RATIO
Learning Outcomes:
1. Define ratio
2. Express ratios in different ways
3. Determine the usefulness of ratios
4. Reduce ratios in its lowest terms
Magnitudes of two things of the same kind are often compared. For example,
the value of a fifty peso bill and a one hundred peso bill are compared. When the
comparison is made in terms of the fifty peso bill, we can say that the fifty peso is
one half of a one hundred peso bill. When the comparison is made in terms of the
one hundred peso bill, we say that the one hundred peso bill is twice the value of the
fifty peso bill.
Such a relationship is called a ratio. It can be seen that the ratio is an

expression of the comparative relationship between two like numbers or quantities,
90 | P a g e
The numbers that indicate the comparative relationship between similar numbers or
quantities are called the terms of the ratio.
EXAMPLE
is a ratio and the

20/25 =
proportion statement is
20/25 = . If we solve 20 x 5 = 25 x 4
this proportional 100 = 100

statement, we get:
Therefore, the ratio defines the relation between two quantities such as a : b,
where b is not equal to 0.
Thus, a ratio is a comparison of two like quantities. It is expressed by the

quotient obtained when the first quantity is divided by the second. This relation gives
us how many times one quantity is equal to the other quantity. In simple words, the
ratio is the number which can be used to express one quantity as a fraction of
the other ones.
The two numbers/quantities compared are the terms of the ratio. The first
term is called the antecedent, and the second term is called the consequent.
91 | P a g e
WAYS OF EXPRESSING RATIO
A ratio may be expressed in four ways.
1. In ratio form. The terms of a ratio are written in a row with a colon between.
If we compare a smaller number to a bigger number, the smaller number is
the first term or antecedent and the bigger number is the second term or
consequent. For example, if we compare 2 to 5, the ratio is 2 : 5. If 2
represents males and 5 represents females, foe every 2 males there are 5
females in the group.
2 : 5 is read as “two is to five”.
If we compare a bigger number to a smaller one, the bigger number is the first
term or antecedent and the smaller number is the second term or the
consequent. Thus, if 5 is compared to 2, the ratio is 5 : 2. If 5 represents
males and 2 represents females, for every five males there are two females.
5 : 2 is read as “five is to two”.
2. In fraction form. In this form, the ratio is written as a fraction. For example,
if 2 is compared to 5, the ratio is , read as “two over five”. If 5 is compared
to 2, it is read as “five over two”. If we say that males are of the females, it
means that for every male there are 3 females. If we say that the males are
of the females, it means that for every 3 males there are 4 females.
3. In decimal form. If we say that the males are 0.5 of the females, there are 5
males for every 10 females. If we say that the females are 0.8 of the males, it
means that there are 8 females for every 10 males. If the males are 0.65 of
the females, it means that there are 65 males for every 100 females; if
reduced to lowest terms it is 13 males to 20 females.
4. In percent form. If we say that the males are 70% of the females, it means
that there are 70 males for every 100 females. If we say that the senior
students are 75% of the junior students, it means that there are 75 seniors for
every 100 juniors; reduced to lowest terms, it is 3 : 4.
92 | P a g e
When two or more things that are being compared are of the same kind and
of the same unit of measure, the ratio may be abstract. For example, the age of
Eddie is 10 and the age of Mario is 15 years, the ratio of their age is 10 : 15 or 2 : 3.
But when things being compared are two or more different things or different units of
measure, the ratio must be expressed in concrete terms. For instance, when it
comes to distribution of lands as being done by the Department of Agrarian Reform,
when one farmer is given five hectares, the ratio is 1 farmer is to 5 hectares. In map
making, the scale may be 1 cm : 10 km, meaning that one centimeter distance in the
map means 10 kilometers actually in the land represented in the map.
Uses of Ratio
The following are some of the important uses of ratio.
1. Comparison. One important use of ratio is for comparison. If the ratio of

the money of Pedro to the money of Juan is 2 : 1, this means that the
money of Pedro is twice the money of Juan. If the money of Maria is two-
thirds of the money of Juana, the ratio of the money of Maria to the money
of Juana is 2 : 3.
2. Unequal division of a quantity. A very important use of ratio is the
unequal division of a quantity or number. For example, the amount of
₱3,000 is to be divided according to the ratios 1 : 2 : 3.
Solution:
(1) 1 + 2 + 3 = 6
(2) ₱3,000 ÷ 6 = ₱500
(3) ₱500 x 1 = ₱500 (for 1 part)
₱500 x 2 = ₱1,000 (for 2 parts)
₱500 x 3 = ₱1,500 (for 3 parts)
Thus, the answer is Php 500, ₱1,000 and ₱1,500.
3. Scaling. Scaling is usually used in map making. A unit distance of a line

in a map should represent the actual unit distance in the land represented
by the map. For instance, the scale in a map is 1 cm : 10 km. The line
representing a road in a map which is one centimeter is actually 10
kilometers of road in the land represented by the map. A line 5
93 | P a g e
centimeters in the map is actually 50 kilometers in the land represented by
the map.
Inverse Ratio
The inverse ratio is the reciprocal of the original ratio. The ratio of 3 to 2 is
the inverse of the ratio of 2 to 3, and vice versa. To compare ratios, write them as
fractions. The ratios are equal if they are equal when written as fractions.
Example: In ratio 4 : 9, is represented by 4/9, where 4 is antecedent and 9 is

consequent. If we multiply and divide each term of ratio by the same number (non-
zero), it doesn’t affect the ratio.
Example: 4 : 9 = 8 : 18 = 12 : 27
REDUCTION OF RATIOS TO LOWEST TERMS
Working with ratios is much like working with common fractions, and the same
rules apply. The ratio of 6 to 30 is the same as the ratio of 2 to 10 and the same as
the ratio of 1 to 5. To reduce a ratio to lowest terms, proceed as in reducing a
common fraction to lowest terms; that is, find the highest common factor of both
terms and divide terns using the highest common factor as their divisor.
EXAMPLE 1 Express in lowest terms the ratio of 6 to 30.
Solution: = = or 1 : 5 or 1 to 5
Explanation: Express the ratio as a fraction and divide both terms by the
highest common divisor, 6, giving the fraction . The relation between 6 and 30 is
the same as between 1 and 5. The ratio of 6 to 30 is in lowest terms when

expressed as the ratio of 1 to 5.
94 | P a g e
EXAMPLE 2 Express the lowest terms the ratio by
Solution: Ratio of to = ÷ = × =
Explanation: Since the value of a ratio is the quotient obtained by dividing the first
term by the second, divide by , obtaining the quotient . That is, the ratio of
to is the same as the ratio of 5 to 6.
EXAMPLE 3 Divide ₱ 28 between two people in the ratio of 2 to 5
Solution: of ₱28 = ₱ 8 of ₱28 = ₱ 20
Explanation: To divide in the ratio of 2 to 5 means that for every ₱2 given to one
person, ₱5 must be given to the other person. In other words, out of every ₱7, one
person gets or ₱2 and the other gets or ₱5. In general, one person gets of the
total amount and the other gets .
Exercises
SET A. Express the following ratios in the lowest terms.
1. to
2. 15 to 3
3. 12 to 8
4. to 10
5. 3 to 16
95 | P a g e
SET B. Find the inverse of the following ratios and simplify the answer to the lowest
terms.
1. 5:15
2. 7:56
3. 4 : 15
4. 2 :3
5. :
96 | P a g e
PROPORTION
Unit 2.
Learning Outcomes:
1. Distinguish the difference between ratio and proportion;
2. Determine if a pair of ratios form a proportion;
3. Solve problems involving ratio and proportion;
4. Use ratio and proportion in solving day to day situations in relation to their
A proportion is an equality between two ratios. In proportion, if two sets of

given numbers are increasing or decreasing in the same ratio, then the ratios are
said to be directly proportional to each other.
When two ratios are equal in value, then they are said to be in proportion. In
simple words, it compares two ratios. Proportions are denoted by the symbol ‘::’
or ‘=’.
When one of the four numbers in a proportion is unknown, cross products

may be used to find the unknown number. This is called solving the proportion.
Question marks or letters are frequently used in place of the unknown number.
EXAMPLE 1 Solve for n: =
Using the cross products, we see that 2 x n = 1 x 4 = 4, so 2 x n = 4. Dividing both

sides by 2,
n = 4 ÷ 2 so that n = 2
97 | P a g e
EXAMPLE 2 The ratio of 2 to 5 is equal to the ratio of 4 to 10.
This proportion can be written 2 : 5 = 4 : 10, or as = . Read this
proportion, “Two is to five as four is to ten.”
In the proportion 2 : 5 = 4 : 10, the outside terms 2 and 10 are the extremes,
and the inside terms 4 and 5 are called the means. In the proportion 2 : 5 = 4 : 10,
notice the following:
5 x 4 = 2 x 10
The product of the means is equal to the product of the extremes.
2= and 4 =
To find either extreme, multiply the means and divide the product by the other
extreme.
5= and 4 =
To find either mean, multiply the extremes and divide by the other mean
EXAMPLE 3 In 15 minutes, a worker can machine 12 studs.

How long will it take to machine 250 studs?
Solution: Let x be the number of minutes it will take to machine

250 studs.
15 : 12 = x : 250 (min : studs = min : studs)
x= = 321 min = 5 hours 12 min
(The symbol means therefore.)
98 | P a g e
Explanation: Let x stand for the number of minutes it will take to machine 250
studs. The ratio of the 15 min to the 12 studs machined in those 15 min is the same
as the ratio of the time (x min) to the 250 studs to be machined in x min.
The proportion then would be:
15 min : 12 studs = x min : 250 studs
Then we can find the means (x min) by multiplying the extremes (15 and 250) and
dividing the product by the other mean (12); we get x = 5 hours 12 min.
The proportion could be read, “15 minutes compares to 12 studs as x minutes

compares to 250 studs.” This type of problem can be written as two equal fractions;
that is
By cross-multiplying, we get
12x = 15 x 250
12x = 3,750
X = 312.5min or 5 hours 12 min
EXAMPLE 4 An 18-in. gear meshes with a 6-in. gear. If the large

gear gas 72 teeth, how many teeth will the small
gear have?
Solution:
18 : 6 = 72 : x
x= = 24 teeth
99 | P a g e
Explanation: Let x represent the number of teeth on the smaller gear. The
ratio of the size of the larger to the size of the smaller gear (18 in. to 6 in.) is the
same as the ratio, of the number of teeth on the larger to the number of teeth on the
smaller gear (72 teeth to x teeth). The proportion would be
18 in. : 6 in. = 72 teeth : x teeth
The extreme (x teeth) can be found by multiplying the means (6 and 72) and
dividing by the other extreme (18); we get x = 24 teeth.
EXAMPLE 5 If a young man earns $285 per week, how long must he
work to earn $3,420?
Solution:
285 : 3,420 = 1 : x = = 12 weeks
Explanation: Since the same relation exists between the lengths of time as
between the amounts earned, the ratio 285 : 3,420 is equal to the ratio 1 : x, where
x is the length of time he must work to earn $3,420.
EXAMPLE 6
If two pulleys are connected together by a belt and are rotating, the speed at
the rim of each pulley for their rim speeds to be equal. The ratio of the sizes of the
pulleys is inversely proportional to the ratio of their revolutions per minute (rpm). A 2-
in. pulley on a 3,450-rpm motor drives a 3-in. pulley. What are the revolutions per
minute of the larger pulley?
Solution: 2 in. : 3 in. = x rpm : 3,450 rpm
x= = 2,300 rpm
100 | P a g e
Explanation: The larger pulley must rotate more slowly than the smaller
pulley, so that the sizes are inversely proportional to the speeds. Let x be the rpm of
the larger pulley, and compare their sizes inversely as in the example.
DIFFERENCES BETWEEN RATIO AND PROPORTION
Ratio Proportion
The ratio is used to compare the size The proportion is used to express the
of two things with the same unit equality of two ratios
It is expressed using a colon (:), slash It is expressed using the double colon (::)
(/) or equal to the symbol (=)
It is an expression It is an equation
It represents the quantitative It represents the quantitative relationship

relationship between two things between two things with a total
Keyword to identify ratio in a problem Keyword to identify proportion in a

is “to every” problem is “out of”
Exercises
Solve for the missing terms in the following proportions.
1. 3 : 4 = 9 : a
2. 15 : 9 = b : 3
3. 24 : c = 8 : 12
4. d : 6 = 4 : 12
5. 4.5 : 10 = 9 : e
6. 3 : 10.5 = f : 5.25
7. 4 : 7 = 8 : g
8. 3 : 6 = h : 24
9. 7 : i = 28 : 84
10. J : 18 = 24 : 6
101 | P a g e
Application
Solve for the unknown.
1. 2.6 : k = 9.1 : 1.75

2. L : 6.5 = 5.52 : 15
3. =
4. =
5. =
Word Problems. Solve the following:
1. Bell metal is made of 4 parts of copper and 1 part of tin. Find the amount of
each in bell weighing 8.5 kg.
2. A man died leaving ₱500,000.00 to his three children, two boys and one
girl. His will said that the inheritance should be divided into three parts having the
ratio of 3:3:4 in favor of the girl. How much did each the heirs receive?
3. Fifty kilometers of road were allotted to three contractors according to the

ratio of : : . How many kilometers were allotted to each contractor?
102 | P a g e
Evaluation
I. Express the following ratios in lowest terms.
C
1. 12 to 4
H
2. to
E
C 3. to 6
K
I II. Write the inverse of the following ratios.
N 4. to
G
5. to
F 6. to 7
O
R III. Find the following ratios.
7. Divide $60 between two people in the ratio of 3 to 2.
8. One worker earns $60 per day, and another earns $50. What
U
e ratio of the ratio of their earnings?
N
D
IV. Find the following proportions.
E
R 9. A copper wire 200’ long has a resistance of 1.084 ohms.
What is the resistance of 1000’?
S
T 10. An 18’’ shaft is found to have a taper of 0.375’’ in 6’’. Find
the taper in the entire length of the larger pulley?
A
N
D
I
N
103 | P a g e
Assignment
Solve the following proportions:
1. If an automobile runs 90 km on 17 liters of gasoline, how far will it run on 20 liters?
2. Of two gears in mesh, the smaller gear makes 66 rpm, and the larger gear makes
22 rpm. If the smaller gear has 6 teeth, how many teeth do the larger gear has?
3. A 10 inches pulley makes 150 rpm and drives a larger pulley 75 rpm. What is the
diameter of the larger pulley?
4. An 18 inches gear meshes with a 6 inches gear. If the larger gear has 72 teeth,
how many teeth will the smaller gear have?
5. A 2 inches pulley on a 3450 rpm motor drives a 3 inches pulley. What are the
revolutions per minutes of the larger pulley?
6. Two and a half kilos of dressed chicken cost ₱110.00. how many kilos of dressed
chicken can he bought with ₱80.00.
104 | P a g e
M
E
A
S
U
R
E
M
E
N
T
105 | P a g e
MEASUREMENT
Module 6
Learning Outcomes:
1. Measure quantities accurately.
2. Identify units of measure
3. Perform basic conversion: SI to English and vice versa.
4. Solve problems involving perimeter and area for regular polygons.
5. Solve problems involving volume for common solids.
Concept Notes
Today almost all the industrialized world uses the metric system of
measurement. The metric system is easier to use (once it is learned) than the
English system of measurement that the United States currently uses.
METRIC MEASURE ENGLISH MEASURE
It is an internationally agreed decimal

system of measurement created in The US English System of
France in 1799. The International measurement grew out of the manner in
System of Units (SI), the official which people secured measurements
system of measurement in almost using body parts and familiar objects.
every country in the world, is based For example, shorter ground distances
upon the metric system. were measured with the human foot and
longer distances were measured by
Each basic type of measurement
paces, with one mile being 1,000 paces.
(length, weight, capacity/perimeter)
Capacities were measured with
has one basic unit of measure (meter,
household items such as cups, pails
gram, liter). Conversions are quickly
(formerly called gallons) and baskets.
made by multiplying or dividing by
factors of 10. It is as simple as moving
the decimal point to the right (for
smaller prefixes) or to the left (for
larger prefixes)
106 | P a g e
TABLE OF CONVERSION OF UNITS
English to Metric Metric to English

LENGTH
1 inch = 2.54 cm 1 mm = 0.03937 in.
= 25.4 mm 1 cm = 0.3937 in.
1 foot = 30.48 cm = 0.0328 ft.
= 0.30048 m 1 m = 39.37 in
1 yard = 91.44 cm = 3.2808 ft
= 0.9144 m 1 km = 0.62136 mi
1 mile = 1,609.344 m = 3,290.8 ft
AREA
1 sq in. = 6.4516 1 = 0.155 sq in
1 sq ft = 0.09290 1 = 10.7639 sq ft
1 sq yd = 0.83163 1 hectare = 2.471 acres
1 acre = 0.4047 hectare
VOLUME
1 cubic in. = 16.387 1 = 0.061 cu in.
1 cubic ft = 28.317 1 = 61.0237 cu in
= 0.0283 = 0.0353 cu ft
1 cubic yd = 0.7646 1 = 35.3147 cu ft
= 1.3079 cu yd
LIQUID
1 U.S. gallon = 3.785 liters 1 liter = 0.2642 U.S. gallon
WEIGHT
1 pound = 0.4536 kilogram 1 kilogram = 2.2046 pounds
1 short ton = 907.2 kilograms 1 gram = 0.0352 ounce
1 long ton =1,016 kilograms 1 metric ton = 2,204.6 pounds
107 | P a g e
Unit 1 UNITS OF LENGTH
The metric unit of length is the meter. The following table shows how the
meter is subdivided. The units are related to one another by factors of 10.
METRIC LINEAR MEASURE
1,000 meters = 1 kilometer (km)
100 meters = 1 hectometer (hm)
10 meters = 1 dekameter (dam)
1 meter = 1 meter (m)
0.1 meter = 1 decimeter (dm)
0.01 meter = 1 centimeter (cm)
0.001 meter = 1 millimeter (mm)
To change a unit of length to the next larger unit of length, divide by 10; that
is, move the decimal point one place to the left. To change a unit of length to the
next smaller unit of length, multiply by 10; that is, move the decimal point one place
to the right.
108 | P a g e
EXAMPLE 1 Change 80 millimeters (mm) to centimeters.
Solution: 80 mm = 8 cm
Explanation: Since centimeters is the next larger unit to millimeters, divide by

10 by moving the decimal point one place to the left, thus
converting millimeters to centimeters.
EXAMPLE 2 Change 15.4 centimeters (cm) to millimeters (mm)
Solution: 15.4 cm = 154 mm
Explanation: Since the millimeter is the next smaller unit to

centimeters, multiply by 10 by moving the decimal point
one place to the right, thus converting the centimeters to
millimeters.
EXAMPLE 3 Change 8,465 meters (m) to kilometers (km).
Solution: 8,465 m = 846.5 dam = 84.65 hm = 8.465 km
Explanation: For each step up, divide by 10 by moving the decimal

point one place to the left. Since kilometers are three steps
greater than meters, the decimal point is moved three places to
the left, effectively dividing by 1,000.
109 | P a g e
Exercises 1
SET A. Convert the following length.
1. 10mm = km
2. 25 cm = km
3. 30 m = km
4. 105 mm = km
5. 203 cm = m
6. 58 mm = cm
7. 63 km = dm
8. 45 hm = cm
9. 33 dam = mm
10. 98 dm = cm
11. 76 m = mm
12. 198mm = hm
13. 79 cm = dam
14. 94 m = hm
15. 192 m = dam
110 | P a g e
Unit 2 UNITS OF AREA
The unit of area is the square meter.
The following table shows how the units of area are subdivided. Since area is the product of
the length and the width, the units are related to one another by a factor of 100. There are
two common measures of area called acre and hectare. The measures are names of a
measure of area so that the term square is not used with them. The hectare (ha) is equal to
1 square hectometer ( ), and the area is equal to 1 square dekameter ( ).
METRIC SQUARE MEASURE
1,000,000 square meters = 1 square kilometer ( )
10,000 square meters = 1 square hectometer ( )
100 square meters = 1 square dekameter ( )
1 square meter = 1 square meter ( )
0.01 square meter = 1 square decimeter ( )
0.0001 square meter = 1 square centimeter ( )
0.000001 square meter = 1 square millimeter ( )
111 | P a g e
To change a unit of square measure to the next larger unit of square
measure, divide by 100; that is, move the decimal point two places to the left. To
change a unit of square measure to the next smaller unit of square measure, multiply
by 100; that is, move the decimal point two places to the right.
The hectare is used in land measure and is equivalent to 10,000 square

meters
EXAMPLE 1 Change 50,000 square centimeters ( ) to square meters ( )
Solution: 50,000 ( ) = 5
Explanation: Since square meters are two units larger than square
centimeters, divide by 100 twice. That is, divide by 10,000 by moving the decimal
point four places to the left, thus converting square centimeters to square meters.
EXAMPLE 2 Change 7.75 hectares (ha) to square meters.
Solution: 7.75 ha = 77,500
Explanation: Since square meters ( ) is two units smaller than

square hectometers ( ), which in land measure is called hectares (ha), multiply by
100 twice. That is, multiply by 100,000 by moving the decimal point four places to the
right and adding zeros that are necessary, thus covering square hectometers to
square meters.
112 | P a g e
Lesson 1 AREA OF A RECTANGLE
A rectangle is a four-sided figure whose angles are right angles (90 degrees)
and whose opposite sides are equal in length.
To find the area of a rectangle, multiply the length by the width.

If = length and = width, the rule may be expressed by the formula.
Area = ×
EXAMPLE 1 Find the area of a rectangle whose length is 5 in. and whose
width is 3 in.
Solution: Area = ×
Explanation: Since the length of the rectangle is 5 in. and the width 3
in., to get the area, multiply the length 5 in. by the width 3 in., obtaining the area 15
sq in.
.
Find the area in square feet of a floor that is 18 ft 5 in.

EXAMPLE 2 long and 12 ft 9 in. wide.
Solution: Change 18 ft 5 in and 12 ft 9 in to inches
18 ft 5 in = (18 × 12) + 5 = 216 in. + 5 in. = 221 in.

12 ft 9 in = (12 × 12) + 9 = 144 in. + 9 in. = 153 in.
Area = × = 221 × 153 = 33,813 sq in.
33,813 ÷ 144 = 234.8125 sq ft 234.8 sq ft
113 | P a g e
Lesson 2 PERIMETER OF A RECTANGLE
What is a The perimeter is the distance around the outside of a

PERIMETER? shape.
Since a property of the rectangle is that its opposite sides are equal, the
dimensions given for a particular rectangle need be only a given length and a given
width. The perimeter of a rectangle then would be twice the sum of the width and
length.
= 2( + w)
EXAMPLE 1 Find the perimeter of a rectangle that is 5 ft long and 3 ft wide.
Solution: = 2( + )
Note: Perimeter is length
= 2(5ft + 3 ft)
or linear measure.
= 2(8ft)
= 16ft
A rectangle has a width of 14 inches and a length of 132 inches.

EXAMPLE 2 Find the Perimeter of the rectangle.
Solution: = 2( + )
= 2(132 in. + 14 in.)

= 2(146 in.)
= 292 in.
114 | P a g e
Lesson 3 AREA OF A SQUARE
Table of Constants for Square
= side
= diagonal
=
=
Area =
=
EXAMPLE 1 Find the diagonal of the square shown below.
Solution: = 1.414 = 1.414 × 5 = 7.070 in.
Explanation: From the Table of Constants for the

square, select the formula that gives the diagonal in terms of
the side, = 1.141 . Substituting the value of (5 in.) in this
formula gives the diagonal.
EXAMPLE 2 Find the side of the square shown below.
Solution: = 0.707 = 0.707 × 8 = 5.656 in.

square, select the formula that gives the side in terms of the
diagonal, = 0.707 . Substituting the value of (8 in.) in
this formula gives the side.
115 | P a g e
EXAMPLE 3 Find the area of the square shown below.
Solution: Area = = 6 × 6 = 36

square, select the formula that gives the area in terms
of the side, Area = . Substituting the value of s (6 m)
in this formula gives the area.
EXAMPLE 4 Find the area of the square shown below.
Solution: Area = 0.5 = 0.5 × 7 × 7 = 24.5 sq in.

square, select the formula that gives the area in terms of
the diagonal, Area = 0.5 . Substituting the value of (7
in.) in this formula gives the area.
116 | P a g e
Lesson 4 PERIMETER OF A SQUARE
The perimeter of a square is 4 times the side length;
Perimeter = 4a
EXAMPLE Find the perimeter of a square that has a side length of 12 cm.
Solution: p = 4a
p = 4 × 12 cm
p = 48 cm
Lesson 5 AREA OF A TRIANGLE

We shall deal with the following types of triangles; right, isosceles, equilateral and
scalene.
A right triangle is a triangle that has one right angle.
An isosceles triangle is a triangle that has two equal sides and

two equal angles.
An equilateral triangle is a triangle in which the three sides are

equal and the three angles are equal.
117 | P a g e
A scalene triangle is a triangle that has no two sides equal.
Area = ×a×b
To find the area of the rectangle, multiply the altitude by the base; Area = 10
in. × 16 in. = 160 sq in. Drawing the diagonal CF divides the rectangle into two equal
rights triangles, CEF and CDF.
The area of each right triangle is of 160 sq in., or 80 sq in., × 16 in. × 10 in. = 80
sq in. The area of the right triangle is therefore equal to the base times the altitude.
Calling the altitude a and the base b, we find.
A study of the figure from the previous page shows that the same rule applies
to that triangle. In fact, the following is a general formula for finding the area of any
triangle when the base and the altitude are known or can be computed.
It is customary to omit the sign of multiplication in mathematical formulas such

as the preceding. (The expression ab always means a times b.) The formula is then
written
Area =
118 | P a g e
EXAMPLE 1 Find the area of the triangle shown below.
Solution: 2 ft 4 in. = 28 in. (the altitude), 5 ft 1 in. = 61 in. (the base)
Area =
= × 28 in. × 61 in.
= 5.93 sq in.
EXAMPLE 2 Find the area of the triangle shown below.
Solution: First the length of the base; then proceed as in Example 1.
b= = = = 8.05 in.
Area =
= × × 8.05 in.
= 30.19 sq in.
Lesson 6 PERIMETER OF A TRIANGLE

A triangle has three sides; a, b, and c. To find the perimeter, p, add the lengths of
these sides:
p=a+b+c
119 | P a g e
Find the perimeter of a triangle whose three sides are
EXAMPLE 3 inches, 4 inches and 5 inches.
Solution: p=a+b+c
p=3+4+5
p = 12 inches
Exercises 2
SET A. Find the Area of the following.
1. A square of side 12 cm
2. A rectangle 13 m long and 9 m wide
3. An isosceles right triangle whose side is 15 cm
4. If the width of the fence is 20 feet and its length is 25 feet. What is the area
of the fence?
5. What is the area of a triangle whose base is 16 inch and altitude is 28 inch?
SET B. Find the Perimeter of the following.
1. What is the perimeter of a rectangular pool whose length and width are
16m x 12 m respectively?
2. What is the perimeter of a square whose edge is 12 cm?

3. What is the perimeter of a triangle whose sides are 13 cm, 15 cm, and 22
cm?
4. The length and width of a rectangle are 25 cm x 34 cm respectively, what is
its perimeter?
5. What is the perimeter of a square whose side is 4.5 m?
120 | P a g e
Unit 3 UNITS OF VOLUME
The following table shows how the units of volume are subdivided. Since
volume is the product of the length, the width, and the height, the units are related to
one another by a factor of 1,000. The liter is a common term for a cubic decimeter
and is frequently used when measuring volumes of liquids. The cubic meter is the
largest volume measure used in this module.
METRIC VOLUME MEASURE

1 cubic meter = 1 cubic meter (m3)
0.001 cubic meter = 1 cubic decimeter (dm3)
0.000001 cubic meter = 1 cubic centimeter (cm 3)
0.000000001 cubic meter = 1 cubic millimeter (mm3)
To change a unit of volume measure to the next larger unit of volume

measure, divide by 1,000 by moving the decimal point three places to the left. To
change a unit of volume measure to the near smaller unit of volume measure,
multiply by 1,000 by moving the decimal point three places to the right.
121 | P a g e
Change 587.3 cubic millimeters (mm3) to cubic centimeters
EXAMPLE 1
(cm3).
Solution: 587.3 m3 = 0.5873 cm3
Explanation: Since cubic centimeters is the next larger unit to cubic

millimeters divide by 1,000 by moving the decimal place three places to the left and
renaming cubic millimeters to cubic centimeters.
Change 1.5 cubic meter (m3) to liters (l), that is, cubic
EXAMPLE 2
decimeter (dm3).
Solution: 1.5 m3 = 1,500 l = 1,500 dm3
Explanation: Since cubic decimeter is the next smaller unit to cubic meter,
multiply by 1,000 by moving the decimal point three places to the right and renaming
the cubic meters to liters.
Find the volume of a rectangular prism whose base is a

EXAMPLE 3 rectangle 5.5 cm by 5.25 cm and whose height is 6.5 cm.
Solution: V=l×w×h
V = 5.5 × 5.25 × 6.5
V = 187.6875 cm3 187.7 cm3
Explanation: Volume is the product of length, width and height. Since the
measures are all in the same units, multiply the three together and round off the
answer to 187.7 cm3.
122 | P a g e
71
Lesson 1 VOLUME OF A RECTANGULAR
PRISM (Rectangle)
Volume refers to the amount of 3-dimensional space something takes up. It is also
called capacity.
V = lwh
Find the volume of a rectangular prism that has 10 m length, 4 m

EXAMPLE
width and 5 m height.
Solution: V = lwh
V = 10 × 4 × 5
V = 200 m3
Lesson 2 VOLUME OF A CUBE

(Square)
The volume of a cube defines the number of cubic units, occupied by the cube
completely. A cube is a solid three-dimensional figure, which has 6 square faces or
sides. To calculate the volume, we should know the dimensions of the cube.
V=a×a×a OR V = a3
123 | P a g e
EXAMPLE Find the volume of the cube having the sides of length 7 cm.
Solution: V = (a)3
V = (7cm)3
V = 343 cm3
Lesson 3 VOLUME OF A PYRAMID

(Triangle)
A pyramid is a polyhedron with one base that is any polygon. Its other faces
are triangles. The volume of a pyramid is one-third the area of the base B times the
height h.
Square Pyramid
V = Bh
Rectangular Pyramid
v Find the volume of a square pyramid with base sides of

EXAMPLE 10 cm and altitude 18cm.
Solution: Since the base of the pyramid is a square, the base area is 10 2 or 100
cm2.
V = Bh
V= (100) (18)
V = 600 cm3
Therefore, the volume of the square pyramid is 600 cm3.
124 | P a g e
Exercises 3
SET A. Find the Volume of the following solid figures.
1. Find the volume of a cube whose edge is 8.5 in.
2. If the length, width and height of rectangular prism are 25 cm, 15 cm and
10 cm respectively, what is the volume?
3. Find the volume of a pyramid 25 ½ cm high, the base is a rectangle 35 cm

x 20 cm.
4. Find the volume of a square pyramid 20 in. high and whose base is a 11 ½
in. square.
5. Find the volume of a cube whose edge is 13 cm.
Unit 4 UNITS OF WEIGHT
The standard unit of weight is the kilogram. The following table shows how the
units of weight are subdivided. The units are related to one another by a factor of 10.
METRIC WEIGHT (Mass) MEASURE

1,000 kilograms = 1 metric ton (T)
1,000 grams = 1 kilogram (kg)
100 grams = 1 hectogram (hg)
10 grams = 1 dekagram (dag)
1 gram = 1 gram (g)
0.1 gram = 1 decigram (dg)
0.01 gram = 1 centigram (cg)
0.001 gram = 1 milligram (mg)
125 | P a g e
To change a unit of weight to the next larger unit of weight, divide by 10; that
is, move the decimal point one place to the left. To change a unit of weight to the
next smaller unit of weight, multiply by 10; that is, move the decimal point one place
to the right. The metric ton measure in our table is three steps up from the kilogram.
EXAMPLE 1 Change 5,648 milligrams to grams
Solution: 5,648 mg = 5.648 g
Explanation: Since grams are three units larger than milligrams, divide by 10
three times. That is, divide by 1,000 by moving the decimal point three places to the
left, thus converting milligrams to grams.
EXAMPLE 2 Change 3.22 centigrams (cg) to milligrams (mg).
Solution: 3.22 cg = 32.2 mg
Explanation: Since milligrams is the next smaller unit to centigrams, multiply

by 10 by moving the decimal point one place to the right, and rename the centigrams
to milligrams.
126 | P a g e
Unit 5 UNIT CONVERSION
LESSON 1 CONVERTING ENGLISH

LENGTH TO METRIC LENGTH
One meter is equal to 39.37 inches. One meter is equal to 100 cm. Hence, 1
cm is equal to 0.3937 inch. Using ratio and proportion, we can find the number of
centimeters in 1 inch.
0.3937 in.: 1 cm = 1 in.: x cm
To find, the extreme (x), multiply the means (1 cm and 1 in.), and divide by the other
extreme (0.3937).
=x Therefore, 2.54 cm
is equal to 1 in.
2.54 = x
SUMMARY OF CONVERTING ENGLISH MEASURE TO METRIC

MEASURE
1 inch = 2.54 cm 1 yard = 36 inches
= 25.4 mm = 91.44 cm
=0.9144 m
1 foot = 12 inches 1 mile = 5,280 feet

= 30.48 cm = 1,609.344 m
127 | P a g e
EXAMPLE 1 Change 5,648 milligrams to grams
Solution: 2.54 cm = 1 in.

25.4 mm = 1 in.
Explanation: Since millimeters is the next smaller unit to centimeters, multiply
by 10 by moving the decimal point one place to the right, and rename centimeter to
millimeters.
A basketball player is 6’7’’ tall. How tall is he in meters

EXAMPLE 2 and parts of meters?
Solution: 6’7’’ = (6 × 12)’’ + 7’’ = 79’’

2.54 × 79’’ = 200.66 cm
200.66 cm = 2.0066 m 2.01 m
Explanation: Change the 6’7’’ to inches. Then multiply the 79’’ by the number
of centimeters in each inch; that is, 2.54 × 79’’ = 200.66 cm. Change the centimeters
to meters and round off the result to the nearest centimeter.
EXAMPLE 3 How many centimeters are in 1 ft?
Solution: 1’’ = 2.54 cm

1’ = 12’’
2.54 × 12 = 30.48 cm
Explanation: In 1 in. there are 2.54 cm; hence, there are 12 × 2.54 = 30.48
cm in 1 ft.
128 | P a g e
AREA TO METRIC AREA
Area measure is the product of length and width. If the length and the width
are in inches, then the area is in square inches. If the length and the width are in
centimeters, then the area is in square centimeters. To change from the English area
measure to the metric area measure, change the length and width measures to the
same metric units and find their product. Refer to the prior pages for the metric
conversion tables.
Find the area of a rectangle in square centimeters if its

EXAMPLE 1 length is in. and its width is in.
Solution: 2.54 × = 2.54 × 4.5 = 11.430 cm
2.54 × = 2.54 × 3.5 = 8.890 cm
8.890 × 11.430 = 101.6127 cm2

= 101.6 cm2
Explanation: Change both of the inch measures to centimeters by multiplying

them by 2.54 (the number of centimeters in 1 inch.) Then find the product of the two;
that is, 8.890 × 11.430 = 101.6127. The answer is in square centimeters and is
rounded off to one decimal place.
Find the area of a circle in square centimeters if the radius of

EXAMPLE 2 the circle is 1.875’’.
Solution: A = r2
= 3.1416 × (2.54 × 1.875) 2

= 71. 25 cm2
129 | P a g e
Explanation: Use 3.1416 as the approximation for and change the 1.875’’ to
centimeters by multiplying it by 2.54. This product is the radius in centimeters.
Square the radius and multiply by 3.1416. The answer is rounded off to two decimal
places.
LESSON 3 CONVERTING ENGLISH AREA

TO METRIC AREA USING
CONSTANTS
SUMMARY OF CONVERTING ENGLISH AREA TO METRIC AREA

1 sq in. = 6.4516 cm2
1 sq ft = 0.09290 m2
1 sq yd = 0.83613 m2
1 acre = 0.4047 hectare (ha)
If we have an area in square yards and we wish to change the measure to

square meters, we can use the following procedure. A square meter in English units
is a square whose sides are each 39.37’’ long. A square meter is equal to
1,549.9969 sq in. A square yard is a square whose sides are each 36’’. A square
yard is equal to 1,296 sq in. A square yard is smaller than a square meter. The ratio
of the square yard to the square meter is.
= 0.8361307
130 | P a g e
To change square yards to square meters, multiply the square yards by 0.83613
(rounded off to the nearest hundred thousandth).
To find the ratio of the square foot to the square meter, compare the number
of square inches in a square foot with the number of square inches in a square
meter. The ratio is;
= 0.0929034
To change square feet to square meters, multiply the square feet by 0.09290
(rounded off the ratio to the nearest hundred thousandth).
To change square inches to square centimeters, compare the square inch to

the number of square inches in a square centimeters; that is. 1 cm 2 = 0.3937’’ ×
0.3937’’. The ratio is;
To change square inches to square centimeters,

multiply by 6.4516. = 6.4516
EXAMPLE 1 Change 950 sq yard to square meters.
Solution: 950 × 0.83613 = 794.3235

= 794.3 m2
Explanation: Multiply the square yards by the constant 0.83613 to change

square yards to square meters, and round the answer to one decimal place.
EXAMPLE 2 Change 2.5 sq ft to square meters.
Solution: 2.5 × 0.09290 = 0.23225

= 0.23 m2
131 | P a g e
Explanation: Multiply the square feet, 2.5, by the constant 0.09290 to change
square to feet to square meters. Round the answer to two decimal places.
EXAMPLE 3 Change 4.75 sq in. to square centimeters.
Solution: 4.75 × 6.4516 = 30.6451

= 30.65 cm2
Explanation: Multiply the square inches by 6.4516 to change square inches to

square centimeters. Round the answer to two decimal places.

VOLUME TO METRIC VOLUME
If the volume of a solid is known in English units, the metric equivalent of the
volume can be found by using constants that change English volume units to metric
volume units, as summarized in the following table.
SUMMARY OF CONVERTING ENGLISH VOLUME TO METRIC VOLUME

1 cu in. = 16.387 cm3
1 cu ft = 28.317 dm3
= 0.0283 m3
1 cu yd = 0.7646 m3
Volume measure is the product of the length, the width and the height. If
these measures are in inches, then the volume is in cubic inches; if these measures
are in centimeters, then the volume is in cubic centimeters. To change from the
132 | P a g e
English volume measure to the metric volume measure, change the length, width
and height measures to the same metric units and find their product.
Find the volume in cubic centimeters of a rectangular

EXAMPLE 1 prism whose height is 3.5’’ and whose base is a rectangle
1.6’’ by 2.2’’.
Solution:
V=l ×w ×h
= (2.2 × 2.54) × (1.6 × 2.54) × (3.5 × 2.54)
= 5.588 × 4.064 × 8.890
= 201.88862 cm3 201.9 cm3
Explanation: Change the length, width, and height inch measures to

centimeters by multiplying each by 2.54, the number of centimeters in 1 inch. The
length, width and height are now in centimeters. Multiply the length, width and
height. The product is 201.88862 cm3. Round this product to the nearest tenth, that
is, 201.9 cm3.
EXAMPLE 2 Change 500 cu in. to cubic centimeters.
Solution: 500 × 16.387 = 8.193 cm3
Explanation: To change cubic inches to cubic centimeters, multiply by the

constant 16.387, since the constant table shows that there are 16.387 cm 3 in every
cubic inch.
133 | P a g e
WEIGHT TO METRIC WEIGHT
One kilogram equals 2.20462 lb, rounded off to 2.2 lb for calculations that do
not demand great accuracy. One pound equals 0.453592 kg, rounded off to 0.454 kg
for calculations that do not demand great accuracy.
EXAMPLE 1 Change 3.5 lb to kilograms
Solution:
3.5 × 0.454 = 1.5890 kg
= 1.6 kg
Explanation: To change pounds to kilograms, multiply by the number of
kilograms in 1 lb, that is, 0.454. Round off the product to 1.6 kg.
EXAMPLE 2 Change 115 lb to kilograms
Solution:
115 × 0.454 = 52.21 kg
= 52.2 kg
Explanation: To change pounds to kilograms, multiply by the number of
kilograms in 1 lb, that is, 0.454. Round off the product to 52.2 kg.
134 | P a g e
TEMPERATURE TO METRIC
TEMPERATURE
Water boils at 212 F and freezes at 32 F on the Fahrenheit temperature
scale. The F is called “degrees Fahrenheit”. In the metric system, water boils at
100 C and freezes at 0 C. This is called the Celsius temperature scale, and the C is
called “degrees Celsius”. At 4 C, water is denser than water at 0 C (ice), and
therefore ice floats on denser water and fish and other
aquatic life are able to live through the cold weather.
In comparing the two scales, we see
that there are 108 divisions in the Fahrenheit scale
that cover the same range as 100 divisions in the
Celsius scale. If 32 is subtracted from the degrees in
the Fahrenheit scale, then both scales start at 0 , the
temperature at which water freezes. Using these two
ideas, we can make the conversions F to C and C
to F. To change F to C, subtract 32 from the F and
multiply the difference by the ratio . This ratio is
equal to . To change C to F, multiply the C by and then add 32.
135 | P a g e
EXAMPLE 1 Change 68 F to C.
Solution: (68 – 32) × = 36 × = 20 C
Explanation: Subtract 32 from the F and then multiply the difference

by .
EXAMPLE 2 Change 50 C to F.
Solution: (50 × ) + 32 = 122 F
Explanation: Multiply the C by and add 32 to that product.
EXAMPLE 3 Change 14 F to C.
Solution: (14 – 32) × = −18 × = −10 C
Explanation: The answer is negative and indicates that the temperature is

below the freezing point of water (0 C). The procedure is to subtract 32 from the F
and then multiply the difference by . The difference is always negative in
temperatures below 32 F.
136 | P a g e
Exercises 4
SET A. Answer the following.
1. 17 ft = yard
2. 27 in. = feet
3. 2760 cm = feet
4. 19 km = yard
5. 8 m 2 = ft 2
6. 19 yd 3 = cubic meter
7. 398 mm = inches
8. 205 pounds = kilograms
9. 105 kg = grams
10. 3 miles = meter
APPLICATION:
Answer the following problems.
1. Find the area of a triangle with a height of 4mm and a base of 11mm.
2. A rectangle has a length of 14 cm and a height of 8 cm. Find its area in

square centimeter.
3. What is the area of a square with a side that measures 25 in.?
4. Find the volume of a rectangular prism with a width of 8 cm, a length of 4

cm and a height of 6cm.
5. What is the volume of a rectangular pyramid whose length, width, and

height are 18 in. x 5 in. x 11in.?
137 | P a g e
EVALUATION
C
H
Direction: Do the following problems. Use the constants developed in this
E chapter. Make sure that you use units that are reasonable for the problem. Try
C to estimate the answer before solving each problem.
K
1. What is the total length of 12 pieces of brass, each 13.4 cm long?
I 2. A shaper takes a 1.2-mm cut on a piece of steel 1.27 cm thick. What is
N the remaining thickness?
G 3. The following pieces were cut from a 6-m length of copper tubing: five
pieces 30 cm long and four pieces 42.5 cm long. What is the remaining
F length of the copper tubing?
O 4. A space 10 m long is to be divided into 14 equal parts. How long is
R each part?
5. Find the floor area of a home 7.5 m by 15.5m.
U 6. A building lot has an area of 655m2. What is its length if its width is
N 17.5 m?
7. Find the area of a triangle if its base is 27 cm and its altitude is 13.5cm
D
8. Find the volume of a rectangular prism whose base is 27 cm by 35.6
E
cm and whose height is 40 cm.
R
9. Find the volume of a cylindrical tank if the radius of the base is 1.5 m
S and the height is 3 m.
T 10. Find the volume in liters of a tank whose base is a square 60 cm on a
A side and whose height is 40 cm.
N 11. Distribute 72 kg into 100 equal weights.
D 12. What is the weight of 150 bolts if each weighs 35 g?
I
N138 | P a g e
G
C
13. 456 similar castings weigh a total of 2,052 lb. What is the average
H
weight of each casting in kilograms?
E
14. Change 40 F to C.
C
15. Change 70 C to F.
K
I
N
G
F
O
R
U
N
D
E
R
S
T
A
N
D
I
N139 | P a g e
G
Assignment:
Answer the following problems.
1. Amy needs to order a shade for a triangular – shaped window that has a
base of 9 feet and a height of 7 feet. What is the area of the shade?
2. Josephus is going to paint the side of the house shown in the diagram.
What is the area that will be painted?
3. Lhea wants new carpeting for her family room. Her family room is a 14 ft.
by 23 ft. rectangle. How much carpeting does she need to buy to cover her entire
family room?
4. How much sand is needed to fill a pit that is 7m deep, 8m wide and 10m
long?
5. Find the volume of the pyramid shown below.
140 | P a g e
Bibliography
Fractions. (n.d) Retrieved from https://www.mathisfun.com/fractions.html

Lowest Common Denominators. (n.d.) Retrieved from
https://bubblyprimes.com/lowest-common-denominators/
Fraction – Definition with Examples (n.d.) Retrieved from
https://splashlearn.com/math-vocabulary/fractions/fraction
Least Common Denominator. (n.d.) Retrieved from https://www.mathisfun.com/least-
common-denominator.html
Decimal Fraction. (n.d.) Retrieved from
https://www.mathisfun.com/definitions/decimal-fraction.html
Decimal Fraction – Definitions with Examples. (n.d.) Retrieved from
https://www.splashlearn.com/math-vocabulary/decimals/decimal-fraction
Decimal Fractions. (n.d.) Retrieved from https://www.math-only-math.com/decimal-
fractions.html
Percentages. (n.d.). Retrieved from https://revisionmaths.com/gcse-maths-
revision/number/percentages
Percents. (n.d.).Retrieved from https://www.mathsisfun.com/percentage.html
The Meaning of Percent. (n.d.) Retrieved from

https://www.mathgoodies.com/lessons/vol4/meaning_percent
Ratios and proportions and how to solve them. (n.d.) Retrieved from
https://www.mathplanet.com/education/algebra-1/how-to-solve-linear-equations/ratios-and-
proportions-and-how-to-solve-them
Ratios and Proportion. (n.d.) Retrieved from https://byjus.com/maths/ratios-and-proportion/
Ratio and Proportion. (n.d.) Retrieved from https://mathleague.com/index.php/about-the-
math-league/mathreference/31-mathleaguewebsite/general/80-ratioandproportion
Square Geometry. (n.d.). Retrieved from

https://www.mathisfun.com/geometry/square.html
Metric and English Systems. (n.d.). Retrieved from
https://mathbitsnotebook.com/Algebra1/Units/UNMetricEnglish.html
Zamboni, J. (2017). Perimeter of a Right Triangle Retrieved from
(https://sciencing.com/perimeter-right-triangle-6196682.html
Volume. (2018). Retrieved from https://www.mathisfun.com/definitions/volume.html.
Conversion of Volume. (2017). Retrieved fromhttps://www.mathisfun.com/volume-
conversion.html
141 | P a g e
Perimeter, Area and Volume. (n.d.). Retrieved from
https://www.varsitytutors.com/hotmath/hotmath_helps/topics/perimeter-area-volume
Volume of a Cube. (n.d.). Retrieved from https://byjus.com/maths/volume-of-a-cube/
Volume of a Pyramid. (n.d.). Retrieved from
https://www.varsitytutors.com/hotmath/hotmath_help/topics/volume-of-a-pyramid
Boyce, John G. et al., Mathematics for Technical and Vocation Students, Ninth
Edition, Simon and Schuster (Asia) Pte Ltd, 1998, 317 Alexandra Road #4-01 IKEA
Building. Singapore 159965.
142 | P a g e

Applied Industrial Mathematics AIM 1to6 PDF

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Applied Industrial Mathematics AIM 1to6 PDF

Uploaded by

Copyright:

Available Formats

Republic of the Philippines

ZAMBOANGA PENINSULA POLYTECHNIC STATE UNIVERSITY

Welcome to Zamboanga Peninsula Polytechnic State University, the premier

1. Develop in students the concepts and skills needed in performing the

2. Demonstrate skills in solving problems involving fractions, decimals,

3. Develop in the student’s appreciation of the course contents as

• You will be evaluated by your instructor or professor to check how much

Week Topic Activities

Unit 3 - Complex Fractions

Unit 1 - Basic Concepts

Unit 1 - Basic Concepts

Module 5 Ratio and Proportion

Unit 1 - Units of Length

Table of conversion of Units

12th -14th Week Unit 2 – Units of Area

To pass the course, you must:

Evaluative Assessment Activities

A. Checking for Understanding

Instruction: The activities embedded in the module must be answered to be

RUBRICS FOR DISCUSSION/MATHEMATICAL COMPOSITION AND/OR

Your score in the activities/problem solving exercises/quizzes/problem

5 - The discussion/computation is detailed completely and grammatically

The following rubrics will be used in scoring your portfolio.

CRITERIA EXCELLENT VERY GOOD GOOD FAIR POOR

NO. CRITERIA PERCENTAGE (%)

How to Use This Module 3

Course and Study Schedule 5

Module I. ZPPSU Vision and Mission 13

Unit 1 – Basic Concepts 18

Lesson 1. Changing Whole or Mixed Numbers to Improper Fractions 20

Every established institution is guided by its Vision and Mission. The

1. Articulate the ZPPSU Vision and Mission.

A. ZPPSU Vision and Mission

Provide effective and

DIRECTIONS: Answer the processing questions:

1. Based on ZPPSU’s Vision and Mission statement, what do you think

2. Does it match with what you want ZPPSU to transform you?

3. In 2-3 complete sentences, explain your answer for question No. 2.

2. Globally competitive – is to have the competence in terms of skills, that sets

3. Technological studies and researches – this has to do with technological

DIRECTIONS: Write a paragraph composition, with a minimum of 5 and a maximum

Since ZPPSU is a technical-vocational educational institution, it is deemed

In the English system, fractions are commonly used in some

1. How do you express a fraction? Give an example.

✓ How did you find the activity?

✓ It is number we need for measuring. A

✓ It simply tells us how many parts of a

is the number of pieces present in a fraction.

is the number of pieces that a unit is

For example: A watermelon

How is a fraction like read?

Proper Fraction Vs Improper Fraction

The changing of a whole number to an improper fraction makes these numbers

Any whole number can be written as an 4=

It is possible to write whole numbers as improper fractions with denominators

indicates that the numerator is to be divided by the denominator. In this case, 8 ÷ 1 is

As previously stated, changing the whole numbers to improper fractions

Example 1 Change 3 to fifths

Explanation: Write the whole number as an improper fraction using 1 as a

Example 2 Change to eights.

Explanation: In 1 there are 8 eights, and in 5 times 8 eights, or 40 eights. In

Example 3 Change to an improper fraction

Explanation: Multiplying the 6 by the denominator 8 yields 48 (the number of