6

Mathematics
First Quarter

LEARNING ACTIVITY SHEETS

 COPYRIGHT PAGE

Learning Activity Sheet in

Mathematics (Grade 6)

Copyright © 2020
DEPARTMENT OF EDUCATION
Regional Office No. 02 (Cagayan Valley)
Regional Government Center, Carig Sur, Tuguegarao City, 3500

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Chief Education Supervisor, CLMD : OCTAVIO V. CABASAG, PhD
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Development Team
Writers : DIONICIO C. ABRUJENA, JR., AUBREY T. LAPUZ,
CZARINA A. PERIDO, ROSALIE T. YAO, JAM V. FALLARIA,
EMERSON C. AYUMAN, JOVELYN G. ACOB, NIKKI S. JIMENEZ,
MARIVIC D. ANDRES, MARIA ELENA G. REYES
Content Editor : CRISELDA S. CORPUZ, MARVIN S. AQUINO, NERLISA DOMINGCIL.
MONALIZA ZAMBALE, MARITES TALOSIG
Language Editor : JAM V. FALLARIA, JOVELYN G. ACOB
Illustrators : PETER B. SARIO, JR., MARK ANTHONY DAGUIO,
REYNALDO A. SIMPLE
Layout Artists : MARVIN S. AQUINO
Focal Persons : CRISELDA S. CORPUZ, Division EPS- Mathematics
CHERRY GRACE D. AMIN, Division EPS- LR
ISAGANI R. DURUIN, PhD, Regional EPS- Mathematics
RIZALINO G. CARONAN , Regional EPS- LR

Printed by: DepEd Regional Office No. 02

Regional Center, Carig Sur, Tuguegarao
City
 TABLE OF CONTENTS
Competency Page
No.
Adds and subtracts simple fractions and mixed numbers
without or with regrouping.
 1-29
Solves routine and non-routine problems involving
addition and/or subtraction of fractions using appropriate
problem solving strategies and tools.
 30-38

Multiplies simple fractions and mixed fractions.  39-45

Solves routine or non-routine problems involving
multiplication without or with addition or subtraction
of fractions and mixed fractions using appropriate
problem solving strategies and tools.
 46-55

Divides simple fractions and mixed fractions  56-70

Solves routine or non-routine problems
involving division without or with any of the other
operations of fractions and mixed
fractions using appropriate problem solving strategies and
tools.  71-79

Adds and subtracts decimals and mixed decimals

through ten thousandths without or with regrouping.
 80-86

Solves 1 or more steps routine and non-routine problems

involving addition and/or subtraction of decimals and
mixed decimals using appropriate problem-solving
strategies and tools.  87-95

Multiplies decimals and mixed decimals with factors up

to 2 decimal places.  96-103
Multiplies mentally decimals up to 2 decimals places by 0.1,
0.01,10, and 100.
 104-109
Solves routine and non-routine problems involving
multiplication of decimals and mixed
decimals including money using appropriate problem
solving strategies.  110-117
Solves multi-step problems involving multiplication
and addition or subtraction of decimals, mixed decimals
and whole numbers including money using appropriate
problem solving strategies and tools.
 118-128

Divides:
a. whole numbers by decimals up to 2 decimal places
and vice versa
b. decimals/mixed decimals up to 2 decimal places  129-139

Divides decimals:
a. Up to 4 decimal places by 0.1, 0.01, and 0.001
b. Up to 2 decimal places by 10, 100, and 1000
mentally  140-144

Differentiates terminating from repeating, non-

terminating decimal quotients.
 145-151
Solves routine and non-routine problems involving division of
decimals, mixed decimals, and whole numbers including money
using appropriate problem- solving strategies and tools.
 152-159

Solves multi-step routine and non-routine problems involving

division and any of the other operations of decimals, mixed
decimals, and whole numbers including money using
appropriate problem-solving strategies and tools.
 160-167
 MATHEMATICS 6
Name: Date:
Grade Level:
Score:

LEARNING ACTIVITY SHEET

Addition of Fractions and Whole Numbers

Background Information for Learners

This activity sheet serves as a self-learning guide for the learners. It facilitates
lesson comprehension as it specifically aims for students’ mastery on adding simple
fractions and mixed numbers.

The process of adding whole numbers with simple and mixed fractions without
regrouping require grouping of fractions and whole numbers in different columns and
combining like terms. Fractions are added to fractions and whole number are added to
whole numbers.

The examples below show how to add simple fractions:

Example 1: Whole + Simple

Add: 5 + 8 = _
7

Step 1
5
Write the fraction and whole number in
7
+8 separate columns. Whole numbers on
the left and fractions on the right.

Step 2
5
Bring down the fraction since there is no
7 other fraction to add it with.
+8
Do the same thing with the whole
number since there is no other whole
number to add it with.
5
8 7

𝟓
Answer: 𝟖
𝟕

Note: Practice Personal Hygiene protocols at all 1

times.
Example 2: Whole + Mixed
5
Add 4 +7=
: 9

Step 1
5 Write the fraction and whole number in
49
+ 7 separate columns. Whole numbers on
the left and fractions on the right.

Step
2 Bring down the fraction since there is no
5
49 other fraction to add it with.
+ 7
5 Add the whole numbers 4 and 7.
11
9

𝟓
Answer: 11
𝟗

Learning Competency: Adds simple fractions and mixed numbers without or with
regrouping. (M6NS-Ia-86)

Exercise 1

Choose the letter of the correct answer on the blank provided.

4
1. 4
+2 c. 2
9 a. 2 b. 4 9
9 9
3 3
2. +5 a. 5 b. 1 5
8 8 c. 8
9 9
3. 9+ 18 b. 9 9
10 a. 10 10 c. 19
2 7
4. + 11 a. 112 b. 2 2
7 7 11 c. 18
1 1
5. 15 + 1 c. 15
5 a. 20 b. 1 5
6
5
Exercise 2

Match the addends in column A with its sum in column B. Write the letter of the correct
answer on the blank provided.

COLUMN A COLUMN B
1 2
1. 1 +3 a. 3
5 3
1
2. 1+2 b. 5
5 2

9
2
3. 2 +1 c. 2
3 5

9
2 1
4. 1 +1 d. 4
3 5
1 4
5. 3 +2 e. 3
4 7
2
6. 1 +2 f. 1 6
7
7
2 2
7. 2 +3 g. 2
9 3
5 1
8. 1+1 h. 5
9 7
2
9. 2+3 i. 3 1
7
5
4
10. 1 + 2 j. 3 2
7
7
2
k. 5
7

Exercise 3

Write True if the number sentence is correct and False if it is not.

4 2 2
1. 4
+3=3 6. 5+2 = 7
5 5 3 3
2 4 3 7
2. 2+ =2 7. 4+1 = 1
7 7 8 8
1 5 3 3
3. 5 +4= 5 8. 2 +2= 4
6 6 5 5
3 3 5 5
4. 2 +3= 5 9. 3 +1= 4
8 8 9 9
1 5 1 1
5. 1 +4= 1 10. 5 + 3 = 8
6 6 2 2
Exercise 4

Write the missing addend on the blank to make the number sentence correct.

1 1 2 2
1. 2 + =3 6. + = 5
2 2 5 5

5 1
2. + 2 =2 7. 3 + =8
9 4

7 7 3
3. + = 3 8. _ + 4 = 4
8 8 10

5 1 1
4. + 3 =4 9. _ + = 7
6 6 6

1 5 5
5. 2 + =6 10. 1 + = 9
3 6 6

Reflection
1. What part of the activity do you find difficult? Why?

2. What part of the activity do you find easy? Why?

References
21st Century MATHletes 6 pp. 3-15

Prepared by:

DIONISIO C. ABRUJENA, JR.

Teacher
Answer key:
 MATHEMATICS 6
Name: Grade Level:
Date: Score:

Learning Activity Sheet

Addition of Simple Fractions and Mixed Numbers

Background Information for Learners

This activity sheet serves as a self-learning guide for the learners. It facilitates
lesson comprehension as it specifically aims for students’ mastery on adding simple
fractions and mixed numbers.

The process of adding simple fractions and mixed numbers without or with
regrouping applies a series of steps starting from making dissimilar fractions similar,
adding similar fractions and simplifying the sum if possible.

The examples below show how to add simple and mixed fractions:

Example 1: Simple + Simple

1 1
Add: + =
7 2

Step 1
1
Align the fractions
7
1
+ 2

Step 2
1 2 2 Make the fractions similar by finding the
7 x2 = 14 LCD or the Least Common Denominator.
1 7 7
+ 2 x7 = 14 The LCD of 7 and 2 is 14.
Step 3
2 Once, the fractions are similar, you may
14 now add the numerators and just copy
7 the denominator.
+ 14

9 Since 2 + 7 = 9, the numerator in the

14 answer is 9.
𝟗 Then, copy the denominator 14.
Answer:
𝟏𝟒

Example 2: Simple + Mixed

2 1
Add: +1 =
5 4

Step
1 2
Write the fraction and whole number in
5 separate columns. Whole numbers on
+1 1
the left and fractions on the right.
4

Step 2
2 4 8 Make the fractions similar by finding the
x 4 = 20 5 LCD or the Least Common Denominator.
5
+ 1 x5 =1
1

4 5 20 The LCD of 5 and 4 is 20.

Step Add the fractions by adding numerators

3 8 and just copy the denominator.
20
Just bring down 1 since there is no other
+ 1 5
whole number to add it with.
20

Since 8 + 5 = 13, the numerator in the

answer is 13.
13
1 20 Then, copy the denominator 20.

𝟏𝟑
Answer: 𝟏
𝟐𝟎
Example 3: Mixed + Mixed

Add 4 1
2 +3 =
: 5 2

Step
1
4 Write the fraction and whole number in
2 5
1 separate columns. Whole numbers on
+3 the left and fractions on the right.
2

Step
2 4 8
2 x 2 =2 Make the fractions similar by finding the
15
2 10 LCD or the Least Common Denominator.
5
+ 3 x 5
= 3
2 5 10 The LCD of 5 and 2 is 10.

Step
Add the fractions by adding numerators
3
8 and just copy the denominator.
2 10
+ 3 5
Add the whole numbers as well.
10

13
Since 8 + 5 = 13, the numerator in the
5 10 answer is 13. Then, copy the
denominator 20.

2 + 3 = 5, so the whole number is 5.

Step 4
13 Change the improper fraction to mixed
5
10 number.

5 3 13 is equal to 1 3
+1
10 10 10

𝟑
Add the whole numbers then copy
Answer: 𝟔 the fraction.
𝟏𝟎
5 + 1 = 6, so the whole number is 6.
Learning Competency: Adds simple fractions and mixed numbers without or with
regrouping. (M6NS-Ia-86)

Exercise 1

Direction: Find your way from the START problem by shading the box of the addends
and the arrow of its correct answer. Then, proceed to the problem the correct arrow is
pointing at until you reach the FINISH box.

START
1 1 𝟏 𝟏 𝟏𝟏
11 21 71
+ 𝟐 + 𝟒 + 𝟏𝟐 +
42 44 36 126

𝟑 𝟏 𝟑
𝟒 𝟐 𝟗 𝟒
𝟓

𝟑 𝟏𝟏 21
11 13 41
𝟒 𝟏𝟐
3+2 6+4 3 + 12 9+4
𝟑
𝟐 𝟑𝟔
𝟓 𝟗
𝟏𝟎

32 21 32 25
5+3 𝟏𝟏 𝟕 5+6
5+2 8+5
𝟏𝟓 𝟓

𝟑 𝟑𝟏 𝟕
𝟕 𝟒𝟎 𝟏𝟏

51 22 FINISH
+ 𝟏𝟕 + 𝟏
69 𝟏𝟖 53 𝟏
𝟏𝟓
Exercise 2

Write True if the number sentence is correct and False if it is not.

1 1 2 2 7
6. + = 11. 3
+ =
2 5 7 10 5 10

1 3 31
3 1 19 12. + =
7. 4 +5 = 20 9 4 36

1 2 9 1 2
8. + = 13. 1
+ =
3 7 21 8 5 13

3 1 4 3 1 16
9. + = 14. + =
5 6 11 7 3 21

1 3 1 5
10. 2
+ = 15. 3
+ =
3 8 24 8 4 8

Exercise 3

Direction: Add the following simple mixed fractions. Show your solution. Simplify the answer if
possible.
1 2 5 1
1. + 1 = 6. + 2 =
2 5 8 2

1 1 3 2
2. 1 + = 7. 2 + =
3 5 4 7

1 2 1 4
3. 1 + = 8. 3 + =
2 3 2 5

1 1 5 3
4. + 2 = 9. + 3 =
4 6 6 7

2 1 1
5. + 2 = 10. 3 + 2 =
5 4 9 3
Exercise 4

Direction: Solve each problem and write the matching letter on the blank above the answer.

“Why couldn’t the shoes go out and play?”

Exercise 5

Direction: Add the fractions. Show your solution. Simplify the answer if possible.
3 1
1. + =
4 6

7 5
2. + =
9 8

1 4
3. 1 + =
2 9

4 5
4. + 2 =
5 6

4
5. 1 + 2 5 =
7 8
Rubrics for Scoring:
Level 1 Level 2 Level 3 Level 4
(0 pt.) (1 pt.) (2 pts.) (3 pts.)
Learner shows Learner only Learner only Learner shows
no attempt to shows answer. shows answer complete
Amount of really do any of but showed solution and
Work the problems, no partial work. gives an answer.
answer given.

Learner shows Learner shows Learner shows Learner shows

no limited partial thorough
Understanding understanding of understanding of understanding of understanding of
adding simple adding simple adding simple adding simple
fractions and fractions and fractions and fractions and
mixed numbers mixed numbers mixed numbers mixed numbers
without or with without or with without or with without or with
regrouping. regrouping. regrouping. regrouping.

Reflection
1. What part of the activity do you find difficult? Why?

2. What part of the activity do you find easy? Why?

References
21st Century MATHletes 6 pp. 3-15

Prepared by:

DIONISIO C. ABRUJENA, JR.

Teacher
Answer key:
Answer key:
 MATHEMATICS 6
Name:
Grade Level:
Date: Score:

LEARNING ACTIVITY SHEET

Subtraction of Simple Fractions

Background Information for Learners

This activity sheet serves as a self-learning guide for the learners. It facilitates
lesson comprehension as it specifically aims for students’ mastery on subtracting simple
fractions and mixed numbers.

The process of subtracting simple fractions and mixed numbers without or with
regrouping applies a series of steps starting from making dissimilar fractions similar,
subtracting similar fractions and simplifying the difference if possible.

The examples below show how to subtract simple and mixed fractions:

Example 1: Simple – Simple

𝟐
Subtract: − =
𝟖
𝟑
𝟗

Step
1 𝟖
𝟗 Write the fraction and whole number in
𝟐 separate columns. Whole numbers on
- 𝟑 the left and fractions on the right.

Step
Make the fractions similar by finding the
2 8
9 X
1
1 =
8
9
LCD or the Least Common
2 6
Denominator.
3
-3 X 3 =− 9
The LCD of 9 and 3 is 9.

Step 3
8 8
9 = 9 Once, the fractions are similar, you
6
- 2
= − may now subtract the numerators and
3 9 just copy the denominator.
2
9
Example 2: Whole - Simple
4
Subtract: 9 − = _
7

Step 1
9 Write the fraction and whole number
−
4 in separate columns. Whole
7
numbers on the left and fractions on
the right.

Step 2
9 7
= 8 Borrow 1 from the whole number.
7
Then convert 1 into an equivalent
4 4
− = − fraction with the same denominator
7
7 to the given fraction.

Step 3
9 7 Subtract the numerators and copy
= 8 the common denominator.
7
4 4
− 7 = −
7 Just bring down 8 since there is no
other whole number to subtract it
3 with.
8 7

Example 3: Whole – Mixed Number

5
Subtract: 10 − 5 =
8

Step 1
Write the fraction and whole
10
number in separate columns.
5 Whole numbers on the left and
− 5
8 fractions on the right.

Step 2
= 9
8 Borrow 1 from the whole number.
10
8 Then convert 1 into an equivalent
5 fraction with same denominator to
5
− 5 = − 5 the given fraction. This will convert
8 8
the whole number into a mixed
fraction.
Step 3
10 8
5
= 9 Subtract the fractions, then
8
− 5 5
subtract the whole
8 = − 5
8 numbers.
3
4
 8

Learning Competency: Subtract simple fractions and mixed numbers without or with
regrouping. (M6NS-Ia-86)

Exercise 1
Direction: Solve the riddle using your answers below.

2 1 3 1
D I − =
− = 4 12
3 6
1 1 9 1
H K − =
− = 10 2
2 4
6 1 5 1
C − = A
12 3 − =
8 2
4 3 2 1
E − = P − =
5 15 3 12
2 2 2 2
T − = S
5 10 − =
3 9

2 1 1 1 1 1 2 1 2 4
3 5 4 8 2 15 3 6 5 9
Exercise 2
Direction: Find the difference of the following items. Simplify the answer if possible.

1. 8 - 1=
4

2. 17 - 5=
9

3. 24 - 2=
7

4. 33 - 6=
7

5. 48 - 5=
20

Exercise 3
Direction: Write the missing fraction on the blank to make the number sentence
correct.
1 8
6. 10 − =7 11. 6 − =1
12 9

1 3
7. 8− =5 12. 4 − =2
7 10

1 2
8. 9− =5 13. 10 − =3
4 7

2 1
9. 10 − =7 14. 5 − =2
3 2

5 3
10. 6 − =4 15. 10 − _ =5
8 4
Exercise 4
Direction: Subtract the simple fractions. Show your solution.
5 1 1
1. − = 6. 2 − 1 =
6 2 4

3 3 1
2. 2 − 1 = 7. − =
7 4 3

7 3
3. 2 − = 8. 2 − =
10 8

9 1 6 2
4. − = 9. − =
10 4 7 5

6 4
5. 1 − = 10. 3 − 1 =
11 9
Rubrics for Scoring:

Level 1 Level 2 Level 3 Level 4

(0 pt.) (1 pt.) (2 pts.) (3 pts.)
Learner shows Learner only Learner only Learner shows
no attempt to shows answer. shows answer complete
Amount of really do any but showed solution and
Work of the partial work. gives an
problems, no answer.
answer given.
Learner shows Learner shows Learner shows Learner shows
no limited partial thorough
Understanding understanding understanding understanding understanding
of subtracting of subtracting of subtracting of subtracting
simple simple simple simple
fractions and fractions and fractions and fractions and
mixed numbers mixed numbers mixed numbers mixed numbers
without or with without or with without or with without or with
regrouping. regrouping. regrouping. regrouping.

Reflection
1. What part of the activity do you find difficult? Why?

2. What part of the activity do you find easy? Why?

Answer Key:
References
21st Century MATHletes 6 pp. 3-15

Prepared by:

DIONISIO C. ABRUJENA, JR.

Writer
 MATHEMATICS 6
Name: Date:
Grade Level:
Score:

LEARNING ACTIVITY SHEET

Subtraction of Mixed Fractions

Background Information for Learners

This activity sheet serves as a self-learning guide for the learners. It facilitates
lesson comprehension as it specifically aims for students’ mastery on subtracting simple
fractions and mixed numbers.

The process of subtracting mixed numbers applies a series of steps starting from
making dissimilar fractions similar, subtracting similar fractions and simplifying the
difference if possible.

The examples below show how to subtract simple and mixed fractions:

Example 1: Mixed - Whole

9
Subtract: 28
13 − 15 = _

Step 1
9
Write the fraction and whole number
28 13 in separate columns. Whole numbers
− 15 on the left and fractions on the right.

Step Bring down the fraction since there is

2 9 no other fraction to subtract it with.
28
13
− 15 Subtract the whole numbers 28 and
15.
9
13
13

Example 2: Mixed - Simple

11 5
Subtract: 15 − =
12 6

Step
1 Write the fractions and whole
11 number in separate columns.
15 12
Whole number on the left and
5 fractions on the right.
− 6
Step 2
11 1 11 Make the fractions similar by finding
15 X = 15
12 1 12 the LCD or the Least Common
5 2 10 Denominator.
− X = −
6 2 12
The LCD of 12 and 6 is 12.

Step 3
11 = 15
11 Once the fractions are similar, you
15 12 12 may now subtract the numerators
and just copy the denominator.
5 10
− 6 = − 12 Just bring down 15 since there is
1 no other whole number to subtract
15
12 it with.

Example 3: Mixed Number 2- Mixed Number

14
Subtract: 35 − 15 =
15 3

Step
1
35
14 Write the fraction and whole number
15
in separate columns. Whole
2
− 15 numbers on the left and fractions on
3 the right.

Step
2 1 14 Make the fractions similar by
14 X = 35 finding the LCD or the Least
35 15 1 15
Common Denominator.
2 5 10
− 15 X = − 15
3 5 15 The LCD of 15 and 3 is 15.

Step
14
3 14 = 35 Subtract the fractions then also
35 15 15
subtract the whole numbers.
2 10
− 15 = − 15
3 15
4
20
15

Learning Competency: Subtracts simple fractions and mixed numbers without or with
regrouping. (M6NS-Ia-86)

Exercise 1
Direction: Write the missing mixed fraction or whole number on the blank to make the
number sentence correct.
1 1 2
11. 2 − = 16. − 3 =5
2 2 5
5 1 1
12. − 2 =2 17. 8 − = 3
9 4 4
7 3
13. − 1 =3 18. _ − 4 = 2
8 10
5 1
14. − 3 =4 19. _ − 5 =7
6 6
1 1 5 5
15. 6 − =2 20. 9 − = 1
3 3 6 6

Exercise 2
Direction: Subtract the following items. Simplify the answer if possible.
1. 5 3 1
- =
4 8

2. 9
5 - 9 =
6 12

3. 15
3-5 =
96

4. 13 5 - 4 =
7 14

5. 26
10 - 10 =
25 50
Exercise 3
Direction: Solve the riddle using your answers below.

Exercise 4
Direction: Subtract the simple fractions. Show your solution.
5 2 5 3
1. 1 − = 6. 3 − 2 =
7 3 9 4

1 1 1
2. 2 − 1 = 7. 3 − 1 =
6 3 4

5 7 3
3. 2 − 2 = 8. 2 − =
6 9 5
 4 4
4. 1 − 1 1 = 9. 2 − 1 1 =
5 4 7 2

3 5 1 1
5. 2 − = 10. 1 − =
4 8 5 6

Rubrics for Scoring:

Level 1 Level 2 Level 3 Level 4

(0 pt.) (1 pt.) (2 pts.) (3 pts.)
Learner shows no Learner only Learner only Learner
attempt to really shows answer. shows answer shows
Amount of do any of the but showed complete
Work problems, no partial work. solution and
answer given. gives an
answer.
Learner shows no Learner shows Learner shows Learner
understanding of limited partial shows
Understanding subtracting simple understanding understanding thorough
fractions and of subtracting of subtracting understanding
mixed numbers simple simple of subtracting
without or with fractions and fractions and simple
regrouping. mixed numbers mixed numbers fractions and
without or with without or with mixed
regrouping. regrouping. numbers
without or
with
regrouping.

Reflection
1. What part of the activity do you find difficult? Why?
2. What part of the activity do you find easy? Why?

References
21st Century MATHletes 6 pp. 3-15

Prepared by:

DIONISIO C. ABRUJENA, JR.

Writer
Answer key:
 MATHEMATICS 6
Name: Grade Level:
Score:
Date:

LEARNING ACTIVITY SHEET

Solving Routine and Non-Routine Problems Involving Addition and
Subtraction of Simple Fractions and Mixed Numbers

Background Information for Learners

This activity sheet serves as a self-learning guide for the learners. It facilitates
lesson comprehension as it specifically aims for students’ mastery on solving problems
involving addition and subtraction of simple fractions and mixed numbers.

The series of steps in solving routine problems will be shown with the given
examples below. With non-routine problems, you may use other strategies like drawing
figures/illustrations, diagrams, listing or table method, patterns, working backwards and
any other strategies to solve.

Example
1 1
Melvin has 2 kilograms of pork and 6 kilograms of beef in his refrigerator. How many
3 2
kilograms of meat does he have in all?

Think What is asked? Kilograms of meat that Melvin has.

1
What are the given 2 kilograms of pork
3
Plan facts?
1
6 kilograms of beef
2
What is the operation Addition
to be used?

What is the number 1 1

sentence? 2 +6 =𝑁
3 2
 Strategy 1
1 Write the fraction and
2 3 whole number in
1 separate columns.
+ 6
2 Whole numbers on the
left and fractions on the
right.

1 2 2 Make the fractions

2 𝑥 =2 similar by finding the
3 2 6
Solve What is the solution? LCD or the Least
1 3 3 Common Denominator.
+ 6 𝑥 =6
2 3 6 The LCD of 3 and 2 is
6.
1 2 2 Add the fractions then
2 𝑥 = 2
3 2 6 add the whole
numbers.
1 3 3
+ 6 𝑥 = 6
2 3 6
𝟓
𝟖 𝟔

Strategy 2
1 7
2 3= 3 Rename the mixed
numbers as improper
+ 6 1 = 13 fractions.
2 2

2 14
Make the fractions
7
𝑥 = similar by finding the
3 2 6
13 3 39 LCD or the Least
+ 2 𝑥3 = 6 Common

Add the numerators

7 2 14
3 𝑥 2 = 6 and copy the
denominator.
13 3 39
+ 2 𝑥 3 = 6

53 𝟓 Change the improper

𝑜𝑟 𝟖 fractions to mixed
6 𝟔
number.
 5
Answer What is the complete Melvin had 8 kilograms of meat.
6
answer?

Check Working backward, by subtracting one of the given fractions from the answer,
we will get the other given fraction.

Learning Competency: The learner solves routine and non-routine problems involving
addition and/or subtraction of fractions. (M6NS-Ia-87.3)

Exercise 1

Direction: Read and analyze the problem. Then answer the questions and do the directions
that follow.
a. What is asked?
b. What are the given facts?
c. What process will you use?
d. What is the number sentence?
e. What is your solution?
f. What is the complete answer?

9 3
1. Daisy has 18 kilos of bananas to sell. If she was able to sell 15 kilos,
10 5
how many kilos of bananas were left?

a.
b.
c.
d.
e.

f.
2
2. Rosalyn walked 6 of a kilometer in the morning and of 2 a kilometer in the afternoon.
3

3 4
What was the total distance she walked that day?
 a.
b.
c.
d.
e.

f.

Exercise 2

Direction: Solve the following problems.

1. Tessie ran for 1 hour on her first day and 1 hour on her second day. How
6 3
many minutes did Tessie run on the two days?
Note: 𝟔 hour = 60 minutes
𝟔

Solution:

Answer:
3
2. Janett and her friends ate 2 of a Hawaiian pizza, 7 of a vegetarian pizza, and 2 of a
4 8 3
pepperoni pizza. How much pizza did they eat?
Solution:

Answer:
Exercise 3
Direction: Answer the following problems. Show your solutions and label your answer
properly.
1
1. Noel had 1 watermelon. He ate 6 of it. How much was left of the watermelon?
2 7

2. Chita spend 5 hour watching TV, Pia spends 2 hour playing badminton, and Letty
9 3
spends 5 hours hanging out with friends. How many hours did they spend for leisure
6
activities?

Exercise 4

Direction: Solve each problem below. Show your solution and label your answers properly.
2 2
1. Linda weighs 2 kg less than Daisy. If Linda weighs 55 kg, how much
5 3
does Daisy weigh?
Solution:

Answer:

2. Canor bought a packet of marbles. He used 1

of the marbles in the experiment and kept
3
1
of them in the box. Then he gave the rest of the marbles to his friends. What part was
6
given to his friends?
Solution:

Answer:

3 3
3. On Monday, Lorie spent 2 hours studying and on Tuesday she spent another 1 hours
5 4
studying. What fraction did she spend studying on Monday and Tuesday?
Solution:

Answer:

4. Rogelio brought strawberries in the classroom. He ate 1

of strawberries and gave 1
of
8 4
them to his teacher. He also gave the rest to his classmates. What part was given to his
classmates?
Solution:

Answer:
Rubrics for Scoring:

Level 1 Level 2 Level 3 Level 4

(0 pt.) (1 pt.) (2 pts.) (3 pts.)
Learner shows Learner only Learner only Learner shows
Amount of no attempt to shows answer. shows answer complete
Work really do any of but showed solution and
the problems, partial work. gives an
no answer answer.
given.
Learner shows Learner shows Learner shows Learner shows
no limited partial thorough
Understanding understanding understanding understanding understanding
of solving of solving of solving of solving
routine and routine and routine and routine and
non-routine non-routine non-routine non-routine
problems problems problems problems
involving involving involving involving
addition and/or addition and/or addition and/or addition and/or
subtraction of subtraction of subtraction of subtraction of
fractions. fractions. fractions. fractions.

Reflection
1. What part of the activity do you find difficult? Why?

2. What part of the activity do you find easy? Why?

References
21st Century MATHletes 6 pp 3-15

Prepared by:
DIONISIO C. ABRUJENA, JR.
Writer
Answer key:
 MATHEMATICS 6
Name: Grade Level:
Date: Score:

LEARNING ACTIVITY SHEET

Multiplication of Fractions

Background Information for the Learners

Here are some rhymes for you to read before we begin our lesson:

Fractions are easy to multiply,

Top times top, you must comply!
Bottom times bottom, don’t
defy!
And don’t forget to simplify.
Check your answer to clarify,
Then now you can say
goodbye!

From the rhyme, you can now remember the steps in multiplying fractions. Top
times top means multiply both the numerators and bottom times bottom is to multiply the
denominators. Simplify if necessary then you can check you answer!

Let’s study these examples:

Example 1: Multiplying Simple Fractions

a. Simple Fraction to Simple Fraction

1 x 2
4 3
1 x 2= 1 x 2 Multiply both numerators and denominators.
4 3 4 x 3
2 = Simplify.
1
12 6
1
Answer:
6
b. Simple Fraction to a Whole Number
1
3 x 5
= 31 x 5
1 Express the whole number as a fraction.
= 3 x 1
Multiply both numerators and denominators.
1 x 5
3
= 5
3
Answer:
5
Example 2: Multiplying Mixed Fractions
a. Mixed Fraction to Simple Fraction
2 3
1 x
4 5
2 3 6 3 Convert mixed number to improper fraction.
1 4 x 5 = 4x 5

= 6 x 3 Multiply both numerators and denominators.

4 x 5
= 18 = 9_ Simplify.
20 10
Answer: 9_
10
b. Mixed Fraction to Whole Number
4x2 2
5
4x2 2 12
= 4 x Convert mixed number to improper fraction.
5 5
4 12 4 x 12
= x Multiply both numerators and denominators.
1 5 1 x 5
=
3
= 48 = 9
5 Convert improper fraction to mixed number.
5 3
Answer: 9
5
c. Mixed Fraction to Mixed Fraction
4
6 x 3 6
6 8
4
6 x 3 6 40 30 Convert mixed numbers to
6 8 = 6 x 8 improper fractions.
40 x 30
= 6 x 8
Multiply both numerators and denominators.
= (8 x 5) x (6 x 5)
Find the common factors of
6 x 8 both numerators and
denominators.
8 6 Group the fractions according to
5x5
= 8x 6 their common factors.
x 1
25 Simplify.
= 1 x 1 x 1
Answer: 25

Learning Competency: The learner multiplies simple fractions and mixed fractions.
M6NS-Ib90.2
Exercise 1
Direction: Match the equations on Column A with the answer on Column B. Write the
answer on the circle.

1. 1 x 2 a. 4
COLUMN A COLUMN B
3 4
2. 5 x 2 b. 45
6 3 1
3. 4 x 8 c. 6
9
4. 3 2 11
x 6 d.
2 12
1 14
5. 5 x 2 e.
3 15
1 2
6. x3 1
4 3 f. 7
6
1
7. 3 1 x 5 g. 2
4 16
1 5
8. 6 x 7 2 h. 9
9. 3
1x21 i. 3 5
3 4 9
10. 1 3 x 1 1 j. 7
8 2
1
k. 26 4

Exercise 2
Direction: Multiply each and express the product in its simplest form.
2 3
4 3
1. 3 x 8 =
6. x 2 =
6 5 8 43
2. x = 7. 6 x 3 =
7 9 8
3 2
3. 2 x 3 =
8. 11
5 4x 3 =
4. 8 2 6 2
x 4 = 9. 2 8 x 3 3 =
3
5. 3 2 x 10 = 3 7
10. 4 x 4 =
5 5 8
 Exercise 3
Direction: Write the correct symbol ( >, = , < ) on the box to make the equation true.

3 3 3 3
1. 4 x 4+ 8

8
8 7 87
2. 9 x 16 9- 16

3. 7 x 7- 6
6 9

9
3 1
1 x 8 + 3
4. 8 2 2
5 5
7 + 4_ 3 7 x 4_
5. 3 8 21 8 21

Exercise 4
Direction: Give the answer in its simplest form.
4 and ?5
1. What is the product of
10 7

2. What is

1 1
of the sum of 5 and ?2
8 4 5

3. What is

7 8 2
of the difference of and ?
8 9 5

5
4. What is 3 less than the product of 5

6
 2 8
and ?

5. What is

2
6 3 more than ?
10x 12 4
Exercise 5
Direction: Solve each problem. Express the answer in its simplest form.

1. Cardo used 2of a 5 1 meters of ribbon for his artwork. How many meters of ribbon
3 2
were left?

2. Bubbles has 1
2 of her bedroom wall. After painting of the unpainted portion,
painted 5 4
how much more does she need to finish painting her wall?

3. Alyanna spent 1 of her savings to buy a gift for her father. If her saving was ₱900.00,
6
how much did she spend for the gift?

2 7
4. Diana bought 8 kg of fruits. She put of them in a nicely wrapped basket. How many
4 8
kilograms of fruits were in the basket?

1
5. Aubrey had ₱280.00 and Richard had ₱220.00. Richard shared
4 of his money and
Aubrey shared 2 of her money so that they can buy a teddy bear. How much money did
8
they share to buy the teddy bear?
Rubrics for Scoring:
Level 1 Level 2 Level 3 Level 4
(0 pt.) (1 pt.) (2 pts.) (3 pts.)
Learner shows Learner only Learner only Learner shows
no attempt to shows answer. shows answer complete
Amount of really do any of but showed solution and
Work the problems, partial work. gives an
no answer answer.
given.
Learner shows Learner shows Learner shows Learner shows
no limited partial thorough
understanding understanding understanding understanding
Understanding of multiplying of multiplying of multiplying of multiplying
simple fractions simple fractions simple fractions simple fractions
and mixed and mixed and mixed and mixed
fractions fractions fractions fractions

Reflection
1. What question/s do you have about the exercises and the lesson on multiplying
fractions and mixed numbers?

2. What problem in the exercises or activities made you think really hard?

3. How can you make your work better?

References
1. Perez, Marjoseph H. et. al, 21st Century MATHletes 6 Textbook 2016, Vibal
Group, Inc. #1253 G. Araneta Avenue, Quezon City, Philippines
2. Villamayor, Adela C. et. al, Math for Life 6 Textbook 2015, Rex Book Store, Inc.,
856 Nicanor Reyes Sr. St., Sampaloc, Metro Manila
3. Lesson Guide in Elementary Mathematics Grade VI 2003, Bureau Elementary
Education, Department of Education

Prepared by:

AUBREY T. LAPUZ
Writer
Answer Key
 MATHEMATICS 6
Name: Date:Grade Level:
Score:

LEARNING ACTIVITY SHEET

Routine and Non-routine Problems on Multiplication of Fractions

Background Information for the Learners

This activity sheet will serve as you learning guide in solving word problems
involving multiplication of fractions.

The series of steps in solving routine problems will be shown with the given
examples below. With non-routine problems, you may use other strategies like drawing
figures/illustrations, diagrams, listing or table method, patterns, working backwards and
any other strategies to solve.

1
Example 1: Mr. Lapuz repaired his bike for 3 hours. He spent 2 of the time in fixing the
2 3
wheels. How many hours did it take him to fix the wheels?

Think.  What is asked in the How many hours did it take him to fix
problem? the wheels?
𝟏
 What are the given facts? 𝟑 hours and 𝟐
𝟐 𝟑
𝟏
Plan.  What is the operation to be 𝟐
of 𝟑 hours
𝟑 𝟐
used? So multiplication will be used.
𝟐 𝟏
 Write the number 𝟑 x 𝟑 𝟐= n
sentence.
𝟏
Solve.  What is your solution? 𝟐
x𝟑 = n
𝟑 𝟐
𝟐 𝟕 𝟐𝒙𝟕 𝟏𝟒 𝟏
𝟑 x = 𝟑 𝒙 𝟐 = 𝟔 or 𝟐 𝟑
𝟐
𝟏
Answer.  What is the complete It takes him 𝟐 hours to fix the wheels.
𝟑
answer?
𝟏
Check.  Is the answer sensible? 𝟑 hours is close to 4 hours
𝟐
𝟐
𝟐
of 4 is 𝟐
𝟑 𝟑
𝟐 𝟏 𝟏
x 𝟑 = 𝟐
𝟑 𝟐 𝟑
𝟏 𝟐
𝟐 is less than 𝟐
𝟑 𝟑
The answer makes sense.
𝟐 𝟏 𝟏𝟒 𝟏
 Is the computation correct? x 𝟑 = or 𝟐
𝟑 𝟐 𝟔 𝟑
The answer is correct.
 Example 2: Ayesha is putting icing on 30 cupcakes. She spreads chocolate icing on 1 of
5
the cupcakes and vanilla on 1
of the remaining cupcakes. The rest will get strawberry
2
frosting. How many cupcakes have strawberry frosting?

Here is an illustration on the problem: Let’s

draw 5 units for 30 cupcakes.
𝟏
6 of 30 = = 6
𝟑𝟎
6 6 6 6 𝟓 𝟓
𝟏
𝟓
chocolate 𝟒
𝟓

6 6 6
6 x 4 units = 24
6
24 ÷ 2 = 12
𝟏
remaining
𝟐
vanilla strawberry
So, 1 x 4 = 𝟒
or 𝟐 Then, 𝟐 of 30 is 𝟐 x 30 = 𝟐 𝒙 𝟑𝟎 = 𝟔𝟎 or 12
2 5 𝟏𝟎 𝟓 𝟓 𝟓𝒙 𝟏 𝟓
𝟓

ANSWER: There are 12 remaining cupcakes for strawberry frosting.

Example 3: Mrs. Ramos bought 2 chickens. One weighed 13 kg and the other one 2 1 kg.
4 5
These were cut up and combined in one bag. She cooked 2 of the chickens for lunch. What
3
fraction of all the chickens did she cook?

Here are some guide questions:

1. What is asked? What fraction of all the chickens did she cook?
2. What are the given facts? 1𝟑 kg, 2 𝟏 kg, 𝟐

of the chicken
𝟒 𝟓 𝟑

3. What operation will you use to solve the problem? Addition and Multiplication
4. Write the mathematical sentence. 𝟐
x ( 1𝟑 + 2 𝟏 ) = n
𝟑 𝟒 𝟓
𝟒
5. What is your solution? 𝟐
x ( 1 + 2 𝟏 ) = 𝟐 x (1 𝟏𝟓 + 𝟐 )
𝟑

𝟑 𝟒 𝟓 𝟑 𝟐𝟎 𝟐𝟎
𝟐 𝟏𝟓 𝟒
x (1 +𝟐
𝟐 𝟏𝟗 𝟐 𝟕𝟗 𝟏𝟓𝟖
𝟑 𝟐𝟎 𝟐𝟎 )= 𝟑 x 𝟑 𝟐𝟎 = 𝟑x 𝟐𝟎 = 𝟔𝟎

𝟏𝟓𝟖 𝟑𝟖 𝟏𝟗
𝟔𝟎 = 2 𝟔𝟎 or 2 𝟑𝟎
6. Write the complete answer. Mrs. Ramos cooked 2 𝟏𝟗 kg of chickens.
𝟑𝟎

Learning Competency and Code: The learner solves routine or non-routine problems
involving multiplication without or with addition or subtraction of fractions and mixed
fractions using appropriate problem-solving strategies and tools. M6NS-Ib92.2
Exercise 1
Direction: A. Read the problem inside the box. Answer the questions that follow. Encircle
the letter of the correct answer.

In a Grade VI class with 45 learners, 4 are boys. How many are girls?
9

1. What processes are involved in the problem?

a. addition and subtraction c. addition and multiplication
b. subtraction and multiplication d. multiplication and division
2. What is the appropriate number sentence?
a. ( 5 + 4 ) x 45 = n c. ( 9 - 4 ) x 45 = n
9 9 9 9
b. ( 5 - 4 ) x 45 = n d. ( 9 x 4 ) – 45 = n
9 9 9 9

B. Solve the following word problems. Choose the letter of the correct answer.

1. Elizabeth has 5
6 of a pizza. She ate 1 of it. What part of the pizza was left?
3
4 5 2 3
a. b. c. d.
9 9 9 9

2. The juice pitcher was 5 full. Charles drank 2 of it. What part of the juice was left?
5 8 5
a. 3 1 3
8 b. c. d.
8 4 4

3. Adam planted vegetables in 3 of his garden. 2

of it is planted with eggplants. What part
5 3
of the vegetable garden is not planted with eggplants?
1 2 3 4
a. b. c. d.
5 5 5 5

Exercise 2
Direction: Read and solve the word problems below.
1) Veronica is taking a 60-item test in Math. 3
5
of the test is about fractions and the rest is
about decimals. How many items are about decimals?
Solution:

Answer:
 2) A jar contains 49 assorted cookies. If 3
7 of the contents are chocolate cookies, how
many cookies are not chocolate?

Solution:

Answer:

3) A basket is full of santol and guavas. If 5

9 of the fruits are santol and there are 81
fruits in all, how many of each kind are there?

Solution:

Answer:

4) Mang Delfin had 4 3 hectares of land. He used 3

4
5
of it for planting mango trees and
the rest with santol trees. How much land was planted with santol trees?

Solution:

Answer:

5) Misty had 9 m of yellow ribbon and 1 m of green ribbon. If she used all the green
10
2
ribbon and 1 of the yellow ribbon for her project, how many metres of ribbon was used?
3

Solution:

Answer:
Exercise 3
Direction: Read and analyze the problem. Then answer the questions and do the directions
that follow.
Word Problem No. 1:
Flora’s refrigerator uses up about 7 ½ kwh in one day. How many kWh will the refrigerator
consume for 20 ½ days?
a. What is asked?
b. What are the given facts?
c. What process will you use?
d. What is the number sentence?
e. What is your solution?
f. What is the complete answer?

g.
h.
i.
j.
k.

l.

Word Problem No. 2:

Mr. Gonzales jogged 1 1/5 km every day for a week. Then on the second week he increased
the distance by 1/5 km. Find the total distance he jogged in two weeks.

a.
b.
c.
d.
e.

f.
Exercise 4
Direction: Read the word problems below, then analyze and solve each word problem.
1. Derek bought 3/4 meter of cord for the piping of his sister’s blouse. He used 2/3 of the
material. What part of the cord did he used?

Solution:

Answer:

2. Jane mixed 5 1/5 liters of water and 4 1/5 liters of vinegar. If she used 7 4/5 for
her experiment, how much of the mixture was left?

Solution:

Answer:

3. Luis gathered 3 ½ kilos of guava on Monday and 1 ½ kilos on Tuesday. If he has three
friends to share the guavas with and wants to give ¾ kilos each, how many kilos of
guavas will be left?

Solution:

Answer:

4. Marissa read 12 ½ pages in 4 minutes while Lea reads 9 ¾ pages in 4 minutes.

Who reads faster and by how much faster?

Solution:

Answer:

5. My mother bought 12 ½ kilos of sugar for P350. if she in turn sold the sugar for
₱15.00 per half kilo, how much did she earn?

Solution:

Answer:
Exercise 5
Direction: Solve each problem. Express the answer in its simplest form.

1. Father owns a 5⁄7 hectare of land. He gave ½ of it to his son and ¼ to his daughter.
What part of the land was left?
Solution:

Answer:

2. Aling Nena bought 1 ¼ kilos of beef at ₱180.00 per kilo and 2 ½ kilos of pork at
₱150.00 per kilo. She gave the seller a ₱1,000.00 bill. How much change did she receive?

Solution:

Answer:

3. Daisy was given a 10-item test. If she finished 9/10 of the questions and answered these
correctly, how many items did she answer incorrectly?

Solution:

Answer:

4. Mother has 10 ½ kilos of flour. She used 3/5 of it for the chicken breading and 1/3 of it
for the sauce. What part of the flour was left?

Solution:

Answer:

5. Cecile can walk at the rate of 3 1/2 km per 1 1/4 hour a day. Gabby can walk at the rate
of 4 1/5 km per 1 1/4 hour a day. Who walks faster if they will begin together at the same
rate of time? By how many km is the difference?

Solution:

Answer:
Rubrics for Scoring.
(3 pts.) (2 pts.) (1 pt.) (0 pt.)
Identifies Understand Understands Doesn't
Understands special factors s the enough to solve understand
the Problem that problem part of the enough to get
influences the problem or to started or make
approach get part of the progress
before solution
starting
the problem
Explains why Uses all Uses some Uses
Uses Information certain appropriate appropriate inappropriate
Appropriately information is informatio informatio information
essential to n correctly n correctly
the
solution
Explains why Applies Applies some Applies
Applies procedures are completely appropriate inappropriate
Appropriate appropriate appropriat procedures procedures
Procedures for e
the problem procedures
Uses a Uses a Uses a Uses a
Uses representation representatio representation representation
Representations that is n that clearly that gives some that gives little
unusual in its depicts the important or no significant
mathematical problem information information
precision about the about the
problem problem
Correct Correct Copying error, No answer or
Answers the solution of solutio computational wrong answer
Problem problem and n error, partial based upon an
made a answer for inappropriate
general rule problem with plan
about the multiple answers,
solution or no answer
extended the statement,
solution to a answer labeled
more incorrectly
complicated
solution

Reflection

1. What part of the activity do you find difficult? Why?

2. What part of the activity do you find easy? Why?

References

1. Perez, Marjoseph H. et. al, 21st Century MATHletes 6 Textbook 2016, Vibal
Group, Inc. #1253 G. Araneta Avenue, Quezon City, Philippines
2. Villamayor, Adela C. et. al, Math for Life 6 Textbook 2015, Rex Book Store, Inc.,
856 Nicanor Reyes Sr. St., Sampaloc, Metro Manila
3. Lesson Guide in Elementary Mathematics Grade VI 2003, Bureau Elementary
Education, Department of Education
4. https://lrmds.deped.gov.ph/

Prepared by:

AUBREY T. LAPUZ
Writer
Answer Key

MATHEMATICS
6 Grade Level:
Score:
Name:
Date:

LEARNING ACTIVITY SHEET

Division of Simple Fractions

Background Information for Learners

This activity sheet serves as a self-learning guide for the learners. It facilitates
lesson comprehension as it specifically aims for learners’ mastery on dividing fractions
and mixed fractions.

The process of dividing fractions and mixed fractions involves a series of steps.
The following are the steps of dividing fractions:
1. Rewrite the division operation as a related multiplication in which
you multiply the dividend by the reciprocal of the divisor.
2. Multiply the numerators and then the denominators; and
3. Write the answer in lowest terms, if possible.

The examples below show the steps in dividing simple fractions:

Example 1: Simple ÷ Whole

Divide ÷ 𝟐 =
𝟒
𝟓

Step 1

4 4 1
5
÷2 = × Multiply the dividend by the reciprocal of the divisor.
5 2

Step
2
4×1 Multiply the numerators then the denominators.
= 5×2

Step 3
4 2 2 Simplify the fraction by dividing the numerator and
= 10÷ =2 5
the denominator by the GCF, 2

2
Answer =
5
Example 2: Simple ÷ Simple
Divide ÷ 𝟒 =
𝟐
𝟓
𝟑

Step 1

2
4 ÷ 2 5 Multiply the dividend by the reciprocal of the divisor.
3
= 3 × 4

Step 2
2×5 Multiply the numerators then the denominators.
= 3×5

Step 3
10 5 2 Simplify the fraction by dividing the numerator and
= 15÷ =5 3
the denominator by the GCF, 5

2
Answer =
3

Example 3: Simple ÷ Mixed

Divide ÷ 𝟑 𝟏 =
𝟏 𝟒
𝟐
Step
1
÷3 1 13 Convert the mixed number into improper fraction.
1 1 = 2 ÷ 4
2 4

Step
2 Multiply the dividend by the reciprocal of the divisor.
1 4
= 2 × 13

Step 3
1×4
Multiply the numerators then the denominators.
= 2 × 13
Step 4
4 2 Simplify.
= 26 = 13

Answer 𝟐
𝟏𝟑
Learning Competency: Divides simple fractions and mixed fractions. (M6NS-Ic-96.2).

Activity

Exercise 1

Find out the missing phrase by solving each item and placing the letter that corresponds to
the answer in its respective blank.

“This is the best way to be safe against COVID19”

1 2 3 4 5 6 7 8 9 10

Choices:
A=1 M=1 T=1
10 12 16
1
A=4 O=1 Y=3
2 15 20

E = 25 S=1 R=1
5 3
1 2 2
H = 12 T=2 U=1
2 3 4

1. 4
5 ÷4= 2. 1 ÷ 2 =
8

3 4
3. 2 ÷ = 4. 10 ÷ =
4 5

5. 1
2 ÷5= 6. 2 ÷ 6 =
5

7. 3
4 ÷5= 8. 1 ÷ 3 =
4
 2 1
9. 3 ÷ = 10. 5 ÷ =
3 5

Exercise 2: “Who are They”

Whoever gets an answer equal to 2 among the following grade six

3
pupils belong to the top 3 of the class. Who are they?

Draw a on the box if you found the person whose answer is 2. Show your solution.
3

1 10
1. Val: 2
÷ = 4. Eliz: 5 ÷ =
9 3 6 12

1 2
2. Bella: 1
÷ = 5. Ruzet: 2
÷ =
3 2 6 4

1 4
3. Vic: 6
÷ = 6. Fyll: 2
÷ =
10 3 6 5
Exercise 3: “Match Them Up”

Match the equation in column A with the correct quotient in Column B. Write the letter of
the correct answer on the blank.

COLUMN A COLUMN B

1. 1 1 2
2 ÷1 = a.
8 13

2. 2 1 9
3 ÷1 = b.
14
9

3. 1 3
5 ÷1 = c. 4
10 9
4. 3 1
1 d.
÷1 =
4 6 6

5. 3 1 3
8 ÷2 = e.
4 5

Exercise 4: Multiple Choice

Divide the following fractions. Write the letter of the of the correct answer on the blank.
1
1. 2 ÷ =
2
a. 1 b. 2 c. 3 d. 4

2. 1 2
4 ÷ =
3
3 3 3
a. d.
b. c. 10
12
8 9

3. 3 2
4 ÷1 =
3
6 9
a. 1 12 b. 10 c.
20 20 d. 1
20

4. 2
7 ÷3=
6 5 4 3
a. b. c. d.
7 7 7 7

5. 2 3
5 ÷ =
7
a. 14 6
15 b.
35
c. 1 d. 15
14
Exercise 5:

Divide the following fractions. Show your complete solution and simplify your answers if
possible.

1. 3 3
5 ÷3= 2. 5 ÷ =
6 4

3. 3 4 4
10 ÷1 = 4. 1 ÷ =
5 3 9

5. 5 1 2
9 ÷3 = 6. 4 ÷ =
3 7

2 1
7. 2 ÷ = 8. 1 ÷ 1 =
5 3 6 2

1 3
9. 5 ÷ = 10. 1 ÷ 1 =
8 2 4 8
Reflection
1. What part of the activity do you find difficult? Why?

2. What part of the activity do you find easy? Why?

References
Module 5, Mathematics 6 Quarter
1 Curriculum Guide

Prepared by:

CZARINA A. PERIDO
Teacher
Answer key:
 MATHEMATICS 6
Name: Date:Grade Level:
Score:

LEARNING ACTIVITY SHEET

Division of Mixed Fractions

Background Information for Learners

This activity sheet serves as a self-learning guide for the learners. It facilitates
lesson comprehension as it specifically aims for learners’ mastery on dividing fractions
and mixed fractions.

The process of dividing fractions and mixed fractions involves a series of steps.

The following are the steps of dividing mixed fractions.

1. Convert each mixed number to improper fraction.

2. Rewrite the division operation as a related multiplication in which you
multiply the dividend by the reciprocal of the divisor.
3. Multiply the numerators and then the denominators; and
4. Write the answer in lowest terms, if possible.
The examples below show the steps in dividing mixed fractions:

Example1: Mixed ÷ Whole

Divide 𝟑
𝟐 ÷𝟓=
𝟒

Step 1

14 5
2 ÷5 = ÷ Convert the mixed number into improper fraction.
34 4 1

Step
Multiply by the reciprocal of the divisor.
2
14 1
= 4 ×5

Step 3
14 × 1
Multiply the numerators then the denominators.
= 4×5
Step 4
14 7 Simplify.
= 20= 10
Answer 𝟕
𝟏𝟎

Example 2: Mixed ÷ Simple

𝟑
Divide 𝟐 ÷ =
𝟏
𝟓
𝟑

Step 1

1 7 3
2
3 ÷ Convert the mixed number into improper fraction.
3
= 3 ÷ 5

Step
2
7 5 Multiply by the reciprocal of the divisor.
= 3 ×3

Step 3
7×5
Multiply the numerators then the denominators.
= 3 ×3
Step 4
35 8 Convert the improper fraction to mixed number.
= 9= 3 9
𝟖
Answer 𝟑
𝟗

Example 3: Mixed ÷ Mixed

𝟏
Divide 𝟐 ÷𝟑 =
𝟏
𝟒
𝟐

Step 1

1
22 ÷
1
3
=
5
÷
13 Convert the mixed number into improper fraction.
2 4
4

Step
2
5 4 Multiply by the reciprocal of the divisor.
= 2 × 13

Step 3
5×4
Multiply the numerators then the denominators.
= 2 × 13
Step 4
 20 10 Simplify.
= = 26 13

Answer 𝟏𝟎
𝟏𝟑
Learning Competency: The learner divides fractions and mixed fractions. (M6NS-Ic-
96.2).

Exercise 1
Direction: Choose the letter of the correct answer on the blank provided.
1 2 2
6. 1 ÷2 d. 2 e. 1 2
3 3 3 f. 3
1 1
7. 1 ÷6 d. 5 e. 1 1
5 30 f. 5
3 4 1 1
8. 1 ÷7 d. e. f. 12
4 49 4 4
2 2
9. 2 ÷4 1 2 f. 10
3 d. 6 e. 3 3
1
10. 2 ÷ 3 13 e. 21 f. 61
6 d. 18 2 2

Exercise 2
Direction: Write True if the number sentence is correct and False if it is not.
1 1 1 1 1 7
11. 1 ÷ =2 16. 2 ÷ =
4 2 2 3 9 27
2 2 1 2 7 7
12. 1 ÷ =2 17. 2 ÷ =
3 3 2 5 10 24
1 3 1 7 4
13. 1 ÷ = 4 18. 2 ÷ = 2
5 10 4 8 7
1 5 15 1 8
14. 1 ÷ = 19. 3 ÷ = 2
2 8 16 3 9
2 5 4 1 1 1
15. 1 ÷ = 1 20. 3 ÷ = 9
7 7 5 6 3 2

Exercise 3
Direction: Match Column A in Column B. Write the letter of the correct answer on the
blank. Show your solution in each item.

COLUMN A COLUMN B

7 4
1. 7 ÷1 = a. 4
1
8 11
2
5
÷1 = b. 2
2. 4 6
1

2
 3. 6 1
3
2 ÷2 = c. 4
4

4. 2 2 5
1 ÷1 = d. 2
3 11
4 7
3 4 e. 1
5. 3
÷ 1 =
5 5 20

4
f. 2
11

Exercise 4
Direction: Circle all the division problems in the puzzle below that have correct answers.
Problems may run both horizontally or vertically. An example is done for you.

3 2 5 3 1
÷ = ÷ = =
4 5 1 4 2
8 2 6
5 3 1
÷ ÷ = ÷ = 4
6 8 2 2
1 9
1 1 5 1
÷ ÷ ÷ = 1
3 3 1 6 3 22
3 1
1 5 3 1 2
= = ÷ = ÷
2 8 5 24 3
1 1 3 1 5
2 ÷ = ÷ = ÷
4 1 1 2 1
5 8 9 8
1 3 3 1 1 5
= ÷ = =
2 4 5 3 2 8
2 1 3 1 1
÷ ÷ = ÷ =
3 5 8 6 2
7 1 4
4 5 1 4 1
÷ = ÷ = ÷
5 8 25 5 15
3 1 9 1 1
= = ÷ ÷ =
7 4 16 2 1
3 1 7 8
9 2
1 = 1 ÷ = 1 ÷ 2
4 5 10 3 20
Exercise 5
Direction: Divide the following fractions. Show your complete solution and simplify your
answers if possible.

3
1. 1 ÷ = 2. 2
3 1
÷3=
5 10 4

2 5 1 1
3. 3 ÷ = 4. 1 ÷ 1 =
3 9 3 9

1 1
5. 2 ÷
3 = 6. 1 ÷ 8 =
3
4 8

1 1 3
7. 2 ÷1 = 8. 1 ÷ =
1
2 2 4
4

1
9. 1 ÷2 = 10. 1
2 ÷7=
32
5 5
Reflection
1. What part of the activity do you find difficult? Why?

2. What part of the activity do you find easy? Why?

References

Module 5, Mathematics 6 Quarter

1 Curriculum Guide

Prepared by:

CZARINA A. PERIDO
Teacher
Answer Key
 MATHEMATICS 6
Name: Date:Grade Level:
Score:

LEARNING ACTIVITY SHEET

Solving Routine and Non-Routine Problems Involving Division of Simple
Fractions and Mixed Numbers

Background Information for Learners

This activity sheet serves as a self-learning guide for the learners. It facilitates
lesson comprehension as it specifically aims for students’ mastery on solving problems
involving multiplication of simple fractions and mixed numbers.

The series of steps in solving routine problems will be shown with the given
examples below. With non-routine problems, you may use other strategies like drawing
figures/illustrations, diagrams, listing or table method, patterns, working backwards and
any other strategies to solve.

Example 1:
2
It takes 6 yards of fabric to make 8 dresses. How many yards of fabric does it take to make
3
each dress?

Think What is asked? How many yards of fabric does it take to make each
dress?

2
What are the given 6 yards of fabric make 8 dresses
3
Plan facts?
What is the operation Division
to be used?

What is the number 2

sentence? 6 ÷8=𝑁
3
 Solution
2 2 1 Multiply the dividend by
6 ÷ 8 = 6 𝑥 the reciprocal of the
3 3 8 divisor

2 1 20 1 Rename the mixed

6 𝑥 = 𝑥 numbers as improper
3 8 3 8
fractions.

20 1 20 Multiply the numerators

Solve What is the solution? 𝑥 =
3 8 24 then do the same with
the denominators.

20 5 Simplify the fraction if

=
24 6 possible.

5
Answer What is the complete It takes yards of cloth to make each dress.
6
answer?

5 2
Check Working backward, multiply the to the divisor 8 and you should get 6
6 3

Example 2
3
If of the area of a rectangle is 84 cm2, what is the whole area of the given rectangle?
4

Think What is asked? What is the whole area of the given rectangle?

What are the given 3 of the area of a rectangle is 84 cm2

4
Plan facts?
What is the operation Division
to be used?

What is the number 3

sentence? 84 ÷ = 𝑁
4
 Solution
Make a diagram of the problem
N

84 cm2

Solve What is the solution?

If 3 parts of the whole rectangle is 84 cm2, then

each part is 84 ÷ 3 = 28 cm2
84 cm2

Since each part is 18 cm2 and there are 4 parts to

make the whole rectangle, then the whole rectangle
is 28 x 4 = 112 cm2

Answer What is the complete The area of the whole rectangle is 112 cm2
answer?

3 3
Check Working backward, get of 112 or multiply to 112 and you should get 84.
4 4

Learning Competency: The learner solves routine and non-routine problems involving
multiplication of fractions. (M6NS-Ia-87.3)
Exercise 1

A. Read the story problem. Answer the questions that follows. Encircle the letter of the
correct answer.

If there are 27 boys in a class and this is 3 of the whole

8
population, what is the whole population of the class?

1. What process is involved in the problem?

a. addition c. multiplication
b. subtraction d. division
2. What is the appropriate number sentence?
a. 27 + 3
=n c. 27 x 3 = n
8 8

b. 27 - 3
=n d. 27 ÷ = n
3
8 8

B. Solve the following word problems. Choose the letter of the correct answer.

1
1. If the area of a rectangle is 2 m2 and its width is 9 m, how long is its length?
10 10
2
a. 3𝑚 b. 1 𝑚 c. 2 1 d. 2 𝑚
9
10
30
𝑚
3

4. An 8 feet rod is to be cut into pieces that are 4 feet long. How many pieces will they
7

have?
a. 14 b. 28 c. 32 d. 56

3. How many halves are there in three-fourth?

1 1 1
a.
4
b. c.1 d. 1
2 2
Exercise 2

Read and analyze the problem. Then answer the questions and do the directions that follows:

a. What is asked?
b. What are the given facts?
c. What process will you use?
d. What is the number sentence?
e. What is your solution?
f. What is the complete answer?

3 5
1. A warehouse has 1 meters of tape. If they divide the tape onto pieces that are
10 8
meters long, then how many pieces will they have?

m.
n.
o.
p.
q.

r.

2. An electrician has a piece of wire that is 4 and 3/8 centimeters long. If he divides the
wire into 5 pieces, how many centimeters does each part measure?

g.
h.
i.
j.
k.

l.

Exercise 3
Direction: Solve the following problems:
1
1. Ellen made a trip of 108 km in 2 hours. What was her average speed?
4
Note: Speed = Distance ÷ Time
Solution:

Answer:
3
2. How many 3 cm long pieces can be cut from a 9m ribbon?
4
Note: 1m = 100 cm
Solution:

Answer:

Exercise 4

Direction: Answer the following problems. Show your solutions and label your answer
properly.
1. A pizza is cut into slices that area each 1 of the whole. John is going to eat 1 of the
6 2
whole pizza. How many slices will John eat?

2. Vera is using her phone. Its battery life is down to 2, and it drains another 1 every
5 9
hour. How many hour will her battery last?
Exercise 5
Read and analyze the problem. Show your solution. You may draw a diagram or other tool/strate
1. There are beads of different colors in a box. One- third of the beads are yellow and the rest of

2. If 7 of 80
8

Rubrics for Scoring:

Level 1 Level 2 Level 3 Level 4
(0 pt.) (1 pt.) (2 pts.) (3 pts.)
Learner shows Learner only Learner only Learner shows
Amount of no attempt to shows answer. shows answer complete
Work really do any of but showed solution and
the problems, partial work. gives an
no answer answer.
given.
Learner shows Learner shows Learner shows Learner shows
no limited partial thorough
Understanding understanding understanding understanding understanding
of solving of solving of solving of solving
routine and routine and routine and routine and
non-routine non-routine non-routine non-routine
problems problems problems problems
involving involving involving involving
division of division of division of division of
fractions. fractions. fractions. fractions.
Reflection
1. What part of the activity do you find difficult? Why?

2. What part of the activity do you find easy? Why?

References
21st Century MATHletes 6

Prepared by:

CZARINA A. PERIDO
Teacher
Answer Key
 MATHEMATICS 6
Name: Grade:
Date: Score:

LEARNING ACTIVITY SHEET

Adding and Subtracting Decimals and Mixed Decimals through Ten
Thousandths

Background Information for Learners

Decimal is any number either positive or negative shown with decimal point based upon
tenths, hundredths, thousandths, ten thousandths or so on.

Mixed decimals are numbers with both whole numbers and decimals.

Regrouping is referred to as the carrying forward in addition and borrowing in

subtraction problems.
TO ADD DECIMALS AND MIXED DECIMALS
Learning Competency
Adding and Subtracting Decimals and Mixed Decimals through Ten Thousandths- M6NS-
Id-106.2

Exercise 1
Directions: Add the following decimals and mixed decimals. Write your answer on the
spaces provided.

1. 8.9395 + 1.2973 =
6. 2.421 + 6.0473 =
2. 2.8862 + 8.2758 =
7. 5.2697 + 4.4603 =
3. 5.9529 + 2.0043 =
8. 0.0003 + 2.6035 =
4. 1.223 + 0.4643 =
9. 3.7092 + 9.2965 =
5. 3.2292 + 9.45 =
10. 7.0551 + 0.8388 =
Exercise 2
Directions: Subtract the following decimals and mixed decimals. Write your answer and
show your solution on a separate sheet of paper.

1. 0.2831 – 0.2018 = 6. 5.5714 – 1.1209 =

2. 2.0407 – 0.0215 = 7. 9.2909 – 0.5379 =

3. 1.9976 – 0.9077 = 8. 6.4543 – 3.7146 =

4. 6.8103 – 1.8299 = 9. 1.3692 – 1.3456 =

5. 8.9893 – 3.852 = 10. 5.634 – 4.4977 =

Exercise 3
Directions: Solve the decimal subtraction and addition problems below. Write your answer
on the box.

1. 2. 3. 4. 5.
4.3681 456.219 5.6732 82.3787 46.2779
- 2.179 - 272.3001 - 0.792 - 74.4693 - 37.1673

6. 7. 8. 9. 10.
37.5246 75.2911 0.4523 123.6507 56.7161
+ 19.7303 + 38.3894 + 0.383 + 23.45 + 33.40
Exercise 4
Direction: Solve the following problems.

1. 0.6372 6. 0.7197
- 0.5290 - 0.6229

2. 0.8419 7. 0.5883
+ 0.4062 + 0.2354

3. 0.6641 8. 158.7704
- 0.1239 - 79.6322

4. 0.6906 9. 916.2718
+ 0.5698 + 13.2228

5. 213.6915 – 104.5022 = 10. 11.6906 + 82.5698 =

Exercise 5
Direction: Solve the addition and subtraction problem. Show your solution.

Joey, the Supreme Pupil Government president with Mabel his vice president,
decided to help their fellow students to have face masks, sanitizers and alcohol. In
doing so, they proposed a project to collect plastic bottles every class and sell them.

The 3rd year class earned a total of ₱ 3, 159.0053, the 4th year class earned ₱ 4,
215.8617, the 2nd year class earned ₱ 1, 982.516 and the 1st year class earned ₱ 7,
002.75. How much money the SPG earned from the project?

1. Solution:

Answer:

They listed down and canvassed on the needed items and have came up with the
total amount of ₱ 15, 110.8524. How much money will be left after purchasing the
items?

2. Solution:

Answer:
Exercise 6
Direction: Solve for the problems and let your answers guide you to the finish line of the
maze. You should pass all the letters to reach the finish line. Use some crayons to
emphasize your answer.

Reflection:
Complete this statement:
In this activity, I learned that

References:
Module 7A, Mathematics 6 Quarter 1
Curriculum Guide

Prepared by:

ROSALIE T. YAO
Writer
Answer Key
 MATHEMATICS 6
Name: Grade:
Date: Score:

LEARNING ACTIVITY SHEET

Solving Routine and Non-routine Addition and Subtraction of Decimals

Background Information for Learners

Routine problem solving involves using at least one of the four arithmetic operations and/or ratio
to solve problems that are practical in nature.

Non-routine problems typically do not have an immediately apparent strategy for solving them.

SOLVING WORD PROBLEMS WITH DECIMALS USING ADDITION AND SUBTRACTION (STEP BY STEP)

Set A

Alliyah, Lyka and Abegail went to the school clinic to find out their weights. Alliyah’s
weight is 32.5812 kilograms. Lyka’s weight is 33.5691 kilograms, while Abegail weighs
35.8401 kilograms. What is the total weight of the three pupils?

Set B

After a month, they returned to the school clinic to have their weights listed, Alliyah’s
weight is 30.1672 kilograms. Lyka’s weight is 35.5781 kilograms, while Abegail weighs
31.6728 kilograms. Comnpared to their weights from their first visit, how much weight did they
lose or gain?

Step 1:

Understand the word problem

a. What is asked?

Set A Set B

The total weight of the three pupils. The weight did they lose or gain.
 b. What are the given?

Set A Set B
 Alliyah’s weight is 32.5812  Alliyah’s weight is 30.1672 kilograms
kilograms  Lyka’s weight is 35.5781 kilograms
 Lyka’s weight is 33.5691  Abegail weighs 31.6728 kilograms
kilograms
 Abegail weighs 35.8401 kilograms

Step 2:

Plan what operations shall we use

What operation to use?

Set A Set B

Addition Subtraction

Step 3:

Solve. Show your computation

Solve

Set A Set B

Add: Subtraction
Al: 32.5812- 30.1672
32.5812 + 33.5691 + 35.8401 L: 35.5781 - 33.5691
( add the given numbers using the steps Ab: 35.8401 - 31.6728
from the past lesson (subtract the given numbers using the
steps from the past lesson)
Answer: The total weight of the three Answer:
pupils is 101.9904 kg.
Abegail loses 2.414 kg, Lyka gains
2.009 kg and Abegail loses 4.1676 kg.
 Step 4:

Check your answer. Mentally

compute.

Learning Competency
Solving Routine and Non-routine Addition and Subtraction of Decimals

Activity 1
Directions: Encircle the letter of the correct sum/ difference for each equation.

1. The sum of 23.4564, 90.3541 and 345.9017 is?

a. 459.7122 b. 45.9712 c. 459.2217 d. 4597.122

2. 234.45 added to the difference of 89 and 23.7658 is?

a. 29.9684 b. 299.4268 c. 299.6842 d. 299.2486

3. Increase 234.5796 by the difference of 5.2316 and 2.6783, the answer is?

a. 23.7132 b. 237.132 c. 2371.329 d. 237.1329

4. Take away 45.3278 from 890.4511, the answer is?

a. 8451.233 b. 845.1233 c. 84.5123 d. 8.4512

5. Subtract 68.5015 from the sum of 21.5489 and 80.2177, the answer is?
a. 33.2651 b. 332.651 c. 32.3651 d. 33.1562

Activity 2
Directions: Solve for the problem. Use the guide below. Show your solution. 1.

In a sale, a washing machine costs ₱ 3,999.99 and a dryer costs ₱ 3,569.75. How much the
set would cost Mrs. Perez if she decided to buy both the appliances?
What is asked?:

Given:

Operation:

Solution:

Answer:

2.

In a sale, a TV set costs ₱ 5,999.99. Its original price was ₱ 8,589.75. How much was reduced
from its original price before the sale?

What is asked? :

Given:

Operation:

Solution:

Answer:

Activity 3
Directions: Solve the following. Write the correct answer on your notebook.
1. The sum of the difference of 56. 7821 and 19.4526, and14.2387 is?

2. Reduce the sum of 78.451 and 69.354 by the sum of the 12.0365
and 16.5472.

3. Increase 27.4578 by 5.7835.

4. Take away 28.5671 from the sum of 19.54 and 27.6902.

5. Deduct 15.729 from the sum of 26.84 and 4.59.

Activity 4
Directions: Solve the problems. Show all the steps. Write your answer on your notebook.

1. Marissa bought a dress worth ₱ 1, 966.99. If she gave ₱ 2,000.00 to the cashier,
how much is her change?

What is asked? :

Given:
Operation:

Solution:

Answer:

2. In the 100 meter-dash category in the last Palarong Pambansa, a runner from Isabela
ran 9.8821 seconds, while a runner from Quirino ran 9.8972 seconds. Who ran faster?
By how many seconds less?

What is asked?

Given:

Operation:

Solution:

Answer:

3. A wooden crate containing 48 papayas weighs 32.516 kg. If 24 of the papayas are
removed, the weight of the crate with the remaining papayas is 17.251 kg. What is
the weight of the 24 papayas?

What is asked?

Given:

Operation:

Solution:

Answer:

4. Raffy weighs 75.82 kilograms and Sally weighs 65.9271 kilograms. If both of their
weights are combined, what is the total of their weights?

What is asked?

Given:

Operation:

Solution:

Answer:
5. A bag costs ₱ 1,650.50 and Ana paid ₱ 2,000.00 to the cashier. How much was her
change?

What is asked?

Given:

Operation:

Solution:

Answer:

Activity 5
Direction: Solve the following problems. Use a separate sheet of paper for this activity. Show
your solution.
1. Christine is making face mask, each 2.5 dm on a side. How much cloth does she need to
put around 4 face masks?

2. A large bottle of alcohol costs ₱150.75. A small bottle of alcohol costs ₱75.70. Robert
bought one large bottle on Monday and bought one small bottle on Saturday. How much does
he spent buying alcohol?

3. The highest mountain in the Philippines, Mount Apo, has a height of 2.25 km. The deepest
ocean in the Philippines, Philippine Trench, has a depth of 1.1514 km. What would be the
vertical distance from the top of Mount Apo to the bottom of Philippine Trench?
4-5. Marie and Ben is buying some school portfolio materials. The store is selling supplies such as
clear book for ₱ 149.25, a pack of colored papers ₱ 126.75 and sequins for ₱ 50.00.
a. How much does all of the school portfolio materials cost?

b. How much would be their change if they paid ₱ 500.00 at the cashier?

Activity 6
Direction: Solve for the problem. Show your solution. Use a separate sheet of paper.
Refer to the table below of liquid and its weight.

Liquid Pounds per Gallon

Seawater 8.58

Drinking water 8.33

Gasoline 5.664

Kerosene 6.6641

Oil 7.4975
1. How heavy is 4 gallons of kerosene?

2. How much more does a gallon of seawater weigh than a gallon of drinking water?

3. Which weigh more, 1 gallon of oil or 2 gallons of gasoline? How much more?

4. What is the difference in weight of 2 gallons of seawater and 2 gallons of drinking water?

5. How much all the liquid weighs in total?

Reflection:
In this activity, I learned that

References:
Module 7B, Mathematics 6 Quarter 1

Curriculum Guide

Prepared by:
ROSALIE T. YAO
Writer
Answer Key
 MATHEMATICS 6
Name: Date: Grade Level:
Score:

LEARNING ACTIVITY SHEET

Multiplication of Decimals and Mixed Decimals

Background Information for Learners

This activity sheet serves as a self-learning guide for the learners. It facilitates
lesson comprehension as it specifically aims for students’ mastery on multiplying
decimals and mixed decimals.

The process of multiplying decimals and mixed decimals involves a series of steps
the same with multiplying whole numbers but in addition, it requires considering the
number of decimal places in the factors to obtain the correct number of decimal places in
the product.

The following example show the steps in multiplying decimals and mixed decimals.

Example 1: 321 x 0.41 =

Step
1 321
x 0.41
Multiply as in whole numbers.
3 21
+128 4
131 61

Step
2 321 0 decimal place Count the number of
x 0.41 2 decimal places decimal places in both
3 21 factors.
+128 4
131 61 2 decimal places 0+2=2

Step
3 321 0 decimal place The total number of decimal
x 0.41 2 decimal places places in the factors is the
3 21 same number of decimal places
+128 4 in the product.
131.61 2 decimal places Place the decimal point 2
decimal places from the right.

Answer: 321 x 0.41 = 131.61

Example 2: 0.91 x 0.6 =

Step
1 5
0.91
x 0.6
Multiply as in whole numbers.
546
+ 0 00
0 546

Step
2 5
0.91 2 decimal places Count the number of
x 0.6 1 decimal place decimal places in both
546 factors.
+ 000
0 546 3 decimal places 2+1=3

Step
3 5 The total number of decimal
0.91 2 decimal places places in the factors is the
x 0.6 1 decimal place same number of decimal places
546 in the product.
+ 000
0.546 3 decimal places Place the decimal point 3
decimal place from the right.
Answer: 0.91 x 0.6 = 0.546

Example 3: 0.84 x 2.36 =

Step 1
11
2
0.84
x 2.36
504 Multiply as in whole numbers.
252
+ 1 68
1 9824

Step
2 11
2
0.84 2 decimal Count the number of
places x 2.36 2 decimal decimal places in both
places factors.
504
252
+ 1 68
1 9824 4 decimal places 2+2=4
Step
3 11
The total number of decimal
2
0.84 2 decimal places in the factors is the
same number of decimal places
in the product.
p x 2.36 2 decimal
l places
a 504
c 252
e + 1 68
s 1.9824 4 decimal places Place the decimal point 4
decimal place from the right.

Answer: 0.84 x 2.36 = 1.9824

Learning Competency: The learner multiplies decimals and mixed decimals with factors
up to 2 decimal places (M6NS-Ie-111.3).

Exercise 1
Direction: Write the decimal point in its proper place to get the correct product.
1) 2)
0.7 0.04
x 0.3 x 0.9
21 036
00 000
021 0036

Answer: Answer:

3) 4)
0.56 0.6
x 0.7 x 0.48
392 48
000 24
0392 00
0248

Answer: Answer:

5) 6)
0.98 0.18
x 0.06 x 0. 53
588 054
000 090
000 000
00588 00954

Answer: Answer:
Exercise 2
Direction: Find out the missing word in the saying by solving each item below and
placing the letter that corresponds to the answer in its respective blank.

“ is one of the keys to reach proficiency

in Mathematics”.
5 3 7 1 3 6 3 7 2 8 4 3

1) 9 x 0.3 = Letter: 2) 51 x 0. 2 = Letter: LETTER

CHOICES

10.2 - A

61.42 - O

62.79 - C
3) 1.8 x 4.7 = Letter: 4) 2.3 x 27.3 = Letter:

1.82 - P

8.46 - E

34.276 - R
5) 7 x 0.26 = Letter: 6) 34 x 2.13 = Letter:
18.062 - G

2.7 - S

62.79 - I

7) 7.6 x 4.51 = Letter: 8) 9.82 x 11.21 = Letter:

305.7006 - T

110.0822 - N

72.42 - V
Exercise 3
Direction: Fill in the empty cells by performing multiplication of the given decimals.
Example: 0.6 x 3 = 1.8

0.6 x 3 1.8 x 0.35 0.9

x x x x x
32.5 8.74 5.2 86 x 0.7

x 1.8
x x x x
0.49 2.4 10 x 40.75 0.3
x x
0.1 0.02

Exercise 4

Direction: Write True if the number sentence is correct and False if it is not.

16. 0.8 x 0.38 = 3.04 6) 0.6 x 0.9 = 0.54

17. 0.4 x 1.6 = 0.64 7) 3.9 x 1.5 = 58.5

18. 1.7 x 12 = 0.204 8) 0.56 x 9 = 504

19. 13.6 x 4.7 = 63.92 9) 4.07 x 8.2 = 33.374

20. 0.53 x 11.4 = 6.042 10) 0.73 x 2.9 =21.17

Exercise 5
Direction: Read and solve the problems below. Show your solution and label your
answers properly.

1. Marco bought 25 boxes of face mask to be donated for the teachers in his previous
school. If each box of face mask costs Php 395.95, how much did he spend in all?

Solution:

Answer:

2. The Masikap Elementary School bought 5.6 gallons of alcohol to be used for
sanitation in their school. If each gallon costs Php 515.75, how much did the school
spend for the alcohol?

Solution:

Answer:

Rubrics for scoring:

Level 1 Level 2 Level 3 Level 4

(0 pt.) (1 pt.) (2 pts.) (3 pts.)
Learner shows no Learner only Learner only Learner shows
attempt to really shows answer. shows answer but complete solution
Amount of Work do any of the showed partial and gives an
problems, no work. answer.
answer given.
Learner shows no Learner shows Learner shows Learner shows
understanding of limited partial thorough
multiplying understanding of understanding of understanding
Understanding
decimals and multiplying multiplying of multiplying
mixed decimals decimals and decimals and decimals and
mixed decimals mixed decimals mixed decimals
Reflection

1. What part of the activity do you find difficult? Why?

2. What part of the activity do you find easy? Why?

References

21st Century Mathletes 6, pages 56-58

https://www.lessonplanet.com/teachers/dialing-for-answers13
https://www.tes.com/teaching-resource/multiplying-decimals-crossword-
puzzle- 12175601

Prepared by:

JAM V. FALLARIA
Writer
Answer key:

MATHEMATICS 6
Name:
Date:

Grade Level:
Score:

LEARNING ACTIVITY SHEET

Multiplication of Decimals up to 2 Decimal Places
by 10, 100, 0.1 and 0.01 Mentally

Background Information for Learners

This activity sheet serves as a self-learning guide for the learners. It facilitates
lesson comprehension as it specifically aims for learners’ mastery on multiplying decimals
up to 2 decimal places by 10, 100, 0.1 and 0.01 mentally.

Remember, when multiplying decimals by 10 or 100, move the decimal point in

the dividend to the right based on the number of zeros in 10 or 100.

The following example shows the steps in dividing decimals up to 2 decimal

places by 10 and 100:

Example 1:
The multiplier 10 has 1
0.09 X 10 = 0 0.9 = 0.9 zero

Move the decimal point

0.7 x 10 = 0 7. = 7 1 place to the right

Drop the zero/s before

2.48 x 10 = 2 4.8 = 24.8 the whole number

Example 2:

0.07 X 100 = 0 7. = 0 0 7. = 7
0 The multiplier 100 has 2
zeros

0.85 x 100 = 0 8 5. = 0 8 5 = 85 Move the decimal point

2 places to the right

2.39 x 100 = 2 3 9. = 239 Drop the zero/s before

the whole number

0.6 x 100 = 0 6 . = 0 6 0. = 60 Add zero/s to fill in the

empty place value.
 47.1 x 100 = 4 7 1 . = 4 7 1 0. = 4710
On the other hand, when multiplying decimals by 0.1 or 0.01, move the decimal
point in the dividend to the left based on the number of decimal places in 0.1 or 0.01.

The following example shows the steps in multiplying decimals up to 2 decimal

places by 0.1 or 0.01:

Example 1:
The multiplier 0.1 has 1
2460 x 0.1 = 246.0 = 246 decimal place

312 x 0.1 = 31.2 = 31.2 Move the decimal point

1 place to the left

56.8 x 0.1 = 5.6 8 = 5.68 Drop the zero/s after the

decimal point if there is no
other digit that comes after
9.7 x 0.1 = .9 7 = 0.97
Add zero before the decimal
point if there is no digit in the
0.45 x 0.1 = .0 4 5 = 0.045
ones place

Example 2:
The multiplier 0.01 has 2
765 x 0.01 = 7.6 5 = 7.65 decimal places

Move the decimal point

42.5 x 0.01 = .4 2 5 = 0.425 2 places to the left

Drop the zero/s after the

3.69 x 0.01 = . 3 6 9 = 0.0369 decimal point if there is no
other digit that comes after

Add zero/s to fill in the empty

place value.
Learning Competency: The learner multiplies mentally decimals up to 2 decimal places
by 0.1, 0.01, 10 and 100 (M6NS-Ie-111.4)

Exercise 1

Direction: Match the factors in column A with the correct product in column B. Write the
letter of the answer on the blank provided.

COLUMN A COLUMN B
1. 0.3 x 100 a. 0.4
2. 21.8 x 100 b. 30
3. 0.04 x 10 c. 35.6
4. 3.56 x 10 d. 0.0218
5. 19.17 x 10 e. 0.1917
6. 0.4 x 0.1 f. 2180
7. 3 x 0.01 g. 0.03
8. 2.18 x 0.01 h. 191.7
9. 1.917 x 0.1 i. 0.04
10. 35.6 x 0.01 j. 0.356

Exercise 2

Direction: Write True if the number sentence is correct and False if it is not.

1. 0.51 x 10 = 5.1

2. 0.08 x 10 = 0.8

3. 2.9 x 100 = 2900

4. 31.7 x 100 = 0.317

5. 10.49 x 10 = 1.049

6. 0.2 x 0.01 = 0.002

7. 0.45 x 0.1 = 4.5

8. 8.6 x 0.01 = 0.086

9. 19.76 x 0.1 = 1.976

10. 385 x 0.01 = 38.5

Exercise 3

Direction: Complete the table by writing the product of the decimal and the multiplier
given in each column.

MULTIPLIER
DECIMAL
x 0.01 x 0.1 x 10 x 100

Ex. 4.13 0.0413 0.413 41.3 413

0.37 1. 2. 3.7 3.

0.6 4. 0.06 5. 6.

19.8 7. 8. 9. 1980

64.51 0.6451 10. 11. 12.

130.2 1.302 13. 14. 15.

Exercise 4

Direction: Choose among 10, 100, 0.1 or 0.01 to make the number sentence correct.

1) 132.18 x = 13.218 6) 92.45 x = 9 245

2) 0.83 x = 8.3 7) 82.17 x = 0.8217

3) 57.4 x = 0.574 8) 0.9 x =9

4) 0.02 x = 0.002 9) 1.56 x = 15.6

5) 6.7 x = 670 10) 405.9 x = 4.059

Exercise 5:

Direction: Solve each problem. Label your answers properly.

1. Rico contributed 10 bags of relief goods using his savings to reach out to families
within their barangay who are currently unemployed due to the pandemic. If each bag of
relief goods costs Php 275.58, how much of his savings did he use to contribute relief
goods?

 Answer:
2. Dela Cruz family donated 100 US dollars for the PPEs and face masks of the front-
liners in their community hospital. If 1 US dollar is equivalent to Php50.44, how much is
their donation when converted to peso?

 Answer:

3. In making home-made disinfectant, 0.01L of bleach is mixed with water in one

medium- sized spray bottle. If 15 pieces medium-sized spray bottle of home-made
disinfectant will be prepared, how many liters of bleach will be needed?

 Answer:

4. Zia wants to make a pitcher of calamansi juice as a refreshment and for additional
vitamin C as well. She bought 0.1kg of calamansi at Php 80 per kilogram. How much did
she pay for the calamansi?

 Answer:

Reflection

1. What happens to the value of the decimal when multiplied by 10 or 100? How
about when multiplied by 0.1 or 0.01?

2. How do you think this topic will help you in your daily activities?
Answer key:

References
21st Century Mathletes 6, page 58-59

Prepared by:
JAM V. FALLARIA
Writer
 MATHEMATICS 6
Name: Grade Level:
Date: Score:

LEARNING ACTIVITY SHEET

Solving Routine Problems Involving Multiplication of Decimals and Mixed
Decimals Including Money Using Appropriate Problem-Solving Strategies

Background Information for Learners

This activity sheet serves as a self-learning guide for the learners. It facilitates
lesson comprehension as it specifically aims for pupils’ mastery on solving routine and
non-routine problems involving multiplication of decimals and mixed decimals including
money using appropriate problem-solving strategies.

We can categorize problems into two basic types: routine and non-routine. The
purposes and the strategies use for solving problems are different for each type. Routine
problems involve using at least one of the four fundamental operations to solve problems
that are practical in nature.

The following example shows the steps in solving routine problems.

Precious’ godmother Valen sent her 50 Canadian dollars as a birthday

gift to her on her 8th birthday. She wants to use this to buy her favorite cooking
toys but she has to convert it to peso first. So, she asked her dad to exchange
this from the nearest Foreign Exchange Shop. The exchange rate of 1 Canadian
dollar to peso is ₱36.43. How much is 50 Canadian dollars when converted to
peso?

THINK
Know what is asked The exchange rate of 50 Canadian dollars
into peso

Know what are given facts 50 Canadian dollars

1 Canadian dollar=Php 36.43
PLAN
Determine the operation to be used. Multiplication

Write the number/mathematical sentence 5 x Php 36.43 = n

 SOLVE
Perform the operation Php 36.43 2 decimal places
x 50 0 decimal place
0000
+ 18215
Php 1821.50 2 decimal places

Answer Php 1821.50 is the total amount of

exchange rate of 50 Canadian dollar into
peso.
CHECK AND LOOK BACK
Divide the product (1821.500 by the 36.43
other factor (50). 50 1821.50
-150
321
-300
215
-200
150
-150
0

Learning Competency: Solving routine and non-routine problems involving

multiplication of decimals and mixed decimals including money using appropriate problem-
solving strategies (M6NS-Ie-113.2)

Exercise 1
Direction: Match the steps used in solving problem found in Column A with the given
facts written in Column B. Write the letter of the correct answer.

Loida wants to buy a set of pillowcases costs Php 179.99 from an online seller.
How much will she pay if she buys 3.5 sets?

No. COLUMN A COLUMN B

1. The problem is asking for … a. multiplication

2. The given facts are … b. Php 179.99, 3.5 sets

3. The operation/s to be used is … c. Php 179.99 x 3.5= n

4. The mathematical sentence is … d. Php 629.96

5. The answer to the problem is … e. amount of money she will pay

f. total pieces of pillowcase

Exercise 2
Direction: Complete the Four-step Plan table below.

Your parents went to the supermarket to buy some groceries for your family.
As your mom look on the list of goods you prepared, the first one is apple since it’s
your favorite fruit. She picked 10 kilograms of apples instead of 5 kilograms as you
listed from the box of fruits with a tagged of P35.50 per kilogram. How much do
you think will your mom pay for all the apples she picked?

THINK
What is asked? 1.

What are the given facts? 2.

What operation should be used? 3.

Give the number/mathematical sentence 4.

Perform the operation 5.

6.
Answer
CHECK AND LOOK BACK
How will you check if your answer is 7.
correct?

Why do you think she picked 10 kg instead of 5 kg only?

Is eating apple good to your health? Why? Why not?

Exercise 3
Direction: Refer to the exchange rate table below. Encircle the letter of the correct
answer.
FOREIGN CURRENCY EXCHANGE RATE IN PESO
1 Japan yen ₱ 0.47
1 Canada dollar ₱ 36.43
1 UK pound ₱ 61.97
Source:
http://www.bsp.gov.ph/statistics/sdds/exchrate.htm Date
retrieved: 19-May-2020 08:48 AM

1. Princess, Precious, and Pretty has each 5 US dollars. If the exchange rate of US dollar
into peso is Php 50.44? How much does each have?
a. Php 252.20
b. Php 504.04
c. Php 252.50
d. Php 504.44

2. How much money in Philippine peso can you get if you exchange your 30, 000
yen? a. Php 14,100 c. Php 14,100.50
b. Php 1,410 d. Php 1,410.40

3. What is the value of 10 UK pound in Philippine

peso? a. Php 309.85 c. Php 619.17
b. Php 364.30 d. Php 619.70

4. Suppose you bought a pair of shoes worth UK pound 20, and a watch worth 20
Canadian dollar. How much does all of it cost in Philippine peso?
a. Php 1,968.00 c. Php 1968.50
b. Php 1,986.00 d. Php 1986.50

5. Give the value of 60,000 Japanese yen in Philippine

peso? a. Php 2,800.00 c. Php 28,200.00
b. Php 280,000.00 d. Php 28,800.00
Exercise 4
Direction: Use the exchange rate table on the next page to solve the following problem.
Show your solution and label your answer

FOREIGN CURRENCY EXCHANGE RATE IN PESO

1 Japan yen Php 0.47
1 Canada dollar Php 36.43
1 UK pound Php 61.97
1Thailand Baht Php 1.367
1 Hongkong dolllar Php 5. 757

Emerson’s hobby is collecting foreign currencies. Now that he can’t work

because of COVID-19 pandemic he was forced to use his collection
because his savings is exhausted. He went to the Foreign Exchange Shop
to exchange his foreign currencies. Based on the exchange rate table
above, how much each will he received if he exchanges the following
foreign currencies?

1. 10,000 yen = 2. 15 UK pound =

Solution: Solution:

3. 100 Canadian Dollar = 4. 5,000 Baht =

Solution: Solution:

5. 1,000 Hongkong Dollar =

Solution:
Rubrics for scoring:
Level 1 Level 2 Level 3 Level 4
(0 pt.) (1 pt.) (2 pts.) (3 pts.)
Learner shows no Learner only Learner only Learner shows
attempt to really shows answer. shows answer but complete solution
Amount of Work do any of the showed partial and gives an
problems, no work. answer.
answer given.
Learner shows no Learner shows Learner shows Learner shows
understanding of limited partial thorough
multiplying understanding of understanding of understanding
Understanding
decimals and multiplying multiplying of multiplying
mixed decimals decimals and decimals and decimals and
mixed decimals mixed decimals mixed decimals

Exercise 5
Direction: Solve the following problems. Show your complete solution and label your
answers properly.

1. A 60 ml of sanitizer is sold at Php 18.50 each. How much will you pay for
25 pieces?
Solution:

Answer:

2. You are planning to donate 150 ml alcohol at Php 29.75 each to the frontliners
in your barangay. How much will you pay for 125 pieces?
Solution:

Answer:
Rubrics for scoring:

Level 1 Level 2 Level 3 Level 4

(0 pt.) (1 pt.) (2 pts.) (3 pts.)
Learner shows no Learner only Learner only Learner shows
attempt to really shows answer. shows answer but complete solution
Amount of Work do any of the showed partial and gives an
problems, no work. answer.
answer given.
Learner shows no Learner shows Learner shows Learner shows
understanding of limited partial thorough
multiplying understanding of understanding of understanding
Understanding
decimals and multiplying multiplying of multiplying
mixed decimals decimals and decimals and decimals and
mixed decimals mixed decimals mixed decimals

Reflection
1. What part of the activity do you find difficult? Why?

2. What part of the activity do you find easy? Why?

Reference
21st Century Mathletes 6, pages 60-61

Prepared by:

EMERSON C, AYUMAN
Writer
Answer Key
 MATHEMATICS 6
Name: Grade Level:
Section: Date:

LEARNING ACTIVITY SHEET

Solves Multi-step Problems involving Multiplication and Addition or
Subtraction of Decimals

Background Information for Learners

This activity sheet serves as a self-learning guide for the learners. It facilitates
lesson comprehension as it specifically aims for students’ mastery on solving multi-step
problems involving multiplication and addition or subtraction of decimals, mixed decimals
and whole numbers including money using appropriate problem-solving strategies and
tools.

Solving multi-step problems require a more complex process and multiple strategies.
It involves series of operations including multiplication, addition and/or subtraction.

The example below shows the four-step process in solving a multi-step problem.

Mother bought 3kg of chicken at Php 149.75 per kilogram, 2.5kg of beef
at Php 300 per kilogram and 1.25kg of pork at Php 200 per kilogram. If she
handed Php 1,500 to the cashier, how much was her change?

THINK
Know what is asked How much was Mother’s change?

Know what are given 3kg of chicken at Php 149.75 per kilogram
facts 2.5kg of beef at Php 300 per kilogram
1.25kg of pork at Php 200 per kilogram
Php 1,500 handed to the cashier

PLAN
Determine the Multiplication, Addition and Subtraction
operation to be used.

Write the N = 1,500 – (3 x 149.75) + (2.5 x 300) + (1.25 x 200))

number/mathematical
sentence
 SOLVE
Perform the operations Follow the order of operations.

Step 1: Multiply first

Chicken: 3 x 149.75 = 449.25

Beef: 2.5 x 300 = 750

Pork: 1.25 x 200 = 250

Step 2: Add the amount of each item

449.25
750.00
+ 250.00
1,449.25

Step 3: Subtract the total amount from the money handed to

the cashier

1,500.00
-1,449.25
50.75

Answer
Mother’s change was Php 50.75.

CHECK AND LOOK

BACK
Work backwards Add the change to the total amount of all items bought and
you should get Php 1,500.

Learning Competency: The learner solves multi-step problems involving multiplication

and addition or subtraction of decimals, mixed decimals and whole numbers including
money using appropriate problem-solving strategies and tools. (M6NS-If-113.3).
Exercise 1
Direction: Read and analyze the following problems. Choose the letter of the correct set
of operations involved in each problem.

1. Pio bought 25 pieces of siopao at Php24.75 each to be given as snacks for the checkpoint
officers at their town entry point. If he handed Php 1,000 to the cashier, how much was his
change?
a. multiplication & addition b. multiplication & division c. multiplication & subtraction

2. Maya jogs five days a week to keep her body healthy. She jogged an average distance of
2.45km a day for four days. If she jogged 3.20km on the fifth day, how many kilometers did she
jog within 5 days?
a. multiplication & addition b. multiplication & division c. multiplication & subtraction

3. Buddy sold 6 boxes of face masks as Php 350.65 each. If he paid Php 150 for the courier,
how much was left from his earnings?
a. multiplication & addition b. multiplication & division c. multiplication & subtraction

4. Lara and Bon bought 3 small bottles of hand sanitizers for Php 24.35 each and 4 boxes of
facial tissue for Php 12.15 each. How much did they pay in all?
a. addition, subtraction b. multiplication, addition c. multiplication, subtraction

5. Moira and Bill bought a pan of spaghetti for P270, a tub of ice cream for P99.50 and 2 big
bottles of softdrink at Php 65.75. If their budget was P500, how much was their change?
a. addition, multiplication & b. addition, subtraction & c. addition, subtraction &
division multiplication division

Exercise 2
Match the steps used in solving problem found in Column A with the given facts
written in Column B. Write the letter of the correct answer.

Melissa sold 8 boxes of face masks as Php 350.65 each. If he paid Php 200 for
the courier, how much was left from her earnings?
 No. COLUMN A COLUMN B
1. The problem is asking for … a. multiplication & subtraction

2. The given facts are … b. 8 boxes of face masks at Php

350.65 each
3. The operation/s to be used is … c. Php 350.65 x 8 – Php 200 =n
4. The mathematical sentence is … d. Php 2,605.20

5. The answer to the problem is … e. how much was left from her
earnings
f. Php 200

Exercise 3
Direction: Read and solve the problem. Answer the questions using the 4 -step process.

Problem 1: Maya jogs five days a week to keep her body healthy. She jogged an average
distance of 2.45km a day for four days. If she jogged 3.20km on the fifth day, how many
kilometers did she jog within 5 days?
THINK
Know what is asked

Know what are given

facts

PLAN
Determine the
operation to be used.

Write the
number/mathematical
sentence
 SOLVE
Perform the operations

Answer
CHECK AND LOOK
BACK
Work backwards

Problem 2: Leira bought 15 kg of avocados at Php 50.75 per kilogram. If she sold them at
Php 60 per kilogram, how much did she gain?
THINK
Know what is asked

Know what are given

facts
PLAN
Determine the
operation to be used.

Write the
number/mathematical
sentence
 SOLVE
Perform the operations

Answer
CHECK AND LOOK
BACK
Work backwards

Problem 3: Moira and Bill bought a pan of spaghetti for P270, a tub of ice cream for
P99.50 and 2 big bottles of softdrink at Php 60.75. If their budget was P500, how much
was their change?
THINK
Know what is asked

Know what are given

facts
PLAN
Determine the
operation to be used.

Write the
number/mathematical
sentence
 SOLVE
Perform the operations

Answer
CHECK AND LOOK
BACK
Work backwards

Exercise 4

Direction: Read the problems. Encircle the letter of the correct answer.
1. If Peter bought two shirts for Php 340.55 each and handed Php 1,000 to the cashier,
how much was his change?
a. Php 318.90 b. Php 429.90 c. Php 760.55

2. Lia bought a pen for Php 62.35 and five notebooks for Php 34.25 each. How much
did she pay in all?
a. Php 96.60 b. Php171.25 c. Php 233.60

3. Carlo saved Php 34.50 on Monday and Php 47.75 on Tuesday. If Leo saved twice
as much as Carlo, how much did Leo save?
a. Php 82.25 b. Php 142.50 c. Php 164.50

4. Since Ben worked on a holiday, he earned twice his daily salary of P465.50 that day.
If he gave Php 300 to his mother, how much was left from his double pay?
a. Php 165.50 b. Php 631 c. Php 765.50

5. What is three times the sum of 4.56, 6.5 and 17.48?

a. 28.54 b. 57.08 c. 85.62
Exercise 5
Direction: Read and solve the following problems. Show your complete solution and label
your answers properly.
1. Bert’s average for the first three quarters are 87.67, 89.85 and 90.75 respectively.
What should be his average on the fourth quarter so he could reach a general average of
90 and be awarded with honors?

Solution:

Answer:
2. Celia bought 3.5 kg of mangoes at Php 50.25 per kilogram, 4kg of grapes at Php150
per kilogram, 5kg of apples at Php 47.75 per kilogram and a 4.6kg of watermelon at Php
45 per kilogram. If she handed Php 2,000 to the cashier, how much was her change?

Solution:

Answer:
Rubrics for scoring:

Level 1 Level 2 Level 3 Level 4

(0 pt.) (1 pt.) (2 pts.) (3 pts.)
Learner shows Learner only Learner only Learner shows
no attempt to shows answer. shows answer complete
Amount of
really do any of but showed solution and
Work
the problems, no partial work. gives an answer.
answer given.
Learner shows Learner shows Learner shows Learner shows
Understan no limited partial thorough
ding understanding understanding understanding understanding
about the topic. about the topic. about the topic. about the topic

Reflection
1. What part of the activity do you find difficult? Why?

2. What part of the activity do you find easy? Why?

References:
21st Century MATHletes 6

Prepared by:

JAM V. FALLARIA
Writer
Answer key:
 MATHEMATICS 6
Name: Date:Grade Level:
Score:

LEARNING ACTIVITY SHEET

Division of Decimals by Whole numbers

Background Information for Learners

This activity sheet serves as a self-learning guide for the learners. It facilitates
lesson comprehension as it specifically aims for students’ mastery on dividing of decimals
by whole numbers.

The process of dividing decimals by whole numbers involves a series of steps the
same with dividing whole numbers. To divide decimal by a whole number, write the
decimal point in the quotient directly above the decimal point in the dividend and divide as
usual.
The following example shows the steps in dividing decimals by whole numbers up
to 2 decimal places.

Example 1: 2.8 ÷7 =

Step
1
4
Divide as we do for whole numbers
7 2.8
-28
0

Step .4 Place the decimal point directly

2 7 2.8 above the decimal point in the
-28 dividend.
0

0.4 Write in the usual form. Insert

Step 7 2.8 zeros to the dividend when
3 needed.
- 28
0

To check the answer, multiply it with the divisor. The product obtained is the dividend.

Answer: 2.8 ÷ 7= 0.4

Example 2: 57 ÷9.5 =

Step 1
Express the divisor as a whole
number. Multiply 9.5 x 10=95 or just
9.5 57 move the decimal point to the right as
many places as there are decimals in
the divisor.

Step 2
Do the same with the
95 57.0 dividend. 57 x 10 = 570 or
move the decimal point to the right
as many places as there
are decimals in the
dividend.
Step
3
6 Divide as in whole number
95 570
-570
0

To check the answer, multiply it with the divisor. The product obtained is the dividend.

Answer: 57 ÷ 9.5 = 6

Example 3: 23.8 ÷ 0.7 =

Solution

23.8 x 10 = 238 We multiply 10 since the

0.7 10 7 10
divisor has 1 decimal place.
34
7 238 Perform the division process
- 21 as with whole numbers. Place
28 the decimal point above its
28 new position in the dividend.
0
23.8 x 10 = 238

Divide as in whole number

Answer: 23.8 ÷ 0.7 = 34

Example 4: Divide 281.25 by 2.25

 2.25 281.25 Move the decimal point of the divisor and
the dividend 2 places to the right.

125
Place the decimal point and do the long
225 28125.
division process
-225
562
-450
1125
-1125
0

Answer: 281.25 ÷ 2.25 = 125

Learning Competency: The learner divides decimals by whole numbers up to 2 decimal

places (M6NS-Ig-116.3).

Exercise 1
Direction: Find the quotient.

1. 15 293.4 4. 5.908 ÷ 26

2. 81 1.43 5. 3.572 ÷ 94

3. 91 45.5 6. 193.52 ÷ 59

Direction: Read and solve.

7. Dessa, Anne, and Dy bought materials for their project worth PhP276.45. The
girls divided the amount equally among themselves. How much is each share?
Solution:

Answer:
8. Three hundred seventy-five and twenty-five hundredths kilograms of mongo are to
be placed equally in 25 bags. How many kilograms will be in one bag?
Solution:

Answer:
9. A fisherman caught 15.45 kg of fish. He distributed the fish equally among his
5 relatives. How many kilograms did each relative get?
Solution:

Answer:

10. Ainno earns PhP2 221.50 every week. How much does he earn per day
except Sunday?
Solution:

Answer:

Exercise 2

Direction: Find the quotient and express them up to the thousandths place. Then check
your answers by multiplying the quotients by the divisors.
1. 132 ÷ 0.03 = n 2. 2 608 ÷ 0.54 = n

3. 1848 ÷ 0.42 = n 4. 7562 ÷ 0.18 = n

5. 728 ÷ 4.5 = n 6. 64 ÷ 1.6 = n

 7. 76 ÷ 2.5 = n 8. 374 ÷ 5.5

9. 902 ÷ 2.75 = n 10. 3762 ÷ 52.25

Exercise 3
A. Direction: Find the quotient.

1. 0.2 4.56 2. 0.75 274.82 3. 2.35 6.4

4. 4.73 10.998 5. 5.03 1.7013

B. Direction: Read and solve. Check your answer
6. Warly gets PhP105.35 per hour. If his weekly pay is PhP3 687.25, how many hours
did he work in a week?
Solution:

Answer:

7. A box containing pingpong balls weighs 67.50 grams. Each ball weighs 2.5 grams.
How many pingpong balls are there in the box?

Solution:

Answer:

8. A rope is 70.8 metres long. How many 5.9-metre pieces can be cut from it?

Solution:

Answer:
9. Jeremiah earned PhP1 291.50 for selling gulaman juice at PhP10.50 per glass.
How many glasses of gulaman juice was he able to sell?

Solution:

Answer:

10. Mrs. Pua has 72.8 meters of curtain material. She cuts it into 5.2-meter panels. How
many panels did she make?

Solution:

Answer:

Exercise 4

Directions: Find the quotient. (Do your work on another sheet of paper)

1. 56 7.28 2. 23 18.63

3. 62 255.44 4. 71 82.36
5. 40 8.580 6. 0.43 13 588

7. 0.25 14575 8. 0.46 1948

9. 0.35 5250 10. 0.60 4 100

Exercise 5.

Direction. Analyze and solve the problem:

1. If socks cost PhP180.75 for 3 pairs, how much does one cost?

2. If chocolate bars 8 for PhP246.80, how much is one chocolate bar?

3. You buy a microwave for PhP4 995.60 and agree to make 12 equal payments.
How much will each payment be?

4. You and 2 cousins agree to spend several hours loading a truck. The truck driver
gives you PhP360.75 to share. How much would each person get?
5. You buy 15 loaves of bread and the bill comes to PhP452.25. How much did each loaf
of bread cost?

6. Mr. Gabriel jogged a total of 40 kilometers during his stay in the city. If he jogged
0.20 kilometers daily, how long was his stay in the city?

7. How many pieces of string 0.62 dm long can be cut from a 21 204 dm spool of string?

8. A 0.72 sack of fertilizer was used equally at 0.12 sack per field. How many fields
were covered?

9. Mr. Salvador covered 295.50 kilometers in his trip to the province. If her car consumed
19.7 liters of gasoline, how many kilometers did her car cover on a liter of gasoline.

10. In a birthday party, Emma made 24 hamburgers for lunch using 1.44kg of ground
beef. How much ground beef was used in each hamburger?
Reflection
1. What part of the activity do you find difficult? Why?

2. What part of the activity do you find easy? Why?

References

21st Century Matheletes 6, pages 66-68

Prepared by:

JOVELYN G. ACOB
Writer
Answer key.
 MATHEMATICS 6
Name: Grade Level:
Date: Score:

LEARNING ACTIVITY SHEET

Division of Decimals up to 2 Decimal
Places by 10,100 and 1000 Mentally

Background Information for Learners

This activity sheet serves as a self-learning guide for the learners. It facilitates
lesson comprehension as it specifically aims for learners’ mastery on dividing decimals up
to 2 decimal places by 10.100 and 1000 mentally.

Always remember, when dividing decimal by 10, 100 or 1000, move the decimal
point in the dividend to the left based on the number of zeros in the power of 10.

The following example shows the steps in dividing decimals up to 2 decimal

places by 10, 100 and 1000.

Example 1:
The divisor 10 has 1 zero.
823.7 ÷10 = 8 2 3 7 = 82.37 Move the decimal point 1
place to the left
0.48 ÷ 10 = 0 0 48 = 0.048

Example 2:

823.7 ÷100 =8 2 3 7 = 8.237 The divisor 100 has 2 zeros.

Move the decimal point 2
0.48 ÷ 100 = 0 00 48 = 0.0048 places to the left

Example 3:

823.7 ÷ 1000 = 0 823 7 = 0.8237 The divisor 1000 has 3

zeros. Move the decimal
0.48 ÷ 1000 = 0 000 48 = 0.00048 point 3 places to the left
Learning Competency: Divides decimals up to 2 decimal places by 10, 100 and 1000
mentally (M6NS-Ih-118)
Activity
Exercise 1: Solve for the quotient. Write your answer on the blank provided.

1) 457. 2 ÷ 10 = 6) 82.79 ÷ 10 =

2) 94.52 ÷ 100 = 7) 17.67 ÷ 100 =

3) 934.28 ÷ 1000 = 8) 945.19 ÷ 100 =

4) 22.93 ÷ 10 = 9) 78.32 ÷ 1000 =

5) 592.71 ÷ 1000 = 10) 249.16 ÷ 1000 =

Exercise 2: Complete the table by writing the quotient of the decimal and the divisor
given in each column.

DIVISOR
DECIMAL
÷ 10 ÷ 100 ÷ 1000

1) 0.492 0.0492

2) 0.0168 0.000168

3) 0.0092 0.0000092

4) 0.34 0.034

5) 0.0175 0.0000175

Exercise 3: Find the missing numbers.

1) ÷ 100 = 0.00162 6) 87.23 ÷ 100 =

2) 245.32 ÷ = 24.532 7) 0.79 ÷ = 0.00079

3) 0.494 ÷ 1000 = 8) ÷ 10 = 36.964

4) 0.023 ÷ = 0.0023 9) 92.61 ÷ 1000 =

5) ÷ 1000 = 0.01235 10) 0.536 + = 0.00536

Exercise 4: Write the correct divisor (10,100 or 1000) in the box to complete the
number sentence.

1) 0.0357 ÷ = 0.000357 6) 0.329 ÷ = 0.00329

2) 75.85 ÷
= 0.07585 7) 927.64 = 92.764
÷

3) 926.36 ÷
= 9.2636 8) 0.01954 = 0.001954
÷

4) 0.00815 ÷
= 0.000815 9) 82.19 = 0.08219
÷

5) 392.38 ÷
= 0.39238 10) 491.12 = 4.9112
÷

Exercise 5: Solve each problem.

3. Marie bought 100 boxes of pizza worth Php 9,553.50. How much did each box of pizza
cost?

 Answer:

4. LGU Cauayan City has Php 4,642,323.55. They want to give it to 1000 families
affected by covid-19 pandemic in their community. How much will each family receive?

 Answer:

5. Mother went to market and bought 10 kilograms of shrimp worth Php 4,503.75. How
much did each kilogram of shrimp cost?

 Answer:

6. Mr. Aguinaldo hired a carpenter to do some repair in his house. He paid the carpenter
Php 4 640.75 for working for 10 days. How much did Mr. Jimenez pay the carpenter per
day?
 Answer:
Reflection

1. What did you learn in this activity, do you think you could use/need it in the future?
Why?

2. How did you feel about this activity? Which part of the activity is difficult or easy
for you? Why?

References
21st Century Matheletes 6, page 69

Prepared by:
NIKKI S. JIMENEZ
Wrier
Answer key:
 MATHEMATICS 6
Name: Date:
Grade:
Score:

LEARNING ACTIVITY SHEET

Differentiating Terminating, Repeating and Non-Terminating Quotients

Background Information for Learners

This activity sheet serves as a self-learning guide for the learners. It facilitates
lesson comprehension as it specifically aims for students’ mastery on differentiating
terminating, repeating and non-terminating quotients.

The process of dividing decimals involves a series of steps in certain condition. It

requires considering and identifying the kind of quotients you obtain in doing the process.

Quotients can be classified as terminating, repeating and non- terminating.

Terminating quotient- is acquired when the remainder is zero and ends or stops
the division process.

Example:
25.7
25 642.5
The quotient 25.7 is a terminating
50_
quotient because the division
142
process ends or stops. It has zero
125
remainder.
175
175
0
Non-Terminating quotient- is acquired when the remainder is non-zero and do
not ends or stops the division process. In some cases, there are digits that repeat no matter
how many zeroes are added and Repeating Quotient is acquired.

The digit or set of digits that repeat is called repetend. Usually we put three dots
(…) or elipsis after a digit that is repeated or a bar can be written over the number or
numbers that are repeated.

Example: If the quotient never ends it is

0.666… or 0.6 non-terminating quotient. The
3 2000 remainder is non-zero number.The
18_ quotient 0.666… or 0.6 is
20 repeating quotient because the
18 digit is repeated and non-
20 terminating because the division
18 process never ends.
2
Learning Competency: The learner differentiates terminating, repeating and non-
terminating quotients (M6NS-Ii-119).

Exercise 1

Direction: Read and analyze each statement. Write True if the statement is correct and
False if wrong.

1. 2.666… is non-terminating and repeating quotient.

2. 2.666… can also be expressed as 2.6
3. 3/6 can be expressed as a repeating decimal quotient.
4. A terminating decimal quotient has a finite number of
digits after the decimal point.
5. Repeating decima quotient is non-terminating.
6. Non-terminating decimal is a decimal that goes on and then
stops at certain point.
7. 0.5 means 5 is repeated and never ends.
8.0.454545… is a repeating quotient.
9. Repeating decimal quotient is also terminating
decimal quotient.
10. Fraction can be expressed as terminating, repeating and non-
terminating decimal.

Exercise 2

Direction: Express the following fractions as decimal then decide whether it is

terminating, repeating or non-terminating quotient. Write your answer in the box

Quotient Type of Decimal Quotient

1. 7_
10

2. 5_
8

3. 11
12

4. 5_
9

5. 3_
11
Exercise 3

Direction: Color the box green if it gives terminating quotient and blue if repeating
quotient and red if non-terminating quotient.

Exercise 4

Direction: Write the quotient in the space provided in the table. Then put a check (√ ) in
the column that describes the decimal quotient in the following exercises.
Exercise 5

Direction: Maze Challenge! Solve then put an X in the circle if the quotient is terminating
and diamond if the quotient is repeating/non-terminating quotient.
Reflection
1. What part of the activity do you find difficult? Why?

2. What part of the activity do you find easy? Why?

References
21st Century Matheletes 6, page 70
Math for Life 6, pages 60-61

Prepared by:

MARIVIC D. ANDRES
Writer
Answer key:

Activity 4
 0.54 √

9.0625 √

25.3… √

2.046808
so forth √
488.72
√

X X
X

X
X

X
X
X
 MATHEMATICS 6
Name: Date:Grade Level:
Score:

LEARNING ACTIVITY SHEET

Routine and Non-routine Problems on Division of Decimals

Background Information for the Learners

This activity sheet will serve as your learning guide in solving word problems
involving division of decimals.

The series of steps in solving routine problems will be shown with the given
examples below. With non-routine problems, you may use other strategies like drawing
figures/illustrations, diagrams, making a model, listing or table method, patterns, working
backwards and any other strategies to solve.

Example 1: A pile of newspaper weighs .75 kg. If each newspaper weighs .125 kg.,
how many newspapers are there?

Think.  What is asked in the Number of newspapers in a pile

problem?
 What are the given facts? .75 kg – the weight of a pile of newspaper
.125 kg – weight of each newspaper

Plan.  What is the operation to be .75 kg divided by .125 kg

used?
 Write the number So division will be used.
sentence. .75 ÷.125 = n

Solve.  What is your solution? .75 ÷ .125 = 6

Answer.  What is the complete There are 6 newspapers in a pile

answer?

Check.  Is the answer sensible? 6 x .125 = .75 The inverse operation of

division is multiplication. Compute
backward.
 Is the computation correct? The answer makes sense.

The answer is correct.

Example 2: The length of a ribbon is 1.28 m. The length of a rope is 2.74 longer than
the ribbon. The rope was cut into 12 pcs and dyed with yellow color. Find the size of
each yellow rope?

Using a diagram, we can analyze and solve the problem.

1 2 3 4 5 6 7 8 9 10 11 12

Solution: 1.28 m + 2.74 m = 4.02 m (the size of the rope)

4.02 m ÷ 12 pcs = n
4.02 ÷ 12 = .335

ANSWER: The size of each yellow rope is .335 m

To check:
.335 m x 12 = 4.02 m

Learning Competency and Code: The learner solves routine and non-routine problems
involving division of decimals, mixed decimals, and whole numbers including money
using appropriate problem- solving strategies and tools. (M6NS-Ij-120.2).

Activity
Activity 1 Read and analyze the following problems. Choose the letter of the correct
division of decimals involved in each problem.

1. Jose spends P9.50 on tricycle fare in going to school. If he needs to save

P85.50, how many times should he walk instead of riding, in order to
save the money?

a. decimal by decimal c. whole number by decimal

b. mixed decimal by decimal d. mixed decimal by mixed decimal
 2. How many .25 are there in .75?

a. whole number by decimal c. decimal by decimal

b. mixed decimal by mixed decimal d. mixed decimal by decimal

3. Sofia bought 3 magazines for P77.25. How much did she pay for each magazine?

a. decimal by decimal c. whole number by decimal

b. mixed decimal by decimal d. mixed decimal by whole number

4. Aling Belen bought 3.75 kilos of rice for P90.00 What is the cost of each kilogram
of rice?
a. whole number by decimal c. decimal by decimal
b. whole number by mixed decimal d. mixed decimal by decimal

Activity 2 Division of mixed decimal by decimal, mixed decimal by whole number

and whole number by decimal.

What is the official name of the disease caused by the novel coronavirus?

1 2 3

To find the word, answer the questions correctly and refer your answer from the box. Put
the letters/numbers that corresponds to the answer in its respective blank.

1. How many .50-centavos are there in P20.50? VID - 16.75

2. Find the weight of each box if 5 boxes weigh 83.75 lbs.?
3. How many .125 are there in 9? 19 - 72

CO - 41

Activity 3
Direction: Read and analyze the problem. Then answer the questions
and do the directions that follow.

Word Problem No. 1:

A stack of magazines weighs .90 kg. If each magazine weighs .30, how many
magazines are there?
 a. What is asked?
b. What are the given facts?
c. What process will you use?
d. What is the number sentence?
e. What is your solution?
f. What is the complete answer?

s.
t.
u.
v.
w.

x.

Word Problem No. 2:

Ruben bought 13 t-shirts for P4,878.25, how much is the cost of each t-shirt?

a. What is asked?
b. What are the given facts?
c. What process will you use?
d. What is the number sentence?
e. What is your solution?
f. What is the complete answer?

a.
b.
c.
d.
e.

f.
 Activity 4

Direction: Read and solve the word problems below.

6) Geraldine buys a stack of paper containing 150 sheets. Each stack costs P112.50?
How much does each sheet of paper cost?

Solution:

Answer:

7) Cesar bought 18 feet of plastic to cover his 12 books. How much plastic does he
need to cover a book?

Solution:

Answer:

Activity 5 Solving non-routine problems involving division of decimal number.

Direction: Read and solve this non-routine problem involving division of decimal numbers.
1. A jar is .375 full of water. When 3 liters of water were poured into it, it became
.60 full. How many liters of water can the jar contain?

3 liters
.60 full
.375

2. Ricky and Romeo are studying at Maswerte Elementary School. They

compared their average scores in Mathematics after three grading periods. Who
worked harder between them? What should be the scores in Mathematics of
Ricky in each grading period if he wanted to have equal performance with
Romeo?
 Grading Period Ricky Romeo

First 88.38 88.75

Second 87.13 86.75

Third 85.88 86.88

Rubrics for Scoring.

(3 pts.) (2 pts.) (1 pt.) (0 pt.)

Identifies Understand Understands Doesn't
Understands special factors s the enough to solve understand
the Problem that influences problem part of the enough to get
the approach problem or to started or
before starting get part of the make progress
the solution
problem
Explains why Uses all Uses some Uses
Uses certain appropriate appropriate inappropriat
Information information is informatio informatio e
Appropriately essential to n correctly n correctly information
the solution
Explains why Applies Applies some Applies
Applies procedures are completely appropriate inappropriat
Appropriate appropriate appropriat procedures e procedures
Procedures for e
the problem procedures
Uses a Uses a Uses a Uses a
Uses representation representat representation representation
Representations that is unusual i on that that gives that gives
in its clearly some little or no
mathematical depicts the important significant
precision problem information information
about the about the
problem problem
Correct solution Correct Copying error, No answer or
Answers the of problem and solutio computational wrong answer
Problem made a general n error, partial based upon
rule about the answer for an
solution or problem with inappropriate
extended the multiple plan
solution to a answers, no
more answer
complicated statement,
solution answer
labeled
incorrectly
Reflection

1. What part of the activity do you find difficult? Why?

2. What part of the activity do you find easy? Why?

References
21st Century MATHletes 6

Prepared by:

MARIA ELENA G. REYES

Writer
Answer Key
 MATHEMATICS 6
Name: Grade Level:
Section: Date:

LEARNING ACTIVITY SHEET

Solves Multi-step Problems Involving Division
and any of the Other Operations of Decimal
Numbers

Background Information for Learners

This activity sheet serves as a self-learning guide for the learners. It facilitates
lesson comprehension as it specifically aims for students’ mastery on solving multi-step
problems involving division and any other operations of decimals, mixed decimals and
whole numbers including money using appropriate problem-solving strategies and tools.

Solving multi-step problems require a more complex process and multiple

strategies. It involves not only division but as well as other operations like addition,
subtraction and multiplication.

The example below shows the four-step process in solving a multi-step problem.

Carol and May bought some groceries to replenish their stock of food
during the quarantine. They bought 5 cans of tuna for Php 29.75 each, 12 packs
of instant noodles for Php 5.25 each and 1.5kg of pork at Php 200 per kilogram.
If they shared equally in paying for the total amount, how much did each of them
share?

THINK
Know what is asked How much did each of them share?

5 cans of tuna for Php 29.75 each,12 packs of instant

Know what are given noodles for Php 5.25 each and 1.5kg of pork at Php 200 per
facts kilogram, Carol and May shared equally in paying for the
total amount
PLAN
Determine the Multiplication, Addition and Division
operation to be used.

Write the N = (5 x Php 29.75) + (12 x Php 5.25) + (1.5 x Php 200)
number/mathematical 2
sentence
SOLVE
Perform the operations Follow the order of operations.

Step 1: Multiply first

Php 29.75
x 5
148.75 Php 148.75

Php 5.25
x 12
10 50
+ 52 5
63.00 Php 63.00

Php 200
x 1.5
100 0
+ 200
300.0 Php 300.0

Step 2: Add to get the total amount

Php 148.75
63.00
+ 300.00
511.75 Php 511.75

Step 3: Divide the total amount between Carol and May

255.875 Php 255.875

2 511.750
- 4
11
-10
11
-10
17
-1 6
15
-14
10
-10
0
Answer
Carol and May shared Php 255.875 each.
 CHECK AND LOOK
BACK
Work backwards Multiply the quotient Php 255.875 to the divisor 2 and you
should get Php 511.75.

Learning Competency: The learner solves multi-step problems involving division and
any other operations of decimals, mixed decimals and whole numbers including money
using appropriate problem-solving strategies and tools. (M6NS-Ij-120.3).

Activity
Exercise 1
Read and analyze the following problems. Choose the letter of the correct set of operations
involved in each problem.

1. Mari bought a notebook for Php 36.25 and handed Php 100 to the cashier. She then used the
change to buy three sign pens in another store. How much did each of the sign pen cost?
a. multiplication & division b. subtraction & division c. addition & division

2. Mark received 10kg of rice assistance from their barangay which he decided to share with
his 3 siblings. If he originally has 25.75kg of rice before, how many kilograms of rice does he
have in all after receiving his part from the rice assistance of the barangay?
a. division & addition b. division & multiplication c. division & subtraction

3. Gary sold 15.5kg of corns at P30 per kilogram. He set aside half of what he earned for his
allowance when classes resume and gave the remaining half to his mother. How much
money did he save for his allowance?
a. addition & division b. multiplication & division c. multiplication & subtraction

4. Lara and Bon bought 3 small bottles of hand sanitizers for Php 24.35 each and 4 boxes of
facial tissue for Php 12.15 each. If they shared equally in paying for the total amount, how
much did each of them share?
a. addition, subtraction & b. multiplication, addition & c. multiplication, subtraction &
division division division

5. Anita and her two friends bought a bilao of pansit for P270, a tub of ice cream for P99.50
and 2 big bottles of soft drink to be given as snacks to their community clinic. If they spent
P500 in all, how much did each bottle of soft drink cost?
a. addition, multiplication & b. addition, subtraction & c. addition, subtraction &
division multiplication division
Exercise 2
Find out the answer in the question by solving each word problem below Refer your
answer from the box. Put the letters that corresponds to the answer in its respective blank.

Who is the father of mathematics?

2.5 hours EDES
1 2 3 Php 650.00 ARC

Php 7,374.75
PROBLEMS
HIM

1. Nelson bought 2.5 gallons of white paint and 1.75 gallons yellow paint which he
will use in her daughter’s room for P2,762.50. How much did he pay for each
gallon of paint?

2. Mrs. Legaspi made a P5,250.50 down payment on a television set which she
purchased on account for P20,000.00. The balance will be paid equally in 2
months. How much is the monthly instalment?

3. Nena can read 10 pages of books in 1.25 hours, how long will it take her to read 20
pages?

Exercise 3

Read and solve the problem. Answer the questions using the 4 -step process.

Problem: Levy bought 5.5 kilos of pork twice on Monday and another 6.5 kilos of
pork thrice on Tuesday. She had already used 3 kilos in her adobo recipe and the
remaining kilos were divided between her two daughters. How many kilos of pork did
each daughter has?

THINK
Know what is asked

Know what are given facts

PLAN
 Determine the
operation to be used.

Write the
number/mathematical
sentence
SOLVE
Perform the operations

Answer
CHECK AND LOOK
BACK
Work backwards

Exercise 4
Direction: Read and solve the following problems. Show your complete solution and select
the correct answer from the trending hashtags about COVID-19 provided below.

# Work from home

# Social distancing # lock down 2.5 # Flatten the curve
0.5 and 0.5
0.7 and 0.3 3.75
 1. I am thinking of two decimals. Add them and you get 1. Multiply them and you get
0.21. What are the two decimals?

Solution:

Answer:

2. The average of four numbers is 47.5. Ten is added to the sum of the four numbers and
the new average is computed. What is the difference between the old average and the
new average?

Solution:

Answer:

Rubrics for scoring:

Level 1 Level 2 Level 3 Level 4

(0 pt.) (1 pt.) (2 pts.) (3 pts.)
Learner shows no Learner only shows Learner only Learner shows
attempt to really answer. shows answer but complete solution
Amount of
do any of the showed partial and gives an
Work
problems, no work. answer.
answer given.
Learner shows no Learner shows Learner shows Learner shows
Understandi understanding limited partial thorough
ng about the topic. understanding understanding understanding
about the topic. about the topic. about the topic

Reflection
1. What part of the activity do you find difficult? Why?

2. What part of the activity do you find easy? Why?

References:

Learning Math Today 6 copyright 1999 pp. 204-218

Realistic Math 5 pp. copyright 2001 pp. 236-242

Prepared by:

MARIA ELENA G. REYES

Writer
ANSWER KEY