PRE-ASSESSMENT

Let us find out how much you already know about the Multiplication of Fractions.
Answer the short quiz below. Take note of the items that you were not able to answer
correctly and look for the right answer as you go through this module.

A. Directions: Write the letter of the correct answer on the blank before each number.

______ 1. Out of 600 pupils in a school, 125 did not pass a fitness test. What part of the total number of
pupils passed the fitness test?
5 11 17 19
A. B. C. D.
24 24 24 24

______ 2. Which of the following fractions are reciprocals?

3 2 1 1 1 33 4 9
I. ,1 II. 4 , III. 16 , IV. 6 ,
5 3 4 3 2 2 9 58

A. I only B. I, II and III C. I and III D. I and IV

3
______ 3. If of Abby’s schoolmates is equal to 126. How many schoolmates does she have?
7

A. 72 B. 168 C. 172 D. 294

______ 4. Which equation gives the greatest quotient?
5 5 1
A.2 ÷6=N C. 1 ÷2 = N
6 7 7
5 1 1
B.5 ÷2 D.4 ÷ 2
6 7 6

B. Directions: Find the quotient. Express your answers in lowest term.

1 2 1 3
5) ÷ = N 6) ÷ =N
8 7 6 8

3 1
7) 90 ÷ =N 8) 96 ÷ 2 =N
9 2

C. Direction: Solve for N.

9-10) Martha had 42 stickers. Five sixths of the stickers were colored. If she gave two-fifths of the colored
to her friends, how many stickers did she have left? (Solve using block model method)

Did you do well in the Pre-Assessment? Are there items that you were not sure of
your answers? You can go back to those items as you gain new knowledge and skills
Page1 No part of this module may be reproduced and/or used in any form or by any means, electronic or mechanical
through this Module. NOW, proceed to our Lesson. Take time to list down ideas
without written permission of the writer.
and concepts in your notebook.
 HOOK

Good day!
How was your day? Are you excited to learn? Let’s begin
with a mental computation and interactive game using your
Genyo Account.

DRILL

Mental Computations

560 ÷ 10 = 369 ÷ 9 =

12,000 ÷ 100 = 56,000 ÷ 7 =

REVIEW

Log in to your Genyo Account.

Go to Subject>Grade 6>Grade 6 Mathematics>Fractions>Mastery Quiz 1

Multiply Fraction

ENGAGE

Let's start enriching your knowledge and skills. Let us

begin with a presentation through illustrations and
diagrams.

1
Dave has 2 kilo of corn. She shared them
equally among her 3 cousins. About what part will each
one get?

Page2 No part of this module may be reproduced and/or used in any form or by any means, electronic or mechanical
without written permission of the writer.
 ILLUSTRATION

Why do you think Rita shared part of the corn to her cousins? __________

How many of her cousins were mentioned in the given problem? __________

What operation is involved in the problem? __________

What mathematical sentence can be used to solve the given problem? __________

Visualizing through illustration

a. Discovery through illustration:

1 1 3
2 ÷ 3 = 2 ÷ 1
1 1 1
= 2 x 3 = 6
1
Each one receives 6 kilo of corn.

b. Working on with more challenging examples.

See textbook page 27 (Let’s Explore)

If two numbers have a product of one, they are reciprocals of

each other.
Reciprocals of a number are called the multiplicative inverse.
To divide a fraction by a whole number, change the divisor to
a fraction form then multiply the reciprocal of the divisor.
To divide a whole number by a fraction, change the dividend
to a fraction then multiply the reciprocal of the divisor.
Use cancellation whenever possible. Express the answer in
simplest form.

Page3 No part of this module may be reproduced and/or used in any form or by any means, electronic or mechanical
without written permission of the writer.
 ACQUIRE

After completing the tasks, did you increase your knowledge about
dividing fractions by whole numbers?
Now we can further develop and enrich what you have learned through
the following activities.

FIXING SKILLS

Directions: Write A if the quantity in Column A is greater than the quantity in

Column B;
B if the quantity in Column B is greater in Column A;
C if the quantities are equal; D if the quantities cannot be
determined.
Show your solution. Express the answer in simplest form.

Column A Column B
12 3 11
___ 1. 50 ÷ 20 a. 24 0 ÷ 44

5 2 6
___2. 6 ÷ 200 b. 3 ÷ 20

5 2 6
___3. 6 ÷ 200 2) 3 ÷ 20

TEXTBOOK ENGAGING ACTIVITY

Directions: Complete the exercises in book page 29.

Focus A(1-6) and B(1-10)

REFLECT

Divisions among the Faithful

1 Corinthinas 1:10-1

What does division mean in the Biblical Passage? Does division happen in
the family, school, and community? How does division affect the relationship among
people?
Page4 No part of this module may What do and/or
be reproduced you think
used are theform
in any reasons
or bywhy
any division among people
means, electronic in a particular
or mechanical
without written permission ofcommunity
the writer. or organization happen? What do you think are the solutions to avoid
divisions according to the bible?
 HOOK
Good day!
How was your day? Are you excited to learn? Let’s begin with an
interactive game using your Genyo Account.

REVIEW

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Go to Subject>Grade 6>Grade 6 Mathematics>Fractions>Mastery Quiz 4

Divide Fraction

ENGAGE

Let's start enriching your knowledge and skills. Let us begin with
a presentation through illustrations and diagrams.

2
Kristel has 4 of a cake at a party. He wants to distribute the cake such that each child
3
1
gets 1 of a whole cake. How many children can he distribute the cake to?
6
* Use Pictorial Method

How are you going to solve the given problem?

Solving the given problem using diagram.

2 1 14 7 14 6
4 3 ÷1 6 = 3 ÷ 6 = 3 ÷ 7 =4

Page5 No part of this module may be reproduced and/or used in any form or by any means, electronic or mechanical
without written permission of the writer.
 To divide a mixed number by a fraction:
 Change the mixed number to an improper fraction
 Multiply the dividend by the reciprocal of the divisor
 Use cancellation whenever possible.
 Express the answer in simplest form.
To divide a mixed number by another mixed number, change the
mixed number to improper fraction, then multiply the dividend by
the reciprocal of the divisor. Use cancellation whenever possible
and express the answer in simplest form.

ACQUIRE

After completing the tasks, did you increase your knowledge about
dividing mixed fractions?
Now we can further develop and enrich what you have learned through
the following activities.

FIXING SKILLS

Directions: Perform the indicated operations.

2 1 1
3 ÷ 32 2. 9 ÷ 1 4
1. 5

3 1 1 2
8 ÷ 2 2 4. 12 6 ÷ 1 3
3. 5

Page6 No part of this module may be reproduced and/or used in any form or by any means, electronic or mechanical
without written permission of the writer.
 TEXTBOOK ENGAGING ACTIVITY

Directions: Complete the exercises in book page 30.

Take a Leap B(1-10)

REFLECT

Genesis 1: 1-2 I praise God because I am wonderfully made, Thank you my

Lord.
Do you always eat cake?
Is it good to eat excessive sugar? Why? How should it be taken? We
should take note that excessive use of it is detrimental to our health. What
health tips do you need to know about sugar? Are you interested with it? Why
or why not? Why do we need to take care of ourselves? Should we be only
physically fit? Why or why not? What does the bible passage tells us?

Page7 No part of this module may be reproduced and/or used in any form or by any means, electronic or mechanical
without written permission of the writer.
 HOOK

Good day!
How was your day? Are you excited to learn? Let’s begin with an interactive
game using your Genyo Account.

REVIEW

True or False Game

Log in to your Genyo Account.

Go to Home>Division of Fractions> Genyo Game Builder (Seesaw)

ENGAGE

Let's start enriching your knowledge and skills. Let us begin with
a story problem.

PRESENTATION OF THE LESSON

Fifty Grade 6 pupils attended the volleyball summer

2
training camp at their school. of them are boys.
5
How many boys were there? How many girls were there?

You can use the model approach to represent the

problem. It can help you visualize the given, and thus help
you better understand what is asked for and how to solve the
problem.

Page8 No part of this module may be reproduced and/or used in any form or by any means, electronic or mechanical
without written permission of the writer.
 ILLUSTRATION

A. Block Model Method

5 units = 50 2 units = 2 x 10 = 20
1 unit = 50 ÷ 5 = 10 3 units = 3 x 10 = 30

Therefore, 20 boys and 30 girls attended the volleyballs summer training camp.
B. Abstract Approach
2
Equation: a. x 50 = No. of boys b. 50 – No. of boys = No. of girls
5

Solution:
2
x 5010 = 20 boys 50 – 20 = 30 girls
5
1

To solve multiple step problems:

* Identify what is asked, what are given, what is the hidden question
(if any) and what operations are needed to solve the problem.
*Solve one step at a time. Operations inside the parentheses are
done first.

ACQUIRE

After completing the tasks, did you increase your knowledge about
problem solving?
Now we can further develop and enrich what you have learned through
the following activities.

Page9 No part of this module may be reproduced and/or used in any form or by any means, electronic or mechanical
without written permission of the writer.
 FIXING SKILLS

Directions: Solve the following problems.

1 1
1. Joseph took of a rice cake, and his sister took of what was left. What part of
3 2
the rice cake was left?

_________of the cake was left.

3
2. After giving of his marbles to Carl, Chester had 90 marbles left. How many
8
marbles did Chester have at first?

Chester had ________ marbles.

2
3. Roxanne bought a bag and received a change of ₱ 450.00. Her change is of the
5
amount she gave the cashier. How much was the bag?

TEXTBOOK ENGAGING ACTIVITY

Directions: Complete the exercises in book page 30.

Make Meaning (1-2)

REFLECT

 What are the ways on how you can continue developing your skills in
problem solving involving operations on fractions?

______________________________________________________
 How can you make your work better?

_________________________________________________

 To improve, I will
Page10 No part of this module may be reproduced and/or used in any form or by any means, electronic or mechanical
_________________________________________________ .
without written permission of the writer.
 TRANSFER

Your goal in this section is to apply your learning to real life situations.
You will be given practical task which will demonstrate your
understanding.

Engaging Scenario:
Assume the role of a registrar. You are tasked to show the total enrolment of
Canossa Academy this school year using a pie graph to be given by the teacher. This is
to make the community aware of the number of students per department. The pie or
circle graph will give a convenient representation of data expressed as parts of a whole.
The fractional part of the enrollees will be used.
Instructions:

1. Prepare a pie graph, showing the sectors (actual figures and fractional parts) that make up the

circle graph.

2. Answer the given problems based on the data shown in the graph.

SCORING RUBRIC

Advanced- 4 Proficient - 3 Developing Needs

Proficiency - 2 Improvement - 1

Graphs and Graphs and Students attempted Students attempted

drawings contain all
the necessary
components such as
title, labelled axes,
key or legend, labels
and units. Visuals
accurately represent
the data collected
are easily interpreted
and enhance the
understanding of
the data.
drawings contain all
the necessary
components such as
title, labelled axes,
key or legend, labels
and units. Visuals
accurately represent
the data collected .
to create graphs, but
there is missing key
elements needed to
effectively display
the data. Overall
data display is not
well constructed.
Elements missing
include titles,
captions, axes and
units.
to create graphs, but
is missing most key
elements needed to
effectively display
the data. Overall
data display is
incoherent. Multiple
elements missing
include titles,
captions, axes and
units. Data display is
hard to follow.

References:
*** Textbook : Number Smart 6
By: Teodora A. Riel , Rosario B. Buturan , Alicia Ancheta camitan, Ma. Lourdes P. De la
Cruz, Maria Teresita A. Guadarrama, Perla A. Zotomayor, Ed. D.
Copyright 2018
Page11 No part of this module may be reproduced and/or used in any form or by any means, electronic or mechanical
without written permission of the writer.
*** Textbook : Mathematics for the New Generation
By: Merylin, P. Penarubia
Copyright 2016
POST ASSESSMENT

CONGRATULATIONS, you have completed the lessons! Before

you go to the next module, you have to answer the Post-
Assessment.

A. Directions: Write the letter of the correct answer on the blank before each number.
______ 1. Out of 600 pupils in a school, 125 did not pass a fitness test. What part of the total number of
pupils passed the fitness test?
5 11 17 19
A. B. C. D.
24 24 24 24

______ 2. Which of the following fractions are reciprocals?

3 2 1 1 1 33 4 9
I. ,1 II. 4 , III. 16 , IV. 6 ,
5 3 4 3 2 2 9 58

A. I only B. I, II and III C. I and III D. IV only

3
______ 3. If of Abby’s schoolmates is equal to 126. How many schoolmates does she have?
7

A. 72 B. 168 C. 172 D. 294

______ 4. Which equation gives the greatest quotient?
5 5 1
A.2 ÷6=N C. 1 ÷2 = N
6 7 7
5 1 1
B.5 ÷2 = N D.4 ÷ 2 = N
6 7 6

B. Directions: Find the quotient. Express your answers in lowest term.

1 2 1 3
5) ÷ = N 6) ÷ =N
8 7 6 8

3 1
7) 90 ÷ =N 8) 96 ÷ 2 =N
9 2

C. Direction: Solve for N.

9-10) Martha had 42 stickers. Five sixths of the stickers were colored. If she gave two-fifths of the colored
to her friends, how many stickers did she have left? ( Solve using block model method)

Page12 No part of this module may be reproduced and/or used in any form or by any means, electronic or mechanical
without written permission of the writer.
 KEY TO CORRECTION
(PRE- ASSESSMENT)

1. A

2. D

3. D

4. B

7
5.
16

4
6.
9

7. 270

8. 24

9-10. 14 stickers

Page13 No part of this module may be reproduced and/or used in any form or by any means, electronic or mechanical
without written permission of the writer.