MULTIPLICATION AND DIVISION

OF SIMPLE FRACTIONS AND

MIXED FRACTIONS
for Mathematics Grade 6
Quarter 1/Week 2
 FOREWORD

This Self-Learning Kit will serve as a guide in multiplying and

dividing simple fractions and mixed fractions. It will be your aid
as you learn new ideas and enrich your existing knowledge
about mathematical concepts.

In this learning kit, the pupils will also gain knowledge in

solving routine and non-routine problems involving
multiplication with or without addition or subtraction of fractions
and mixed fractions using appropriate problem-solving
strategies and tools correctly.

The following are the special and unique features of the Self-
Learning Kit:

A. What Happened The pupils are ask to answer activities

that will allow them to apply what they have learned prior
to the discussion of the learning competency/ies.

B. What You Need To Know This is the part where the learning
competency/ies is/are being discussed.

C. What Have I Learned It aims to check the pupils

understanding of the learning competency in multiplying
simple fractions and mixed numbers.

Math is fun. We hope that this Self-Learning Kit will help our
dear pupils to enhance their mathematical skills that would
soon be applied in their everyday lives.

1
OBJECTIVES:
 Multiplies and divides simple fractions and mixed fractions.
 Solves routine and non-routine problems involving multiplication
and division with or without addition or subtraction of fractions
and mixed fractions using appropriate problem-solving strategies
and tools correctly.
 Appreciate the value of sharing.

I. What Happened

PRE-ACTIVITIES/PRE-TEST:

A. Direction: Write the letter of the correct answer in your notebook.

21
1. Change to mixed fraction.
5
1 1 1 1
a. 3 b. 4 c. 5 d. 4
2 2 5 5

2. How many 10s are there in 120?

a. 10 b. 12 c. 20 d. 15

For 3 and 4. Give 2 fractions for the shaded part.

2
 B. Direction: Perform the indicated operation: Write the letter of the
correct answer in your notebook.

1 2 1 3 3
1. 1 x = a. b. c. d.
5 5 5 5 4

1 3 6
2. 2 x = a. b. c. 1 d. 2
2 2 3

1 3 3 3
3. 3 x = a. b. 1 c. d.
3 3 9 4

1 1 2 1 3
4. x = a. b. c. d. 1
2 2 4 4 4

II. What I Need To Know

Multiplication of Fractions

Mother prepared a cake for her children. She wanted to get

1 1 1
of of the cake. So, she got of it and cut it into two equal
2 3 3
parts. Then, she got one part of it and gave it to her youngest
child.

Now, if we want to know the part of the whole cake given to the
youngest child, we use multiplication of fractions.

Whole or 6/6 2/6 or 1/3 1/2 of the 1/3 or 1/6

3
To multiply fractions, multiply the numerators and multiply the
denominators. The corresponding products are the terms of the
answer. In symbols,
𝑎 𝑐 𝑎 𝑥 𝑐 𝑎𝑐
x = =
𝑏 𝑑 𝑏 𝑥 𝑑 𝑏𝑑

Examples:

Multiply: Multiply:
1 1 1𝑥1 1 8 6 8𝑥6 48
x 3 = 2𝑥3 = 6 x = =
13 5 13 𝑥 5 65
2

Multiply both the numerators (1 x 1) to get 1 and both

1
denominators (2 x 3) to get 6 so, the answer is
6
. The same with the

second example. Multiply the numerators (8 x 6) to get 48 and the

48
denominators (13 x 5) to get 65. So, the answer is .
65

It easier to obtain the product if common factors of the

fractions are cancelled out first. Cross-cancellation is a
shortcut that you can use to make multiplying fractions easier.

Multiply:

48 49
x
77 120
=N

4
 Here’s the systematic way to cross-cancel:
1. Find the prime factorization of both numerator and denominator
of both fractions.

48 𝑥 49 2𝑥2𝑥3𝑥4𝑥7𝑥7
=
77 𝑥 120 11 𝑥 7 𝑥 2 𝑥 3 𝑥 4 𝑥 5

2. Cancel any factors found both in numerator and denominator

as many copies as are present in the opposite direction.

2𝑥2𝑥3𝑥4𝑥7𝑥7
11 𝑥 7 𝑥 2 𝑥 3 𝑥 4 𝑥 5

3. Multiply all factors left on the top of both fractions to form the
numerator of the answer. Multiply all factors at the bottom of
both fraction to form the denominator of the answer.

2𝑥7 14
11 𝑥 5
= 55
14
4. Therefore, the simplified answer is .
55

To multiply a whole number and a fraction, consider a

whole number as a fraction whose denominator is 1. Then,
perform the multiplication.

Example: 7
16 x =N
40
16 7 16 𝑥 7 2𝑥8𝑥7
x = =
1 40 1 𝑥 40 1𝑥8𝑥5
2𝑥7
=
1𝑥5
14 4
= =2
5 5

5
 DISCUSSION:

To multiply a fraction in mixed form by a fraction in simplest form

first change the mixed form to improper fraction. Multiply the
numerators, then the denominators. Write the product of the
numerators over the product of the denominators. Simplify the
product.
To multiply mixed forms:
1. Change both factors to improper fractions.
2. Multiply the numerators. Write the product over the
product over the product of the denominators.
3. Change the product to simplest form when
necessary.
Use the four- step plan as guide in problem solving:
a. Explore- Understand the problem. List down all the
information given in the problem. You need to know also
what is asked in the problem.
b. Plan-After understanding the problem develop a plan to
solve it .Determine the operation to use. Form the equation.
c. Solve-Carry out the plan. Use the operation to solve the
problem.
d. Examine-Look at the answer and check whether it answers

Division of Fractions

Jenny bought 10 meters of blue ribbon which she will use to tie
1
up boxes of chocolates. If each box requires meter of ribbon, how
5
1
many pieces of meter ribbon can Jenny cut from the 10-meter
5
ribbon?

6
Let’s visualize!
1 1 1 1 1
5 5 5 5 5
1 1 1 1 1
5 5 5 5 5
1 1 1 1 1
5 5 5 5 5
1 1 1 1 1
5 5 5 5 5
1 1 1 1 1
5 5 5 5 5
1 1 1 1 1
5 5 5 5 5
1 1 1 1 1
5 5 5 5 5
1 1 1 1 1
5 5 5 5 5
1 1 1 1 1
5 5 5 5 5
1 1 1 1 1
5 5 5 5 5

1
To find the number of meter pieces of ribbons that Anne
5
can cut from the 10 – meter ribbon, we need to divide 10
1
meters by meter. To divide fractions, do the following:
5

Step 1 Get the reciprocal of the divisor.

1 5
10 ÷
5
= N 1

Dividend Divisor Reciprocal of the Divisor

7
 Step 2 Then, multiply the reciprocal by the dividend.

5 10 5 10 𝑥 5 50
10 x or x1= = = 50
1 1 1𝑥1 1

1
Therefore, Jenny can cut 50 pieces of ribbons measuring meter
5
each.
1
Let’s go back to the given figure above and count how many s.
5

Did you get it? Let’s proceed to the next level!

DIVIDING MIXED NUMBERS

1
Angel has 3 meters of rope. She wants to cut it into smaller
5
2
ropes measuring of a meter per cut. How many smaller ropes
5
can she make?

To know how many smaller ropes can be made, here is the

mathematical sentence.
1 2
3 ÷ =N
5 5

8
 Step 1 Change the mixed numbers to improper fraction/s.
(To change mixed number to improper fraction,
multiply the denominator by the whole number then
add the product to the numerator. Let the sum be the
numerator and copy the denominator.

1 2
3 ÷ = N
5 5
1 (5 𝑥 3)+ 1 16
3 = =
5 5 5

Step 2 Get the reciprocal of the divisor, then multiply the

fractions. Simplify the product.

16 2 16 5
÷ = x =N
5 5 5 2
16 𝑥 5
=
5𝑥2
80
=
10
=8

Hence, Angela can make 8 smaller ropes.

Let’s continue…

9
DIVIDING FRACTION BY ANOTHER FRACTION

To divide a fraction by another fraction, multiply the dividend

by the reciprocal of the divisor.

Example: Example:
3 3
1. ÷ 1=N 2. ÷3=N
20 5 20 4
1
3 5 3 4
x =N x =N
20 1 20 3
4
3 1 3 1
x =N x =N
4 1 4 1
3𝑥1 3 3𝑥1 3
= =
4𝑥1 4 4𝑥1 4

When we divide mixed numbers, change them to

improper fractions and then use the most appropriate rule to
solve them.

1 2 7 5 Change the mixed number into

3 ÷1 = ÷ an improper fraction.
2 3 2 3
7 3
= x
2 5 Get the reciprocal of the divisor,
7𝑥3
= since there is no common factor
2𝑥5 between the numerators and
21
= denominators, proceed to
10 multiplication.
1
=2
10

10
 DISCUSSION:

 The general rule in dividing fractions

𝑎𝑥𝑑 1 1𝑥4
𝑎
÷
𝑐
=
𝑎
x
𝑑
= or ÷3 =
𝑏 𝑑 𝑏 𝑐 𝑏𝑥𝑐 2 4 2𝑥3
 If the numerator and the denominators of the dividend
and the corresponding numerator and denominator of
the divisor are compatible for division, the rule is:
𝑎 ÷𝑐 3 3 ÷5
𝑎
÷
𝑐
= or ÷ 5
=
𝑏 𝑑 𝑏÷
𝑑 10 10 10 ÷5
 If division of fraction involves whole numbers, the rule is:
𝑏 𝑎𝑥𝑐 𝑎 ÷ c = 𝑎
a÷ = and
𝑐 𝑏 𝑏 𝑏𝑥𝑐

5÷ ÷
3 5𝑥4 3 3
= and 5=
4 3 4 4𝑥5
 To divide mixed numbers, change them into improper
fractions then follow the rules in dividing fractions.

III. What Have I Learned

APPLICATION:
A. Direction: Solve the following and write the letter of the correct answer
in your notebook.
1 2 3 5 1 2
1. x2 = a. b. c. 1 d.
2 5 5 5 5 10

1 3 7 5 6 5
2. x1 = a. b. c. d.
2 4 8 20 9 11
1 3 1 1 2
3. ÷3 = a. b. c. d.
3 3 9 3 6

1 5 27 5 1 3
4. 4 ÷ 1 6 = a. b.5 c. 4 d.
2 11 12 3 6

11
B. Direction: Solve the problem. Write the letter of the correct
answer in your notebook. Attach your solution.

1
1. Gina uses 1 teaspoons of salt for every kilogram of beef.
4
1
How many teaspoons of salt will she use for 2 kilograms of
2
beef?

1 1 1 1
a. 3 b. 7 c. 7 d. 4
8 7 8 8

2. At 2 ½ kilometer per hour, how many far can a boy hike in 4

½ hours?
5 1 1 1
a. 11 b. 12 c. 11 d. 10
8 4 4 2

2
3. A bamboo is 26 meters long. If it is cut into 12 pieces, how
5
long will each piece be?
1 1 1 1
a. 2 b. 3 c. 4 d. 5
5 5 5 5

4. If each of 7 cakes is cut into eights, how many pieces will

there be?

a. 54 b. 55 c. 56 d. 57

EVALUATION/POST TEST:

A. Direction: Solve the following. Express the answer in simplest form.

Choose your answer inside the box. Write your answer in your notebook.
1 2
1. x3 = 5. 11 ÷ 2 =
2 3 4 3

12
 2.
3 x24= 6.
13 ÷ 5
=
4 5 4 4

1 x31= 7. 9 ÷ 5
3. =
3 4 5

6 x21= 8.
19 ÷11
4. 8 5 2 2
=

9 5 1 1 9
1 4 18
25 6 8 8 25
1 3 7 1 13 1
2 2 6 1 1
10 5 10 3 20 12

B. Direction: Solve the following problem. Write the letter of the

correct answer in your notebook. Attach your solutions.

1. For each day of the week, Jay spends 1 1 hours helping her
2
mother doing household chores. How many hours does she
work in a week?

1 b. 19 1 c. 9 1 d. 11 1
a. 10 2 2 2 2

2. Leah cooked 1 of 1 3 kilograms of chicken. How many kilograms

2 4
of chicken did she cook?

1 b. 7 c. 5 d. 7
a. 6 8 6 9

13
 1
3. Mrs. Reyes brought home 2 slices of cake for his
2
1
children. If each child got slice of the cake, how many
2
children share the cake?

a. 5 b. 4 c. 3 d. 2

4. How many bags of rice can be made out of 200 kg of

1
rice if a bag should contain 1 kg of rice?
2
1 1 1 1
a. 132 b. 133 c. 134 d. 135
3 3 3 3

14
 DEPARTMENT OF EDUCATION
SCHOOLS DIVISION OF NEGROS ORIENTAL

SENEN PRISCILLO P. PAULIN, CESO V

Schools Division Superintendent
JOELYZA M. ARCILLA, EdD
Assistant Schools Division Superintendent
MARCELO K. PALISPIS
Assistant Schools Division Superintendent
NILITA L. RAGAY, EdD
OIC - Assistant Schools Division Superintendent
CID Chief
ROSELA R. ABIERA
Education Program Supervisor – (LRMDS)
ELISA L. BAGUIO,EdD
Division Education Program Supervisor -MATHEMATICS
MARICEL S. RASID
Librarian II (LRMDS)

ELMAR L. CABRERA
PDO II (LRMDS)
SUSAN D. GUARDIANO
AMELITA G. BOLORON
KAY THERESE G. CRISMUNDO
NOVES S. SANGILAN
Writers
ILONAH JANE E. AVENIDO
Lay-out Artist

ALPHA QA TEAM
CRISTY L. AGUILING
ILONAH JANE E. AVENIDO
JOEL G. CATUBAY
NESTOR R. PAJANTOY
BETA QA TEAM
ELIZABETH A. ALA-AP
EPIFANIA Q. CUEVAS
NIDA BARBARA S. SUASIN
VRENDIE P. SYGACO
MELBA S. TUMARONG
HANNAHLY I. UMALI
ENHANCEMENT TEAM
SUSAN D. GUARDIANO
KAY THERESE G. CRISMUNDO
NOVES S. SANGILAN

DISCLAIMER

The information, activities and assessments used in this material are designed to provide
accessible learning modality to the teachers and learners of the Division of Negros Oriental. The
contents of this module are carefully researched, chosen, and evaluated to comply with the set
learning competencies. The writers and evaluator were clearly instructed to give credits to information
and illustrations used to substantiate this material. All content is subject to copyright and may not be
reproduced in any form without expressed written consent from the division.
15
SYNOPSIS ANSWER KEY

This material Self Learning Kit or SLK

is made for the grade 6 pupils
according to their learning needs
based on the most essential learning
competencies. It discusses about
division of fractions and mixed fractions.
Its competency also includes about
solving routine and non-routine
problems involving division with or
without any of the other operations of
fractions and mixed fractions using
appropriate problem-solving strategies.

The learner also is expected to divide simple fractions and mixed

fractions, solves routine and non-routine problems involving division
with or without any of the other operations of fractions and mixed
fractions using appropriate problem-solving strategies and tools and
appreciate the value of sharing.
Come and let’s learn together! Let as learn how essential this
lessons are and how useful they are in our daily lives

AUTHOR, ILLUSTRATOR & LAY-OUT ARTIST

SUSAN D. GUARDIANO is a graduate of Bachelor of

Science in Commerce major in accounting at University of
San Carlos Cebu City and took up her Education at Cebu
Normal College. She is a Grade 6 adviser, MTAP
Coordinator and teaching Mathematics 6 at La Libertad
Central Elementary School District I of La Libertad.

16
 AMELITA G. BOLORON is a Grade 6 adviser of
Manluminsag Elementary School La Libertad I District. She
obtained her degree of Bachelor of Elementary
Education at Central Visayas Polytechnic College
Guihulngan Campus.

KAY THERESE G. CRISMUNDO. The author is a Teacher 3 in

Pisong Elementary School, District of La Libertad 2. She is
currently teaching in grade 6. She had her Master’s
Degree at Science and Technology – West Negros
University and her Bachelor’s Degree at Negros Oriental
State University with the course Bachelor in Elementary
Education Major in General Curriculum.

NOVES S. SANGILAN. The author is a grade 5 teacher of

Pisong Elementary School of La Libertad District 2. She had
her Master’s Degree Units at Science and Technology -
West Negros University and Cebu Technological University
Bacolod. She finished her Bachelor’s Degree at Negros
Oriental State University with the course Bachelor in
Elementary Education Major in Mathematics.

REFERENCES

Miranda, Armando U, Jr. Math Buddies: Sibs Publishing House, Inc,2019.

Perez, M., & et. al. 21st Century Mathletes. Quezon City Philippines:
Vibal Group, Inc. 2016.

Placer, D., & et. al. 21st Century Mathletes. Quezon City Philippines:
Vibal Group, Inc. 2016.

17