First Form Mathematics Module 5

FORM 1 MATHEMATICS MODULE 5
Julian Cho Technical High School

Student Module 5
School Year: 2020 – 2021
SUBJECT MATHEMATICS
LEVEL FIRST FORM
STUDENT NAME
CLASS
TEACHER
SUBMISSION DATE May 2, 2021
School Phone Numbers: 630-4159 & 671-4159
Develop a passion for learning. If you do, you will never cease to grow.
Anthony J. D’Angelo
1
Julian Cho Technical High School Student Module

School Year: 2020 – 2021
Cover Page
Subject: Mathematics
Form: First Form
Teacher Expectations:
• Set up a learning space – try to reduce distractions
• Establish a routine – use the timetable provided by the school to complete task
• If you have any questions: - Call the school to set a time to talk to your teacher
• Make a check list to keep track of task completed
• Complete the practice exercises and submit only the assessments marked TO BE
RETURNED
• Ensure to write clearly your name, class and teacher’s name on the cover page
Topics: Computation
➢ Ascending and Descending Order of Fractions
➢ Fraction of a Quantity
➢ Express one quantity as a fraction of another
NOTE: ONLY Assessments and Sheets marked GRADED or TO BE RETURNED should

be submitted IN YOUR FOLDER to the person in charged in your community.
DROP OFF/SUBMISSION DATE for Assessments/Graded Materials for subjects in this

Distribution is: May 2, 2021 (Except Punta Gorda Town). Also, Pick up of Next
set of work will be on the same day, May 2, 2021.
2
Topic: Computation
1. Lesson 1
2. Topic: Computation
3. Sub-topic/s:
➢ Ascending and Descending Order of Fractions
4. Rationale:
These topics aim for you to understand the ascending and descending order of fractions. This is
important for you to learn because you will be able to learn and apply the many uses of fractions
in the real world and immediate surroundings.
5. Objectives: After reading handouts on ascending and descending fractions, you will be able
to:
C- Define and explain what is meant by arranging fractions in ascending and descending order.
A- Appreciate importance of ascending and descending order of fraction.
P- Arrange the set of fractions in ascending and descending order with 95% accuracy.
6. Activities:
• Read the handout on ascending and descending order of fraction.
• Highlight or underline with a pen, important information in the handout
• Complete the practice exercise on the handout itself.
• Complete the worksheet ascending and descending order of fraction.
7. Resources: You will need

1. 1. Pen, pencil, eraser, marker/highlighter
8. Glossary of important terms

Ascending – increasing in size or importance.
Descending – moving or sloping downwards.
Denominator – The number on the bottom of the fraction and it shows the number of equal
parts, where the whole is divided into.
3
Numerator – The numerator is the number on the top of the fraction, and it shows the number of
the parts we are considering.
9. Information Sheet: Handout/s

❖ Ascending Order
When the fractions are arranged from the smallest fraction to the largest fraction, those fractions
are said to be in an ascending order.
Ascending order of fractions is arranged fractions from smallest to largest fraction.
❖ Descending Order
When the fractions are arranged from the largest to the smallest fraction, those fractions are said
to be in descending order.
Descending order of fractions is arranged fractions from largest to smallest fraction.
10. Example/s with answers.
Ascending order of fractions.

Example 1: Arranging the following fractions in ascending order.
7 9 5 8
, , ,
16 16 16 16
Solution:
If the DENOMINATOR is the same, look at the NUMERATORS, and put the
fractions in order of smallest to the biggest.
5 7 8 9 5 7 8 9
Answer: , , , or   
16 16 16 16 16 16 16 16
➢ Now let’s represent the solution by using the shaded parts in the given figures
below.
5 7 8 9
< < <
16 16 16 16
4
Example 2:
Place the following fraction below in ascending order.
1 1 3 7
, , ,
2 3 4 8
Solution:
In the problem above indicates fraction with unlike denominators, hence we need to find a
common denominator. We need to convert our fractions to EQUIVALENT fractions of the same
DENOMINATOR.
Let’s solve
We will need to find the lowest common denominator
The table on the left indicates how to find the lowest
2 2 8 3 4 common denominator (LCM) of the fractions. Place all
2 1 4 3 2 the denominator 2,8,3 and 4 across then divide by the
2 1 2 3 1 prime numbers beginning from the smallest prime
3 1 1 3 1 number 2. Then used 2 until it is exhausted then move
on to the other prime number. Remember you will
1 1 1 1
need to divide until all number is one at the bottom.
LCM = 2 x 2 x 2 x 3 = 24
Now let’s arrange the fractions using 24 as common denominator
Here you will need to
1 7 1 3
Step1 , , , divide the
2 8 3 4 denominator into the
common denominator
24 then the product is
Step2 112 3 7 8 1 63 multiplied to the
, , , numerator of the
24 24 24 24
fraction.
Step3 12 21 8 18
, , ,
24 24 24 24
Now let’s arrange the fractions in ascending order (small to big).
8 12 18 21 1 1 3 7 1 1 3 7
, , , which is the same as , , , or < < <
24 24 24 24 3 2 4 8 3 2 4 8
1 1 3 7 1 1 3 7
, , , or < < <
Answer 3 2 4 8 3 2 4 8
5
Descending order of fractions.

Example 1: Arranging the following fractions in descending order.
7 9 5 8
, , ,
16 16 16 16
Solution:
If the DENOMINATOR is the same, look at the NUMERATORS, and put the
fractions in order of biggest to smallest.
9 8 7 5 9 8 7 5
Answer: , , , or   
16 16 16 16 16 16 16 16
➢ Now let’s represent the solution by using the shaded parts in the given figures
below.
9 8 7 5
> > >
16 16 16 16
Example 2:
Place the following fraction below in descending order.
1 1 3 7
, , ,
2 3 4 8
Solution:
In the problem above indicates fraction with unlike denominators, hence we need to find a
common denominator. We need to convert our fractions to EQUIVALENT fractions of the same
DENOMINATOR.
Let’s solve
The table on the left indicates how to find the lowest
2 2 8 3 4 common denominator (LCM) of the fractions. Place all
the denominator 2,8,3 and 4 across then divide by the
2 1 4 3 2
prime numbers beginning from the smallest prime
2 1 2 3 1 number 2. Then used 2 until it is exhausted then move
3 1 1 3 1 on to the other prime number. Remember you will
1 1 1 1 need to divide until all number is one at the bottom.
LCM = 2 x 2 x 2 x 3 = 24
6
Now let’s arrange the fractions using 24 as common denominator

1 7 1 3 Here you will need to
, , ,
2 8 3 4 divide the
denominator into the
common denominator
24 then the product is
112 3 7 8 1 63 multiplied to the
, , ,
24 24 24 24 numerator of the
fraction.
12 21 8 18
, , ,
24 24 24 24
Now let’s arrange the fractions in descending order (big to small).

21 18 12 8
, , ,
24 24 24 24
7 3 1 1 7 3 1 1
which is the same as , , , or > > >
8 4 2 3 8 4 2 3
Therefore,
7 3 1 1 7 3 1 1
Answer , , , or > > >
8 4 2 3 8 4 2 3
Practice Activity #1: Next page
7
8
Practice Activity #2: Write the fractions in order using the “greater than” and “less than”
symbols as shown.
9
12. Summary:
13. Assessment/s: Assignment
10
First Form Assignment #3 (TO BE RETURNED TO THE TEACHER)

Name: ___________________________________
Class: _______________________
Date: ________________________
Total points: ____/15
Read each statement carefully and show all working out to gain full marks.
1. Given the equivalent fractions 5 , 3 , 9 and 8 arrange them in ascending order. (2 pts.)
12 12 12 12
2. Number the like fractions 18 , 13 , 15 and 21 in descending order. (2 pts.)

25 25 25 25
5 1 7 3
3. Given the equivalent fractions , , and and using shaded parts, arrange the
9 9 9 9
following fractions:
a. In ascending order (3 pts.)
b. In descending order (3 pts.)
1 2 7 3
4. Arrange the following fractions: , , and
2 3 10 5
a. In ascending order (2.5 pts.)
b. In descending order (2.5 pts.)
11
COMPUTATION
Lesson 2
Topic: Computation
Rationale: This lesson will provide you with application of using
fraction calculations to find parts of quantities. We use fractions
Sub-topic/s: every day. A fraction is part of a whole object or part of a quantity.
So, when writing fractions, it is important that you use the same
❖ Fraction of a
Quantity units in the numerator and denominator.
Objectives: Using information sheet with the illustrated examples provided, you will be able to:
(1) Find fraction of given quantities
(2) Create a game using concept of finding fraction of quantities.
(3) Recognize the use of finding fractions of quantities based on relevant examples
provided.
Activities: You will:
➢ Review methods of finding fractions of quantities and examples.

➢ Complete practice activities which include the number puzzle and fraction charts.
➢ Complete and submit assignment.
➢ Create a game as authentic assessment based on fractions.
Glossary
• Numerator
• Denominator
• Quantity
• Cancel
12
Information sheet
❖ FRACTIONS OF QUANTITIES
“of” means to
Multiply
• Unit fractions
To calculate a unit fraction of a quantity, simply divide the quantity by the
denominator.
Example 1: Example 2:
Find 𝟏ൗ𝟑 of $12. Find 𝟏ൗ𝟔 of 42 km.
Solution Solution
12 ÷ 3 = $ 4 42 ÷ 6 = 7 km
13
GENERAL FRACTIONS
THERE ARE TWO METHODS THAT WILL BE SHOWN

METHOD 1: STEPS
STEPS SHOWN IN A DIAGRAM
2. Multiply by
numerator 60 40
1. Divide by
denominator
60 ÷ 3 = 20
20 × 2 = 40
Example 1: Example 2:
Find 𝟐ൗ𝟑 of $12. Find 𝟓ൗ𝟔 of 54 kg.
Solution 𝟐ൗ × $12. Solution 𝟓ൗ𝟔 × 54 kg.

𝟑
Divide quantity by denominator
12 ÷ 3 = $ 4 54 ÷ 6 = 9 kg
Multiply answer by numerator 5 × 9 = 45 kg
2×4=$8
14
BAR MODEL SHOWING HOW TO FIND FRACTION OF A QUANTITY
• We want to find two thirds of 18.

• We can find one third of 18 by dividing by
3
• 18÷ 3 = 6 and so, one third of 18 is 6
• We want two thirds, so we multiply one
third by 2
• 6 x 2 = 12 and so
• 2ൗ of 18 = 12
3
We divided by the denominator and

multiplied the answer by the numerator
How to find improper fraction of a quantity?

• You will use the same steps. Look at example below.
15
HOW TO FIND A MIX NUMBER FRACTION OF A NUMBER?

Steps:
1. Convert mix number to an improper fraction.
2. Then divide number by denominator and multiply this result by numerator.
3. Finding a mix fraction of a number will make the original number larger.
Look at example below
DECIMALS TOO ! LOOK AT EXAMPLE BELOW
16
METHOD 2: FINDING FRACTION OF A QUANTITY

Steps:
1. Change “of” to “×”
2. Place quantity over 1
3. Multiply across
4. Then divide
Example 1:
Find 𝟓ൗ𝟔 of 54 kg. OR

Write 1 as
denominator
Solution 9
Divide 6
5 54 You can also cancel and 54 by 5 54
= × at this step common ×
6 1 6 1
factor 6
1
5×54
= multiply
6×1 5×9
=
270 1×1
= divide 45
6 =
1
= 45 kg
= 45 kg
Example 2:
In a school, 3ൗ10 of the students have pets. There are 510 students in the
school.
(a) How many of them have pets?
(b) How many of them do not have pets?
Solution
(a) 3ൗ10 𝑜𝑓 510 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝑡𝑜𝑡𝑎𝑙
3 510
= ×
10 1
Cancel by dividing 10 and 510 by 10 (common factor)
3 510 3 ×51
= × = = 153 students have pets
10 1 1
17
SOLUTION (b)
Number of students that do not have pets = Total number of students – number of students that have pets
= 510 – 153
= 357 students
18
PRACTICE EXERCISES.
PRACTICE EXERCISE 1:
First one is done for

you.
2
× 42 = 12
7
19
PRACTICE EXERCISE 2
Complete the following below.
c)
d)
20
21
SUMMARY
How to find fractions of quantities, you can do it two ways.
Method 1: Divide by numerator and then multiply your answer by numerator. Example.
Method 2. Write quantity as fraction with 1 as denominator. Cancel if possible and multiply
across. Example
3 510
= ×
10 1
Cancel by dividing 10 and 510 by 10 (common factor)
3 510 3 ×51
= × = = 153
10 1 1
22
First Form Mathematics Assignment

(TO BE SUBMITTED TO THE TEACHER)
Name: _______________________
Class: _______________________
Date: ________________________
SHOW WORKING OUT. (@ 2 pts each)
(1)
(2)
(3)
(4)
(5) Find the fraction of the following. Shade the corresponding area. (@ 3 pts each)
23
WORD PROBLEMS
Attempt the problems below. Show working out. (@ 3 pts each)
6.
7.
24
First Form Mathematics Authentic Assessment 1

(THIS PAPER SHOULD BE RETURNED TO THE TEACHER)
Name: _______________________
Class: _______________________
Date: ________________________
Instructions:
1. You are to create a Math game based on Finding Fractions of Quantities.
2. Samples of games are provided to you at the bottom. You are not limited to these kinds.
Be creative and come up with other form of games.
Expectations:
a) Your game should have a title.
b) Your game should only focus on finding fractions of quantities. This is the content of
lesson 2.
c) Your game should be fitted in your folder. Size is 8.5 x 11 inches at least. It can be
smaller.
On the game or on a new sheet, INCLUDE
d) Your game instructions (how to play the game). It should be straight forward for anyone
to play your game.
e) Include an answer sheet for your game. If the type of game allows for it. For example,
puzzles and mazes should have an answer key to show how a winner would win the
game.
f) Write your name and class on everything you submit.
g) You should also include your rubric.
h) Make your game interesting, attractive and creative.
i) Sample Games are shown on next page. Do not replicate this as your game. You can use
the idea but you will have to use different questions.
25
26
Student Name: ________________________ Class: _______________

Rubric THIS PAPER SHOULD BE RETURNED TO THE TEACHER.
Category 1 2 3 4 Score
Rules No rules Rules are not Rules are Rules are clear. Players
provided. clearly somewhat can understand how to
written. clear. Players play the game.
Players would can figure out
have difficulty how to play
to start the game.
playing the
game.
Design & Size of game Size of game Size of game Size of game is provided
Creativity is not is acceptable. is acceptable. as instructed. Game type
acceptable. Game type is Game type is is creative. It is an
Lacks game common but acceptable. It interesting and
creativity. not much is a commonly captivating game.
effort was played game
made to make but with a bit
it creative. of added
creativity.
Attractiveness Game is not Game is Game is Game is made very
presented in somewhat attractive but attractive. Effort is
any attractive attractive. effort could evident in its drawing,
form. No Little effort is have been colour and overall
effort was shown in its placed more in presentation.
made. appearance. terms of its
drawing,
colour and
presentation.
Challenge The game can Players would Players would Players would not easily
be easily won have little be challenged. win the game because
because it is challenge The level of they are challenged by
not very playing the challenge is the game. The type of
challenging. game because less in terms game and type of
there are very of the type, questions add some
few questions challenge to players.
challenging provided.
questions.
Mathematics Student did There are 3 to Math concept Fractions of quantity
not understand 4 incorrect on fractions is concept is evident.
concept. There calculation of evident based Questions are relevant
are more than fractions of on questions. and answers are correct.
4 incorrect quantities There are 1 or
answers. provided in 2 wrong
answer key. answers
provided in
answer key.
27
Topic: Computation
1. Lesson 3
2. Topic: Computation
3. Sub-topic/s:
➢ Express one quantity as a fraction of another
4. Rationale:
This topic provides you the understand to express one quantity as a fraction of another. This is
important for you to learn because you will be able to relate and apply the many uses of fractions
in the real world and everyday life.
5. Objectives: Through the use of handouts and practices, you will be able to:
C- Identify and explain what is meant by, express one quantity as a fraction of another
A- Recognize and distinguish the multiple usage of expressing one quantity as a fraction of
another
P- Solve problems involving expressing one quantity as a fraction of another
with 95% accuracy.
6. Activities:
• Read the handout on expressing one quantity as a fraction of another.
• Highlight or underline with a pen, important information in the handout.
• Complete the practice exercise on the handout.
• Complete the worksheets with expressing one quantity as a fraction of another
7. Resources: You will need

1. Pencil, calculator, pen, eraser, highlighter, textbook
28
8. Glossary of important terms
Fraction- numerical quantity that is not a whole number (e.g. 1/2, 0.5).
Reduce- convert a fraction to lower form (the form with the lowest terms)
Quantity- an amount, a number or expression having a value.
Numerator – The numerator is the number on the top of the fraction, and it shows the number of
the parts we are considering.
Denominator – The number on the bottom of the fraction and it shows the number of equal
parts, where the whole is divided into.
Proper Fraction- the top number less than its bottom number.
9. Information Sheet: Handout/s
29
10. Example/s with answers.
30
11. Practice Activity #1:
Question # 1
31
Practice Activity #2:

Question # 2
Showing working out in the box below
32
Answers
Question # 1 answer
Question # 2 answer
33
12. Summary:
Expressing one quantity as a fraction of another

i. First make the measurable units the same (Note: all units cm)
ii. If they are not, then change the bigger units to the smaller unit.
iii. Put the smaller number all over the larger number to create a fraction.
iv. Simplify the fraction if necessary(reduce).
13. Assessment/s: Test
34
STUDENTS, YOU ARE EXPECTED TO SUBMIT THIS ASSESSMENT TO

BE GRADED BY YOUR TEACHER.
First Form Mathematics Test # 2

Semester 2
Name: _______________________
Class: _______________________
Date: ________________________ Total points: ____/50
WORD BANK
Numerator Descending Denominator Ascending

Fraction Reduce Quantity Proper fraction
Fraction Exponent Salary Mix Number
SECTION ONE: Fill in each blank with one of the terms above. Use each term once. (1 pt. each)
1) The increasing in size or importance is called__________________.

2) The number on the top of the fraction, and it shows the number of the parts we are
considering is called__________________.
3) The top number less than its bottom number is called__________________.
4) The number on the bottom of the fraction and it shows the number of equal parts, where
the whole is divided into is known as __________________.
5) It consists of a whole number and a proper fraction is known as __________________.
6) Is part of a whole object or part of a quantity is called a __________________.
7) The numerical quantity that is not a whole number is __________________.

8) The moving or sloping downwards is __________________.
9) To convert a fraction to lower form is called__________________.
10) An amount or a number or expression having a value is known as __________________.
35
THIS PAPER SHOULD BE RETURNED TO THE TEACHER.

SECTION TWO: Multiple choice
Instruction: Circle the correct answer and write the letter on the line provided. (2pts each)
5 2 1 4
1. Which fraction is the largest in the set , , ,
6 6 6 6
2 5 1 4
a) b)6 c)6 d)6
6
4 7 2 5
2. Which fraction is the smallest in the set 9 , 9 , 9 , 9
5 7 2 4
a)9 b)9 c)9 d)9
1 1 3 7
3. Which fraction is the largest in the set 2 , 4 , 5 , 10
3 1 1 7
a)5 b)2 c)4 d)10
4. Find 1 of 12 a)6 b)5 c)4 d)9

2
5. Find 1 of 90 a)80 b)18 c)50 d)70

5
6. Find 2 of 18 a)7 b)10 c)12 d)14

3
7. 3 is what fraction of 12
a) ¼ b)2/3 c)1/6 d)7/8
8. 2 days is what fraction of a 2 weeks

a) 1/3 b)1/7 c)3/14 d)2/7
9. In a class of 60 students, 20 are boys. What fraction of the class are boys?
a)1/3 b)2/5 c)3/7 d)1/4
36
THIS PAPER SHOULD BE RETURNED TO THE TEACHER.

SECTION THREE: Problem Solving
Instructions: Show all working for the following questions to obtain full marks.
1. Show which fraction is the largest in the set 3, 1, 4, 2

5, 5, 5, 5 (3pts)
2. Show which fraction is the smallest in the set 3, 1, 5, 1

4, 2, 8, 6 (3pts)
3. Find 1 of 60
4 (3pts)
4. Find 4 of 100
5 (3pts)
5. In a PE class, 15 students like volleyball and 6 like basketball. What fraction of the class
likes: (4 pts)
a) Volleyball? B) basketball?
6. In a class of 40 students, 10 like English, 8 like Social Studies and the remainder like
Math. What fraction of the class like: (6pts)
a) Social Studies? B) Math c) English
37
COMMENTS OR QUESTIONS
In this section you are asked to post any comments or questions that you may have
regarding this module. Fill in the section that applies to you as a:
Student:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Parent/Guardian:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
38

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FORM 1 MATHEMATICS MODULE 5

Julian Cho Technical High School

LEVEL FIRST FORM

SUBMISSION DATE May 2, 2021

School Phone Numbers: 630-4159 & 671-4159

Julian Cho Technical High School Student Module

Form: First Form

NOTE: ONLY Assessments and Sheets marked GRADED or TO BE RETURNED should

DROP OFF/SUBMISSION DATE for Assessments/Graded Materials for subjects in this

➢ Ascending and Descending Order of Fractions

7. Resources: You will need

8. Glossary of important terms

9. Information Sheet: Handout/s

10. Example/s with answers.

Ascending order of fractions.

Now let’s arrange the fractions in ascending order (small to big).

Descending order of fractions.

Now let’s arrange the fractions using 24 as common denominator

Now let’s arrange the fractions in descending order (big to small).

Practice Activity #1: Next page

13. Assessment/s: Assignment

First Form Assignment #3 (TO BE RETURNED TO THE TEACHER)

2. Number the like fractions 18 , 13 , 15 and 21 in descending order. (2 pts.)

a. In ascending order (3 pts.)

b. In descending order (3 pts.)

b. In descending order (2.5 pts.)

Activities: You will:

➢ Review methods of finding fractions of quantities and examples.

Find 𝟏ൗ𝟑 of $12. Find 𝟏ൗ𝟔 of 42 km.

THERE ARE TWO METHODS THAT WILL BE SHOWN

STEPS SHOWN IN A DIAGRAM

Find 𝟐ൗ𝟑 of $12. Find 𝟓ൗ𝟔 of 54 kg.

Solution 𝟐ൗ × $12. Solution 𝟓ൗ𝟔 × 54 kg.

BAR MODEL SHOWING HOW TO FIND FRACTION OF A QUANTITY

• We want to find two thirds of 18.

We divided by the denominator and

How to find improper fraction of a quantity?

HOW TO FIND A MIX NUMBER FRACTION OF A NUMBER?

DECIMALS TOO ! LOOK AT EXAMPLE BELOW

METHOD 2: FINDING FRACTION OF A QUANTITY

Find 𝟓ൗ𝟔 of 54 kg. OR

(a) 3ൗ10 𝑜𝑓 510 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝑡𝑜𝑡𝑎𝑙

First one is done for

Complete the following below.

First Form Mathematics Assignment

First Form Mathematics Authentic Assessment 1

Student Name: ________________________ Class: _______________

7. Resources: You will need

8. Glossary of important terms

Quantity- an amount, a number or expression having a value.

9. Information Sheet: Handout/s

10. Example/s with answers.

11. Practice Activity #1:

Practice Activity #2:

Showing working out in the box below

Expressing one quantity as a fraction of another

13. Assessment/s: Test

STUDENTS, YOU ARE EXPECTED TO SUBMIT THIS ASSESSMENT TO

Student Name: __________ Class: _