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Grade 6 Mathematics Final
Grade 6 Mathematics Final
Mathematics
First Quarter
Copyright © 2020
DEPARTMENT OF EDUCATION
Regional Office No. 02 (Cagayan Valley)
Regional Government Center, Carig Sur, Tuguegarao City, 3500
“No copy of this material shall subsist in any work of the Government of the Philippines. However,
prior approval of the government agency or office wherein the work is created shall be necessary
for exploitation of such work for profit.”
This material has been developed for the implementation of K to 12 Curriculum through the
Curriculum and Learning Management Division (CLMD). It can be reproduced for educational
purposes and the source must be acknowledged. Derivatives of the work including creating an
edited version, an enhancement of supplementary work are permitted provided all original works
are acknowledged and the copyright is attributed. No work may be derived from this material for
commercial purposes and profit.
Consultants:
Regional Director : ESTELA L. CARIÑO, EdD., CESO IV
Assistant Regional Director : RHODA T. RAZON, EdD., CESO V
Schools Division Superintendent : ALFREDO B. GUMARU, JR., EdD., CESO VI
Asst. Schools Division Superintendent(s): MARITES L. LLANES, CESE
Chief Education Supervisor, CLMD : OCTAVIO V. CABASAG, PhD
Chief Education Supervisor, CID : RUBY B. MAUR, EdD.
Development Team
Writers : DIONICIO C. ABRUJENA, JR., AUBREY T. LAPUZ, CZARINA
A. PERIDO, ROSALIE T. YAO, JAM V. FALLARIA,
EMERSON C. AYUMAN, JOVELYN G. ACOB, NIKKI S. JIMENEZ,
MARIVIC D. ANDRES, MARIA ELENA G. REYES
Content Editor : CRISELDA S. CORPUZ, MARVIN S. AQUINO, NERLISA DOMINGCIL.
MONALIZA ZAMBALE, MARITES TALOSIG
Language Editor : JAM V. FALLARIA, JOVELYN G. ACOB
Illustrators : PETER B. SARIO, JR., MARK ANTHONY DAGUIO,
REYNALDO A. SIMPLE
Layout Artists : MARVIN S. AQUINO
Focal Persons : CRISELDA S. CORPUZ, Division EPS- Mathematics
CHERRY GRACE D. AMIN, Division EPS- LR
ISAGANI R. DURUIN, PhD, Regional EPS- Mathematics
RIZALINO G. CARONAN , Regional EPS- LR
This activity sheet serves as a self-learning guide for the learners. It facilitates
lesson comprehension as it specifically aims for students’ mastery on adding simple
fractions and mixed numbers.
The process of adding whole numbers with simple and mixed fractions without
regrouping require grouping of fractions and whole numbers in different columns and
combining like terms. Fractions are added to fractions and whole number are added to
whole numbers.
Step 1
5
7 Write the fraction and whole number in
+8 separate columns. Whole numbers on
the left and fractions on the right.
Step 2
5 Bring down the fraction since there is
7 no other fraction to add it with.
+8
Do the same thing with the whole
number since there is no other whole
number to add it with.
5
8 7
𝟓
Answer: 𝟖
𝟕
Step 1
5
49 Write the fraction and whole number in
+ 7 separate columns. Whole numbers on
the left and fractions on the right.
Step 2
Bring down the fraction since there is
5
49 no other fraction to add it with.
+ 7
5 Add the whole numbers 4 and 7.
11
9
𝟓
Answer: 11
𝟗
Learning Competency: Adds simple fractions and mixed numbers without or with
regrouping. (M6NS-Ia-86)
Exercise 1
1. 4
+2 a. 2
b. 4 c. 24
9 9 9
9
3 3
2. +5 a. 5 8 b. 1 c. 5
8 8
9 9
3. 9+ a.
18 b. 9
c.
9
10 10 10 19
2 7
4. + 11 a. 112 b. 2
c.
2
7 7 11 18
1 1
5. 15 + a.
1
b.
16 c. 15
5 20 5 5
Match the addends in column A with its sum in column B. Write the letter of the correct
answer on the blank provided.
COLUMN A COLUMN B
1 2
1. 1 +3 a. 3
5 3
1 2
2. 1+2 b. 5
5 9
2 5
3. 2 +1 c. 2
3 9
2 1
4. 1 +1 d. 4
3 5
1 4
5. 3 +2 e. 3
4 7
2
6. 1 +2 f. 1 6
7
7
2 2
7. 2 +3 g. 2
9 3
5 1
8. 1+1 h. 5
9 7
2
9. 2+3 i. 3 1
7
5
4
10. 1 + 2 j. 3 2
7
7
2
k. 5
7
Exercise 3
4 4 2 2
1. +3 = 3 6. 5+2 = 7
5 5 3 3
2 4 3 7
2. 2+ =2 7. 4+1 = 1
7 7 8 8
1 5 3 3
3. 5 +4= 5 8. 2 +2= 4
6 6 5 5
3 3 5 5
4. 2 +3= 5 9. 3 +1= 4
8 8 9 9
1 5 1 1
5. 1 +4= 1 10. 5 + 3 = 8
6 6 2 2
Write the missing addend on the blank to make the number sentence correct.
1 1 2 2
1. 2 + =3 6. + = 5
2 2 5 5
5 1
2. + 2 =2 7. 3 + =8
9 4
7 7 3
3. + = 3 8. _ + 4 = 4
8 8 10
5 1 1
4. + 3 =4 9. _ + = 7
6 6 6
1 5 5
5. 2 + =6 10. 1 + = 9
3 6 6
Reflection
1. What part of the activity do you find difficult? Why?
References
21st Century MATHletes 6 pp. 3-15
Prepared by:
This activity sheet serves as a self-learning guide for the learners. It facilitates
lesson comprehension as it specifically aims for students’ mastery on adding simple
fractions and mixed numbers.
The process of adding simple fractions and mixed numbers without or with
regrouping applies a series of steps starting from making dissimilar fractions similar,
adding similar fractions and simplifying the sum if possible.
The examples below show how to add simple and mixed fractions:
Step 1
1
7 Align the fractions
1
+ 2
Step 2
1 2 2 Make the fractions similar by finding
7 x2 = 14 the LCD or the Least Common
1 7 7 Denominator.
+ 2 x7 = 14
The LCD of 7 and 2 is 14.
9
Since 2 + 7 = 9, the numerator in
14
the answer is 9.
𝟗
Answer: Then, copy the denominator 14.
𝟏𝟒
Step 1
2
Write the fraction and whole number in
5
separate columns. Whole numbers on
+1 1
the left and fractions on the right.
4
Step 2
2 4 8 Make the fractions similar by finding
x 4 = 20 5 the LCD or the Least Common
5
+ 1 x5 =1
1
Denominator.
4 5 20
The LCD of 5 and 4 is 20.
Add: 4 1
2 +3 =
5 2
Step 1
4 Write the fraction and whole number in
2 5
1 separate columns. Whole numbers on
+3 the left and fractions on the right.
2
Step 2
4 8
2 x2 = 2 Make the fractions similar by finding
5 2 10 the LCD or the Least Common
1 5
+ 3 x 5
= 3 Denominator.
2 5 10
The LCD of 5 and 2 is 10.
Step 3
Add the fractions by adding
8 numerators and just copy the
2 10
denominator.
+ 3 5
10
Step 4
13 Change the improper fraction to mixed
5
10 number.
5
+ 1 3 13 is equal to 1 3
10 10 10
Exercise 1
Direction: Find your way from the START problem by shading the box of the addends
and the arrow of its correct answer. Then, proceed to the problem the correct arrow is
pointing at until you reach the FINISH box.
START
11 𝟏 𝟏 𝟏𝟏
1 1 2 1 71
+ 𝟐 + +
42 44
𝟒
36
𝟏𝟐
126+
𝟑 𝟏 𝟑
𝟒 𝟐 𝟗 𝟒
𝟓
𝟑 𝟏𝟏 21
11 13 41
𝟒 𝟏𝟐
3+2 6+4 3 + 12 9+4
𝟑
𝟐 𝟑𝟔
𝟓 𝟗
𝟏𝟎
32 21 32 25
5+3 𝟏𝟏 𝟕 5+6
5+2 8+5
𝟏𝟓 𝟓
𝟑 𝟑𝟏 𝟕
𝟕 𝟒𝟎 𝟏𝟏
5 1 2 2 FINISH
+ 𝟏𝟕 + 𝟏
69 𝟏𝟖 53 𝟏 𝟏𝟓
1 1 2 3 2 7
6. + = 11. + =
2 5 7 10 5 10
3 31
3 1 19 12. 1
+ =
7. 4 + =
5 20 9 4 36
2 9 1 2
8. 1
+ = 13. 1
+ =
3 7 21 8 5 13
3 1 4 3 1 16
9. + = 14. + =
5 6 11 7 3 21
2 1 3 1 5
10. + = 15. 3
+ =
3 8 24 8 4 8
Exercise 3
Direction: Add the following simple mixed fractions. Show your solution. Simplify the answer if
possible.
1 2 5 1
1. + 1 = 6. +2 =
2 5 8 2
1 1 3
2. 1 + = 7. 2 + 2 =
3 5 4 7
1 1
3. 1 + 2 = 8. 3 + 4 =
2 3 2 5
1 1 5 3
4. + 2 = 9. +3 =
4 6 6 7
2 1 1
5. + 2 = 10. 3 + 2 =
5 4 9 3
Direction: Solve each problem and write the matching letter on the blank above the answer.
Exercise 5
Direction: Add the fractions. Show your solution. Simplify the answer if possible.
3 1
1. + =
4 6
7 5
2. + =
9 8
1
3. 1 + 4 =
2 9
4 5
4. + 2 =
5 6
4
5. 1 + 2 5 =
7 8
Reflection
1. What part of the activity do you find difficult? Why?
References
21st Century MATHletes 6 pp. 3-15
Prepared by:
This activity sheet serves as a self-learning guide for the learners. It facilitates
lesson comprehension as it specifically aims for students’ mastery on subtracting simple
fractions and mixed numbers.
The process of subtracting simple fractions and mixed numbers without or with
regrouping applies a series of steps starting from making dissimilar fractions similar,
subtracting similar fractions and simplifying the difference if possible.
The examples below show how to subtract simple and mixed fractions:
Step 1
𝟖
𝟗 Write the fraction and whole number in
𝟐 separate columns. Whole numbers on
- 𝟑
the left and fractions on the right.
Step 2
8 1 8 Make the fractions similar by finding the
9 X = LCD or the Least Common
1 9
2 3 6
- 3 X = − Denominator.
3 9
The LCD of 9 and 3 is 9.
Step 3
8 8
9 = 9
6
Once, the fractions are similar, you
- 2
= − may now subtract the numerators and
3 9
just copy the denominator.
2
9
Step 1
9 Write the fraction and whole
4
− 7 number in separate columns.
Whole numbers on the left and
fractions on the right.
Step 2
9 7
= 8
7 Borrow 1 from the whole number.
4
Then convert 1 into an equivalent
4
− 7
= − fraction with the same denominator
7
to the given fraction.
Step 3
9 7 Subtract the numerators and copy
= 8
7
4 the common denominator.
4
− 7
= −
7 Just bring down 8 since there is
no other whole number to subtract
3
8 7
Step 1
Step 2
8
10 = 9 Borrow 1 from the whole number.
8 Then convert 1 into an equivalent
5 5 fraction with same denominator to
− 5 = − 5
8 the given fraction. This will
8
convert the whole number into a
mixed fraction.
3
4 8
Learning Competency: Subtract simple fractions and mixed numbers without or with
regrouping. (M6NS-Ia-86)
Exercise 1
Direction: Solve the riddle using your answers below.
2 1 3 1
D I − =
− = 4 12
3 6
1 1 9 1
H K − =
− = 10 2
2 4
6 1 5 1
C − = A
12 3 − =
8 2
4 3 2 1
E − = P − =
5 15 3 12
2 2 2 2
T − = S
5 10 − =
3 9
2 1 1 1 1 1 2 1 2 4
3 5 4 8 2 15 3 6 5 9
1. 8 - 1=
4
2. 17 - 5=
9
3. 24 - 2=
7
4. 33 - 6=
7
5. 48 - 5=
20
Exercise 3
Direction: Write the missing fraction on the blank to make the number sentence
correct.
1 8
6. 10 − =7 11. 6 − =1
12 9
1 3
7. 8− =5 12. 4 − =2
7 10
1 2
8. 9− =5 13. 10 − =3
4 7
2 1
9. 10 − =7 14. 5 − =2
3 2
5 3
10. 6 − =4 15. 10 − _ =5
8 4
3 3 1
2. 2 − 1 = 7. − =
7 4 3
7 3
3. 2 − = 8. 2 − =
10 8
9 1 6 2
4. − = 9. − =
10 4 7 5
6 4
5. 1 − = 10. 3 − 1 =
11 9
Reflection
1. What part of the activity do you find difficult? Why?
Prepared by:
The process of subtracting mixed numbers applies a series of steps starting from
making dissimilar fractions similar, subtracting similar fractions and simplifying the
difference if possible.
The examples below show how to subtract simple and mixed fractions:
Step 1
9 Write the fraction and whole number
28 13 in separate columns. Whole
− 15 numbers on the left and fractions on
Step 2
11 1 11 Make the fractions similar by finding
15 X = 15
12 1 12 the LCD or the Least Common
5 2 10 Denominator.
− X = −
6 2 12
The LCD of 12 and 6 is 12.
Step 3
11
15
11 = 15 Once the fractions are similar, you
12 12 may now subtract the numerators
and just copy the denominator.
5 10
− 6 = − 12
Just bring down 15 since there is
1
15 no other whole number to subtract
12 it with.
Step 1
14
35 15 Write the fraction and whole
2
number in separate columns.
− 15 Whole numbers on the left and
3
fractions on the right.
Step 2
1 14 Make the fractions similar by
14 X = 35
35 15 1 15 finding the LCD or the Least
2 5 Common Denominator.
10
− 15 X = − 15
3 5 15 The LCD of 15 and 3 is 15.
Learning Competency: Subtracts simple fractions and mixed numbers without or with
regrouping. (M6NS-Ia-86)
Exercise 1
Direction: Write the missing mixed fraction or whole number on the blank to make the
number sentence correct.
1 1 2
11. 2 − = 16. − 3 =5
2 2 5
5 1 1
12. − 2 =2 17. 8 − = 3
9 4 4
7 3
13. − 1 =3 18. _ − 4 = 2
8 10
5 1
14. − 3 =4 19. _ − 5 =7
6 6
1 1 5 5
15. 6 − =2 20. 9 − = 1
3 3 6 6
Exercise 2
Direction: Subtract the following items. Simplify the answer if possible.
1. 5 3 1
- =
4 8
2. 9
5 - 9 =
6 12
3. 15
3-5 =
9 6
4. 13 5 - 4 =
7 14
5. 26
10 - 10 =
25 50
Exercise 4
Direction: Subtract the simple fractions. Show your solution.
5 2 5 3
1. 1 − = 6. 3 − 2 =
7 3 9 4
1 1 1
2. 2 − 1 = 7. 3 −1=
6 3 4
5 7
3. 2 − 2 = 8. 2 − 3
=
6 9 5
3 5 1 1
5. 2 − = 10. 1 − =
4 8 5 6
Reflection
1. What part of the activity do you find difficult? Why?
References
21st Century MATHletes 6 pp. 3-15
Prepared by:
This activity sheet serves as a self-learning guide for the learners. It facilitates
lesson comprehension as it specifically aims for students’ mastery on solving problems
involving addition and subtraction of simple fractions and mixed numbers.
The series of steps in solving routine problems will be shown with the given
examples below. With non-routine problems, you may use other strategies like drawing
figures/illustrations, diagrams, listing or table method, patterns, working backwards and
any other strategies to solve.
Example
1 1
Melvin has 2 kilograms of pork and 6 kilograms of beef in his refrigerator. How many
3 2
kilograms of meat does he have in all?
1
What are the given 2 kilograms of pork
3
Plan facts?
1
6 kilograms of beef
2
What is the operation Addition
to be used?
Strategy 2
1 7
2 3= 3
Rename the mixed
1 13 numbers as improper
+ 6 = fractions.
2 2
2 14
Make the fractions
7
𝑥 = similar by finding the
3 2 6
13 3 39 LCD or the Least
+ 2 𝑥 3 = 6 Common
Check Working backward, by subtracting one of the given fractions from the answer,
we will get the other given fraction.
Learning Competency: The learner solves routine and non-routine problems involving
addition and/or subtraction of fractions. (M6NS-Ia-87.3)
Exercise 1
Direction: Read and analyze the problem. Then answer the questions and do the directions
that follow.
a. What is asked?
b. What are the given facts?
c. What process will you use?
d. What is the number sentence?
e. What is your solution?
f. What is the complete answer?
9 3
1. Daisy has 18 kilos of bananas to sell. If she was able to sell 15 kilos,
10 5
how many kilos of bananas were left?
a.
b.
c.
d.
e.
f.
2
2. Rosalyn walked 6 of a kilometer in the morning and of 2 a kilometer in the afternoon.
3
3 4
What was the total distance she walked that day?
f.
Exercise 2
1. Tessie ran for 1 hour on her first day and 1 hour on her second day. How
6 3
many minutes did Tessie run on the two days?
Note: 𝟔 hour = 60 minutes
𝟔
Solution:
Answer:
3
2. Janett and her friends ate 2 of a Hawaiian pizza, 7 of a vegetarian pizza, and 2 of a
4 8 3
pepperoni pizza. How much pizza did they eat?
Solution:
Answer:
2. Chita spend 5 hour watching TV, Pia spends 2 hour playing badminton, and Letty
9 3
5
spends hours hanging out with friends. How many hours did they spend for leisure
6
activities?
Exercise 4
Direction: Solve each problem below. Show your solution and label your answers properly.
2 2
1. Linda weighs 2 kg less than Daisy. If Linda weighs 55 kg, how much
5 3
does Daisy weigh?
Solution:
Answer:
2. Canor bought a packet of marbles. He used 1 of the marbles in the experiment and kept
3
1
of them in the box. Then he gave the rest of the marbles to his friends. What part was
6
given to his friends?
Answer:
3 3
3. On Monday, Lorie spent 2 hours studying and on Tuesday she spent another 1 hours
5 4
studying. What fraction did she spend studying on Monday and
Tuesday? Solution:
Answer:
1 1
4. Rogelio brought strawberries in the classroom. He ate of strawberries and gave of
8 4
them to his teacher. He also gave the rest to his classmates. What part was given to his
classmates?
Solution:
Answer:
Reflection
1. What part of the activity do you find difficult? Why?
References
21st Century MATHletes 6 pp 3-15
Prepared by:
DIONISIO C. ABRUJENA, JR.
Writer
From the rhyme, you can now remember the steps in multiplying fractions. Top
times top means multiply both the numerators and bottom times bottom is to multiply the
denominators. Simplify if necessary then you can check you answer!
= 1 x 1 x Simplify.
25
1
Answer: 25
Learning Competency: The learner multiplies simple fractions and mixed fractions.
M6NS-Ib90.2
1. 1 x A
COLUMN 2 a. 4
COLUMN B
3 4
2. 5 x 2 b. 45
6 3 1
3. 4 x 8 c.
6
9
4. 32 11
x 6 d.
2 12
1 14
5.
5 x 3 e 15
1 2
6. x 3 1
4 3 f. 7
61
7. 3 1 x 5 g. 2
4 16
1 5
8. 6 x 7 2 h. 9
9. 3
1x 2 1 i. 3 5
3 4 9
10. 1 38 x 1 12 j. 7
1
k. 26
4
Exercise 2
Direction: Multiply each and express the product in its simplest form.
2 3
4 3
1. 3 x 8
= 6. x 2 =
6 5 8 4
2. x = 3
7. 6 x 3 =
7 9 8
3. 2 x 3 3 = 2
8. 11
5 4x 3 =
4. 8 2 6 2
x 4 = 9. 2 x 3
3 8 3=
5. 3 2x 10 = 3 7
10. 4 x 4 =
5 5 8
3 3 33
1. 4 x 8 4+ 8
8 7 8 7
2. 9 x 16 9- 16
6
3. 7 x 7- 6
9
9
3 1
1 x 8 + 3
4. 8
2 5 2 5
7 + 4_ 3 7 x 4_
5. 3
8 21 8 21
Exercise 4
Direction: Give the answer in its simplest form.
4 and ? 5
1. What is the product of
10 7
2. What is
1 1
of the sum of 5 and ? 2
8 4 5
3. What is
7 8 2
of the difference of and ?
8 9 5
5
4. What is 3 less than the product of 5
2
and ?
6 8
2
6 3 more than ?
10x 12 4
1. Cardo used 2of a 5 meters of ribbon for his artwork. How many meters of ribbon
1
3 2
were left?
2. Bubbles has
1 of her bedroom wall. After painting of the unpainted portion,
2
painted 5 4
how much more does she need to finish painting her wall?
3. Alyanna spent 1 of her savings to buy a gift for her father. If her saving was ₱900.00,
6
how much did she spend for the gift?
2 7
4. Diana bought 8 kg of fruits. She put of them in a nicely wrapped basket. How many
4 8
kilograms of fruits were in the basket?
1
5. Aubrey had ₱280.00 and Richard had ₱220.00. Richard shared
4 of his money and
Aubrey shared 2 of her money so that they can buy a teddy bear. How much money did
8
they share to buy the teddy bear?
Reflection
1. What question/s do you have about the exercises and the lesson on multiplying
fractions and mixed numbers?
2. What problem in the exercises or activities made you think really hard?
References
1. Perez, Marjoseph H. et. al, 21st Century MATHletes 6 Textbook 2016, Vibal
Group, Inc. #1253 G. Araneta Avenue, Quezon City, Philippines
2. Villamayor, Adela C. et. al, Math for Life 6 Textbook 2015, Rex Book Store, Inc.,
856 Nicanor Reyes Sr. St., Sampaloc, Metro Manila
3. Lesson Guide in Elementary Mathematics Grade VI 2003, Bureau Elementary
Education, Department of Education
Prepared by:
AUBREY T. LAPUZ
Writer
The series of steps in solving routine problems will be shown with the given
examples below. With non-routine problems, you may use other strategies like drawing
figures/illustrations, diagrams, listing or table method, patterns, working backwards and
any other strategies to solve.
1
Example 1: Mr. Lapuz repaired his bike for 3 hours. He spent 2 of the time in fixing the
2 3
wheels. How many hours did it take him to fix the wheels?
Think. What is asked in the How many hours did it take him to fix
problem? the wheels?
𝟏
What are the given facts? 𝟑 hours and 𝟐
𝟐 𝟑
𝟏
Plan. What is the operation to be 𝟐
of 𝟑 hours
𝟑 𝟐
used? So multiplication will be used.
𝟐 𝟏
x 𝟑 = n
Write the number 𝟑 𝟐
sentence.
𝟏
Solve. What is your solution? 𝟐
x 𝟑 = n
𝟑 𝟐
𝟐 𝟕 𝟐𝒙𝟕 𝟏𝟒 𝟏
𝟑 x = 𝟑 𝒙 𝟐 = 𝟔 or 𝟐 𝟑
𝟐
𝟏
Answer. What is the complete It takes him 𝟐 hours to fix the wheels.
𝟑
answer?
𝟏
Check. Is the answer sensible? 𝟑 hours is close to 4 hours
𝟐
𝟐 𝟐
of 4 is 𝟐
𝟑 𝟑
𝟐 𝟏 𝟏
x 𝟑 = 𝟐
𝟑 𝟐 𝟑
𝟏 𝟐
𝟐 is less than 𝟐
𝟑 𝟑
The answer makes sense.
𝟐 𝟏 𝟏
Is the computation correct? x 𝟑 = 𝟏𝟒 or 𝟐
𝟑 𝟐 𝟔 𝟑
The answer is correct.
Example 3: Mrs. Ramos bought 2 chickens. One weighed 13 kg and the other one 2 1 kg.
4 5
These were cut up and combined in one bag. She cooked 2 of the chickens for lunch. What
3
fraction of all the chickens did she cook?
1. What is asked? What fraction of all the chickens did she cook?
2. What are the given facts? 1𝟑 kg, 2 𝟏 kg, 𝟐
of the chicken
𝟒 𝟓 𝟑
3. What operation will you use to solve the problem? Addition and Multiplication
4. Write the mathematical sentence. 𝟐
x ( 1𝟑 + 2 𝟏 ) = n
𝟑 𝟒 𝟓
𝟐 𝟒
5. What is your solution? x(1 +2𝟏)=
𝟑 𝟐
x (1 𝟏𝟓 + 𝟐 )
𝟑 𝟒 𝟓 𝟑 𝟐𝟎 𝟐𝟎
𝟐 𝟒
x (1 𝟏𝟓 + 𝟐
𝟐 𝟏𝟗 𝟐 𝟕𝟗 𝟏𝟓𝟖
𝟑 𝟐𝟎 𝟐𝟎 )= 𝟑 x 𝟑 𝟐𝟎 = 𝟑 x 𝟐𝟎 = 𝟔𝟎
𝟏𝟓𝟖 𝟑𝟖 𝟏𝟗
𝟔𝟎 = 2 𝟔𝟎 or 2 𝟑𝟎
6. Write the complete answer. Mrs. Ramos cooked 2 𝟏𝟗 kg of chickens.
𝟑𝟎
Learning Competency and Code: The learner solves routine or non-routine problems
involving multiplication without or with addition or subtraction of fractions and mixed
fractions using appropriate problem-solving strategies and tools. M6NS-Ib92.2
In a Grade VI class with 45 learners, 4 are boys. How many are girls?
9
B. Solve the following word problems. Choose the letter of the correct answer.
1. Elizabeth has 5
6 of a pizza. She ate 1 of it. What part of the pizza was left?
3
a. 4 b. 5 c. 2 d. 3
9 9 9 9
Exercise 2
Direction: Read and solve the word problems below.
1) Veronica is taking a 60-item test in Math. 3
5
of the test is about fractions and the rest is
about decimals. How many items are about decimals?
Solution:
Answer:
Solution:
Answer:
5
3) A basket is full of santol and guavas. If
9 of the fruits are santol and there are 81
fruits in all, how many of each kind are there?
Solution:
Answer:
Solution:
Answer:
5) Misty had 9
m of yellow ribbon and 1 m of green ribbon. If she used all the green
10
2
ribbon and 1 of the yellow ribbon for her project, how many metres of ribbon was used?
3
Solution:
Answer:
g.
h.
i.
j.
k.
l.
Mr. Gonzales jogged 1 1/5 km every day for a week. Then on the second week he
increased the distance by 1/5 km. Find the total distance he jogged in two weeks.
a.
b.
c.
d.
e.
f.
Solution:
Answer:
2. Jane mixed 5 1/5 liters of water and 4 1/5 liters of vinegar. If she used 7 4/5 for
her experiment, how much of the mixture was left?
Solution:
Answer:
3. Luis gathered 3 ½ kilos of guava on Monday and 1 ½ kilos on Tuesday. If he has three
friends to share the guavas with and wants to give ¾ kilos each, how many kilos of
guavas will be left?
Solution:
Answer:
Solution:
Answer:
5. My mother bought 12 ½ kilos of sugar for P350. if she in turn sold the sugar for
₱15.00 per half kilo, how much did she earn?
Solution:
Answer:
1. Father owns a 5⁄7 hectare of land. He gave ½ of it to his son and ¼ to his daughter.
What part of the land was left?
Solution:
Answer:
2. Aling Nena bought 1 ¼ kilos of beef at ₱180.00 per kilo and 2 ½ kilos of pork at
₱150.00 per kilo. She gave the seller a ₱1,000.00 bill. How much change did she receive?
Solution:
Answer:
3. Daisy was given a 10-item test. If she finished 9/10 of the questions and answered these
correctly, how many items did she answer incorrectly?
Solution:
Answer:
4. Mother has 10 ½ kilos of flour. She used 3/5 of it for the chicken breading and 1/3 of it
for the sauce. What part of the flour was left?
Solution:
Answer:
5. Cecile can walk at the rate of 3 1/2 km per 1 1/4 hour a day. Gabby can walk at the rate
of 4 1/5 km per 1 1/4 hour a day. Who walks faster if they will begin together at the same
rate of time? By how many km is the difference?
Solution:
Answer:
Reflection
References
1. Perez, Marjoseph H. et. al, 21st Century MATHletes 6 Textbook 2016, Vibal
Group, Inc. #1253 G. Araneta Avenue, Quezon City, Philippines
2. Villamayor, Adela C. et. al, Math for Life 6 Textbook 2015, Rex Book Store, Inc.,
856 Nicanor Reyes Sr. St., Sampaloc, Metro Manila
3. Lesson Guide in Elementary Mathematics Grade VI 2003, Bureau Elementary
Education, Department of Education
4. https://lrmds.deped.gov.ph/
Prepared by:
AUBREY T. LAPUZ
Writer
This activity sheet serves as a self-learning guide for the learners. It facilitates
lesson comprehension as it specifically aims for learners’ mastery on dividing fractions
and mixed fractions.
The process of dividing fractions and mixed fractions involves a series of steps.
The following are the steps of dividing fractions:
1. Rewrite the division operation as a related multiplication in which
you multiply the dividend by the reciprocal of the divisor.
2. Multiply the numerators and then the denominators; and
3. Write the answer in lowest terms, if possible.
Step 1
4 4 1
5
÷2 = × Multiply the dividend by the reciprocal of the divisor.
5 2
Step 2
4×1 Multiply the numerators then the denominators.
= 5×2
Step 3
4 2 2
= 10 ÷ 2= 5 Simplify the fraction by dividing the numerator and
the denominator by the GCF, 2
2
Answer =
5
Step 1
2 4 2 5
3 ÷ = 3 × 4
Multiply the dividend by the reciprocal of the divisor.
5
Step 2
2×5
= 3×5 Multiply the numerators then the denominators.
Step 3
10 5 2
= 15 ÷ 5= 3
Simplify the fraction by dividing the numerator and
the denominator by the GCF, 5
2
Answer =
3
1 ÷3 1 13
2 1 = ÷ Convert the mixed number into improper fraction.
2 4
4
Step 2
Multiply the dividend by the reciprocal of the divisor.
1 4
= 2 × 13
Step 3
1×4 Multiply the numerators then the denominators.
= 2 × 13
Step 4
4 2
= 26 = 13 Simplify.
𝟐
Answer
𝟏𝟑
Activity
Exercise 1
Find out the missing phrase by solving each item and placing the letter that corresponds to
the answer in its respective blank.
1 2 3 4 5 6 7 8 9 10
Choices:
1 1 1
A= M= T=
10 12 16
1
A=4 O= 1
Y= 3
2 15 20
E = 25 S=1 R=1
5 3
1 2 2
H = 12 T=2 U=1
2 3 4
1. 4
5 ÷4= 2. 1 ÷ 2 =
8
3 4
3. 2 ÷ = 4. 10 ÷ =
4 5
5. 1
2 ÷5= 6. 2 ÷ 6 =
5
2 1
9. 3 ÷ = 10. 5 ÷ =
3 5
Draw a on the box if you found the person whose answer is 2. Show your solution.
3
1 10
1. Val: 2
÷ = 4. Eliz: 5
÷ =
9 3 6 12
1 2
2. Bella: 1
÷ = 5. Ruzet: 2
÷ =
3 2 6 4
1 4
3. Vic: 6
÷ = 6. Fyll: 2
÷ =
10 3 6 5
Match the equation in column A with the correct quotient in Column B. Write the letter of
the correct answer on the blank.
COLUMN A COLUMN B
1. 1 1
2 ÷1 = 2
a. 13
8
2. 2 1
3 ÷1 = b. 14
9
9
1
3. 3
5 ÷1 = c. 4
10 9
4. 3
1 d. 1
÷1 =
4 6 6
5. 3 1
8 ÷ 2 = e. 3
4 5
Divide the following fractions. Write the letter of the of the correct answer on the blank.
1
1. 2 ÷ =
2
a. 1 b. 2 c. 3 d. 4
2. 1 2
4 ÷ =
3
a. 3 b. 3 c. 3 3
d. 10
12 8 9
3. 3 2
4 ÷1 =
3
6 9
a. 1 12 b. 10 9 d. 1
20 c. 20
20
4. 2
7 ÷3 =
a. 6 b. 5 c. 4 d. 3
7 7 7 7
5. 2 3
5 ÷ =
7
a. 14 6 c. 1 d. 15
15 b.
35 14
Divide the following fractions. Show your complete solution and simplify your answers if
possible.
1. 3 3
5 ÷3= 2. 5 ÷ =
6 4
3. 3 4
10 ÷ 1 = 4. 1 ÷ =
4 3 9
5
5. 5 2
9 ÷ 3 = 6. 4 ÷ =
1 7
3
2 1
7. 2 ÷ = 8. 1 ÷ 1 =
5 3 6 2
1 3
9. 5 ÷ = 10. 1 ÷ 1 =
8 2 4 8
References
Module 5, Mathematics 6 Quarter 1
Curriculum Guide
Prepared by:
CZARINA A. PERIDO
Teacher
The process of dividing fractions and mixed fractions involves a series of steps.
Divide 𝟑
𝟐 ÷𝟓=
𝟒
Step 1
14 5
2
34 ÷5 = ÷ Convert the mixed number into improper fraction.
4 1
Step 2
Multiply by the reciprocal of the divisor.
14 1
= 4 × 5
Step 3
14 × 1 Multiply the numerators then the denominators.
= 4×5
Step 4
14 7
= 20= 10 Simplify.
Step 1
1 7 3
2
3 ÷ = ÷ Convert the mixed number into improper fraction.
3 3 5
Step 2
7 5 Multiply by the reciprocal of the divisor.
= 3 × 3
Step 3
7×5 Multiply the numerators then the denominators.
= 3 ×3
Step 4
35 8
= 9 =3 9 Convert the improper fraction to mixed number.
𝟖
Answer 𝟑
𝟗
Step 1
22 ÷ 3
1 5 13
1 = 2 ÷ 4
Convert the mixed number into improper fraction.
4
Step 2
5 4 Multiply by the reciprocal of the divisor.
= 2 × 13
Step 3
5×4 Multiply the numerators then the denominators.
= 2 × 13
Step 4
𝟏𝟎
Answer
𝟏𝟑
Exercise 1
Direction: Choose the letter of the correct answer on the blank provided.
1
6. 1 ÷ 2 d. 22 e. 12 f. 2
3 3
3
3
1 1
7. 1 ÷6 d. 5 e. 1 f. 1
5 30 5
3 1
8. 1 ÷7 d. 4 e. 1
f. 12
4 49 4 4
2 2
9. 2 ÷4 d. 1 e. 2
f. 10
6 3 3
3
1
10. 2 ÷ 3 13 e. 21 f. 61
6 d. 18
2 2
Exercise 2
Direction: Write True if the number sentence is correct and False if it is not.
1 1 1 1 1 7
11. 1 ÷ =2 16. 2 ÷ =
4 2 2 3 9 27
2 2 1 2 7 7
12. 1 ÷ =2 17. 2 ÷ =
3 3 2 5 10 24
1 3 1 7 4
13. 1 ÷ = 4 18. 2 ÷ = 2
5 10 4 8 7
1 5 15 1 8
14. 1 ÷ = 19. 3 ÷ = 2
2 8 16 3 9
2 5 4 1 1 1
15. 1 ÷ = 1 20. 3 ÷ = 9
7 7 5 6 3 2
Exercise 3
Direction: Match Column A in Column B. Write the letter of the correct answer on the
blank. Show your solution in each item.
COLUMN A COLUMN B
2 7
1. 7 ÷1 =
1
8
2
5
÷1 =
2. 4 6
1
b. 2
4
f. 2
11
Exercise 4
Direction: Circle all the division problems in the puzzle below that have correct answers.
Problems may run both horizontally or vertically. An example is done for you.
3 2 5 3 1
÷ = ÷ = =
4 5 1 4 2
8 2 6
5 3 1
÷ ÷ = ÷ = 4
6 8 2 2
1 9
1 1 5 1
÷ ÷ ÷ =
22
1
3 3 1 6 3
3 1
1 5 3 1 2
= = ÷ = ÷
2 8 5 24 3
1 1 3 1 5
2 ÷ = ÷ = ÷
4 1 1 2 1
5 8 9 8
1 3 3 1 1 5
= ÷ = =
2 4 5 3 2 8
2 1 3 1 1
÷ ÷ = ÷ =
3 5 8 6 2
7 1 4
4 5 1 4 1
÷ = ÷ = ÷
5 8 25 5 15
3 1 9 1 1
= = ÷ ÷ =
7 4 16 2 1
3 1 7 8
9 2
1 = 1 ÷ = 1 ÷ 2
4 5 10 3 20
3
1. 1 ÷ = 2. 2
3 1
÷3 =
5 10 4
2 5 1 1
3. 3 ÷ = 4. 1 ÷ 1 =
3 9 3 9
1 1
5. 2 ÷
3 = 6. 1 ÷ 8 =
3
4 8
1 3
7. 2 ÷ 1 = 8. 1 ÷ =
1 1 2 4
4 2
9. 1 ÷ 2 = 10. 1
2 1 2
÷ 7=
5 3 5
References
Prepared by:
CZARINA A. PERIDO
Teacher
This activity sheet serves as a self-learning guide for the learners. It facilitates
lesson comprehension as it specifically aims for students’ mastery on solving problems
involving multiplication of simple fractions and mixed numbers.
The series of steps in solving routine problems will be shown with the given
examples below. With non-routine problems, you may use other strategies like drawing
figures/illustrations, diagrams, listing or table method, patterns, working backwards and
any other strategies to solve.
Example 1:
2
It takes 6 yards of fabric to make 8 dresses. How many yards of fabric does it take to make
3
each dress?
Think What is asked? How many yards of fabric does it take to make
each dress?
2
What are the given 6 yards of fabric make 8 dresses
3
Plan facts?
What is the operation Division
to be used?
5
Answer What is the complete It takes yards of cloth to make each dress.
6
answer?
5 2
Check Working backward, multiply the to the divisor 8 and you should get 6
6 3
Example 2
3
If of the area of a rectangle is 84 cm2, what is the whole area of the given rectangle?
4
Think What is asked? What is the whole area of the given rectangle?
84 cm2
Answer What is the complete The area of the whole rectangle is 112 cm2
answer?
3 3
Check Working backward, get of 112 or multiply to 112 and you should get 84.
4 4
Learning Competency: The learner solves routine and non-routine problems involving
multiplication of fractions. (M6NS-Ia-87.3)
A. Read the story problem. Answer the questions that follows. Encircle the letter of the
correct answer.
b. 27 - 3
=n d. 27 ÷ = n
3
8 8
B. Solve the following word problems. Choose the letter of the correct answer.
1
1. If the area of a rectangle is 2 m2 and its width is 9 m, how long is its length?
10 10
2
a. 3𝑚 b. 1 𝑚 c. 2 1 d. 2
9
𝑚
10
30
𝑚
3
4. An 8 feet rod is to be cut into pieces that are 4 feet long. How many pieces will they
7
have?
a. 14 b. 28 c. 32 d. 56
a. 1 1
4 b. 1 c.1 d. 1
2 2
Read and analyze the problem. Then answer the questions and do the directions that follows:
a. What is asked?
b. What are the given facts?
c. What process will you use?
d. What is the number sentence?
e. What is your solution?
f. What is the complete answer?
3 5
1. A warehouse has 1 meters of tape. If they divide the tape onto pieces that are
10 8
meters long, then how many pieces will they have?
m.
n.
o.
p.
q.
r.
2. An electrician has a piece of wire that is 4 and 3/8 centimeters long. If he divides the
wire into 5 pieces, how many centimeters does each part measure?
g.
h.
i.
j.
k.
l.
Exercise 3
Answer:
3
2. How many 3 cm long pieces can be cut from a 9m ribbon?
4
Note: 1m = 100 cm
Solution:
Answer:
Exercise 4
Direction: Answer the following problems. Show your solutions and label your answer
properly.
1. A pizza is cut into slices that area each 1 of the whole. John is going to eat 1 of the
6 2
whole pizza. How many slices will John eat?
2. Vera is using her phone. Its battery life is down to 2, and it drains another 1 every
5 9
hour. How many hour will her battery last?
References
21st Century MATHletes 6
Prepared by:
CZARINA A. PERIDO
Teacher
Mixed decimals are numbers with both whole numbers and decimals.
Exercise 1
Directions: Add the following decimals and mixed decimals. Write your answer on the
spaces provided.
1. 8.9395 + 1.2973 =
6. 2.421 + 6.0473 =
2. 2.8862 + 8.2758 =
7. 5.2697 + 4.4603 =
3. 5.9529 + 2.0043 =
8. 0.0003 + 2.6035 =
4. 1.223 + 0.4643 =
9. 3.7092 + 9.2965 =
5. 3.2292 + 9.45 =
10. 7.0551 + 0.8388 =
Exercise 3
Directions: Solve the decimal subtraction and addition problems below. Write your
answer on the box.
1. 2. 3. 4. 5.
4.3681 456.219 5.6732 82.3787 46.2779
- 2.179 - 272.3001 - 0.792 - 74.4693 - 37.1673
6. 7. 8. 9. 10.
37.5246 75.2911 0.4523 123.6507 56.7161
+ 19.7303 + 38.3894 + 0.383 + 23.45 + 33.40
1. 0.6372 6. 0.7197
- 0.5290 - 0.6229
2. 0.8419 7. 0.5883
+ 0.4062 + 0.2354
3. 0.6641 8. 158.7704
- 0.1239 - 79.6322
4. 0.6906 9. 916.2718
+ 0.5698 + 13.2228
Joey, the Supreme Pupil Government president with Mabel his vice president,
decided to help their fellow students to have face masks, sanitizers and alcohol. In
doing so, they proposed a project to collect plastic bottles every class and sell them.
The 3rd year class earned a total of ₱ 3, 159.0053, the 4th year class earned ₱ 4,
215.8617, the 2nd year class earned ₱ 1, 982.516 and the 1st year class earned ₱ 7,
002.75. How much money the SPG earned from the project?
1. Solution:
Answer:
They listed down and canvassed on the needed items and have came up with the
total amount of ₱ 15, 110.8524. How much money will be left after purchasing the
items?
2. Solution:
Answer:
Reflection:
Complete this statement:
In this activity, I learned that
References:
Module 7A, Mathematics 6 Quarter 1
Curriculum Guide
Prepared by:
ROSALIE T. YAO
Writer
Non-routine problems typically do not have an immediately apparent strategy for solving them.
SOLVING WORD PROBLEMS WITH DECIMALS USING ADDITION AND SUBTRACTION (STEP
Set A
Alliyah, Lyka and Abegail went to the school clinic to find out their weights. Alliyah’s
weight is 32.5812 kilograms. Lyka’s weight is 33.5691 kilograms, while Abegail weighs
35.8401 kilograms. What is the total weight of the three pupils?
Set B
After a month, they returned to the school clinic to have their weights listed, Alliyah’s
weight is 30.1672 kilograms. Lyka’s weight is 35.5781 kilograms, while Abegail weighs
31.6728 kilograms. Comnpared to their weights from their first visit, how much weight did they
lose or gain?
Step 1:
a. What the
Understand is asked?
word problem
Set A Set B
The total weight of the three pupils. The weight did they lose or gain.
Set A Set B
Alliyah’s weight is 32.5812 Alliyah’s weight is 30.1672 kilograms
kilograms Lyka’s weight is 35.5781 kilograms
Lyka’s weight is 33.5691 Abegail weighs 31.6728 kilograms
kilograms
Abegail weighs 35.8401 kilograms
Set A Set B
Addition Subtraction
Step 3:
Solve
Solve. Show your computation
Set A Set B
Add: Subtraction
Al: 32.5812- 30.1672
32.5812 + 33.5691 + 35.8401 L: 35.5781 - 33.5691
( add the given numbers using the steps Ab: 35.8401 - 31.6728
from the past lesson (subtract the given numbers using the
steps from the past lesson)
Answer: The total weight of the three Answer:
pupils is 101.9904 kg.
Abegail loses 2.414 kg, Lyka gains
2.009 kg and Abegail loses 4.1676 kg.
Learning Competency
Solving Routine and Non-routine Addition and Subtraction of Decimals
Activity 1
Directions: Encircle the letter of the correct sum/ difference for each equation.
3. Increase 234.5796 by the difference of 5.2316 and 2.6783, the answer is?
5. Subtract 68.5015 from the sum of 21.5489 and 80.2177, the answer is?
a. 33.2651 b. 332.651 c. 32.3651 d. 33.1562
Activity 2
Directions: Solve for the problem. Use the guide below. Show your solution.
1.
In a sale, a washing machine costs ₱ 3,999.99 and a dryer costs ₱ 3,569.75. How much the
set would cost Mrs. Perez if she decided to buy both the appliances?
Given:
Operation:
Solution:
Answer:
2.
In a sale, a TV set costs ₱ 5,999.99. Its original price was ₱ 8,589.75. How much was reduced
from its original price before the sale?
What is asked? :
Given:
Operation:
Solution:
Answer:
Activity 3
Directions: Solve the following. Write the correct answer on your notebook.
1. The sum of the difference of 56. 7821 and 19.4526, and14.2387 is?
2. Reduce the sum of 78.451 and 69.354 by the sum of the 12.0365
and 16.5472.
Activity 4
Directions: Solve the problems. Show all the steps. Write your answer on your notebook.
1. Marissa bought a dress worth ₱ 1, 966.99. If she gave ₱ 2,000.00 to the cashier,
how much is her change?
What is asked? :
Given:
Solution:
Answer:
2. In the 100 meter-dash category in the last Palarong Pambansa, a runner from Isabela
ran 9.8821 seconds, while a runner from Quirino ran 9.8972 seconds. Who ran faster?
By how many seconds less?
What is asked?
Given:
Operation:
Solution:
Answer:
3. A wooden crate containing 48 papayas weighs 32.516 kg. If 24 of the papayas are
removed, the weight of the crate with the remaining papayas is 17.251 kg. What is
the weight of the 24 papayas?
What is asked?
Given:
Operation:
Solution:
Answer:
4. Raffy weighs 75.82 kilograms and Sally weighs 65.9271 kilograms. If both of their
weights are combined, what is the total of their weights?
What is asked?
Given:
Operation:
Solution:
Answer:
What is asked?
Given:
Operation:
Solution:
Answer:
Activity 5
Direction: Solve the following problems. Use a separate sheet of paper for this activity. Show
your solution.
1. Christine is making face mask, each 2.5 dm on a side. How much cloth does she need to
put around 4 face masks?
2. A large bottle of alcohol costs ₱150.75. A small bottle of alcohol costs ₱75.70. Robert
bought one large bottle on Monday and bought one small bottle on Saturday. How much does
he spent buying alcohol?
3. The highest mountain in the Philippines, Mount Apo, has a height of 2.25 km. The deepest
ocean in the Philippines, Philippine Trench, has a depth of 1.1514 km. What would be the
vertical distance from the top of Mount Apo to the bottom of Philippine Trench?
b. How much would be their change if they paid ₱ 500.00 at the cashier?
Activity 6
Direction: Solve for the problem. Show your solution. Use a separate sheet of paper.
Refer to the table below of liquid and its weight.
Seawater 8.58
Gasoline 5.664
Kerosene 6.6641
Oil 7.4975
2. How much more does a gallon of seawater weigh than a gallon of drinking water?
3. Which weigh more, 1 gallon of oil or 2 gallons of gasoline? How much more?
4. What is the difference in weight of 2 gallons of seawater and 2 gallons of drinking water?
Reflection:
In this activity, I learned that
References:
Module 7B, Mathematics 6 Quarter 1
Curriculum Guide
Prepared by:
ROSALIE T. YAO
Writer
The process of multiplying decimals and mixed decimals involves a series of steps
the same with multiplying whole numbers but in addition, it requires considering the
number of decimal places in the factors to obtain the correct number of decimal places in
the product.
The following example show the steps in multiplying decimals and mixed decimals.
Step 1
321
x 0.41
3 21 Multiply as in whole numbers.
+128 4
131 61
Step 2
321 0 decimal place Count the number of
x 0.41 2 decimal places decimal places in both
3 21
+128 4
131 61 2 decimal places 0+2=2
Step 3
321 0 decimal place The total number of decimal
x 0.41 2 decimal places places in the factors is the
3 21 same number of decimal
+128 4 places in the product.
131.61 2 decimal places
Place the decimal point 2
decimal places from the right.
Step 2
5
0.91 2 decimal places Count the number of
x 0.6 1 decimal place decimal places in both
546
+ 000
0 546 3 decimal places 2+1=3
Step 3
5
The total number of decimal
0.91 2 decimal places
places in the factors is the
x 0.6 1 decimal place
same number of decimal
546
places in the product.
+ 000
0.546 3 decimal places Place the decimal point 3
decimal place from the right.
Answer: 0.91 x 0.6 = 0.546
Step 2
1 1
2
0.84 2 decimal Count the number of
places x 2.36 2 decimal decimal places in both
places
504
252
+ 1 68
1 9824 4 decimal places 2+2=4
Learning Competency: The learner multiplies decimals and mixed decimals with factors
up to 2 decimal places (M6NS-Ie-111.3).
Exercise 1
Direction: Write the decimal point in its proper place to get the correct product.
1) 2)
0.7 0.04
x 0.3 x 0.9
21 036
00 000
021 0036
Answer: Answer:
3) 4)
0.56 0.6
x 0.7 x 0.48
392 48
000 24
0392 00
0248
Answer: Answer:
5) 6)
0.98 0.18
x 0.06 x 0. 53
588 054
000 090
000 000
00588 00954
Answer: Answer:
10.2 - A
61.42 - O
62.79 - C
3) 1.8 x 4.7 = Letter: 4) 2.3 x 27.3 = Letter:
1.82 - P
8.46 - E
34.276 - R
5) 7 x 0.26 = Letter: 6) 34 x 2.13 = Letter:
18.062 - G
2.7 - S
62.79 - I
110.0822 - N
72.42 - V
x 1.8
x x x x
0.49 2.4 10 x 40.75 0.3
x x
0.1 0.02
Exercise 4
Direction: Write True if the number sentence is correct and False if it is not.
1. Marco bought 25 boxes of face mask to be donated for the teachers in his previous
school. If each box of face mask costs Php 395.95, how much did he spend in all?
Solution:
Answer:
2. The Masikap Elementary School bought 5.6 gallons of alcohol to be used for
sanitation in their school. If each gallon costs Php 515.75, how much did the school
spend for the alcohol?
Solution:
Answer:
References
Prepared by:
JAM V. FALLARIA
Writer
This activity sheet serves as a self-learning guide for the learners. It facilitates
lesson comprehension as it specifically aims for learners’ mastery on multiplying decimals
up to 2 decimal places by 10, 100, 0.1 and 0.01 mentally.
Example 1:
Example 2:
0.07 X 100 = 0 7. = 0 0 7. = 7
0 The multiplier 100 has
2 zeros
Example 1:
Example 2:
The multiplier 0.01 has 2
765 x 0.01 = 7.6 5 = 7.65 decimal places
Exercise 1
Direction: Match the factors in column A with the correct product in column B. Write the
letter of the answer on the blank provided.
COLUMN A COLUMN B
1. 0.3 x 100 a. 0.4
2. 21.8 x 100 b. 30
3. 0.04 x 10 c. 35.6
4. 3.56 x 10 d. 0.0218
5. 19.17 x 10 e. 0.1917
6. 0.4 x 0.1 f. 2180
7. 3 x 0.01 g. 0.03
8. 2.18 x 0.01 h. 191.7
9. 1.917 x 0.1 i. 0.04
10. 35.6 x 0.01 j. 0.356
Exercise 2
Direction: Write True if the number sentence is correct and False if it is not.
1. 0.51 x 10 = 5.1
2. 0.08 x 10 = 0.8
5. 10.49 x 10 = 1.049
Direction: Complete the table by writing the product of the decimal and the multiplier
given in each column.
MULTIPLIER
DECIMAL
x 0.01 x 0.1 x 10 x 100
0.37 1. 2. 3.7 3.
0.6 4. 0.06 5. 6.
19.8 7. 8. 9. 1980
Exercise 4
Direction: Choose among 10, 100, 0.1 or 0.01 to make the number sentence correct.
1. Rico contributed 10 bags of relief goods using his savings to reach out to families
within their barangay who are currently unemployed due to the pandemic. If each bag of
relief goods costs Php 275.58, how much of his savings did he use to contribute relief
goods?
Answer:
2. Dela Cruz family donated 100 US dollars for the PPEs and face masks of the front-
liners in their community hospital. If 1 US dollar is equivalent to Php50.44, how much is
their donation when converted to peso?
Answer:
Answer:
4. Zia wants to make a pitcher of calamansi juice as a refreshment and for additional
vitamin C as well. She bought 0.1kg of calamansi at Php 80 per kilogram. How much did
she pay for the calamansi?
Answer:
Reflection
1. What happens to the value of the decimal when multiplied by 10 or 100? How
about when multiplied by 0.1 or 0.01?
2. How do you think this topic will help you in your daily activities?
References
21st Century Mathletes 6, page 58-59
Prepared by:
JAM V. FALLARIA
Writer
We can categorize problems into two basic types: routine and non-routine. The
purposes and the strategies use for solving problems are different for each type. Routine
problems involve using at least one of the four fundamental operations to solve problems
that are practical in nature.
Precious’ godmother Valen sent her 50 Canadian dollars as a birthday gift to her
on her 8th birthday. She wants to use this to buy her favorite cooking toys but she has to
convert it to peso first. So, she asked her dad to exchange this from the nearest Foreign
Exchange Shop. The exchange rate of 1 Canadian dollar to peso is ₱36.43. How much
is 50 Canadian dollars when converted to
peso?
THINK
Know what is asked The exchange rate of 50 Canadian dollars
into peso
Exercise 1
Direction: Match the steps used in solving problem found in Column A with the given
facts written in Column B. Write the letter of the correct answer.
Loida wants to buy a set of pillowcases costs Php 179.99 from an online seller. How much
will she pay if she buys 3.5 sets?
Your parents went to the supermarket to buy some groceries for your family. As
your mom look on the list of goods you prepared, the first one is apple since it’s your
favorite fruit. She picked 10 kilograms of apples instead of 5 kilograms as you listed from
the box of fruits with a tagged of P35.50 per kilogram. How much do you think will your
mom pay for all the apples she picked?
THINK
What is asked? 1.
6.
Answer
CHECK AND LOOK BACK
How will you check if your answer is 7.
correct?
1. Princess, Precious, and Pretty has each 5 US dollars. If the exchange rate of US dollar
into peso is Php 50.44? How much does each have?
a. Php 252.20
b. Php 504.04
c. Php 252.50
d. Php 504.44
2. How much money in Philippine peso can you get if you exchange your 30, 000
yen? a. Php 14,100 c. Php 14,100.50
b. Php 1,410 d. Php 1,410.40
4. Suppose you bought a pair of shoes worth UK pound 20, and a watch worth 20
Canadian dollar. How much does all of it cost in Philippine peso?
a. Php 1,968.00 c. Php 1968.50
b. Php 1,986.00 d. Php 1986.50
Solution: Solution:
Solution: Solution:
Solution:
Exercise 5
Direction: Solve the following problems. Show your complete solution and label your
answers properly.
1. A 60 ml of sanitizer is sold at Php 18.50 each. How much will you pay for 25
pieces?
Solution:
Answer:
2. You are planning to donate 150 ml alcohol at Php 29.75 each to the frontliners in your
barangay. How much will you pay for 125 pieces?
Solution:
Answer:
Reflection
1. What part of the activity do you find difficult? Why?
Reference
21st Century Mathletes 6, pages 60-61
Prepared by:
EMERSON C, AYUMAN
Writer
This activity sheet serves as a self-learning guide for the learners. It facilitates
lesson comprehension as it specifically aims for students’ mastery on solving multi-step
problems involving multiplication and addition or subtraction of decimals, mixed decimals
and whole numbers including money using appropriate problem-solving strategies and
tools.
Solving multi-step problems require a more complex process and multiple strategies.
It involves series of operations including multiplication, addition and/or subtraction.
The example below shows the four-step process in solving a multi-step problem.
Mother bought 3kg of chicken at Php 149.75 per kilogram, 2.5kg of beef at Php
300 per kilogram and 1.25kg of pork at Php 200 per kilogram. If she handed Php 1,500
to the cashier, how much was her change?
THINK
Know what is asked How much was Mother’s change?
Know what are given 3kg of chicken at Php 149.75 per kilogram
facts 2.5kg of beef at Php 300 per kilogram
1.25kg of pork at Php 200 per kilogram
Php 1,500 handed to the cashier
PLAN
Determine the Multiplication, Addition and Subtraction
operation to be used.
449.25
750.00
+ 250.00
1,449.25
1,500.00
-1,449.25
50.75
Answer
Mother’s change was Php 50.75.
1. Pio bought 25 pieces of siopao at Php24.75 each to be given as snacks for the checkpoint
officers at their town entry point. If he handed Php 1,000 to the cashier, how much was his
change?
a. multiplication & addition b. multiplication & division c. multiplication & subtraction
2. Maya jogs five days a week to keep her body healthy. She jogged an average distance of
2.45km a day for four days. If she jogged 3.20km on the fifth day, how many kilometers did she
jog within 5 days?
a. multiplication & addition b. multiplication & division c. multiplication & subtraction
3. Buddy sold 6 boxes of face masks as Php 350.65 each. If he paid Php 150 for the courier,
how much was left from his earnings?
a. multiplication & addition b. multiplication & division c. multiplication & subtraction
4. Lara and Bon bought 3 small bottles of hand sanitizers for Php 24.35 each and 4 boxes
of facial tissue for Php 12.15 each. How much did they pay in all?
a. addition, subtraction b. multiplication, addition c. multiplication, subtraction
5. Moira and Bill bought a pan of spaghetti for P270, a tub of ice cream for P99.50 and 2 big
bottles of softdrink at Php 65.75. If their budget was P500, how much was their change?
a. addition, multiplication & b. addition, subtraction & c. addition, subtraction &
division multiplication division
Exercise 2
Match the steps used in solving problem found in Column A with the given facts
written in Column B. Write the letter of the correct answer.
Melissa sold 8 boxes of face masks as Php 350.65 each. If he paid Php 200 for the courier,
how much was left from her earnings?
5. The answer to the problem is … e. how much was left from her
earnings
f. Php 200
Exercise 3
Direction: Read and solve the problem. Answer the questions using the 4 -step process.
Problem 1: Maya jogs five days a week to keep her body healthy. She jogged an average
distance of 2.45km a day for four days. If she jogged 3.20km on the fifth day, how many
kilometers did she jog within 5 days?
THINK
Know what is asked
PLAN
Determine the
operation to be used.
Write the
number/mathematical
sentence
Answer
CHECK AND LOOK
BACK
Work backwards
Problem 2: Leira bought 15 kg of avocados at Php 50.75 per kilogram. If she sold them at
Php 60 per kilogram, how much did she gain?
THINK
Know what is asked
Write the
number/mathematical
sentence
Answer
CHECK AND LOOK
BACK
Work backwards
Problem 3: Moira and Bill bought a pan of spaghetti for P270, a tub of ice cream for
P99.50 and 2 big bottles of softdrink at Php 60.75. If their budget was P500, how much
was their change?
THINK
Know what is asked
Write the
number/mathematical
sentence
Answer
CHECK AND LOOK
BACK
Work backwards
Exercise 4
Direction: Read the problems. Encircle the letter of the correct answer.
1. If Peter bought two shirts for Php 340.55 each and handed Php 1,000 to the cashier,
how much was his change?
a. Php 318.90 b. Php 429.90 c. Php 760.55
2. Lia bought a pen for Php 62.35 and five notebooks for Php 34.25 each. How much
did she pay in all?
a. Php 96.60 b. Php171.25 c. Php 233.60
3. Carlo saved Php 34.50 on Monday and Php 47.75 on Tuesday. If Leo saved twice
as much as Carlo, how much did Leo save?
a. Php 82.25 b. Php 142.50 c. Php 164.50
4. Since Ben worked on a holiday, he earned twice his daily salary of P465.50 that day.
If he gave Php 300 to his mother, how much was left from his double pay?
a. Php 165.50 b. Php 631 c. Php 765.50
Solution:
Answer:
2. Celia bought 3.5 kg of mangoes at Php 50.25 per kilogram, 4kg of grapes at Php150
per kilogram, 5kg of apples at Php 47.75 per kilogram and a 4.6kg of watermelon at Php
45 per kilogram. If she handed Php 2,000 to the cashier, how much was her change?
Solution:
Answer:
Reflection
1. What part of the activity do you find difficult? Why?
References:
21st Century MATHletes 6
Prepared by:
JAM V. FALLARIA
Writer
The process of dividing decimals by whole numbers involves a series of steps the
same with dividing whole numbers. To divide decimal by a whole number, write the
decimal point in the quotient directly above the decimal point in the dividend and divide as
usual.
The following example shows the steps in dividing decimals by whole numbers up
to 2 decimal places.
Example 1: 2.8 ÷7 =
Step 1
4
7 2.8 Divide as we do for whole
-28 numbers
0
Step 2
.4 Place the decimal point directly
7 2.8 above the decimal point in the
-28 dividend.
0
Step 3
0.4 Write in the usual form. Insert
7 2.8 zeros to the dividend when
- 28
0
To check the answer, multiply it with the divisor. The product obtained is the dividend.
Step 1
Express the divisor as a whole
9.5 57 number. Multiply 9.5 x 10=95 or just
Do the same with the
move the decimal point to the right as
dividend.
many 57 as
places x 10 = 570
there areordecimals in
Step 2 move the decimal point to the right
the divisor.
as many places as there
95 57.0 are decimals in the
Step 3
To check the answer, multiply it with the divisor. The product obtained is the dividend.
Answer: 57 ÷ 9.5 = 6
Solution
23.8 x 10 = 238
We multiply 10 since the
0.7 10 7 10
divisor has 1 decimal place.
34
7 238
Perform the division process
- 21
as with whole numbers. Place
28
the decimal point above its
28 new position in the dividend.
0
23.8 x 10 = 238
125
225 28125. Place the decimal point and do the long
-225 division process
562
-450
1125
-1125
0
Exercise 1
Direction: Find the quotient.
1. 15 293.4 4. 5.908 ÷ 26
2. 81 1.43 5. 3.572 ÷ 94
3. 91 45.5 6. 193.52 ÷ 59
Answer:
8. Three hundred seventy-five and twenty-five hundredths kilograms of mongo are to
be placed equally in 25 bags. How many kilograms will be in one bag?
Solution:
Answer:
Answer:
10. Ainno earns PhP2 221.50 every week. How much does he earn per day
except Sunday?
Solution:
Answer:
Exercise 2
Direction: Find the quotient and express them up to the thousandths place. Then check
your answers by multiplying the quotients by the divisors.
1. 132 ÷ 0.03 = n 2. 2 608 ÷ 0.54 = n
Exercise 3
A. Direction: Find the quotient.
Answer:
7. A box containing pingpong balls weighs 67.50 grams. Each ball weighs 2.5 grams.
How many pingpong balls are there in the box?
Solution:
Answer:
8. A rope is 70.8 metres long. How many 5.9-metre pieces can be cut from it?
Solution:
Answer:
Solution:
Answer:
10. Mrs. Pua has 72.8 meters of curtain material. She cuts it into 5.2-meter panels. How
many panels did she make?
Solution:
Answer:
Exercise 4
Directions: Find the quotient. (Do your work on another sheet of paper)
1. 56 7.28 2. 23 18.63
3. 62 255.44 4. 71 82.36
Exercise 5.
3. You buy a microwave for PhP4 995.60 and agree to make 12 equal payments.
How much will each payment be?
4. You and 2 cousins agree to spend several hours loading a truck. The truck driver
gives you PhP360.75 to share. How much would each person get?
6. Mr. Gabriel jogged a total of 40 kilometers during his stay in the city. If he jogged
0.20 kilometers daily, how long was his stay in the city?
7. How many pieces of string 0.62 dm long can be cut from a 21 204 dm spool of string?
8. A 0.72 sack of fertilizer was used equally at 0.12 sack per field. How many fields
were covered?
9. Mr. Salvador covered 295.50 kilometers in his trip to the province. If her car consumed
19.7 liters of gasoline, how many kilometers did her car cover on a liter of gasoline.
10. In a birthday party, Emma made 24 hamburgers for lunch using 1.44kg of ground
beef. How much ground beef was used in each hamburger?
References
Prepared by:
JOVELYN G. ACOB
Writer
This activity sheet serves as a self-learning guide for the learners. It facilitates
lesson comprehension as it specifically aims for learners’ mastery on dividing decimals up
to 2 decimal places by 10.100 and 1000 mentally.
Always remember, when dividing decimal by 10, 100 or 1000, move the decimal
point in the dividend to the left based on the number of zeros in the power of 10.
Example 1:
Example 2:
Example 3:
1) 457. 2 ÷ 10 = 6) 82.79 ÷ 10 =
Exercise 2: Complete the table by writing the quotient of the decimal and the divisor
given in each column.
DIVISOR
DECIMAL
÷ 10 ÷ 100 ÷ 1000
1) 0.492 0.0492
2) 0.0168 0.000168
3) 0.0092 0.0000092
4) 0.34 0.034
5) 0.0175 0.0000175
2) 75.85 ÷
= 0.07585 7) 927.64 = 92.764
÷
3) 926.36 ÷
= 9.2636 8) 0.01954 = 0.001954
÷
4) 0.00815 ÷
= 0.000815 9) 82.19 = 0.08219
÷
5) 392.38 ÷
= 0.39238 10) 491.12 = 4.9112
÷
3. Marie bought 100 boxes of pizza worth Php 9,553.50. How much did each box of pizza
cost?
Answer:
4. LGU Cauayan City has Php 4,642,323.55. They want to give it to 1000 families
affected by covid-19 pandemic in their community. How much will each family receive?
Answer:
5. Mother went to market and bought 10 kilograms of shrimp worth Php 4,503.75. How
much did each kilogram of shrimp cost?
Answer:
6. Mr. Aguinaldo hired a carpenter to do some repair in his house. He paid the carpenter
Php 4 640.75 for working for 10 days. How much did Mr. Jimenez pay the carpenter per
day?
1. What did you learn in this activity, do you think you could use/need it in the future?
Why?
2. How did you feel about this activity? Which part of the activity is difficult or easy
for you? Why?
References
21st Century Matheletes 6, page 69
Prepared by:
NIKKI S. JIMENEZ
Wrier
Terminating quotient- is acquired when the remainder is zero and ends or stops
the division process.
Example:
25.7
25 642.5
50_ The quotient 25.7 is a terminating
142 quotient because the division process
125 ends or stops. It has zero remainder.
175
175
0
Non-Terminating quotient- is acquired when the remainder is non-zero and do
not ends or stops the division process. In some cases, there are digits that repeat no matter
how many zeroes are added and Repeating Quotient is acquired.
The digit or set of digits that repeat is called repetend. Usually we put three dots
(…) or elipsis after a digit that is repeated or a bar can be written over the number or
numbers that are repeated.
Example:
If the quotient never ends it is
0.666… or 0.6 non-terminating quotient. The
3 2000 remainder is non-zero
18_ number.The quotient 0.666… or
20 0.6 is repeating quotient because
18 the digit is repeated and non-
20 terminating because the division
18 process never ends.
2
Exercise 1
Direction: Read and analyze each statement. Write True if the statement is correct and
False if wrong.
Exercise 2
2. 5_
8
3. 11
12
4. 5_
9
5. 3_
11
Direction: Color the box green if it gives terminating quotient and blue if repeating
quotient and red if non-terminating quotient.
Exercise 4
Direction: Write the quotient in the space provided in the table. Then put a check (√ ) in
the column that describes the decimal quotient in the following exercises.
Direction: Maze Challenge! Solve then put an X in the circle if the quotient is terminating
and diamond if the quotient is repeating/non-terminating quotient.
References
21st Century Matheletes 6, page 70
Math for Life 6, pages 60-61
Prepared by:
MARIVIC D. ANDRES
Writer
Activity
9.0625 √
25.3…
X X
X
X
X
X
X
X
The series of steps in solving routine problems will be shown with the given
examples below. With non-routine problems, you may use other strategies like drawing
figures/illustrations, diagrams, making a model, listing or table method, patterns, working
backwards and any other strategies to solve.
Example 1: A pile of newspaper weighs .75 kg. If each newspaper weighs .125 kg.,
how many newspapers are there?
1 2 3 4 5 6 7 8 9 10 11 12
4.02 m ÷ 12 pcs = n
4.02 ÷ 12 = .335
To check:
.335 m x 12 = 4.02 m
Learning Competency and Code: The learner solves routine and non-routine problems
involving division of decimals, mixed decimals, and whole numbers including money
using appropriate problem- solving strategies and tools. (M6NS-Ij-120.2).
Activity
Read and analyze the following problems. Choose the letter of the correct
Activity 1
division of decimals involved in each problem.
3. Sofia bought 3 magazines for P77.25. How much did she pay for each magazine?
4. Aling Belen bought 3.75 kilos of rice for P90.00 What is the cost of each kilogram
of rice?
a. whole number by decimal c. decimal by decimal
b. whole number by mixed decimal d. mixed decimal by decimal
What is the official name of the disease caused by the novel coronavirus?
1 2 3
To find the word, answer the questions correctly and refer your answer from the box. Put
the letters/numbers that corresponds to the answer in its respective blank.
CO - 41
Direction: Read and analyze the problem. Then answer the questions
andActivity 3
do the directions that follow.
s.
t.
u.
v.
w.
x.
a. What is asked?
b. What are the given facts?
c. What process will you use?
d. What is the number sentence?
e. What is your solution?
f. What is the complete answer?
a.
b.
c.
d.
e.
f.
Solution:
Answer:
7) Cesar bought 18 feet of plastic to cover his 12 books. How much plastic does he
need to cover a book?
Solution:
Answer:
Direction: Read and solve this non-routine problem involving division of decimal
numbers.
1. A jar is .375 full of water. When 3 liters of water were poured into it, it became
.60 full. How many liters of water can the jar contain?
3 liters
.60 full
.375
References
21st Century MATHletes 6
Prepared by:
This activity sheet serves as a self-learning guide for the learners. It facilitates
lesson comprehension as it specifically aims for students’ mastery on solving multi-step
problems involving division and any other operations of decimals, mixed decimals and
whole numbers including money using appropriate problem-solving strategies and tools.
The example below shows the four-step process in solving a multi-step problem.
Carol and May bought some groceries to replenish their stock of food during the
quarantine. They bought 5 cans of tuna for Php 29.75 each, 12 packs of instant noodles
for Php 5.25 each and 1.5kg of pork at Php 200 per kilogram. If they shared equally in
paying for the total amount, how much did each of them share?
THINK
Know what is asked How much did each of them share?
Write the N = (5 x Php 29.75) + (12 x Php 5.25) + (1.5 x Php 200)
number/mathematical 2
sentence
Php 29.75
x 5
148.75 Php 148.75
Php 5.25
x 12
10 50
+ 52 5
63.00 Php 63.00
Php 200
x 1.5
100 0
+ 200
300.0 Php 300.0
Php 148.75
63.00
+ 300.00
511.75 Php 511.75
Learning Competency: The learner solves multi-step problems involving division and
any other operations of decimals, mixed decimals and whole numbers including money
using appropriate problem-solving strategies and tools. (M6NS-Ij-120.3).
Activity
Exercise 1
Read and analyze the following problems. Choose the letter of the correct set of operations
involved in each problem.
1. Mari bought a notebook for Php 36.25 and handed Php 100 to the cashier. She then used the
change to buy three sign pens in another store. How much did each of the sign pen cost?
a. multiplication & division b. subtraction & division c. addition & division
2. Mark received 10kg of rice assistance from their barangay which he decided to share with
his 3 siblings. If he originally has 25.75kg of rice before, how many kilograms of rice does he
have in all after receiving his part from the rice assistance of the barangay?
a. division & addition b. division & multiplication c. division & subtraction
3. Gary sold 15.5kg of corns at P30 per kilogram. He set aside half of what he earned for his
allowance when classes resume and gave the remaining half to his mother. How much
money did he save for his allowance?
a. addition & division b. multiplication & division c. multiplication & subtraction
4. Lara and Bon bought 3 small bottles of hand sanitizers for Php 24.35 each and 4 boxes
of facial tissue for Php 12.15 each. If they shared equally in paying for the total amount,
how much did each of them share?
a. addition, subtraction & b. multiplication, addition & c. multiplication, subtraction &
division division division
5. Anita and her two friends bought a bilao of pansit for P270, a tub of ice cream for P99.50
and 2 big bottles of soft drink to be given as snacks to their community clinic. If they spent
P500 in all, how much did each bottle of soft drink cost?
a. addition, multiplication & b. addition, subtraction & c. addition, subtraction &
division multiplication division
ARC Php
PROBLEMS
7,374.75 HIM
1. Nelson bought 2.5 gallons of white paint and 1.75 gallons yellow paint which he
will use in her daughter’s room for P2,762.50. How much did he pay for each
gallon of paint?
2. Mrs. Legaspi made a P5,250.50 down payment on a television set which she
purchased on account for P20,000.00. The balance will be paid equally in 2
months. How much is the monthly instalment?
3. Nena can read 10 pages of books in 1.25 hours, how long will it take her to read 20
pages?
Exercise 3
Read and solve the problem. Answer the questions using the 4 -step process.
Problem: Levy bought 5.5 kilos of pork twice on Monday and another 6.5 kilos of
pork thrice on Tuesday. She had already used 3 kilos in her adobo recipe and the
remaining kilos were divided between her two daughters. How many kilos of pork did
each daughter has?
THINK
Know what is asked
PLAN
Write the
number/mathematical
sentence
SOLVE
Perform the operations
Answer
CHECK AND LOOK
BACK
Work backwards
Exercise 4
Direction: Read and solve the following problems. Show your complete solution and
select the correct answer from the trending hashtags about COVID-19 provided below.
# Social distancing # lock down 2.5 # Flatten the curve # Work from home
0.5 and 0.5
0.7 and 0.3 3.75
Solution:
Answer:
2. The average of four numbers is 47.5. Ten is added to the sum of the four numbers and
the new average is computed. What is the difference between the old average and the
new average?
Solution:
Answer:
Reflection
References:
Prepared by: