Prepared by:

JEANETTE DY-NARDO
T-III/CLASS ADVISER
 Dividing
Simple and
Mixed
Fractions
At the end of the lesson, the
learners are expected to:
*divide simple fractions and
mixed fractions. (M6NS- Ic-
96.2)
Unlocking of Difficulties

1. Division- is a simple
operation in which a number
is divided.
Unlocking of Difficulties

2. Dividend- The number

that is being divided (in this
case, 15) 15 ÷ 3 = 5.
Unlocking of Difficulties

3. Divisor- The number

that it is being divided by
(in this case, 3) 15 ÷ 3 = 5.
Unlocking of Difficulties

4. Quotient- The result of

the division (in this case, 5)
15 ÷ 3 = 5.
Unlocking of Difficulties
5. Reciprocal- The reciprocal of
a fraction is a fraction where
the numerator and denominator
swap or exchange places. This
swapping is called inverting a
fraction.
Unlocking of Difficulties
*Reciprocals are pairs of
numbers whose product is 1.
*We turn the fraction upside
down because division is the
inverse or opposite of
multiplication.
L KING BACK
What part is
shaded?
1/3
Name the parts of a
whole:
What part is
shaded?
2/3
Have you ever experienced being
given a slice of cake and still have
to share that slice to someone?
Yes.
How does it feel sharing the things
given to you with someone? Happy
1. How did you arrive with your
answer in each one?

 We arrive with our answer by

identifying the shaded part.
2. How do we multiply fractions and
mixed numbers?
To multiply fractions and mixed numbers you
first convert the mixed numbers to improper
fractions, then multiply.
Convert the answer to mixed number and
write it in lowest terms whenever necessary.
In what instances do we need to
divide fractions and mixed
numbers?
To divide mixed numbers, convert
the mixed numbers into improper
fractions. Then, convert the answer
to mixed number in lowest terms, if
necessary.
In dividing a mixed number by a
fraction, change the mixed form
into improper fraction, then
multiply the dividend by the
reciprocal of the divisor. Make
sure that the answer is
expressed in simplest form.
Think-pair-share: Divide the following
fractions.
1. 8 ÷ 1/2
2. 5/6 ÷ 3
3. 4/6 ÷ 1/3
4. 3 1/2 ÷ 1/3
5. 1/5 ÷ 2 1/5
Activity 1: Seatwork/Groupwork
Find the quotient. Express the answer in lowest term if
possible.

1. 2 ½ ÷3/4 Group 1/Row 1

2. 5 ½ ÷ 5/9
3. 6 1/6 ÷ 1/8 Group 2/Row 3
4. 2 ¼ ÷ 2/3
5. 1 1/6 ÷ 1/8 Group 3/Row 2
Activity 2:
(Boardwork) Find each
quotient.
1. 5/8 ÷ 2/3
2. 3 1/3 ÷ 2/5
3. 5 3/5 ÷ 4
4. 4 1/2 ÷ 2 1/3
5. 7/9 ÷ 2 3/4
In your everyday life, how can
the concept of dividing fractions
be helpful to you? Explain the
reason of saying so.
The concept of dividing fractions is
helpful to me because I learned
and understood the nature of
numbers and their interactions.
I learned to do equal grouping or
equal sharing of a fraction.
 What have you learned?

How do we divide a whole

number by a fraction?
• Multiply the dividend by the reciprocal of
the divisor.
• Multiply the numerators and then the
denominators.
• Simplify
 Example: Whole number by
fraction
5÷1/3
5÷1/3=5/1 x 3/1
=5 x 3
1x1
=15/1
 a fraction by another fraction?

• Multiply the dividend by the

reciprocal of the divisor.
• Multiply the numerators and
denominators
• Divide the numerator and
denominator by GCF
 Example: a fraction by another
fraction
3/7 ÷ 3/5
3/7 ÷ 3/5= 3/7 x 5/3
=3x5
7x3
=15/21 ÷ 3/3 = 5/7
= 5/7
 a mixed number by a fraction?

• Convert mixed numbers into improper fraction.

• Multiply the dividend by the reciprocal of
divisor.
• Multiply the numerators and the denominators.
• Convert improper fraction to mixed number.
 Example: a mixed number by a
fraction
5 2/3 ÷ 3/4
5 2/3 ÷ 3/4 = 17/3 ÷ ¾
= 17/3 x 4/3
= 17 x 4
3x 3
= 68/9 = 7 5/9
 a mixed number by a whole?

• Convert mixed number into proper fraction.

• Multiply the dividend by the reciprocal of the
divisor.
• Multiply numerators and then the denominators.
• Convert improper fraction to mixed numbers.
Example: a mixed number by a
whole
2 1/5 ÷ 16
2 1/5 ÷ 16 = 16/1÷ 11/5
= 16/1 x 5/11
= 16 x 5
1 x 11
= 80/11= 7 3/11
 a Fraction by a mixed number?

• Convert mixed number to

improper.
• Multiply the dividend by the
reciprocal of the divisor.
• Multiply the numerators and the
denominator.
• Convert improper fraction to
mixed number.
Example : a Fraction by a mixed
number
• ¾ ÷ 5 2/3
¾ ÷ 5 2/3 = ¾ ÷ 17/3
= ¾ x 17/3
= 4 x 17
3x3
= 68/9 = 7 5/9
 What have you learned?
ASSESSMENT

Read each item carefully then solve. Choose

the letter that corresponds to the best
answer.
1. If you divide 4/5 by 3/4 , what is the
quotient?
A. 1 1/5
B. 1 1/3
C. 1 1/5
 What have you learned?
ASSESSMENT

2. The quotient of 3/5 ÷ 2 ½ is

______.
A. 2/10
B. 6/25
C. 4/5
D. 7/5
 What have you learned?
ASSESSMENT

3. What is the quotient of 2 3/8

÷3 ¾?
A. 13/30
B. ½
C. 17/30
D. 19/30
 What have you learned?
ASSESSMENT

4. The quotient of 2 numbers is

15/16. If the dividend is 3/8. What
is the divisor?
A. 6/5
B. 4/5
C. 2/5
D. 1/5
 What have you learned?
ASSESSMENT

5. Teacher has 1 ¾ can of blackboard paint.

If 1/8 of a can is enough for one blackboard,
how many blackboards can be painted?
A. 12
B. 14
C. 16
D. 18
 What have you learned?
ASSIGNMENT

In your Math Workbook, answer

page 31 (Apply your skills)
 Solving Routine Problems
Involving Division Without
any of the Other
Operations of Simple
Fractions and Mixed
Fractions Using
Appropriate Problem -
Solving Strategies and
At the end of the lesson, the
learners are expected to:
*solve routine problems involving division
without any of the other operations of
fractions and mixed fractions using
appropriate problem-solving strategies
and tools correctly. (M6NS-Ic-97.2)
DIVISION CHANT

Dividend in
Divisor stays out
Dividend in
Divisor stays out
DIVISION CHANT

That’s the first step

Do the rest now
That’s the first step
Do the rest now
DIVISION CHANT

Divide, Multiply
Subtract, Bring down
Divide, Multiply
Subtract, Bring down
DIVISION CHANT

Get the quotient

You can check now
Get the quotient
You can check now
 L KING BACK
Solve for the quotient.
1. 6/8 ÷ 2/5
2. 5 7/8 ÷ 3/5
3. 9 1/6 ÷ 5
4. 10 / 2 ÷ 4 1/4
5. 7/15 ÷ 3 1/5
Have you seen street
children?
How did you feel about
them?
As a pupil, can you do
something that would make
Solve the problem using any
method.
*There were 10 1/2 loaves of bread
which were equally shared with 21
street children. What part of the
bread did each child get?
Steps in solving word
problems.
1. Understand the problem
2. Devise a plan
3. Carry out the plan/Solve
4. Look back and evaluate the
solution/Check
Think-pair-share: Divide the following
fractions.
1. Teresita has 20 meters of
cloth. If she used 1 ½ meters
per blouse, how many pieces
of blouse can she make?
Think-pair-share: Divide the following
fractions.
2. A baker bought 10 ½
kilogram of butter. He used 5/8
of it in baking cakes and 1/5 of
it in baking cookies. How much
butter was left?
Cut the cup cakes so that each of your
friends gets 1 ½ cup cakes.

a.) How many friends do you share your

cup cakes with?

b.) Formulate a mathematical/number

sentence/s based on the activity.
Shade 1 4/5 parts of the number line.

a.) How many 3/5 are there in the

shaded number line?

b.) Formulate a mathematical/number

sentence/s based on the activity.
Activity 2: Solve the
following.
1. Shane has a piece of rope
that is 7 4/5 meters long. If
he cuts it into pieces that are
each 3/5 of a unit long, how
many pieces does he have?
Activity 2: Solve the
following.
2. Dawn is making pan cakes for
her friends. Each pan cake
requires 4 1/3 tablespoon of
flour. If she has 10 friends, do
you think 43 1/2 spoons of flour
is enough? Explain.
Are the problems you
encounter during the lesson
really happen in real-life.
 What have you learned?

What are the steps in solving

routine problems involving
division of fractions?
 What have you learned?
ASSESSMENT

A. For each problem, check the correct

division equation. Choose the letter of the
correct answer.
1. How many pieces of string 5/6 dm long
each be cut from a roll 3 2/3 dm?
a. 5/6 ÷ 3 2/3 =n
b. 3 2/3 ÷ 5/6 =n
 What have you learned?
ASSESSMENT

2. How many benches 2 ½ m long each

can be placed end to end in the hallway
13 1/3 m long?
a. 2 ½ ÷ 13 1/3 =n
b. 13 1/3 ÷2 ½=n
 What have you learned?
ASSESSMENT

B. Solve the following using steps in

problem-solving.
3. Some cakes were sold out in the
store. One cake was cut into 10 slices.
A girl bought 1 slice and her friend
bought 5 slices. What fractional part of
the cake was left?
 What have you learned?
ASSIGNMENT

Make a journal stating what you

have learned and how you will
apply the concept of division of
fraction inside your home.
Solving Routine Problems
Involving Division With
any of the Other
Operations of Simple
Fractions and Mixed
Fractions Using
Appropriate Problem-
Solving Strategies and
At the end of the lesson, the learners
are expected to:
*solve routine problems involving division
with any of the other operations of fractions
and mixed fractions using appropriate
problem-solving strategies and tools
correctly. (M6NS-Ic-97.2)
FRACTION RHYME
You start with a whole, with everything
there
Someone comes along and they want to
share
It’s split into two, that’s two groups
It could be pizza or fruit loops.

You each get one-half

And that is fair
It’s the same on both sides
It’s like a pair.
 L KING BACK

What are the steps in

solving routine problems
involving Dividing
Fractions?
To have an abundant harvest
from your garden, what are
the needs of your plants that
you should consider or
provide?
You have three-fourths yard of
water pipe to be used in your
garden? How many pieces can
you cut the pipe into if each
piece is one-eight yard?
SOLUTION:

¾ ÷ 1/8 = ¾ x 8/1
=24/4
=
6
Steps in solving word
problems.
1. Understand the problem
2. Devise a plan
3. Carry out the plan/Solve
4. Look back and evaluate the
solution/Check
Think-pair-share: Solve the problem
presented in the Task Card.
Think-pair-share: Solve the problem
presented in the Task Card.
Think-pair-share: Solve the problem
presented in the Task Card.
1. Margarita solicited 10 2/3 litres
of paint for the Brigada Eskwela.
Their City Mayor gave their school
another 7 2/5 litres of paint. If
each classroom needs 2 3/7 litres,
how many classrooms can be
painted?
2. Rona has 20 1/2 meters of
cloth, she uses 2/3 of it for a
girls’ dress. The remaining
cloth will be used for a baby
dress. If each dress needs 4/5
meters, how many baby dress
can Rona make?
From all the activities that we
had, aside from the concept
of dividing fractions, what
other ideas do you think are
useful in our daily lives?
 What have you learned?

Aside from using the steps

that I shared to you, what are
the techniques you used in
solving problems?
 What have you learned?
ASSESSMENT

Solve the following.

1. A fruit vendor weighed 5
papayas. What was the average
weight of each papaya?
 What have you learned?
ASSESSMENT

2. How many 8/15 are there in 1

5/9?

3. A 9-meter-long stick was cut

into pieces. If each piece was ¾
m, how many pieces were
 What have you learned?
ASSIGNMENT

Make a poster showing real-

life situations of solving word
problems about fractions.
Creating Problems
(With Reasonable
Answers) Involving
Division Without or
With any other
operations of
Fractions
At the end of the lesson, the
learners are expected to:
*create problems (with reasonable
answers) involving division without or
with any of the other operations of
fractions and mixed numbers. (M6NS-Ic-
97.2)
 FRACTION RHYME
Fractions require actions
The denominators
To blame…
For Addition and
subtraction
They got to be the same!
But to multiply is easy just do
it
They say…
Division you must KEEP,
CHANGE and FLIP
See…
Fractions are just a game!
 L KING BACK

*Can we use the steps in

solving routine problems to
solve non-routine problems?
*Identify the different steps.
 Have you tried making
problems out of the
mathematical sentences
presented to you by your
Math teacher?
If yes, were you able to do it
easily?
Today, we are going to
discuss creating
problems involving
division of fractions.
Read and learn:

Mario was asked by his

teacher to create a problem
out of the situations:
 1. Motorcycle, 51 ½ liter,
liters of gasoline for a 120
km trip.
2. Airplane flies 2880 km
in 4 ½ hours, average
speed of the airplane.
Mario had created the following
problems:
1. A motorcycle diver consumes one
liter of gasoline for every 51 ½ km
that he travels. If he will cover a total
distance of 120 km for a particular
trip, how many liters of gasoline are
needed for a 120-km trip?
Mario had created the following
problems:

2. An airplane flies a
distance of 2880 km in 4 ½
hours. Find the average
speed of the airplane.
In creating a word problem,
think of the following:
*the concept in Math
*type of problem to be created
*read examples of word-problems
and study their solutions
*data given to solve the problem
must be there
*the answer must be the answer to
what is asked and must be
reasonable.
 Think-pair-share: Study the
problem.
Mikka did 2/13 of a load of laundry
on Thursday and 5/13 of a load of
laundry on Friday. If she will still do
laundry on Saturday and Sunday,
what part of the remaining laundry
will each day have?
Directions: Create word-problems
about the mathematical sentence
below.

1. 5 3/4 ÷ 4
2. 3 5 7 ÷ 2 3
1. Write a problem similar to “Don
Antonio has 7 7/8 hectares of land. His
wife has 2/3 of what he has. If they will
divide their lands among their 7
children, what part will each child
have?”
2. Write a story problem that shows: 3
5/7 ÷ 4/5 = �
If you will relate to a song
your experience in
creating word problems,
what would it be and why?
 What have you learned?

What are the points to

remember in creating word-
problem involving division of
fractions?
 What have you learned?
ASSESSMENT

Create a problem out of the following:

1. 96 cups of buko salad; number of
servings that can be made; 2/3 cups
per serving
2. Mariano family’s-spent 1/10 of
the income on electricity, monthly
income is Php.19, 260;amount
spent on electric bill
 What have you learned?
ASSIGNMENT

Answer page 37 of your

Math Workbook (Enhance
your skills)
SUMMATIVE TEST IN
MATHEMATICS 6
At the end of the lesson, the
learners are expected to:
*analyze test questions carefully
*answer test questions correctly