5

MATHEMATICS
First Quarter
Week 1-8

Teacher’s Copy
 Learning Objectives
This module was designed and written with you in mind. It is here to help you how to use and
apply divisibility rules for 2,5, and 10 to find the common factors of numbers. The
scope of this module permits it to be used in many different learning situations. The language
used recognizes the diverse vocabulary level of students. The lessons are arranged to follow
the standard sequence of the course. But the order in which you read them can be changed
to correspond with the textbook you are now using.

After going through this module, you are expected to demonstrate understanding on the
following:

∙Uses divisibility rules for 2,5, and 10 to find the common factors of numbers. ∙Report
work outcomes to the authority following established reporting formats.

Module Uses divisibility rules for 2, 5, and

1 10 to find the common factors of
numbers.

A divisibility rule is a shorthand way of determining whether a given integer is

divisible by a fixed divisor without performing the division, usually by examining its
digits.

What Is It
A divisibility test is a rule for determining whether one whole number is divisible by another. It
is a quick way to find factors of large numbers.

∙The divisibility rule two states that any number with the last digit of 0,2, 4, 6,8,
or10 will be divisible by 2. Simply, any even number is divisible by 2. If the
number is not an even number, certainly it is not divisible by two.
Ex: 2, 4, 6, 8, 28, 32, 230

∙The divisibility rule for five states that any number with the last digit of 0 and 5
will be divisible by 5.
Ex: 10, 15, 20, 75,100

∙The divisibility rule for ten states that if the number ends in a 0, it will be
 divisible by 10.
Ex: 10, 40, 200, 3000
DIVISIBILITY BY 2:

A number is divisible by 2 if the number is EVEN.

18 ÷ 2 = _____? ( 9 )

22 ÷ 2 = _____? ( 11 )
( Notice that both of these numbers are even )

DIVISIBILITY BY 5:

A number is divisible by 5 if any numbers with the last digit is 0, and 5.

10 ÷ 5 = _____? ( 2 )

25 ÷5 = _____? ( 5 )

( Notice that numbers 10,and 25 ends with 0,nd 5.therfore,both numbers are
divisible by 5. )

DIVISIBILITY BY 10:

A number is divisible by 10 if the number end in a zero.

100 ÷ 10 = ____?( 10 )

50 ÷ 10 = ____? ( 5 )

( Notice that numbers 100,and 50 end in a 0.therefore,both numbers are

divisible by10.)

What I Can Do
Direction : Choose the letter of the correct answer . Write your answer in a separate
sheet.

1. 42 ÷ 2 = ____?

A. 12 B. 21 C. 22 D.11

2. 85 ÷ 5 = ____?

A. 17 B. 13 C. 16 D. 15

3. 140 ÷ 10 = ____?
A. 14 B. 12 C. 24 D. 22

4. 462 ÷ 2 =____?
 A. 233 B. 123 C. 231 D. 321

5. 105 ÷ 5 =____?

A.17 B.23 C .25 D. 21

Assessment

Direction: Put a check (/) if the number is divisible by the number written on the top
and (x) if not. Write your answer on a separate sheet.

COMPLETE THE TABLE:

DIVISIBILITY RULES FOR 2, 5, AND 10

2 5 10

Sample:

✔
245 X X

65

90

108

205

300
Learning Objective
This lesson will help you in developing your knowledge and skills in using divisibility rules for
4, 8, 12 and 11 to find common factors upon following the instructions and doing the
activities on the succeeding pages.
After going through this module, you are expected to:

∙Use divisibility rules for 4, 8, 12 and 11 to find common factors

Module Divisibility Rules for 4, 8, 12 and 11 to

2 Find Common Factors

What Is It

Glenn and Jill were playing number charades. They agreed to throw
numbers and guess whether the numbers thrown were divisible by
4

Pretend to be Glenn or Jill and guess if the following numbers are divisible by 4.
524 672 7 890 1320 648

Upon dividing each number by 4, see if the numbers in the message bubble are
divisible by 4. If the number gives a quotient without decimal, that number is divisible by 4.

524 ÷ 4 = 131 - divisible by 4

672 ÷ 4 = 168 - divisible by 4
7 890 ÷ 4 = 1 972.5 - not divisible by 4
1 320 ÷ 4 = 330 - divisible by 4
648 ÷ 4 = 162 - divisible by 4
A. Divisibility Rule for 4
A number is divisible by 4 if the last two digits form a number that is divisible by or
multiple of 4, also if it ends in two zeros.
Examples:
1. 1320 20 ÷ 4 = 5
2. 672 72 ÷ 4 = 18
Is 2,800 divisible by 4? (YES) Why?

B. Divisibility Rule for 8

If the number made by the hundredth, tenth and ones place of any number is
divisible by 8, then the entire number is divisible by 8.
Examples:
1. 456791824

Does 8 divide evenly into 824?

Yes. 8 goes into 824, 103 times without left over. So this number is divisible by 8.

2. 923789

Does 8 divide evenly into 780?

No. 8 goes into 780, 97 times with a remainder of 4. So this number is not divisible by 8.
Is 4,504 divisible by 8? (YES) Why?

C. Divisibility Rules for 12

The divisibility rules of 3 and 4 applies on an operation and the remainder will be “0”
that means the operation is divisible by 12.
Examples:
1. 648
Add the digits 6+4+8 = 18. 18 evenly divide 3 because 3 x 6 = 18.
That means 648 is divisible by 3
Take the unit and tenth place and divide it with 4. 48 ÷ 4 = 12, 0 as a remainder.
So it is divisible by 12.
2. 524
Add all the digits 5+2+4 = 11, which is not divisible by 3 because 3x3 =9 and 3x4 = 12. If one
rule is not applying so no need to check the other. It is not divisible by 12.

D. Divisibility Rules for 11

Divisibility rule of 11 is typical but interesting. A number is divisible by 11 if it applies
these instructions:

1. Find out all the even and odd members.

2. Add the remaining digits together and subtract odd to odd and even to even. If its value is
“0” then the number is divisible by 11. If it is not “0” then the remainder should be a multiple
of 11, then only it is divisible by 11.

Examples:
1. 6613585 is divisible by 11 because
 (6+1+5+5) – (6+3+8)
17 – 17 = 0
2. 7890 is not divisible by 11 because
(7+9) – (8+0)
16 – 8 = 8, we have 8 as remainder
Is 4,235 divisible by 11? (YES) Why?

What I Can Do

A. Copy in a separate sheet, circle the digit/s of which the given numbers
are divisible. Each item has more than one answer.

1. 1 936 4 8 11 12

2. 9 216 4 8 11 12

3.2 000 4 8 11 12

4. 308 4 8 11 12

B. Copy in a separate sheet and circle the number that are divisible by the number given.
Place your answer on a separate sheet of paper.
1. Divisible by 4? 36 61 99
2. Divisible by 8? 53 78 88
3. Divisible by 12? 8520 3931 377
4. Divisible by 11? 324 473 199
5. Divisible by 4? 100 31 73
 Assessment
Direction: Copy and answer the following items in a separate sheet of paper.

Put ✔if the number is divisible by 4, ✘ if not.

1. 567 _________________
2. 360 _________________
3. 15,671 _________________
Put ✔if the number is divisible by 8, ✘ if not.
4. 4,512 _________________
5. 24,790 _________________
6. 9,985 _________________
Put ✔if the number is divisible by 12, ✘ if not.
7. 816 _________________
8. 7,392 _________________
9. 4,510 _________________

Learning Objectives
 This module was designed and written with you in mind. It is here to help you master
on how to perform a series of more than two operations on whole numbers applying
Parenthesis, Multiplication, Division, Addition, Subtraction (PMDAS) or Grouping,
Multiplication, Division, Addition, Subtraction (GMDAS) correctly. The scope of this module
permits it to be used in many different learning situations. The language used recognizes the
diverse vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to correspond
with the textbook you are now using.

After going through this module, you are expected to demonstrate understanding on the
following:

∙Performs a series of more than two operations on whole numbers applying Parenthesis,

Multiplication, Division, Addition, Subtraction (PMDAS). ∙Grouping, Multiplication,

Division, Addition, Subtraction (GMDAS) correctly

Module Performs a series of more than two operations

3
on whole numbers applying Parenthesis,
Multiplication, Division, Addition,
Subtraction (PMDAS) or Grouping,
Multiplication, Division, Addition,
Subtraction (GMDAS) correctly

To perform an expression with more than two or more operations on whole numbers,
we need to know the rules in performing the computation. There is order of operations to
follow. Long time ago, mathematicians developed a standard order of operation that tells you
which operation to make first in an expression with more than one operation. Consideration of
this standard of the order of operation is very important in solving an expression to avoid
coming up of two different answers to the same numerical expressions or problems. The
order of operation gives us a consistent sequence to arrive at the correct answer.

In numerical expression, the order of operation requires that all multiplication and
division be performed first going from the left to right of the expression. It can be determined
by which one come first, reading from left to right. After completing the multiplication and
division, perform addition and subtraction in order from left to right. The order is still
determined by which operation comes first when reading from left to right.

What Is It
 A teacher wrote the expression (4 + 2 x 5) ÷ 7 +3 on the board and called two pupils
to solve it.

Below are the solutions of the two pupils.

Khen’s Solution (4 + 2 x 5) ÷ 7 +3 = (6 x 5) ÷ Kevin’s Solution (4 + 2 x 5) ÷ 7 +3 = (4+ 10) ÷

7 + 3 =30 ÷7 + 3 7 + 3 =14÷7 + 3

=30÷10 =2 + 3
=3 =5

Whose solution do you think is correct? Put a big check on the box which you think
got the correct answer.

The expression above can be solved by following the PMDAS rule on order of
operation. This is called PMDAS rule which stands for parenthesis, multiplication, division,
addition and subtraction.

In the numerical expression above, there are more than one operation involved. To
arrive at the correct answer, perform the operation first inside the parenthesis first. Then
perform multiplication and division working from the left to right. Lastly, perform addition and
subtraction working from left to right.

Here’s the step by step process to solve the expression.

1. Solve the operation inside the parenthesis. (4 + 2 x 5) ÷ 7 + 3 2.

2. Multiply 2 and 5 first. =(4 + 10) ÷ 7 + 3
3. 3. Add 4 and 10. =14 ÷ 7 + 3
4. 4. Divide 14 by 7. =2 + 3
5. 5. Add 2 and 3. = 5

Hence, according to the rule, Kevin’s solution is correct.

Let us study other examples and problems:

1. 100 ÷ (18 + 10 -18) x 4

Solution:

Solve the equation inside the parenthesis.

= 100 ÷ 10 x 4 Divide 100 by 10.
= 10 x 4 Then, multiply.
=40
2. Mang Delfin bought 60 crates of chicos. Each crate contained 150 chicos. He repacked
them into bags of 6 chicos each. How many bags of chicos did he make?

Solution:
1. Know the total number of chicos.
2. Since there are 60 crates containing 150 chicos.
 3. Multiply 60 by 150 to get the total number of chicos.
4. Then, we divide the total by 6.

(60 x 150) ÷ 6 = N
=(60 X 150) ÷ 6
=9 000 ÷ 6
= 1 500
Therefore, Mang Delfin repacked 1 500 bags of chicos.

3. 5 x 24 ÷ 2 x (10 – 8) 2 ÷ 10
4. 84 ÷ 2 x 3 – 5 + 1

What I Can Do
Direction: Solve the following expression in a separate sheet of paper. Write
your final answer on the box, after each expression.

1. 5 x 6 + 6 ÷ 6 -12 x 2

2. 25 ÷ 5 + (14 -13)

3. (2 x 8 ) + (5 – 2 ) x 3

4. (9 – 2) + (3 × 21)

4. (18 + 14) ÷ (6 + 2)

5. 36 ÷ 2 + 4 × (4 – 2)

6. (36 – 6) + [(3 × 42) + 7]

7. (72+ 15) × 4 – (625 ÷125)

8. 12 × 30 +(890 ÷10)

10.[(144 ÷ 12)+ 2 × 3] ÷ 3 × 6

Assessment
Multiple Choice. Perform the following operations. Write the letter of the correct
answer on a separate sheet of paper.
 1. 2 + 100 ÷ 2 – 6 = N

a. 46 b. 45 c. 64 d. 52

2. (78 x 945) +4200 = N

a. 77109 b. 70,918 c. 77, 910 d. 70,910

3. (630 x 24) ÷ 6= N

a. 20,050 b. 5,200 c. 2,250 d. 2, 520

4. (45 x 63) + (900 ÷ 36) = N

a. 8,260 b. 2860 c. 103.75 d. 10,375

5. (12 500 –750) ÷ 125= N

a. 100 b. 94 c. 49 d. 12, 494

Learning Objective
This lesson will help you in developing your knowledge and skills in finding the common
factors, GCF, common multiples and LCM of 2-4 numbers using continuous division upon
following the instructions and doing the activities on the succeeding pages.

After going through this module, you are expected to:

∙Learn how to find the common factors, GCF, common multiples and LCM of 2-4
numbers using continuous division.

Module Finds the Common Factors, GCF,

4 Common Multiples and LCM of 2-4

Numbers Using Continuous Division

This module develops the knowledge and skills of every learner in finding the common
factors, GCF, common multiples and LCM of 2-4 numbers using continuous division
according to the instruction given.

What Is It

Two or more numbers have common factors and the largest of these is called the greatest
common factor or GCF of the given numbers. We can find the GCF of two or more numbers
by listing all the factors of each number and getting the largest factor that appears in the lists.

Example:

Find the GCF of 24 and 30.

Number Factors Common Factors GCF

24 1, 2, 3, 4, 6, 8, 12, 24 1, 2, 3, 6 6

30 1, 2, 3, 5, 6, 10, 15, 30

If we write the prime factorization of each number, then the GCF is the product of
their common factors.
Example:

Give the GCF of 48 and 90.

 Number Prime Factorization GCF

48 2x2x2x2x3 2x3=6
90 2x3x3x5

If the smaller number is a factor of the other number, then the GCF is the smaller
number.

Example:
Find the GCF of 9and 27.
In 9 and 27, 9 is the factor of 27. Therefore, the GCF of 9 and 27 is 9.

Another method of finding the GCF of 9 and 27 is by Euclidean Algorithm.

Example:
Find the GCF of 153 and 340.
Step 1. Divide the greater number by the lesser one. The divisor is 153.

153 340
- 306
34 remainder

Step 2. Then divide the original divisor by the remainder in step 1.

4
34 153
- 136
17

Step 3. Divide 34 by 17.

2
17 34
- 34
0

Stop when the remainder becomes 0. The last divisor, 17, is the GCF of 153 and 340.
When we count by multiples of a given number, we start from the given number and skip
count. When we count by 2s, we say 2, 4, 6, 8, 10, 12, and so on. When we count by 3s, we
say 3, 6, 8, 12, 15, and so on. To get the multiples of a number, we multiply the number by
the counting numbers.
 From the multiples of two or more numbers, we can always get their common multiples and
the smallest of which is called the least common multiple (LCM) of the numbers.

There are different ways to find the LCM of two or more numbers.

One way to find the LCM of two or more numbers is by listing the multiples of the numbers
and getting their common multiples. The least of these common multiples is the LCM.

EXAMPLES:

Find the LCM of 24 and 36.

24: 24, 48, 72, 96, 120, 144....
36: 36, 72, 108, 144, 180, 216 ....
Common Multiples: 72, 144
LCM = 72
Another way to find the LCM is by using the prime factorization of the numbers. We get one
factor form each of the common prime factors and all other factors, then get their product.
The product is the LCM.
Example : Get the LCM of 72 and 81.
72 = 2 x 2 x 2 x 3 x 3
81 = 3 x 3 x 3 x 3
LCM = 2 x 2 x 2 x 3 x 3 x 3 x 3 = 648
We can also use the successive division method in finding the LCM of two or more
numbers.
EXAMPLE:
Get the LCM of 35, 14, and 49.
7 35 14 49
5 2 7
LCM = 7 x 5 x 2 x 7 = 490

What I Can Do

A. Find the GCF and CF of each set of numbers. Write your answer in separate sheet .

1. 12, 18 and 36 4. 15 and 50

GCF=_______________ GCF=____________
CF=_______________ CF = ______________
 2. 12, 18 and 42 5. 10 and 25

GCF=_______________ GCF=_____________
CF=________________ CF = ______________

3. 18, 27 and 36

GCF=_______________

CF=_______________

B. Find the LCM of the following numbers. Write your answer in a separate sheet.

1. 21 and 96 4. 100 and 24

LCM= ___________ LCM = _____________

2. 15 and 50 5. 66 and 88
LCM= ___________ LCM = _____________

3. 45 and 150
LCM= ___________

Assessment
Direction : Find the GCF and Common Factor of each set of numbers.
Write your answer in a separate sheet.

1. 16 and 40 = GCF __________ CF _______

 2. 27 and 45 = GCF __________ CF _______

3. 20 and 28 = GCF _________ CF _______

4. 12,18 and 36 = GCF _______ CF _______

5. 18, 27 and 36 = GCF _______ CF _______

Learning Objectives
This module was designed and written with you in mind. It is here to help you
master on how to solve real-life problems involving GCF and LCM of 2-3 given
numbers. The scope of this module permits it to be used in many different learning
situations. The language used recognizes the diverse vocabulary level of students. The
lessons are arranged to follow the standard sequence of the course. But the order in
which you read them can be changed to correspond with the textbook you are now using.

After going through this module, you are expected to demonstrate understanding on the
following:

∙Solve real life problems involving GCF and LCM of 2-3 given numbers. ∙Used the 4

step plan in solving problem involving GCF and LCM of two to three numbers:
Understand, Plan, Solve, and check and look back.

Module Solving Real – Life Problems Involving

5 GCF and LCM of 2 – 3 Given Numbers.

What Is It

Problem :

Elmer wants to cut as many pieces of wood of equal lengths from three pieces with
lengths 35 dm, 49 dm, and 56 dm. What is the longest that he could cut each piece? How
will you solve for the answer to the problem.

You can use the 4 - step plan in solving for the answer.
Understand:

What does the problem? The longest that he could cut each piece.

What facts are given? 35 dm, 49 dm, 56 dm of wood.

Plan
 How will you solve the problem? Find the GCF

Solve:

How is the solution done? By listing the factors

35: 1, 5, 7, 35
49: 1, 7, 49
56: 1, 2, 4, 7, 8, 14, 28, 56
GCF: 7
By Prime Factorization
35: 5 x 7
49: 7 x 7
56: 7x 2 x 2 x 2
GCF: 7

Check and Look Back: 7 dm is the longest cut can be done in the
wood.
What is the answer to the
problem?

What I Can Do
∙Answer the following questions to solve the problem. Write your answer
in a separate sheet of paper.

1. Mr Ramos has to prepare a number of exercises for his lesson for the day. He has
three classes. One class has 48 students, another class has 50, and another has
46. What must be the largest number of exercises he should prepare so that each
class will have the same number of students working on different problems?

a.What is asked in the problem? _____________________________________

b.What facts are given? _____________________________________________

c. How will you solve the problem? ______________________________________

d. What is the answer to the problem? ___________________________________

2. There are 48 cups of mango juice and 72 cups of orange juice to be arranged in equal
rows. Each row should have only one kind of juice. What is the greatest number of
cups that can be in one row?

a. What is asked in the problem? ______________________________________

b. What facts are given? _____________________________________________
 c. How will you solve the problem? _____________________________________

d.What is the answer to the problem?_______________________________

Assessment
Direction : Solve the problems and choose the letter of the correct answer. Write
your answer on a separate sheet.

1. Kiara baked 30 oatmeal cookies and 48 chocolate chip cookies to package in plastic
containers for her friends at school. She wants to divide the cookies into identical
containers so that each container has the same number of each kind of cookie. If she
wants each container to have the greatest number of cookies possible, how many plastic
 containers does she need?

a. Kiara needs 6 plastic containers for her cookies.

b. Kiara needs 7 plastic containers for her cookies.
c. Kiara needs 8 plastic containers for her cookies.
d. Kiara needs 9 plastic containers for her cookies.
2. Boxes that are 12 inches tall are being stacked next to boxes that are 18 inches tall.
What is the shortest height at which the two stacks will be the same height?

a. 40 inches b. 36 inches c. 26 inches d. 46 inches

3. Beginning at 8:30 A.M., tours of the National Capitol and the White House begin at a
tour agency. Tours for the National Capitol leave every 15 minutes. Tours for the
White House leave every 20 minutes. How often do the tours leave at the same
time?

a. Every 15 minutes c. Every 45 minutes

b. Every 30 minutes d. Every 60 minutes
4. The table below shows the number of students in the school choir.

School Choir

Students Number

Girls 48

Boys 64

The choir teacher plans to arrange the students in equal rows. Only girls or boys will
be in each row. What is the greatest number of students that could be in each row?
A. 16 B. 12 C. 8 D. 4

5. At a display booth at an amusement park, every visitor gets a gift bag. Some of the
bags have items in them as shown in the table below.

Items in the Gift Bags

Items Bags

Hat Every 2nd visitor

T-shirt Every 7th visitor

 Backpack Every 10th visitor

How often will a bag contain all three items?

A. Every 14 bags C. Every 70 bags

B.Every 19 bags D. Every 140 bags

Learning Objective

This lesson will help you in developing your knowledge and skills in additions and
subtractions fractions, and mixed fractions without and with regrouping upon following
the instructions and doing the activities on the succeeding pages.
After going through this module, you are expected to:
1. Add and subtract fractions and mixed fractions without or with regrouping.

Module Addition and Subtraction of

6 Fractions and Mixed Fractions
Without and With Regrouping

What Is It
A.Adding Fractions and Mixed Fractions without and
with Regrouping

The mathematical sentence is:

B. Subtraction of Fraction and Mixed Fractions without and with
 Regrouping
Example 1

5_3‗
10 7
Step 1: Write the given and find

_ 5 ‗ 20 10 7
68 6 24 8 24
the LCD of both denominators.
3‗9 The LCD of 6 and 8 is 24.

‗ (10 – 7) + 20 - 9 24 24 ‗ 3 + 11
Step 2: Subtract the fraction then the whole
number.

24 Answer = 3 11
24

What I Can Do

Activity 1

A. Direction: Find the sum or difference. Express your answer in

lowest terms if possible. Write your answer on a separate sheet.

1. 12 14
1 2 5
202.18 33.8 34.2 85. 13 310 +620- 14+ 15 512-36+ 29 25

Activity 2

B. Direction: Add. Rename the sum in lowest possible terms.

1. Add 3 38to 28. The sum is ______________.

 2. The sum of 4 412and 6 312is _____________.
3. Adding 1 37and 5 27together gives a sum of ___________. 4.
Increase 7 45by 15. The result is ______________.
2 1
5. Combine 2 9to 8 9. The result would be ____________.

Assessment
Direction : Solve and simplify. Choose the letter of the correct answer. Write
your answer on a separate sheet of paper.

1. 578+ 428= ________

10
A. 10 1/8 B. 11 1/8 C. 9 1/8 D. 6 1/8 2. 8

15+ 223= _________

5 1
A. 10 1/3 B. 11 ¼ C. 11 1/3 D. 12 ¼ 3. 9 6─ 4 3= _________

3
A. 8 ½ B. 15 1/10 C. 14 1/10 D. 5 ½ 4. 25 5─ 10 12= _________

4
A. 13 1/10 B. 15 1/10 C. 14 1/10 D. 12 1/10 5. 15 5─ 235= _________

15 1/5 B. 12 1/3 C. 10 1/5 D. 13

Learning Objectives
This module was designed and written with you in mind. It is here to help you master
on how to multiply a fraction and a whole number and another fraction. The scope of this
module permits it to be used in many different learning situations. The language used
recognizes the diverse vocabulary level of students. The lessons are arranged to follow the
standard sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using. After going through this module, you are
expected to demonstrate understanding on the following:

∙Multiplies a fraction and a whole number and another fraction. ∙Solves routine or non-
routine problems involving multiplication with or without addition or subtraction of
fractions.

Module Multiplication of Fraction and a Whole

7 Number and Another Fraction

In the previous lessons in mathematics you encountered the term “fraction”. You’ve learned
that a fraction represents a part of a whole. It also indicates one or more equal parts of a
whole or group.
For example, you asked mother to slice your birthday cake equally among your six
friends. Each off them shall be receiving a fraction of the same cake which is 1/6.
One sixth (1/6) is an example of a fraction, where 1 is called the numerator and 6 is
the denominator.
If then the six slices of the birthday cake are put back together it will form into a
fraction 6/6. A fraction whose numerator and denominator are equal is considered as a whole
number.
Similar to whole numbers, the basic operations may also be applied to fractions.
Moreover, fractions can also be applied in many real-life situations They are mainly used in
measuring different things, like the ingredients in the recipe, time, money distance and others.
You may even be using fractions without knowing it! In this module, you will learn and gain
knowledge on how to multiply fraction with a whole number and another fraction or commonly
called as mixed numbers. Hope you will enjoy and have a meaningful learning through this
module.

What Is It
How can we multiply a fraction and a mixed fraction ?
Try to solve this :
Pedro bought 1 ½ liter of green paint. He used ½ of this to paint his dog
house that he made. How many litres of paint did he use ?
In trying to solve the problem :
Pedro bought 1 ½ liter of green paint. He used ½ of this to paint his dog house
that he made. How many litres of paint did he use ?

You need to find : ½ X 1 ½

Follow this steps :

Step 1 - Rename the mixed number ½ X 1 1/2 as an improper
fraction

Step 2 - Multiply the numerators to get

the numerator of the product. 1/2 X 3/2 = 1 x 3 = 3 Multiply the
denominators to 2 x 2 4 get the denominator of the product.
Step 3 - Reduce the product to the lowest
terms whenever possible.

Check :
 1 ½ or 3/2 2/4 + ¼ = ¾ The shaded part shows that ½ x 1 ½ = ¾

Answer : Pedro used ¾ liter of paint.

What I Can Do
A. Direction :Write the missing numbers and give its product. Do it in on a
separate sheet of paper.

1) 2 1 x 2 = /__/ x 2 = _______
4 3 /__/ 3

2) 3 x 1 1 = 3 x /__/ = _______
5 3 5 /__/

3) 6 3 x 2 = /__/ x 2 = ______
4 9 /__/ 9

4) 5 x 3 2 = 5 x /__/ = ______
8 6 8 /__/

5) 4 1 x 3 = /__/ x 3 = ______
2 7 /__/ 7
B. Direction: Solve the following word problems below and write your
solution in a separate sheet of paper.

1. Mang Tomas planted coconuts on 3/5 of his 3 2/3 hectares land.

Compute the size of his land covered with coconut plants.
2. What is the area of a piece of a cardboard which is 11 ½ cm long and 6/10
cm wide ?

Assessment

A. Direction : Multiply the following fraction and reduce the product to

lowest terms whenever possible. Write your answer in a separate sheet
of paper.

1) 2 X 3 1 = A) 2 1/6 B) 1 1/6 C) 3 2/6 D) 2 2/6 3 4

2) 3 X 2 1 = A) 1 ¼ B) 1 1/3 C) 1 ½ D) 1 1/5 4 2

3) 4 X 4 3 = A) 3 3/6 B) 2 3/6 C) 3 2/6 D) 3 1/6 6 4

B. Direction : Solve the following word problems below. Write your answer with
the solution in a separate sheet of paper.

4.)Mang Pablo planted corn on 3/5 of his 4 1/5 hectares land. Compute the size of
his land covered with corn.
A. 2 13/15 B. 2 13/25 C. 1 13/25 D. 1 13/25
 5.)Aling Rosa cooked ½ of 1 ¾ kilograms of beef. How many kilograms of beef did
she cook ? A. 7/8 B. 5/8 C. 6/7 D. 3/8
Learning Objective
This module was designed and written with you in mind. It is here to help you
master on solving routine problems and non-routine problems involving division of
fractions and whole numbers. The scope of this module
permits it to be used in many different learning situations. The language used
recognizes the diverse vocabulary level of students. The lessons are arranged to
follow the standard sequence of the course. But the order in which you read them
can be changed to correspond with the textbook you are now using.

After going through this module, you are expected to demonstrate understanding
on the following:

∙Distinguish routine problem and non-routine problems. ∙Divide fractions and

whole numbers using the appropriate strategies.

Module Solve Routine or Non-Routine Problems

8 Involving Division Without or With Any of

the Other Operations of Fractions and
Whole Numbers Using Appropriate
Problem Solving Strategies and Tools.

What Is It
A routine problem is a type of problem which there is an immediate solution.
A non-routine problem on the other hand is a problem which requires analysis and is
a problem which requires analysis and insights into known principles of mathematics
it involves different problem solving.

In the study of problem solving every problem in which the initial state or starting
position, the allowable operations and the goal state is clearly specified and a unique
solution can be shown to exist.

To divide fractions take the reciprocal (invert the fraction) of the divisor and multiply
the dividend.

Example :
Priscilla bought cheese that weighs ¾ pounds. If she divides it into portions
that are each 1/8 pound, how many portions can she make?

**The first thing we should do are steps 1, 2, and 3: read carefully, understand the
question, and think about the relevant details.
Priscilla bought cheese that weighs ¾ pounds. If she divides it into portions that are
each 1/8 pound, how many portions can she make?
That is to say…
If she divided ¾ of a pound into equal portions of 1/8 of a pound, how many portions
did she make?
We already know that the operation is division. We are going to move on to steps 4
and 5 (solve and simplify).
If she divided ¾ of a pound into equal portions of 1/8 of a pound, how many portions
did she make?
We divide by taking the reciprocal of the second fraction and multiplying:
3 1 24
:=
484
Then we simplify:
24 :4 6
=
4 :4 1
She made 6 portions.
Now, all we have left is to check that the solution makes sense, and we have solved
the problem!

What I Can Do
A. Solve the following problems. Write your answers with the
solution in a separate sheet of paper.
1. Jester has a piece of wood measuring 1 2/3 m. He needs to cut it to pieces
measuring 3/4 m long. How many pieces of wood did Jester cut?

2. Mang Pedro has 20 kilograms of rice. He will repack it in 1/2 kilograms per bag.
How many bags will he need?

3. Leslie had 12 ½ yd of ribbon that she cuts into pieces measuring 3/4 yd long.
How many pieces did she have?

B. Distinguish the following whether it is routine problem or non routine

problem? Write your answers in a separate sheet of paper.

1. 5/2 ÷ 2/4? Answer : __________________

2. 10/9 ÷ 5/10? Answer : __________________
3. 8/10 ÷ 6/7? Answer : __________________

4. Jose has 4 4/5 hectares of farmland. He wants to subdivide it into 3/8 hectares
to plant different crops. Into how many parts can he divide his farmland?
Answer : ________________
5. Martha has 5 7/8 m of cloth. She needs 1 1/16 m of it to make one prop. How
many props can she make out of the cloth? Answer : ____________
Assessment
Direction : Solve the following problems and choose the letter of the correct
answer. Write your answers in a separate sheet.

1. David bought 5 7/9 kg of sugar and consumed it in 45 days. How much

did he consume each day?

A. 20 305kg. B. 52 405kg. C. 62 403kg. D. 50 460kg.

2. Benton cut a 25 cm long ribbon into some pieces. Each piece was 1 2/3 cm
long. How many pieces did she cut?

A. 15 B. 20 C. 25 D. 10

3. Clive worked hard but could complete only 1/3 of his work in 5 days. How
much more days does he need to finish the whole work?

A. 410 B. 20 C. 30 D. 40

4. Maria consumed 4 5/9 l oil in 30 days. If she consumed the same quantity
of oil each day, how much did she consume each day?

A. 41 /
270 B. 31 / 270 C. 51 / 270 D. 42/ 270

5. Mike completes 2/3 of a work in 25 ½ hours. How many hours does he need to
finish the whole work?

A. 37 1/2 B. 38 1/4 C.37 4/2 D. 38 1/2

 Answer Key - (Module – 1)

Assessment
COMPLETE THE TABLE:
DIVISIBILITY RULES FOR 2,5,AND 10

2 5 10

Sample:
 245 X X
✔

✔ ✔
65 X

✔ ✔ ✔
90

✔
108 X X

✔ ✔
205 X

✔ ✔ ✔
300

What I Can Do
1. B 4. C
2. A 5. D
3. A

References
∙21STCentury MATHletes, Grade 5 Textbook

∙Lesson Guide in Elementary Mathematics

∙https://www.mathsisfun.com/divisibility-rules.html

Answer Key (Module -2)

Assessment
3. ✘
4. ✔
1. ✘
5. ✘
2. ✔
6. ✘
 7. ✔ 4. 4, 11
8. ✔ B.
9. ✘ 1. 36
What I Can Do 2. 88
3. 8520
A. 1. 4, 8, 11 2. 4, 8, 12 4. 473
3. 4, 8 5. 100

References * 21 st
Century MATHletes 5, Angelina P. Lumbre, et.al

Answer Key – (Module 3)

Assessment References
1. B. 46 What I Can Do A.
2. C. 77, 910
3. D. 2520 1. b
4. B. 2860 2. c
5. B. 94 3. a
4. a
5. d
B.

6. 18
7. 23
8. 21
9. 68
10.24

TM Math Grade 4 pages 103 – 106

Answer Key – (Module 4)

Assessment GCF CF 5. 9 1,3,9 A.

GCF CF

1. 8 1,2,4,8
2. 9 1,3,9
References 1. 6 1,2,3,6 2. 5 1,5
3. 2 1,2
3. 4 1,2,4 What I Can Do 4. 4 1,2,4
4. 6 1,2,3,6 5. 3 1,3
 What I Can Do B. 2. 150 4. 600
3. 450 5. 264
1. 672

Mathematics 5 Teacher’s Guide

Realistic Math by Adriano M. Taruc&Paulino T. Gureng21st
Century Mathematics

Key Answer (Module 5)

What I Can Do
a. What must be the largest number of exercises he should
prepare so that each class will have the same number of
students working on different problems?

b. 48 students, another class has 50, and another has 46 c.

Find the GCF.

d. 2 exercises
48 - 1, 2, 3, 4, 6, 8, 12, 16, 24, 48
50 - 1, 2, 5, 10, 25, 50
46 - 1, 2, 23, 46

Assessment :
1.A 2. B 3.D 4.A 5. C

Answer Key: (Module 6)

 What I can Do Activity 2. Assessment
B.
Activity 1. 1. 3 5/8 1. A
A. 2. 10 7/12 2. C
1. 13 3. 6 5/7 3. D
2. 18 1/12 4. 8 4. B
3. 24 ½ 5. 10 1/3 5. D
4. 1 1/8
5. 42 7/10

References:

∙Mathematics 5 Learner’s Materials

∙Mathematics 5 Teacher’s Guide

∙www.firefox.htm

∙https://www.freepik.com/free-photos-vectors/math
https://www.google.com/search?
q=+images+of+student+studying+fractions&tbm=isch&ved=2ahUKEwivv-
bWoPfpAhV1xIsBHb4nAKoQ2-
cCegQIABAA&oq=+images+of+student+studying+fractions&gs_lcp=CgNpbWcQAzoECAAQ
QzoCCAA6BggAEAcQHjoICAAQCBAHEB5QyYkdWMW5HmCfvR5oAXAAeAGAAYoPiAG5
aZIBDzItMi4zLjMuMy41LjIuMZgBAKABAaoBC2d3cy13aXotaW1n&sclient=img&ei=89LgXu_
5FPWIr7wPvs-A0Ao

Answer Key (Module 7)

Assessment References
1. A What I Can Do
2. C
3. D
4. (B) 2 13/25 A. 1. 1 3/6 B. 1) 2 1/5
5. (A) 7/8 2. 1 2/4
3. 1 ½ 2) 132/20 or 6 4. 2 4/48
5. 1 13/14
 ∙Mathematics for a better Life 5, (Tx) pp. 118 – 119

∙Mathematics for Everyday Use 6, (Tx) pp. 108 – 110

Answer Key (Module 8)

Assessment What I Can Do

References
1. B What I Can Do 1. B
2. A 2. A
3. A 1. 2 2/9 3. A
4. A 2. 40 4. A
5. D 3. 16 2/3 5. D
4. 3 27/40 .
5. 6 2/3

∙https://m.k5learning.com

∙21stCenturyMathletestextbook5