6

Mathematics
Quarter 1 – Module 2:
Problem Solving Involving
Addition and Subtraction of
Fractions
Mathematics– Grade 6
Self-Learning Module (SLM)
Quarter 1– Module 2: Problem Solving Involving Addition and Subtraction of Fractions
First Edition, 2020

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Development Team of the Module

Writers:Ever Luv S. Esquilla
Editors: Elsie S. Yson
Reviewers: Henry T. Legaste -Master Teacher II
Illustrator: Ever Luv S. Esquilla
Layout Artist: Roel A. Antonio – Master Teacher I
Cover Art Designer: Arvel Garry L. Campollo
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Name of Schools Division Superintendent
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Peter Van C. Ang-ug – REPS, ADM
Jade T. Palomar - REPS – Math Supervisor
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 6

Mathematics
Quarter 1 – Module 2:
Problem Solving Involving
Addition and Subtraction of
Fractions
Introductory Message
For the facilitator:

Welcome to the Mathematics 6 Self-Learning Module (SLM) on Problem Solving

Involving Addition and Subtraction of Fractions!

This module was collaboratively designed, developed and reviewed by educators from
public institution to assist you, the teacher or facilitator in helping the learners meet
the standards set by the K to 12 Curriculum while overcoming their personal, social,
and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

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For the learner:

Welcome to the Mathematics 6 Self-Learning Module (SLM) on Problem Solving

Involving Addition and Subtraction of Fractions!

The hand is one of the most symbolized parts of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways; a story, a
song, a poem, a problem opener, an activity
or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the answers
to the exercises using the Answer Key at the
end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

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 What I Can Do This section provides an activity which will
help you transfer your new knowledge or skill
into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

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 What I Need to Know

Good day to you! This module was designed to help you deepen your
understanding on the Problem-Solving Involving Addition and Subtraction of
Fractions. 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.

The module covers the problem-solving involving addition and subtraction of

fractions.

After going through this module, you are expected tosolve routine and non-
routine problems involving addition and/or subtraction offractions using appropriate
problem-solving strategies and tools. (M6NS-Ia-87.3)

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 What I Know

Hello there! How well you know thelesson you learned from the previous
module? It’s good that you still retain the knowledge you gained about fractions
because if you haven’t learned enough, you really have a hard time to solve word
problems involving fractions. Let’s see if you have learned much by doing this pre-
test.

Pre-Test.Solve the word-based problems. Just write the letter of the correct answer
on a separate sheet of paper.
1 3
1.Justine bought 8 meters of rope. He used 4 meters for his project. How many
2 4
meters of rope were left?

3 3 3 3
𝐴. 3 𝐵. 4 𝐶. 5 𝐷. 6
4 4 4 4
2
2. James painted his room during summer. He us ed 1 gallons of white paint
4
3
and 3 gallons of blue paint. Solve for the total gallons of paints James used.
5

1 1 1 1
𝐴. 4 𝐵. 5 𝐶. 6 𝐷. 7
10 10 10 10

3. Eoin rode his bike for one-sixth of a kilometer on Saturday and two-sixths of a
kilometer on Sunday. How many kilometers did he ride altogether?

1 1 1 1
𝐴. 𝐵. 𝐶. 𝐷.
5 4 2 3

4. It took Yuan three-fourths of an hour to complete his math homework on Monday,

seven-sixths on Tuesday, and two-thirds of an hour on Wednesday. How many
hours did he take to complete his homework altogether?

4 5 6 7
𝐴. 2 𝐵. 2 𝐶. 2 𝐷. 2
12 12 12 12

5. Ann added four-fifths of a bag of soil to her garden. Her neighbor Marie added
nine-sevenths bags of soil to her garden. How much more soil did Marie add than
Ann?

17 18 19 20
𝐴. 𝐵. 𝐶. 𝐷.
35 35 35 35

2
6. Carlos has two and three-sevenths meters of cloth. He uses one and two-fourths
to cover the table. How much meter is he left with?

11 13 9 12
𝐴. 𝐵. 𝐶. 𝐷.
14 14 14 14

7. Roel and Riza own a 10-hectare of cornfields. Roel harvested four and one-sixth
hectares of corn on Friday and Riza harvested two and five-eighths hectares. How
many more hectares did Roel harvest than Riza?

13 13 13 13
𝐴. 3 𝐵. 4 𝐶. 1 𝐷. 2
14 14 24 24

8. Three scouts brought three pieces of rope of lengths five and three-fourths meters,
six and two-thirds meters and five and seven-eighths meters to their camp. How
long are the 3 pieces together?

7 7 7 7
𝐴. 15 𝐵. 16 𝐶. 17 𝐷. 18
24 24 24 24

9. Mary found one-half of a pie on the plate. He ate one-half of it. What fraction of
the whole pie was left?

1 1 1 1
𝐴. 𝐵. 𝐶. 𝐷.
3 4 5 6

10. A box contains five and two-thirds cups of rice. If three-fourths of the rice will
be used, how many cups of rice remained in the box?

11 11 11 11
𝐴. 4 12 𝐵. 3 12 𝐶. 2 12 D. 1 12

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 Lesson Problem Solving Involving
2 Addition and Subtraction of
Fraction

Problem Solving requires an imaginative mind to be able to arrive at an

answer easily and systematically. More so, solving mathematical word problem
effectively depends not only on student’s ability to perform the required mathematical
operations but also on the extent to which they are able to accurately understand
the text of the word problem.

What’s In

In this lesson, you will use your understanding of the previous topic to solve
problems involving addition and subtraction of fractions. Using an illustration is a
great help to answer some problems.

Notes to the Teacher

Deeper understanding of the text of the word problem
serves as a crucial step before mathematical computations
can be performed. Hence, it is very important to teach the
learners the process of solving word-based problems in a
systematic manner.

Example # 1:

Yael walked one-half of a kilometer yesterday and three-fourths of a kilometer

today. How many miles has Yael walked?
Solution

This word problem requires addition of fractions

Choosing a common denominator of 4, we get

1 3 2 3 5 1
+ =4=4= 𝑜𝑟 1 4
2 4 4

4
 1
So, Yael walked a total of 1 kilometers.
4

Example #2:

Mother bought three and one-third dozen apples. She served three-fourths of the
apples to Rico’s friends. How many apples remained?

Solution

This word problem requires subtraction of fractions

Choosing a common denominator of 12, we get:
1 1 10 3 40 9 31 7
3 − = − = − = = 2
3 3 3 4 12 12 12 12
7
So, there were 2 apples remained.
12

What’s New

Here are some word-based questions which involve addition and

subtraction of fractions for you to work on. Learn about adding and
subtracting word problems as you apply your fractions skills. Let’s see how
you solve the problems correctly.

Directions: Solve Problems 1 & 2 below. Be sure to simplify your result, if necessary.

Problem 1: Word Problems Involving Subtraction of Fractions

2 1
From a 1-meter ribbon, Ericka cut meter for her hat and another meter for
4 4
her bag. How long was the remaining piece?

Problem 2: Word Problems Involving Addition of Fractions

1
Jepoy drove his bicycle for km going to his friend’s house. Then, he proceeded for
3
2 1
another km to his cousin. He drove another km on his way home. How far did he
4 6

cover from his friend’s house to his house?

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 What is It

Getting mess of the word-based problems? Well, it’s not easy to solve word
problems. But there are as many solutions in solving problems as there many ways
in killing the cat. Of course, it is going to be easy if you follow the steps in solving
word problems. Here’s how!

Let us solve the problem by following the steps below.

Problem 1
2
From a 1-meter ribbon, Ericka cut meter for her
4
1
hat and another meter for her bag. How long was
4
the remaining piece?

UNDERSTAND

a. What is asked?

The length of the remaining piece of ribbon.

b. What are given?
2
meter for her hat
4
1
meter for her bag
4

PLAN

What operation will you use?

Using Bar Model

Hat Bag Remaining

4
1 meter of ribbon is equivalent to . Add the fractions of ribbons used for
4
4
hat and bag, and then subtract it from 1 meter or ribbon
4

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SOLVE

a. Solve.
1. Add the fractions of ribbons used for hat and bag.
2 1 3
+ =
4 4 4
4
2. Subtract it from 1 meter or ribbon.
4
4 3 1
− =
4 4 4

b. Give the complete answer.

1
Therefore, Ericka has a remaining meter of ribbon.
4

CHECK
Check if the answer is correct
2 1 1 4
+ + = 𝑜𝑟 1
4 4 4 4

Problem 2
1
Jepoy drove his bicycle for km going to his friend’s
3
2
house. Then, he proceeded for another km to his
4
1
cousin. He drove another km on his way home. How
6
far did he cover from his friend’s house to his house.

UNDERSTAND
a. What is asked?

The distance he covered from his friend’s house to his house.

b. What are given?

1
km to his friend’s house
3
2
km to his cousin
4
1
km on his way home
6

7
PLAN

What operation will you use?

Using Bar Model
to his friend’s house

1
3
to his cousin

2
4
on his way home

1
6

First, find the Least Common Denominator of the given fraction, and then
write its equivalent fraction using the LCD. Lastly, add the fractions.

SOLVE
1 2 1
a. Solve. + +
3 4 6

1. Find the LCD of the fractions. The LCD of 3,4 and 2 is 12. Get the
equivalent fractions.
1 2 1 4 6 2
+4+6 = + 12 + 12
3 12

2. Perform the indicated operation

4+6+2 12
= 12 or 1
12

b. Give the complete answer.

Therefore, Jepoy covered a distance of 1 km from his friend’s house to his
house.
CHECK

Check if the answer is correct

1 1 1 1 1 1 1 1 1 1 1 1
12 12 12 12 12 12 12 12 12 12 12 12

on his way
to his friend’s house to his cousin
home

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 What’s More

Do It Yourself! We would like you to engage more challenging activities for you to
improve your mathematical skills in solving word-based problems. So, keep going!

Activity 1.1 How tall?

Study the table carefully and the questions by following the steps in problem solving.

Mommy Denise measures the height of her children after 3 years as shown
in the table.

Height in Feet Height in Feet

(Before) (After 3)
1 1
Karina 4 5
8 4

1 9
Clint 4 8
2 10

1 7
Selena 5 9
5 10

a. How long is the increase of Clint’s height after 3 years?

b. Who has the most increase in height among the siblings?

c. How many more feet did Selena increase than Karina?

9
 What I Have Learned

The best thing you can do now is to recall what you have learned about word-
based problems. Can you still remember the steps of solving word problems?
If so, let’s check if you can do it.

Matching Type: Match column A with column B. Write the letter of your answer on
the space provided before the number.

Column A Column B

______1. Verify the answer whether it is correct. a. Solve

______2. Identify the unknown value. b. Plan

______3. Showing the solutions or computation c. Understand

in solving the problem. d. Check

______4. The use of fundamental operation needed e. Process

to solve the problem.

______5. Steps of word-based problems

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 What I Can Do

Put into Practice! Apply the steps in solving the word problem below.

1 1
Ruby makes a bookshelf. She cuts a board 1 and 2 feet long from a board that is
3 4
3
8 feet long. How much board is left?
4

UNDERSTAND

a. What is asked?

_________________________________________________________________________
b. What are given?

_________________________________________________________________________

PLAN
c. What operation will you use?

_________________________________________________________________________

d. Transform the problem to number sentence.

_________________________________________________________________________

SOLVE
e. Show the computation.
_________________________________________________________________________

f. Give the complete answer.

_________________________________________________________________________
CHECK

Check if the answer is correct.

g._________________________________________________________________________

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 Assessment

Learning this module is somekind of achievement that after going through the
lesson you were able to develop your mathematical abilities and enhance you skills
particularly in solving word-based problems. Moving on, here’s an assessment to
evaluate your level of mastery whether or not the learning objectives had been
achieved. Good Luck!
Directions: Solve each problem by following the steps of problem solving. Choose
the letter of the correct answer.
6 1
1. Hanz bought 5 liters of buko juice last week and 6 liters this week. How much
9 3
more buko juice did he purchase this week than last week?
1 1 2 2
𝐴. 𝐵. 𝐶. D.
3 5 3 5
2
2. Pat got a share of hectare of land from his parents while his brother, Victor,
3
4
got hectare. How many hectares did they get from their parents?
5

1 7 7 1
𝐴. 1 𝐵. 1 𝐶. 2 𝐷. 2
15 15 15 15
1 2 3
3. At the party, Nana ate of the cake. Hana ate and Cecil ate . What part of
8 5 10
the cake did the three girls eat?
33 23 13 3
𝐴. 𝐵. 𝐶. 𝐷.
40 40 40 40
3 5 2
4. Frey studied 1 hour on Tuesday, hour on Wednesday and 1 hours on
4 6 6
Thursday. How long did she study in three days?
1 11 11 1
𝐴. 3 𝐵. 3 𝐶. 3 𝐷. 3
12 13 12 13
1
5. A shopkeeper received a container of salted eggs. He sold 5 dozens of eggs in
2
3
the morning and 6 dozens of eggs in the afternoon. How many dozens of eggs did
4
he sell in a day?
1 1 1 1
𝐴. 9 𝐵. 10 𝐶. 11 𝐷. 12
4 4 4 4

12
 2 4
6. Mang Carlos puts kilogram of fertilizer in tomato plants. Then he puts
5 15
kilogram of fertilizer in okra plants. How much fertilizer does he put more in
tomato than the okra?
1 2 3 4
𝐴. 𝐵. 𝐶. 𝐷.
15 15 15 15
1 2
7. Marie has 8 meters of white cloth and 7 meters of blue cloth. How many
4 5
meters of cloth has she?
13 14 13 14
𝐴. 15 𝐵. 15 𝐶. 16 𝐷. 16
20 20 20 20
3 5
8. Rocky has 38 meters of string for his project. Joey has 33 meters of string
5 6
for his. How much longer is Rocky’s string?
22 22 23 24
𝐴. 3 𝐵. 4 𝐶. 4 𝐷. 4
30 30 30 30
5 7
9. Two Grade 6 sections collected 87 𝑘𝑖𝑙𝑜𝑠 and 92 𝑘𝑖𝑙𝑜𝑠 of newspapers. How
6 9
many kilos of newspaper did the two sections collect altogether?
11 12 10 11
𝐴. 179 𝐵. 179 𝐶. 180 𝐷. 180
18 18 18 18
2 1 3
10. Mario harvested 45 sacks of palay, 30 sacks of corn, and 12 sacks of
3 2 4
mango. How many sacks did he harvest in all?
9 10 11 11
𝐴. 88 𝐵. 88 𝐶. 88 𝐷. 89
12 12 12 12

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 Additional Activities

Do more practice tests!This is to enhance your mathematical abilities and

skills in solving word problems.

1. Jack and Jill were filling the garden bed with soil. Jack shoveled in two-thirds
of a cubic yard, and Jill shoveled in one-third of a cubic yard. How much soil did
they put into the garden bed altogether?

1 1
𝐴. 1 𝐵. 𝐶. 2 𝐷.
2 4

2. Marlon received an award of three-sevenths red marbles and Aida received

three-fourths red marbles. How many marbles did they receive?

5 5 5 5
𝐴. 4 𝐵. 3 𝐶. 2 𝐷. 1
28 28 28 28

3. Bart mowed a lawn in one and a half hours on Monday, two and one-half
hours on Tuesday and three and one-fourth hours on Wednesday. How many hours
did he mow the lawn in three days?

1 1 1 1
𝐴. 8 𝐵. 7 𝐶. 6 𝐷. 5
4 4 4 4

4. Jean had chocolate candies. She gave Pinky three-eighths of her candies. Then
she gave three-fourths of the remaining candies to Linda. How many candies did
she all give?

1 1 1 1
𝐴. 3 𝐵. 2 𝐶. 1 𝐷. 1
8 8 8 4

5. Alice bought nine and three-fourths meters of cloth. She used three and four-
fifths meters for a gown. How much cloth remained?

19 19 19 19
𝐴. 4 𝐵. 5 𝐶. 6 𝐷. 7
20 20 20 20

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Answer Key

15
References
Marjoseph H. Perez, Donnel P. Placer, Jaime R. Burgos, Arsenio S. Dimaranan.
21st Century Mathletes. Vibal Group, Inc. Quezon City, Philippines, 2016, 2-15

Jim Barlow, Sherri Claiborne, William Burns, Bill Freeland, Joanie Griffin-
Rethlake, Jim Scheil, Steck-Vaughn Pre-Ged Mathematics. Steck-Vaughn
Company, Texas, USA, 2000, 82-95.

Gloria D. Benigno. Basic Mathematics for College Students. Rex Printing Company,
Inc., Quezon City, Philippines, 2006, 69-70.

Fractions, June 29, 2020, https://www.mathsisfun.com/fractions-menu.html

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 DISCLAIMER
This Self-learning Module (SLM) was developed by DepEd SOCCSKSARGEN
with the primary objective of preparing for and addressing the new normal. Contents
of this module were based on DepEd’s Most Essential Learning Competencies
(MELC). This is a supplementary material to be used by all learners of Region XII in
all public schools beginning SY 2020-2021. The process of LR development was
observed in the production of this module. This is version 1.0. We highly encourage
feedback, comments, and recommendation.

For inquiries or feedback, please write or call:

Department of Education – SOCCSKSARGEN

Learning Resource Management System (LRMS)

Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax No.: (083) 2288825/ (083) 2281893

Email Address: region12@deped.gov.ph