Introductory Message

For the facilitator:

This module was collaboratively designed, developed and evaluated by the Development
and Quality Assurance Teams of SDO TAPAT to assist you in helping the learners meet the
standards set by the K to 12 Curriculum while overcoming their personal, social, and
economic constraints in schooling.

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

For the learner:

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

The following are some reminders in using this module:

1. Use the module with care.

2. Don’t forget to answer Let’s Try before moving on to the other activities included in
the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and in checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not hesitate to
consult your teacher or facilitator. Always bear in mind that you are not alone.

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

You were able to encounter fractions and decimals when you were in the elementary
school. Can you still recall the concepts on how to perform operations on fractions and
decimal numbers? The skills you have learned from these topics will greatly contribute to the
discussion of rational numbers.
What skills are needed in performing operations on rational numbers? How can we
use these concepts in solving problems? Let us answer these questions as we go through
this module.

After going through this module, you are expected to perform operations on rational
numbers.

Let’s Try

Directions: Choose the letter of the correct answer. Write the chosen letter on a separate
sheet of paper.

1. What do you call fractions with the same value?

A. similar fractions C. dissimilar fractions
B. proper fractions D. equivalent fractions
2. The following are equivalent fractions EXCEPT:
1 4 4 3
A. B. C. D.
4 16 8 12
24
3. What is the simplest form of 36 ?
12 6 4 2
A. B. C. D.
18 9 6 3
11 4
4. What is the sum of and in simplest form?
9 9
5 5 15 15
A. B. C. D. 18
3 6 9
4 5
5. Find the sum of and .
15 3
9 19 29 29
A. B. C. D.
18 18 15 45
3 15
6. What is the difference when you subtract from ?
10 10
6 6 18 18
A. B. C. D.
5 20 5 20
12 7
7. Express the product of and in simplest form.
21 3
3 4 84 84
A. B. C. D.
4 3 21 63
4
8. What is the quotient when dividing 16 by ?
5
64 80
A. B. C. 20 D. 80
5 5

1
9. Find the sum of 13.67 and 5.12.
A. 9.79 B. 12.79 C. 15.79 D. 18.79
10. What is the difference between 23.4 and 17.15?
A. 6.35 B. 6.25 C. 6.15 D. 6.05
11. What is the product of 8.1 and 4.2 ?
A. 3.402 B. 34.02 C. 340.2 D 3402
12. What is the quotient when 26.34 is divided by 3?
A. 12.78 B. 10.78 C. 8.78 D. 6.78

For numbers 13 and 14,

1
A restaurant had 6 gallons of soup to be served for the whole day. At the end of the day,
2
1
they had 2 10 gallons of soup left. How many gallons of soup were consumed?
13. What operation will be used to solve the problem?
A. addition C. multiplication
B. division D. subtraction
14. What is the answer to the problem?
2 2
A. 4 10 gallons C. 4 5 gallons
2 2
B. 8 10 gallons D. 8 5 gallons
15. Kyla finished reading three-fifths of a 15-page essay. How many more pages does she
need to complete the lesson?
A. 6 pages C. 10 pages
B. 8 pages D. 12 pages

On the other hand, these questions can be answered online! Put your
Use this link on your cellphone, laptop or desktop: score here
http://bit.ly/MATH7WEEK5LETSTRY
Use proper capitalization to activate the link. You will see your score
after completing the test. Make sure to screenshot your work as a proof to
your teacher then write your score in the box. Make sure you are connected to the internet!

Lesson
Operations on Rational Numbers
5

Let’s Recall

Activity 1: Let Us Review

A. Let us start reviewing concepts on equivalent fractions. Consider the

situation below.
Carlo and Miguel’s mother made a special sapin-sapin for their snacks.

Miguel: I’d like to have one-half part of the sapin-sapin.

Carlo: Sure, but I have already sliced it into four equal parts.
https://www.foxyfolksy.com/sapin-sapin/
2
Miguel: Then, how many slices should I take if I want one-half part?

1. How are you going to answer Miguel’s question?

2. What mathematical concept/s should you apply to support your answer?

B. Express each fraction in its simplest form.

5 24 8
1. 3. 5. 3 14
15 16

6 9
2. − 27 4. −1 36

Let’s Explore

Activity 2: Shade my model

Study the following figures. Perform the indicated operation and represent the result by
shading the model. Answer the guide questions that follow.

1.

+ =

2.
- =

3.

+ =

Guide Questions:
a. For each item above, represent the shaded parts using a fraction.

1. ______ + _______ = _______

2. ______ - _______ = _______

3. ______ + _______ = _______

b. What pattern did you observe in the given activity?

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 Let’s Solve and Explain

OPERATIONS ON RATIONAL NUMBERS (in Fraction Form)

ADDITION AND SUBTRACTION OF FRACTIONS

Illustrating addition and subtraction of similar fractions (fractions with the same denominator)
using fraction bars.

3 1 6 2
1. +5 2. −7
5 7

What part of the rectangle was shaded lightly? What part of the rectangle was shaded lightly?
Boldly? Boldly?
What part of the rectangle is shaded? What part of the rectangle is still shaded?

Remember:

Similar fractions are fractions with the same denominator.

To add or subtract,
1. simply add or subtract the numerators,
2. copy their denominator,
3. simplify the answer, if necessary.

Let a, b, and c be integers, where 𝑏 ≠ 0

𝒂 𝒄 𝒂+𝒄 𝒂 𝒄 𝒂−𝒄
+𝒃= and −𝒃=
𝒃 𝒃 𝒃 𝒃

Examples: Add or subtract the given fractions.

4 5 3 6
1. +9 2. − 11
9 11

Solutions:
4 5 4+5 3 6 3−6 Subtract the numerators
1. +9 = Add the numerators and 2. − 11 =
9 9 copy their common 11 11 and copy their common
9 −𝟑
=9 denominator. = denominator.
𝟏𝟏
=𝟏 Simplify

4 5 3 6 3
Therefore, + 9 = 1. Therefore, − 11 = − 11.
9 11

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 Remember:

Dissimilar fractions are fractions with different denominators.

To add or subtract,
1. find the least common denominator (LCD);
2. change to similar fractions;
3. add or subtract the numerators and copy the denominator; and
4. simplify the answer, if necessary.

Examples: Add or subtract the following fractions.

3 2 5 9
1. +3 2. − 10
4 6

Solutions:
3 2
1. The LCD of 4 and 3 is 12.
3 2
Change 4 and 3 into similar fractions with 12 as their LCD.
3 9 2 8
= 12 = 12
4 3

3 2 9 8
+3 = + 12 Change the given into equivalent fractions with denominator 12.
4 12
9+8
= Rewriting as a single fraction with common denominator.
12
𝟏𝟕
= Add the numerators.
𝟏𝟐
3 2 17
Therefore, +3 = .
4 12

5 9
2. The LCD of and is 30.
6 10

5 9 25 27
− 10 = − Change the given into equivalent fractions with denominator 30.
6 30 30
25−27
= Rewriting as a single fraction with common denominator.
30
−2
= Subtract the numerators.
30
−𝟏
= Simplify.
𝟏𝟓

5 9 −1
Therefore, − 10 = .
6 15

Practice no. 1
Add or subtract the following fractions.
7 13 5 11 3 4 1
1. + −9 2. +4 3. −6
9 9 8 5

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MULTIPLICATION OF FRACTIONS

To multiply fractions, we multiply the numerators of the two fractions then,

the denominators of the same fraction. Simplify the result, if necessary.
Let a, b, and c be integers, where 𝑏 ≠ 0 and 𝑑 ≠ 0.
𝒂 𝒄 𝒂𝒄
× =
𝒃 𝒅 𝒃𝒅

Examples: Multiply the following fractions.

3 1 −20 −7
1. • 2. •
5 2 21 5
Solutions:
3 1 3•1
1. • =
5 2 5•2 Multiply the numerators, then the denominators
𝟑
= 𝟏𝟎

3 1 3
Therefore, • =
5 2 10

−20 −7 (−20 )( −7) Note: Parenthesis ( ) can also be used as multiplication

2. Method 1: • =
21 5 21 (5) symbol.
140 Multiply the numerators, then the denominators
= 105
𝟒 Divide the numerator and denominator by their GCF = 35
= 𝟑

Method 2: You may cancel out common factors of the numerator and denominator.
Common factor of -20 and 5: 5
Common factor of -7 and 21: 7

Cancel common factors of the numerator and

denominator.
−4 −1 Write the remaining factors.
= •
3 1
𝟒 Multiply the numerators, then the denominators.
= 𝟑

−20 −7 4
Therefore, • = 3.
21 5

Practice no. 2
Multiply the following fractions.
5 4 −4 1 15 8
1. • 2. • 3. •
8 3 7 8 7 10

DIVISION OF FRACTIONS

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 To divide fractions, get the reciprocal of the second fraction (called divisor)
and multiply by the first fraction (called dividend).
Let a, b, c and d be integers, where b, c, and d are not equal to 0.
𝒂 𝒄 𝒂 𝒅 𝒂𝒅
÷ = • =
𝒃 𝒅 𝒃 𝒄 𝒃𝒄

Examples: Divide the following fractions.

4 2 16 24
1. ÷ 2. ÷ 14
7 3 21

Solutions:
4 2 4 3 2
1. ÷ = • Get the reciprocal of the divisor 3.
7 3 7 2
12 Multiply the numerators, then the denominators.
= 14
𝟔 Simplify.
= 𝟕

4 2 𝟔
Therefore, ÷ = 𝟕.
7 3

16 24 16 14 24
2. ÷ 14 = • Get the reciprocal of the divisor 14.
21 21 24

Cancel common factors of the numerator and

denominator.
2•2 Write the remaining factors.
= 3•3
𝟒 Multiply the numerators, then the denominators.
= 𝟗

16 24 𝟒
Therefore, ÷ 14 = 𝟗 .
21

Practice no. 3
Divide the following fractions.
3 2 8 −4 21 15
1. ÷ 2. ÷ 3. ÷
5 7 11 3 4 4

To watch a video tutorial on Operations on Rational Numbers (in Fraction Form),

visit this link: https://youtu.be/tclyQn1VchA

OPERATIONS ON RATIONAL NUMBERS (in Decimal Form)

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ADDITION AND SUBTRACTION OF DECIMAL NUMBERS
There are two ways of adding and subtracting decimal numbers.

1. Convert the decimals into fractions. Add or subtract these fractions the
way we discussed earlier.
Examples:
1. 5.4 + 7.81 2. 8.15 – 3.47

Solutions:
4 81 Convert each decimal to fraction
1. 5.4 + 7.81 = 5 10 + 7 100
40 81 4
= 5 100 + 7 100 Change 10 into similar fractions with denominator 100
40 81 Associative Property
= (5 + 7) + ( + )
100 100
121 Add
= 12 + 100
21 Changing an improper to mixed fraction
= 12 + 1 100
21 Add whole numbers.
= 13 100
= 𝟏𝟑. 𝟐𝟏 Convert to decimal.

Therefore, 5.4 + 7.81 = 13.21 .

15 47 Convert each decimal to fraction

2. 8.15 - 3.47 = 8 100 − 3 100
115 47 The numerator of the minuend must be larger than
= 7 100 − 3 100
subtrahend.
115 47
= (7 − 3) + (100 − 100) Associative Property
68 Subtract
= 4 + 100
68 Add
= 4 100
= 𝟒. 𝟔𝟖 Convert to decimal.

Therefore, 8.15 - 3.47 = 4.68 .

2. Arrange the decimal numbers vertically such that the decimal points are
aligned. Then, add or subtract as with whole numbers.

Examples:
1. 5.4 + 7.81 2. 8.15 – 3.47
Solutions:
1. 5.4 2. 8.15
+ 7.81 – 3.47
13.21 4.68

5.4 + 7.81 = 13.21 8.15 – 3.47 = 4.68

Practice no. 4
Add or subtract the following decimal numbers.

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1. 5.8 + 6.3 2. 4.32 + 1.7 + 3.19 3. 12.58 – 5.4

MULTIPLICATION OF DECIMAL NUMBERS

In multiplying decimal numbers,

1. Arrange the numbers in vertical column.
2. Multiply the numbers, as multiplying whole numbers.
3. Starting from the rightmost end of the product, move the decimal point to
the left the same number of places as the sum of the decimal places in
the multiplicand and the multiplier.

Example: 12.17 •3.8

Solution: 12.17 (2 decimal places)

× 3.8 (1 decimal place)
9736
+ 3651
46.246 (3 decimal places)

Therefore, 12.17 • 3.8 = 46.246

Practice no. 5
Multiply the following decimal numbers.
1. 5.2 • 6 2. 11.7 • 2.1 3. 20.31 • 1.7

DIVISION OF DECIMAL NUMBERS

In dividing decimal numbers,

1. If the divisor is a whole number, divide the dividend by the divisor applying the rules of
a whole number. The position of the decimal point is the same as that in the dividend.
2. If the divisor is not a whole number:
a. Make the divisor a whole number by moving the decimal point in the divisor to the
rightmost end, making the number seem like a whole number.
b. Move the decimal point in the dividend to the right the same number of places as
the decimal point was moved to make the divisor a whole number.
c. Lastly, divide the new dividend by the new divisor.

Examples:
1. 17.22 ÷ 7 2. 8.832 ÷ 1.2
Solutions:
1. 17.22 ÷ 7

Therefore, 17.22 ÷ 7 = 2.46 .

2. 8.832 ÷ 1.2

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 Therefore, 8.832 ÷ 1.2 = 7.36 .

Practice no. 6
Divide the following decimal numbers.
1. 3.5 ÷ 2 2. 3.24 ÷ 0.5 3. 3.415 ÷ 2.5

To watch a video tutorial on Operations on Rational Numbers (in Decimal Form),

visit this link: https://youtu.be/PF6r1N6rglY

Let’s Dig In

Activity 3: Fill Me In
The following are input-output machines and the process is given inside each
machine. You need to identify the output of each machine and use it as input for the next.
You must perform the operations on fractions you have learned in this module to get the final
answer. Make sure that your inputs are in their simplest form.

Activity 4: Work on my operation

A. Perform the indicated operations. Express all answers in simplest form.
3 4 1 8 3
1. + + 3. −
9 9 9 9 2
−4 3
8 2 6
4. •
5 20
2. + 17 − 17 9 15
17 5. ÷ 26
13
B. Perform the indicated operations.
1. 7.8 + 12.04 3. 4.23 + 3.15 – 2.4 5. 25.35 ÷ 7.8
2. 13.65 – 5.12 4. 9.7 • 3.2

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 Let’s Remember

Let us summarize what we have learned in this module.

A. 1. To add or subtract fractions with the same denominator, simply add or subtract the
numerators, copy their denominator, and simplify the answer, if necessary.
2. To add or subtract, find the least common denominator (LCD), change to similar fractions,
add or subtract the numerators and copy the denominator, and simplify the answer, if
necessary.
3. To multiply fractions, we multiply the numerators of the two fractions then, the
denominators of the same fraction. Simplify the result, if necessary.
4. To divide fractions, get the reciprocal of the second fraction (divisor) and multiply by the
first fraction (dividend).

B. 1. In adding or subtracting decimals, convert the decimals into fractions then add or
subtract these fractions. Another way is to arrange the decimal numbers vertically such that
the decimal points are aligned. Then, add or subtract as with whole numbers.
2. In multiplying decimal numbers, arrange the numbers in vertical column. Multiply the
numbers, as multiplying whole numbers. Starting from the rightmost end of the product,
move the decimal point to the left the same number of places as the sum of the decimal
places in the multiplicand and the multiplier.
3. In dividing decimal numbers, if the divisor is a whole number, divide the dividend by the
divisor applying the rules of a whole number. The position of the decimal point is the same
as that in the dividend. If the divisor is not a whole number, make the divisor a whole number
by moving the decimal point in the divisor to the rightmost end, making the number seem like
a whole number. Move the decimal point in the dividend to the right the same number of
places as the decimal point was moved to make the divisor a whole number. Lastly, divide
the new dividend by the new divisor.

Let’s Apply

A. Read and understand each item carefully. Solve the problems by applying the
mathematical concepts learned in this module.
2
1. Ana and Ken are comparing their heights. If Ana’s height is 113 3 cm while Ken’s
1
height is 121 3 cm, what is the difference in their heights?
3
2. Hanna donated 14 of her monthly allowance to the front liners. If her monthly
allowance is Php 3,500.00, how much did she donate?
2
3. At the end of the day, Sweet Pastry store had 5 piece of cake leftover. Four
employees shared and took home the same amount of leftover cake. How much of
the leftover cake did each employee take?

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B. Grocery Lists
You are chosen to do a list of the groceries that your parents usually buy at the
market or grocery store.
1. Make a list of 10 items together with its price per quantity.
2. Create your own 3 problems or situations involving operations on rational
numbers by using the listed items.
3. Write your answer and solution on each problem.
4. Use the given rubric to guide you in working with your problem.
Rubrics on Problems Formulated and Solved
Score Descriptors
Poses a more complex problem with two or more correct possible solutions and
6 communicates ideas accurately, shows in-depth comprehension of the pertinent
concepts and/or processes, and provides explanations wherever appropriate
Poses a more complex problem and finishes all significant parts of the solution
5 and communicates ideas accurately, shows in-depth comprehension of the
pertinent concepts and/or processes
Poses a complex problem and finishes all significant parts of the solution and
4 communicates ideas accurately, shows in-depth comprehension of the pertinent
concepts and/or processes
Poses a complex problem and finishes most significant parts of the solution and
3 communicates ideas accurately, shows comprehension of major concepts
although neglects or misinterprets less significant ideas or details
Poses a problem and finishes some significant parts of the solution and
2
communicates ideas accurately, but shows gaps on theoretical comprehension
Poses a problem but demonstrates little comprehension, not being able to
1
develop an approach
D.O. no. 73 s. 2012

Let’s Evaluate

Directions: Choose the letter of the correct answer. Write your answer on a separate sheet
of paper.
1. Which of the following fractions have the same value?
A. dissimilar fractions C. proper fractions
B. equivalent fractions D. similar fractions
4
2. Which of the following is equivalent to ?
7
8 8 12 12
A. B. C. D.
14 21 14 21
18
3. What is the simplest form of 15?
9 9 6 6
A. B. C. D.
5 3 5 3
3 7
4. What is the sum of and ?
4 6
4 10 23 23
A. B. C. D. 24
2 12 12
1 3
5. Find the sum of 25 and 3 .
5
4 4 4 4
A. 55 B. 6 5 C. 5 10 D. 6 5
13 3
6. Find the difference of and in simplest form.
14 7
1 7 10 16
A. B. C. D.
2 14 14 14

11
 8 21
7. Express the product of and in simplest form.
15 12
28 14 12 6
A. B. C. D.
15 15 9 9
2 7
8. What is the quotient when 1 is divided by 6?
9
77 22 21 22
A. B. C. D.
54 54 22 21
9. Find the sum of 23.45 and 8.24.
A. 11.69 B. 21.69 C. 31.69 D. 41.69
10. Find the difference between 17.2 and 5.74.
A. 10.54 B. 11.46 C. 11.54 D. 12.54
11. What is the product of 12.5 and 8.9 ?
A. 1112.5 B. 111.25 C. 11.125 D. 1.125
12. What is the quotient when 5.46 is divided by 1.2?
A. 4.55 B. 5.55 C. 6.55 D. 7.55
For numbers 13-14,
1 3
The trip from Manila to Baguio takes about 6 2 hours. If Romulo has been traveling for 2 4
hours from Manila, how many hours more will it take to reach Baguio?
13. Which mathematical expression will lead you to the correct answer of the problem?
1 3 1 3
A. 6 2 + 2 4 C. 6 2 − 2 4
1 3 1 3
B. 6 2 × 2 4 D. 6 2 ÷ 2 4
14. What is the answer to the problem?
3 3 3 3
A. 1 hours B. 2 hours C. 3 hours D. 4 hours
4 4 4 4
1
15. A 7 5-meter piece of rod is to be cut into two pieces. If the length of one piece measures
5
of the rod, what is the length of the shortest piece?
8
27 9 27 9
A. meters B. meters C. meters D. meters
10 8 5 2

On the other hand, these questions can be answered online! Put your
Use this link on your cellphone, laptop or desktop: score here
http://bit.ly/MATH7WEEK5LETSEVALUATE
Use proper capitalization to activate the link. You will see your score
after completing the test. Make sure to screenshot your work as a proof to
your teacher then write your score in the box. Make sure you are connected to the internet!

Let’s Extend

Let’s check if you can apply your learnings in this exercise.

can use cellphone, laptop or desktop. Make sure you are connected to the internet.
Instructions:
1. Go to http://bit.ly/MATH7WEEK5LETSEXTEND
2. Click Play quiz.
3. Start answering the questions.

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4. Once done, take a screenshot of your quiz score and send it to your teacher.

References

DepEd Grade 7 Mathematics Teaching Guide

Nivera, Gladys C. (2014) “Grade 7: Patterns and Practicalities”, Don Bosco Press, Inc.
Oronce, Orlando A., and Marilyn O. Mendoza (2019) “E-Math 7 Worktext in Mathematics”,
Rex Book Store

Videos and websites

Buffington, Eric. (2016, September 12). Decimals with 4 Basic Operations (Simplifying Math)
[Video file]. Retrieved from https://youtu.be/PF6r1N6rglY

https://cpb-us-e1.wpmucdn.com/cobblearning.net/dist/5/1342/files/2017/02/unit-1-
1vh1f6k.pdf
https://www.foxyfolksy.com/sapin-sapin/

13
 Development Team of the Module
Writer: MS. NALLIE M. AURE
Editors:
Content Evaluators: MS. ANGELITA O. CUDAL
MS. MARICEL P. MASALAY
MS. JOSEL E. PAMINTUAN
MS. IMELDALYN P. BUENO
MS. CLAIRE P. JANEROL
Language Evaluator: MS. HANNA LOVELLE P. PADERNAL
Reviewers: MS. MIRASOL I. RONGAVILLA, EPS-Mathematics
DR. PASCUALITA O. DOROJA
MS. ANGELITA O. CUDAL
MS. MARICEL P. MASALAY
MS. JENNICA ALEXIS B. SABADO
DR. MELEDA POLITA
Illustrator: MR. LEO U. PANTI
Layout Artist: MR. LEO U. PANTI
Management Team: DR. MARGARITO B. MATERUM, SDS
DR. GEORGE P. TIZON, SGOD Chief
DR. ELLERY G. QUINTIA, CID Chief
MS. MIRASOL I. RONGAVILLA, EPS-Mathematics
DR. DAISY L. MATAAC, EPS – LRMS/ALS

For inquiries, please write or call:

Schools Division of Taguig City and Pateros Upper Bicutan Taguig City

Telefax: 8384251

Email Address: sdo.tapat@deped.gov.ph

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