6

Mathematics
Quarter 1

1
 6
Mathematics
Quarter 1

This instructional material was collaboratively developed and reviewed

by educators from public. We encourage teachers and other education
stakeholders to email their feedback, comments, and recommendations to the
Department of Education at action@ deped.gov.ph.

We value your feedback and recommendation.

Department of Education ● Republic of the Philippines

2
Mathematics- Grade 6
Alternative Delivery Mode
Quarter 1 – Fractions and Decimal Numbers
First Edition, 2020

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The publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education – Division of Las Pinas City Schools Division
Superintendent: Joel T. Torrecampo.CESO VI

Development Team of the Module

Management Team
Chairperson: Joel T. Torrecampo, Ph.D., CESO VI
Schools Division Superintendent

Co-Chairperson: Juan C. Obierna

Assistant Schools Division Superintendent- OIC
Reviewer/s Gina I. Aguitez- EPS Mathematics
AUTHORS:

Lesson 1 Necie P. Valledor Lesson 5 Reyland O. Dumlao

Ilaya Elementary School Moonwalk Elementary School

Lesson 2 Resly F. Dumasapal Lesson 6 Annabelle S. Tenorio

Pulanlupa Elementary School Mikesell Elementary School

Lesson 3 Rowena B. Kis-ing Lesson 7 Richie Macalanda

Talon Elementary School Golden Acres Elementary School
Lesson 4 Liezle R. Bautista Lesson 8 Erwin O. Escalante
Daniel Fajardo Elementary School Pamplona Elementary School Central
Consultant: Joseph F. De Leon/ Nora Cepeda
Content Validator: Amador R. Ayapana
Language Validator: Mary Jane D. Ayapana
Lay-out Artist: Myrrh Estela G. Ramirez

Printed in the Philippines by

Department of Education – Division of Las Pinas City
Office Address: Padre Diego Cera, E. Aldana, Las Pinas City,
E-mail Address: www.depedlaspinas.ph

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 Table of Contents
Preface
Lesson 1
• Adds and subtracts simple fractions and mixed numbers without or with regrouping ,p. 6
• Solves routine and non-routine problems involving addition and/or subtraction of
fractions using appropriate problem solvingstrategies and tools.

Lesson 2

• Multiplies simple fractions and mixed fractions, p.12

• Solves routine or non-routine problems involving multiplication without or with addition or
subtraction of fractions and mixed fractions
Lesson 3
• Divides simple fractions and mixedfractions, p.17
• Solves routine or non-routine problems involving division without or with any of the other
operations of fractions and mixed fractions

Lesson 4
• Adds and subtracts decimals and mixed decimals through ten thousandths withoutor
with regrouping, p.19
• Solves 1 or more steps routine and non- routine problems involving addition and/or
subtraction of decimals and mixed decimals

Lesson 5

• Multiplies decimals and mixed decimalswith factors up to 2 decimal places, p.21

• Multiplies mentally decimals up to 2decimals places by 0.1, 0.01,10, and 100.
• Solves routine and non-routine problems involving multiplication of decimalsandmixed
decimals including money
Lesson 6
• Solves multi-step problems involving multiplication and addition or subtraction of
decimals, mixed decimals and whole numbers including money, p.27

Lesson 7
• Divide whole numbers by decimals up to 2 decimal places and viceversa, p.32
• Divide decimals/mixed decimals up to 2decimalplaces
• Divides decimalsup to 4 decimal places by 0.1, 0.01, and 0.001
• Divides decimals up to 2 decimal places by 10, 100, and 1 000 mentall

Lesson 8

• Differentiates terminating from repeating,non-terminating decimal quotients, p.37

• Solves routine and non-routine problems involving division of decimals, mixed
decimals, and whole numbers including money

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 Preface

Dear Pupils,

This module, Mathematics 6 Quarter 1 - Module 1 is written to further enhance

your critical thinking and develop the love of mathematics. This acquired skill would soon be
applied in your everyday lives.
This module covers the concepts of Addition and Subtraction of Decimals. These
topics are presented in such a way that they are easy to understand and visualize.
The following are the special and unique features of this module:

• WHAT I NEED TO KNOW. This part presents the competency or the objective
that each learner should know and master.

• WHAT’S NEW. T. it his part of the module presents the content input of the topic
that will be discussed.

• WHAT IS IT. This contains the discussions of the topic which include illustrative
examples of the lesson.

• WHAT’S MORE. In this part, the first activity will be given to each learner.

• WHAT I HAVE LEARNED. Another activity will be answered by the pupils.

• ASSESSMENT. This is the last part of each topic in which another activity will
be given and answered by the learners to assess if each of them learned and
mastered the skill.

Learning Mathematics is fun. It is not as difficult as you think. We hope this module
can help you explore the world of mathematical concept in relation to your everyday life.

Adding and Subtracting Fractions and

5
 Lesson 1 Mixed Numbers without or with Regrouping
Solving Routine and Non-Routine Problems
involving Addition and/or Subtraction of Fractions

What I Need to Know

In this module, the learners will be dealing with adding and subtracting simple fractions
and mixed numbers with regrouping. As pre-requisites, the learners will be able to master
adding and subtracting fractions and mixed numbers without regrouping. It is also important
that the learners must have the knowledge on how to find the LCM or least common multiple
to get the LCD or least common denominator of the dissimilar denominators and change
them to similar fractions. Furthermore, additional exercises should be provided in this lesson as
needed particularly when reinforcing the concept and skill and application to new and other
situation to ensure mastery and accuracy of addition and subtraction of fractions with
regrouping.

After going through this module, you are expected to:

1. Adds and subtracts simple fractions and mixed numbers without or with regrouping

2. . Solves routine and non-routine problems involving addition and/or subtraction of

fractions using different strategies

What I Know
Perform the indicated operations. Express the answers in simplest form.
1. 3/5 + 1/7 = ____________ 4. 9/11 - 4/8 = ____________
2. 1/6 + 2/3= ____________ 5. 11 2/5 - 8 5/6 = _________
3. 6 3/5 + 5 1/4 = ________

Problem 1 Ana needs 1/3m of ribbon to be used for decorating her gift to her friend
and another 2/5m of ribbon to be used for decorating another gift for her other friend. How
many meters of ribbon does she need in all?

What’s the Point?

Divide a 1meter ribbon into 3 parts and take 1/3 of it.
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 1/3 1/3 1/3

Divide another 1meter ribbon into 5 parts and take 2/5 of it.

1/5 1/5 1/5 1/5 1/5

Combine the 1/3m and 2/5m of ribbon.

1/3 + 2/

1/3 1/5 1/5

1 2 3 4 5 1 2 3 4 5 6 1 1 1 1
15 15 15 15 15 15 15 15 15 15 15 15 15 15 15

5/15 + 6/15 = 11/15

Therefore, the result when you combine 1/3 and 2/5 is 11/15.
Hence, Ana needs 11/15m of ribbon for decorating her gifts for her friends.
To add or subtract dissimilar fractions, use the following steps.
Step 1: Make the fraction similar by finding the LCD.
Step 2: Add or Subtract the similar fractions.
Step 3: Express the answer in lowest terms if needed.
Example: Find the sum of 4/8 + ¼.
Solution Step 1: Rename into similar by finding the LCD.
Make the denominator the same 1/4 = 2/8
4/8 = 4/8 so the LCD is 8
Step 2: Add the similar fractions = 6/8
Step 3: Express the answer in lowest term.
1 4 6 6
4
+ 8
= 8 rename 8
𝑡𝑜 𝑙𝑜𝑤𝑒𝑠𝑡 𝑡𝑒𝑟𝑚 𝑏𝑦 𝑓𝑖𝑛𝑑𝑖𝑛𝑔 𝑡ℎ𝑒 𝐺𝐶𝐹 then divide both the
numerator and denominator by the GCF. GCFactors of 6 are 2 and 3
Factors of 8 are 2 and 4 so the common factors of 6 and 8 is 2.
1 4 6 3
Therefore 4 + = 8 ÷ 2 is 4
8

Problem 2
Find the difference of 5 ¾ - 2 3/6.
7
Solution:
Step 1: Rename the fraction to similar by Step 2: Subtract the Similar fractions =
finding the LCD. 3/12
3 3
The denominators of 𝑎𝑛𝑑 is 4
4 6
and 6 the common denominators is Step 3: Subtract the whole numbers.
4 ----- 4, 8, 12,… 5 - 2 = 3
6 ----- 6, 12, 18, … LCD = 12 Combine the results = 3 3/12
Step 4: Express the answer in lowest term.
3 (12 ÷4 ) 𝑥 3 9
5 = = 5 12 3 3 3 1
4 12 54 − 2 = 312 ÷ 3 = 3
6 4
3 (12 ÷6 ) 𝑥 3 6
2 = = 2 12the fractions are
6 12 Therefore the difference of 5 ¾ and 2
now similar we can now subtract 3/6 is 3 1/4 .

To add and subtract simple fractions and mixed numbers with regrouping, you need to
remember the following:
Step 1: Rename to similar by finding the LCD.
Step 2: Then add or subtract the similar fractions.
Step 3: Express the answer in lowest term if needed.

To add or subtract dissimilar mixed numbers use the following steps.

Step 1: Rename to similar by finding the LCD.
Step 2: Then, add or subtract the similar fractions.
Step 3: Add or subtract the whole numbers and combine this with the resulting
fraction.
Step 4: Express the answer in lowest term if needed.

Make the given pairs of fractions similar by writing the missing number inside the box.
2
= ( 8 ÷ 4 ) x 2 = ______ ->4/8
4
8 8
2
= ( 8 ÷ 8 ) x 2 = ______ ->2/8
8
8 8

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To add and subtract simple fractions and mixed numbers with regrouping, you need to
remember the following:
To add or subtract dissimilar fractions use the following steps.
Step 1: Make the fraction similar by finding the (LCD)
Step 2: Then add or subtract the similar fractions.
Step 3: Express the answer in lowest term if needed.

To add or subtract dissimilar mixed numbers use the following steps.

Step 1: Make the fraction similar by finding the (LCD)
Step 2: Then, add or subtract the similar fractions.
Step 3: Add or subtract the whole numbers and combine this with the
resulting fraction.
Step 4: Express the answer in lowest term if needed.

What I Can do

Give the LCD of the following fractions and make the fractions similar. Then
add or subtract the resulting fractions. Express the answers in lowest term.
Similar Fractions Sum/Difference
3 1
1. + =
5 10

5 3
2. − =
6 7

5 2
3. − =
11 5

1 5
4. + =
8 12

6 3
5. + =
10 10

9
 Assessment

Perform the indicated operation. Express the answers inlowest term.

1. 3/5 + 1/7 =

2. 1/6 + 2/3=

3. 6 3/5 + 5 1/4 =

4. 9/11 - 4/8 =

5. 11 2/5 - 8 5/6 =

Solving routine and non-routine problems involving addition and/or

subtraction of fractions using appropriate problem solving strategies and tools.

Routine problems are problems which can be solved using simple step-by-step method.
Non-routine problems are complex problems and can be solved using different methods or
strategies.

Sample Problem :
Andrei spent 2/9 of his money for buying an E-tablet. He gave PhP 6 000.00 to his
mother and had 1/3 of the original amount left. How much did he have at first?

SOLUTION:
Problem 1: E-tab 2/9 Php 6000 Money left 1/3 or 3/9

2 units for E-tablet = PhP 3 000 9 units = 9 x PhP 1 500 = PhP 13 500
4 units PhP 6 000 ÷ 4 = PhP 1 500 Andrei had PhP 13 500.00 at first

Solve. Show the computation

1. Add the fractions of money she spent. 2/5 + 1/5 = 3/5
2. Subtract the total amount of money spent from her money at the
beginning. 5/5 – 3/5 = 2/5
So, the fraction of money left with Lilet is 2/5.
Check. Check your answer. This is one way to check if the answer is correct.
2/5 + 1/5 + 2/5 = 5/5 = 1

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 WHAT’S MORE
Solve these problems. Be sure to reduce the answer to its lowest term.
1. Celia and her cousins ate 2 ¾ of a Hawaiian pizza, 7/8 of a vegetable pizza, and ½ of a
pepperoni pizza. How much pizza did they eat in all?

2. Ron walked 3 ¾ km on Monday, 4 1/3 km on Tuesday and 2 7/12 km on Wednesday. What

distance did he walk in all?

3. Stefanie swam four-fifths of a lap in the morning and seven-fifteenths of a lap in the
evening. How much farther did Stefanie swim in the morning than in the evening?

Assessment
Solve the following routine problems involving addition of fractions. Be sure to reduce the
answer to its lowest term.
1. John walked 1/2 of a kilometer yesterday and 3/4 of a kilometer today. How many miles
has John walked?

2. Rachel rode her bike for one-fifth of a mile on Monday and two-fifths of a mile on Tuesday.
How many miles did she ride altogether?

3. It took Nick five-thirds of an hour to complete his math homework on Monday, three-
fourths of an hour on Tuesday, and five-sixths of an hour on Wednesday. How many hours did
he take to complete his homework altogether?

4. The Cruz family drove their car for five and five-sixths days to reach their vacation home,
and then drove for six and one-sixth days to return home. How much longer did it take them
to drive home?

5. A carpenter had a piece of wood that was 15 feet in length. If he needs only 10 and five-
twelfths feet of wood, then how much wood should he cut?

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 Multiplying SimpleFfractions and Mixed Fractions
Lesson 2 Solving routine or non-routine problems involving
multiplication without or with addition or subtraction of
fractions and mixed fractions

What I Need to Know

After going through this module, you are expected to:

1. multiplies simple fraction by another simple fraction or by a mixed number.

2. solves non-routine problems involving multiplication without or with addition or
subtraction of fractions and mixed fractions using appropriate problem-solving
strategies and tools.

What I Know
Directions: Find the product of the following fraction and mixed fraction
1 2 1 1 2
1. 8 𝑥 6 3. 6 𝑥4 5. 3 𝑥2
2 3 4 4 5

1 1 6 1
2. 4 𝑥1 4. 1 𝑥3
3 8 8 5

What’s In
● Last time you have learned the process and the idea of subtracting fraction. You learn
the process of solving routine and non-routine problems involving subtraction of fraction.
In this lesson we are going to learn the process involving multiplication of fraction. The
rules in multiplying fraction and the process we can relate in real life situation.

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 What is It

1. Multiplying Mixed Number by a Fraction 2. Multiplying Fraction by a whole Number

Mang Jose has a piece of wood which Ana and her friend ate 1/3 of the guavas at her mother picked. If
measure 3 1/5 meters. He used 3/4 of it to mother picked 6 baskets of guavas, how many baskets of guava did
make a stall. How many meters of wood were they eat?
left?
Understand:
Understand:
1 1
1
The equation is of 6 = N It means x6=N
3 3
Given: 3 5 number of meters of wood Jose
has
3
fraction part of a meter to make a To solve the equation, study the given steps below.
4
stall Step 1.
What is asked: Meters of wood used Express the whole number as a fraction by using 1 as its
1 6
Solve: Strategy A denominator. 3 𝑥 1 𝑇𝑦𝑝𝑒 𝑒𝑞𝑢𝑎𝑡𝑖𝑜𝑛 ℎ𝑒𝑟𝑒.

Step 1. Step 2.

Change the mixed form to an improper Multiply the numerators and then multiply the
1 6 6
fraction. denominators 𝑥 = 3 𝑇𝑦𝑝𝑒 𝑒𝑞𝑢𝑎𝑡𝑖𝑜𝑛 ℎ𝑒𝑟𝑒.
3 1

1 3 (3 𝑥 5) + 1 15 + 1 16 Step 3.
3 𝑥 = = =
5 4 5 5 5
Express your answer in lowest term, if needed or change it
6
to mixed form.3 = 2

What’s More
Activity 1 Find the product then express your answer in lowest term if needed.
3 1 2
1. 10 𝑥 = 2. 2 𝑥 =
4 4 5

4 3 5
2. 𝑥 3 10 = 4. 8 𝑥 12 =
6

2 1
5. 5 7 𝑥 =
2

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Activity 2

Multiply the fraction at the center by the fraction at the sides. Write the answer
inside the box provided for. Express your answer in lowest term, if needed.

2 1
3._____ 4
3 3 4._____
4
1
2._____ 1 3 1 5._____
4 2
4
5
1._____ 1
4
2

What I Have Learned

How do we multiply a fraction by a fraction?
To multiply a fraction by a fraction

a. Multiply the numerator

b. Multiply the denominator
c. Simplify the product to lowest term, if possible
How do we multiply mixed number by a fraction?

To multiply a mixed number by a fraction:

a. Change mixed numbers to improper fractions

b. Multiply the numerators and then multiply the denominators.

c. Use cancellation, if possible.

d. Express your answer in lowest term, if needed.

How do we multiply a fraction by a whole number?

To multiply a fraction by a whole number:

a. Change the whole number into a fraction by using 1 as its denominator.

b. Multiply the numerators and then the denominators.

c. Use cancellation, if possible.

d. Express the answer in lowest term, if needed.

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 What I Can Do

Solve this Problem!

Imagine that you are on your best friend’s birthday party. If there were 90
1
children at the birthday party and of them are boys, how many were girls?
3

Assessment

Direction: Read and solve what is asked for

1 2
1. What is the product of 2 4 𝑥 5
=?
5
2. What is of 30?
6
4 4
3. Multiply 2 of ?
6 6

2
4. Find of 54?
3
6
5. The product if 12 and 10 is ____?

Solving non-routine problems involving multiplication without or with addition or

subtraction of fractions and mixed fractions

What’s In
To solve non-routine problems involving multiplication of fractions, you will need to remember these 4 steps

Understand Plan Solve Check

What is asked in the What operation/s needed to Perform the Look back if your answer
problem? solve the problem? equation is correct or not

What are the given facts? What is the mathematical

sentence or equation?

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 What’s More

Activity: Answer the following non-routine problems by using the guide questions.

Problem 1 Questions:

On December 13, 2019 the Grade VI -3 1. What is asked in the problem?

pupils of Pulanlupa Elementary School
celebrated their Christmas Party. If 2. What are the given facts?
there are 50 pupils in the class, 2/5 of 3. What is the hidden question?
them
did not joined the party, how many 4. What operation/s are going to used?
pupils joined the party?
5. What is the mathematical sentence or . equation?

6. How do you solve the problem?

7. Have you checked your answer?

Problem 2 Questions

The boy scouts of Pulanlupa 1. What is asked in the problem?

Elementary School brought 12 meters
of rope. They cut ½ of it into pieces of
2/3meter each. How many pieces
didthey make?
2. What are the given facts?
3. What is the hidden question?
4. What operation/s are going to used?

5. What is the mathematical sentence or equation?

6. How do you solve the problem?

Assessment
Directions: Read each problem carefully. Write the letter of the correct answer on your notebook.

1. For each day of the week, Ana spends 2 1/2 hours helping in a family store. How many hours does
she helps in a week?

2. In a Pulanlgupa Sari-sari Store, if 1/10 of 360 eggs were found to be rotten, how many rotten eggs
were there? How many are not rotten?

3. Mr. Castro repaired two tricycles in 3 1/2 hours. He spent ½ of the time greasing the wheels. How
many hours did it take him to grease the wheels?

16
 Dividing Simple Fractions and Mixed Numbers
Lesson 3 Solving Routine or Non-routine Problems involving
Division without or with any of the other
operations of Fractions and Mixed Fractions

What I Need to Know

After going through this module, you are expected to:

1. Divides simple fractions and mixedfractions

2. Solves routine or non-routine problems involving division without or with any of the
other operations of fractions and mixed fractions using appropriate problem
solvingstrategies and tools.

What I Know

Divide and simplify your answer.

𝟐 𝟏 𝟓 𝟒 1
1. 𝟓 ÷ 𝟖 = 3. 𝟏𝟎 ÷ 𝟏𝟔 = 5. 16 ÷ 4 5 =
3 1 2 1
2. 3 4 ÷ 2 = 4. 5 3 ÷ 3 =

What’s In

A. Change the following to improper fraction

2 1 4 2 3
1. 1 2. 6 3. 3 4. 11 5. 5
3 4 5 3 7

B. Give the reciprocal of the following:

2 3 2 3
1. 2. 9 3. 4. 1 3 5. 85
3 4

17
 How do we divide fractions? Let’s find out….

Problem A. Solution
Cora received half of a piece 𝟏
÷𝟔 =
of land. She has to divide it 𝟏 𝟔
𝟐
equaly among her 6 children. ÷ = Change whole number to improper
𝟐 𝟏
What fraction of the land will 𝟏 𝟏
𝒙 =
𝟏
Change the sign to multiplication
𝟐 𝟔 𝟏𝟐
each of her children receive? and invert the divisor (Keep the
dividend , change the sign , flip the divisor.(KCF)
𝟏 𝟏 𝟔𝟏 𝟏 𝟏 𝟏
÷ 𝟔 = ÷ 𝒙 = =
𝟐 𝟐 𝟏𝟐 𝟔 𝟏𝟐 𝟏𝟐

Problem B. Solution (KCF)

𝟑 𝟓 𝟑 𝟓 𝟑 𝟔 𝟏𝟖
. ÷ = ÷ = 𝐱 = Keep the dividend,
𝟖 𝟔 𝟖 𝟔 𝟖 𝟓 𝟒𝟎
𝟑 𝟔 𝟏𝟖
𝒙 = Change division sign to
𝟑 𝟓 𝟑 𝟔 𝟗 𝟖 𝟓 𝟒𝟎
÷ = 𝐱 = multiplication, flip the divisor
𝟑 𝟔
𝐱 =
𝟏𝟖
𝟖 𝟔 𝟖 𝟓 𝟐𝟎
𝟖 𝟓 𝟒𝟎
𝟗
or multiply and simplify if needed
𝟐𝟎

Problem C. Fatima wants to cut Solution ( KCF )

3 3 15 3 𝟑
a ribbon into several equal 3 ÷ =
4
÷ Change 𝟑 to an improper
4 4 4 𝟒
𝟑
pieces. If the ribbon is 3 𝟒meter =
15
𝑥
3
Change the division sign
4 4
in length, how many pieces of to multiplication
𝟑 15 4
meter of ribbon will she have ? = 𝑥 flip the divisor apply
𝟒 4 3
cancellation
3 3 5 1
3 ÷ 15 4
4 4 = 𝑥 = 5 Simplify if needed
4 3
1 1
2

Assessment
Divide and simplify answer if possible
𝟐 𝟑 𝟓 𝟒 1
1. ÷ = 2. ÷ = 3. 12 ÷ 4 =
𝟑 𝟖 𝟏𝟓 𝟏𝟖 8

3
4. Maricel has a piece of cloth that is 10 m long. How many skirts can she make if each
4
1
skirt uses 1 4m cloth?

3
5. How many meter pieces of lace can be cut from 30 meters of lace?
8

18
 Adding and Subtracting Decimals and Mixed
Lesson 4 Decimals through ten thousandths without or
with regrouping

What I Need to Know

After going through with this module, you are expected to:
1. Adding and subtracting decimals and mixed decimals through ten thousandths
without or with regrouping
2. Solves 1 or more steps routine and non- routine problems involving addition and/or
subtraction of decimals and mixed decimals using appropriate problem - solving
strategies and tools

What I Know

Directions: Copy the words and supply the missing word and corresponding number.
Ex.: 472.95 The 5 in the hundredths place means 5 /100

1. 11.256 The 2 in the ________ place means _____

2. 98.356 The 6 in the ________ place means _____
3. 5.48193 The 9 in the ________ place means _____
4. 15.15413 The 3 in the ________ place means _____
5. 42 171.326 The 7 in the ________ place means _____

What’s In

Do you know the birthdays of your loved ones? What gift do you give them? What does it
show when you give them a present or gift? Is it nice to be thoughtful?
Why? __________________________

How are you going to find the answer?

To find out, add 0.845 and 0.750. Since thousandths must be added to thousandths,
hundredths must be added to hundredths, tenths to tenths, and ones to ones, it is important
to “have the decimal points in line.”
Line up the decimals. Add:
0.845 + 0.750 = 1.595 meters
Always place the decimal point in the answer exactly below the decimal points of the
addends. The total length of the tussle & ribbon is 1.595 meters.

19
.
Arrange the following in column then add.
1. 45.0246 + 0. 2323 =
2. 0. 2935 + 1. 3799 =
3. 23.5675 + 0.53=
4. 327.599 + 45.3333=
5. 95.678 + 89.5021 =

Arrange in column then add.

1) 0.12 + 0.132 + 0.3231 =
2) 0.1323 + 0.05 + 0.5010 =
3) 0.650 + 0.1219 + .03 =
4) 0.0522 + 7.106 + 9.14 =
5) 0.0231 + 5.23 + 23.108 =

What I Have Learned

In adding decimal numbers follow these steps:

• Align the decimal points
• Add like adding whole numbers. Regroup if necessary.
• Place the decimal point exactly below the decimal points of the addends.

Assessment

Directions: Arrange the following in column then add.

1. 3.512 + 4.436 =
2. 45.333 + 5.52=
3. 415.56 + 21.144=
4. 299.765 + 233.349=
5. Increase 0.750 by 0.250=

20
 Multiplying Decimals and Mixed Decimals

Lesson 5 Solving routine and non-routine problems involving

multiplication of decimals and mixed decimals including
money

What I Need to Know

At the end of this lesson, you are expected to:

• multiplies decimals and mixed decimals with factors up to 2 decimal places.
• writes the decimal point correctly in the product
• writes solutions to multiplication equations involving decimals up to the hundredths
place.

What I Know

I. Choose the letter of the correct answer and write your answer in your Activity Notebook.
1. What is 0.24 x 3.12?
A. 0.7488 C. 3.0036
B. 2.88 D. 7.488
2. What is the product of 0.31 and 1.4?
A. 1.74 C. 0.434
B. 0.444 D. 0.234
3. What is the value of N in 0.94 x 2.14 = N?
A. 1.2 C. 3.08
B. 2.0116 D. 4.03
4. If 201 x 61 = 12 261, what is 2.01 x 6.1 equal to?
A. 1 226.1 C. 12.261
B. 122.61 D. 1.2261
5. If a meter of cloth cost ₱88.50, how much would 5.5 m cost?
A. ₱575.25 C. ₱398.25
B. ₱486.75 D. ₱309.75
II. Solve each problem and write the answer in your Activity Notebook.
1. Betty bought 0.75 m of ribbon for her project. If a meter cost ₱12.80, how much will she
pay?
2. If 2.03 x 7.3 = 20.3 x N, what is the value of N?
3. Alvin and Bernice went to the market to buy some vegetables. Alvin bought 2.4 kg of
eggplant at ₱25.50 a kilogram while Bernice bought 1.6 kg of carrots at ₱40.50 a
kilogram. Who spent less and by how much?

21
 What’s In

In the last module, you were able to add and subtract decimals. You even solve 1 or more
step problems involving addition and/or subtraction of decimals and mixed decimals. This
week, you are going to perform the repeated addition which is multiplication. For make you
ready for this lesson, let’s have the activity Trail with me.

Trail with me!

Help Nikki pass through the trail by answering the problems written on the trail. Write your
answers in your Activity Notebook.

There are _____

decimal places in 8.706 has ___
34.02 decimal
places
83
x 84
52
x 21

367.7 has
___
92 decimal
x 24 places
745 There are
x3 ___
decimal
places in
1.6

24 0.654
x 13 has
_____ 123
decima x5
l places

22
 What’s New

Activity 1. Solve with me!

Read and help the girls know how much each will pay.
Beth and Carla went to a grocery store. Beth bought 12 boxes of ube jam at ₱850.00
each while Carla bought 1.2 grams of sprinkles at ₱8.50 a gram. How much did each of the
girls pay?

1) What is being asked? ____________

2) What are given? _________________
3) What operation is needed to solve the problem? ______
4) What is the equation or number sentence for each? ________

Let us solve how much did each of the girls pay.

Beth Carla
12 x ₱850 = N 1.2 x ₱8.50 = N

850 8.50
x 12 x 1.2
1700 1700
8500 8500
10200 10.200

Beth pays ₱10,200.00 Carla pays ₱10.20

What is It

Let us study the two given sets, Beth and Carla.

• How are the multiplication sentences similar? _________
• How are they different? ___________
• How does multiplication in whole numbers compare to multiplication of decimal
numbers? ___________
• Is there any difference in multiplying whole numbers and decimal numbers? ________

23
Look at the solution for the amount Carla will pay.
1.2 x 8.50 = 10.200
• How many decimal places are in the first factor? _____________
• How many decimal places are in the second factor? _____________
• How many decimal places are in the product? _____________
• What can you say about the combined number of decimal places in the factors
and the number of decimal places in the product? __________
Let’s try more examples.
4.12 x 8.3 0.54 x 0.19

4.12 0.54
three decimal four decimal places
x 8.3 places x 0.19
1236 486
32960 540
34.196 three decimal 0.1026 four decimal places
places

6.8 x 0.7 0.28 x 0.08

6.8 0.28
two decimal places four decimal places
x 0.7 x 0.08
4.76 two decimal places 0.0224 four decimal places

What’s More

Activity 2 .Cross Number Puzzle

Multiply the decimals below and place the product into the puzzle. The decimal point
has its own space. Example, the product 2.345 will take 5 spaces in the puzzle.

a g j Across
b b. 4.6 x 3.7
c. 102.5 x 0.16
e. 270.12 x 0.27
c d h i
f. 2.32 x 6.25
g. 1.25 x 1.25
h. 0.48 x 0.4
Down
e a. 12.3 x 0.12
d. 91.05 x 0.48
f
g. 40.7 x 0.03
i. 7.1 x 0.9
j. 4.16 x 1.25
24
Activity 3 Match it up!

Match the problems in Column A to the correct answers in Column B. Write the letter
of the correct answer in your Activity Notebook.

COLUMN A COLUMN B

1. 2.45 X 3.7 a. 2.925

2. What is the value of N in 0.39 x 7.5 = N? b. 13.035

3. If 237 x 55 = 13 035, what is 2.37 x 5.5? c. 205.9375 km

4. A car travels 75.25 km per hour. How far can d. ₱61.48
it travel in 2.75 hours? e. 9.065
5. Shane bought 4.24 kg of watermelon at f. 130.35
₱14.50 a kilogram. How much did she pay? g. 206.9375 km
h. ₱64.18

What I Have Learned

Activity 3. Fill me!

In multiplying decimals and mixed decimals:
1. Multiply the _________ like _________.
2. Then, count the _________ in the factors.
3. Lastly, put the ______ as many places in the _____ as there are in the ______.

What I Can Do

Activity 4. I can do this!

Let us apply what you have learned in this lesson. Answer the following problems
and write your answer in your Activity Notebook.

1. 2.45 x 9.32
2. If 625 x 625 = 390 625, what is 62.5 x 6.25 equal to?
3. If 3.65 x 2.25 = 36.5 x N, what is the value of N?

25
 Assessment

To measure your knowledge of the concepts you have learned in this lesson, answer the
following questions.

I. Choose the letter of the correct answer and write your answers in your Activity Notebook.

1. What is 12.25 x 0.23?

A. 2.8635 C. 2.5875
B. 2.8175 D. 1.5925
2. Find the product of 8.23 and 0.38.
A. 2.3044 C. 3.0894
B. 2.7474 D. 3.1274
3. What is the value of N in 4.23 x 2.09 = N?
A. 4.6107 C. 8.8407
B. 8.6317 D. 9.2637
4. If 425 x 57 = 24 225, What is 42.5 x 5.7?
A. 2 422.5 C. 24.225
B. 242.25 D. 2.4225
5. If a meter of cloth cost ₱85.25, how much would 6.4 m cost?
A. ₱460.35 C. ₱545.60
B. ₱539.20 D. ₱630.85

II. Solve each problem and write the answer in your activity notebook.
1. Cathy bought 2.25 m of lace for her project. If a meter of lace cost ₱35.60, how much
will she pay? _____________

2. If 9.24 x 0.95 = 0.924 x N, what is the value of N? _____________

3. Danny and Dianne went to the market and bought some fruits. Danny bought 4.6 kg of
banana at ₱50.50 a kilogram while Dianne bought 3.4 kg of mango at ₱75.50 a
kilogram. Who spent less and by how much?

26
 Solving Multi-step Problems involving
Lesson 6 Multiplication and Addition or Subtraction of
Decimals, Mixed Decimals and whole numbers
including money

What I Need to Know

After going through this module, you are expected to:
1. analyze 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; and
2. solves 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.

What I Know
Solve each problem carefully. Write your final answer on the blank.

1. Jill practices her piano lesson for 3.2 hours in the morning and 2.75 hours in the
afternoon. How many hours does she spend practicing in 6 days?

2. A farm lot is 45.5 m long and 25 m wide. How much will Mr. Yarra pay for the entire
lot if one square meter costs P330.50?

3. Mae bought 3 dozen of eggs at Php48.50 per dozen and a kilogram of meat for
Php130.00. How much did she pay for the eggs and meat?

What’s In

Read the problems below, analyze and solve each problem item then, identify your
score by writing the description.

5 - excellent; 4 – very good; 3 and below- good job but need to study further

1. Cindy runs 4.8 km every morning. How many kilometres does she run in a week?

2. What is the area of a rectangle with a length of 9.5 cm and a width 6.45 cm?

3. If gasoline costs P49.70, how much does 10.5 litres cost?

27
 What’s New

The word problems below involves multi-step in solving problems involving multiplication and
addition or subtraction of decimals, mixed decimals and whole numbers including money.
Problem 1.
Sally bought a blouse, 2 undershirts, and 3 pairs of socks for P494.25. The cost of an undershirt
and 1 pair of socks was P106.00. How much did she pay for the blouse and 1 pair of socks?

Step 1. Understand the problem: (Know what are given and what is/are asked.)
Given: 1 blouse, 2 undershirts, and 3 pairs of socks cost P494.25
1 undershirt and 1 pair of socks cost P106.00
What to find: cost of 1 blouse and 1 pair of socks
Hidden questions: How much does 1 blouse, 1 undershirt, and 2 pairs pf socks cost

Step 2. Devise a plan: (Think of a strategy to solve the problem.)

Draw a diagram to solve the problem.

---------------------------------------------P494.00--------------------------------------------

blouse undershirt ------------P106.00--------- pair of socks

Step 3. Carry out the plan. (Solve the problem by using the chosen strategy.)
Write the related number sentences.
1 blouse + 2 undershirts + 3 pairs of socks = Php494.25
1 undershirt + 1 pair of socks = P106.00
1 blouse + 1 undershirt + 2 pairs of socks = P388.25
1 blouse + 1 pair of socks = P282.25

---------------------------------------------P494.00--------------------------------------------

P282.25 ------------P106.00--------- P106.00

Step 4. Look Back. (Read the problem again and check if the answer makes sense.)
Will P282.25 + Php106.00 + 106.00 = P494.25? YES
Therefore, the answer makes sense.

28
Problem 2: Benito has a bamboo stick that is 70 cm long. He cuts it into 3 pieces. The first is half
the length of the second piece, which is the longest. If the longest piece is 28.4 cm, how long is each
of the other two pieces?
Strategy: Draw 3 pieces of rectangles to represent the sticks.

------------------------------------------70 cm-----------------------------------------------
14.2 cm 28.4 cm 27.4 cm
First piece Longest piece Third piece
The first and third pieces are 14.2 cm and 27.4 cm long, respectively.

What is It

To solve 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, you need to remember these four steps namely:

Understand (What is asked in the problem? What are the given facts)

Plan (What operation/s are we going to use? What is the mathematical sentence or equation?)

Solve (Perform the equation.)

Check (Look back if your answer is correct or not.)

There are many problem-solving strategies and some of these are as follows:

a. Draw a picture

b. Guess and check

c. Make a list

d. Make a table

e. Act it out

f. Work backwards

g. Write a number sentence

h. Use objects

29
 What’s More

What strategy will you use to solve each of these? Solve the problem.

1. Nelson earns P20.25 for selling newspaper and P8.00 for fetching water. If he earns
this amount everyday, how much would he earn in 5 days?

2. Dan and Orlan helped their father prepare their rice field for planting. Each day,
Dan worked 3.6 hours while Orlan worked 3.2 hours. Find the total number of hours the two
boys worked in 6 days.

3. Lory brought to the market 35 heads of chicken from her poultry yard. She sold 5
heads at P60.00 each, 15 heads at P65.00 each and the rest for P75.00 each. How much did
she receive?

What I Have Learned

What are the steps in solving multi-step problems involving multiplication and addition or
subtraction of decimals, mixed decimals and whole numbers including money?

What are some strategies that you can use to solve multi-step problems involving
multiplication and addition or subtraction of decimals, mixed decimals and whole numbers including
money?

What I Can Do

Solve the problem below.

Phoebe has P280.50 in her wallet. Her mother gives her P240.50 and her aunt gives
her P125.25 to buy a dress.
a. How much money does she have in all?
b. The dress that Phoebe wants cost P750.40. How much more money does she need before
she can buy the dress?
c. Will she able to buy the dress if her father gave her an additional amount of P195.40?

30
 Assessment

Solve each problem carefully. Write your final answer on the blank.

1. Jill practices her piano lesson for 3.2 hours in the morning and 2.75 hours in the afternoon.
How many hours does she spend practicing in 6 days?

2. A farm lot is 45.5 m long and 25 m wide. How much will Mr. Yarra pay for the entire lot if
one square meter costs P330.50?

3. Mae bought 3 dozen of eggs at Php48.50 per dozen and a kilogram of meat for Php130.00.
How much did she pay for the eggs and meat?

4. Mother gives ₱50.00 to Christy every day. Christy spends 35.50 for food each day. She saves
the rest of her money. How much will Christy save in 12 days?

5. Dina asked Carlo to buy 5 ice cream cones worth ₱22.50 each. How much
will be his change if Dina gives him a ₱200.00 peso bill?

31
 Lesson 7 Dividing Decimals

What I Need to Know

After going through this module, you are expected to:
1. Divides whole numbers by decimals up to 2 decimal places and vice versa.
2. Dividesdecimalsup to 4 decimal places by 0.1, 0.01, and 0.001
3. Divides decimals up to 2 decimal places by 10, 100, and 1 000 mentally.
4. Solves situational problems involving decimals.

What I Know

Solve for the quotient of the following equations.

1. 1 3 6 ÷ 4 =

2 . 345 ÷ 5 =

3. 238 ÷ 7 =

What’s In
Write the letter of the correct answer.

1. 8⟌16.20 a. 2.025 b. 2025 c. 20.25 d. 0.2025

2. 40 ⟌56.74 a. 141.85 b. 1.4185 c. 14.185 d. 0.14185

3. 15 ⟌165.60 a. 0.1104 b. 110.4 c. 11.04 d. 1.104

4. 175 ⟌3.5 a. 0.0002 b. 2.0 c. 0.002 d. 0.02

5. 125 ⟌8.65 a. 0.0692 b. 6.92 c. 69.2 d. 0.00692

What’s New
Read and analyze the problem.

Maria buys 8.75 meters of cloth to make pillow cases. If she wants to make 7
pillowcases, how many meters of cloth must she use for each pillow cases?

32
 What’s It
Ask the following questions:

a) What is asked in the problem?

b) What are the given facts?

c) What should be done to solve the problem?

d) Translate the problem into an equatio

What’s More

Dividing Decimals by a Whole Number

Step 1 :

Divide the whole number part and align

5
____ the decimal point in the quotient with
that of the dividend
6 ⟌31.50
_____
- 30
15
Continue dividing as in whole numbers.

Step 2 :

5.25
6 ⟌31.50 - 30
_____
-30
15
30
- 120
Multiply quotient by the divisor.
To check : 5.25 quotient

x 6 divisor
31.50 dividend

Dividing Decimals by Another Decimal

33
Step 1. Move the decimal point of the divisor and dividend two places to the right to make
the divisor a whole number.

1.8 ⟌4.6 8

Step 2. Divide as in dividing whole numbers.

2.6
18⟌46.8
_____
-36
108
0
- 108
Dividing Decimals 10, 100, and 1,000

When a decimal is to be divided by 10, move the decimal point 1 place to the left to
get the quotient.

Examples : 145.34 ÷ 10 = 14.534

76.812 ÷ 10 = 7.6812

To divide a decimal 100, move the decimal point 2 places to the left to get the quotient.

Examples : 567.91 ÷ 100 = 5.6791

34.157 ÷ 100 = 0.34157

When a decimal is to be divided by 1,000, move the decimal point 3 places to the left to get
the quotient.

Examples : 782.59 ÷ 1,000 = 0.78259

4,314.14 ÷ 1,000 = 4.31414

Dividing Decimals 0.1, 0.01, and 0.001

When a decimal is to be divided by 0.1, move the decimal point 1 place to the right to
get the quotient.

Examples : 235.46 ÷ 0.1 = 2354.6

0.158 ÷ 0.1 = 1.58

When a decimal is to be divided by 0.01, move the decimal point 2 places to the right
to get the quotient.

34
Examples : 46.157 ÷ 0.01 = 4615.7

324.479 ÷ 0.01 = 3,2447.9

When a decimal is to be divided by 0.001, move the decimal point 3 places to the
right to get the quotient.

Examples : 11.4087 ÷ 0.001 = 11,408.7

82.74519 ÷ 0.001 = 82,745.19

What I Have Learned

• In dividing decimals by whole numbers, align the decimal point in the
quotient. Divide as if dividing whole numbers.

• In dividing a decimal or mixed decimal by a decimal, move the decimal

point of the dividend and divisor as many places to the right to make the
divisor a whole number. Then divide decimals the same way you would-
divide whole numbers.

• In dividing a decimal by:

o 10, move the decimal point one place to the left to get the
quotient.
o 100, move the decimal point two places to the left to get the
quotient.
o 1000, move the decimal point three places to the left to get the
quotient.

• In dividing a decimal by:

o 0.1, move the decimal point one place to the right of the divided to
get the quotient.
o 0.01, move the decimal point two places to the right of the divided
to get the quotient.
o 0.001, move the decimal point three places to the right of the
divided to get the quotient.

Always annex zeroes to the needed place value.

What I Can Do
35
Divide the following:
1. 6.324 ÷ 100 = _______ 6. 0.3487 ÷ 0.001 = _______

2. 236.38 ÷ 0.1 = _______ 7. 402.30 ÷ 100 = _______

3. 85.14 ÷ 10 = _______ 8. 53.82 ÷ 0.01 = _______

4. 0.763 ÷ 1,000 = _______ 9. 94.36 ÷ 10 = _______

5. 49.61 ÷ 0.01 = _______ 10. 125.39 ÷ 0.1 = _______

Assessment
A.Divide, then compare. Put >, <, or = in the box.

1. 9.5 ÷ 5 8.9 ÷ 8

2. 0.445 ÷ 95 0.3431 ÷ 73

3. 312.5 ÷ 25 318.5 ÷ 12.25

4. 5.4 ÷ 12 5.06 ÷ 11

5. 31.433 ÷ 43 38.012 ÷ 52

B. Divide and check through multiplication.

1. 2.5⟌35.14

2. 2.6 ⟌13.52

3. 3.6 ⟌73.8

4. 4.9 ⟌313.11

5. 67 ) 0.001

36
 Recognizing and Differentiating Terminating from
Lesson 8 Repeating, Non-terminating decimals quotients
What I Need to Know

After going through this module, you are expected to:

1. Recognizes and differentiates terminating from repeating, non-terminating decimals

quotients
2. Write solutions to problems correctly

What I Know
Solve and identify if the decimal quotient is a terminating or repeating/ nonterminating
decimal
1. 7 ÷ 4
2. 15 ÷ 9
3. 3 ÷ 16
4. 11 ÷ 2
5. 6 ÷ 27

What’s In
Let us recognize and differentiate terminating from repeating, non-terminating decimals
quotients. A repeating or non-terminating decimal results when the division never ends. A bar
is placed above the repetend. A terminating decimal results when the division Terminates or
comes to an end with a zero remainder.

What’s New
The word problems below differentiate terminating from repeating, non-terminating
decimals quotients
Problem 1

Mrs. Dela Cruz bought 1/3 kg of bananas. The reading on the scale was 0.33. Did Mrs.
Dela Cruz get what she bought?

How did you get 0.33

Divide 1 by 3 = 0.333

What do you notice with the decimal quotient?

37
The numbers are repeating

Note: When dividing, there are digits that repeat no matter how many zeros

are added. The remainders are not zeros. These are called repeating or nonterminating
decimals.

The digit or set of digits that repeat is called repetend. Usually a bar is

written over the numerals that are repeated.

Ex. 2/11 = 0.181818 or 0.1818

4/9 = 0.444 or 0.4

Problem 2

Ruel jogged a total of 40 kilometers during his stay in the city. If he jogged .20 km daily,
how long was his stay in the city?

Let us answer the following questions.

1. What did Ruel do when he was in the city? Why is it good to jog? Why?

2. What is asked in the Problem?

3. What facts are given to solve the problem?

4. What facts will you use to solve the problem?

5. Give the number sentence.

6. Solve the problem step by step.

Step 1 – Move the decimal point of the divisor 2 places to the right or multiply by 100 to
make it a whole number:

0 20 or 0.20 x 100 = 20

Step 2 – Do the same with the dividend.

40 x 100 = 4000

Step 3 – Divide like dividing whole numbers.

Therefore,

200
0.20 ) 4000

38
 - 4000

Answer: Ruel stayed 200 days in the city.

What’s It

Find the quotients then indicate whether it is terminating or non-terminating

decimal.

1. 2 ÷ 5 6. 3 ÷ 11

2. 4 ÷ 6 7. 4 ÷ 11

3. 5 ÷ 11 8. 5 ÷ 9

4. 1 ÷ 2 9. 7 ÷ 2

5. 2 ÷ 7 10. 10 ÷ 4

What’s More

Divide and differentiate whether the quotient is terminating or nonterminating decimal.

1. 12 ÷ 7 4. 11 ÷ 9

2. 5 ÷ 2 5. 4 ÷ 80

3. 45 ÷ 150

What I Have Learned

How do you differentiate between terminating and non-terminating decimal?

A repeating or non-terminating decimal results when the division never ends.

A bar is placed above the repeated.

A terminating decimal results when the division terminates or comes to an

end with a zero remainder.

What I Can Do

Find out which of the following are terminating decimals and repeating decimals.

39
1. 70 ÷ 14

2. 9 ÷ 16

3. 9 ÷ 20

4. 3 ÷ 14

5. 99 ÷ 11

Assessment
Solve and identify if the decimal quotient is a terminating or repeating/ non-
terminating decimal

1. 7 ÷ 4

2. 15 ÷ 9

3. 3 ÷ 16

4. 11 ÷ 2

5. 6 ÷ 27

References
Belecina, Rene & Del Prado, Natividad (2017) . ENJOYING LIFE WITH MATHEMATICS 6/
Innovative Educational Materials Inc.
Villamor, Adela, Celeridad-Wright, Amelia & De Joya, Eden (2017). MATH FOR LIFE 6. Rex
Book Store
Menor, Noel, Calimag, Rogelio, De Marco, Michelle &Osana, Lany (2005). MATH BEYOND
EXELLENCE 6. JFC Publishing House, Inc.
Villarosa, Gemma & Del Prado, Natividad (2017) . ENJOYING LIFE WITH MATHEMATICS
5/ Innovative Educational Materials Inc.
Apistar, Elmer, Caberte, Jose, Camarista, Genesis, Uy, Esther Jane, Ortiz, Marlene & Boo,
Elenita (2016) . SOARING 21ST CENTURY MATHEMATICS 6/ Phoenix Publishing House
Cajandab, Nelson C; De Guzman Niño Jose P.;Tabayoyong Roldan; Yusingco Juanito D. Our World
of Math 6 Vibal Publishing House ,Inc.
Perez, Marjoseph H.; Placer Donnel P.; Burgos Jaime R.; 21ST Century Mathematics 6; DepEd- BLR
Lesson Guide in Elementary Mathematics 6; 2010
Number Smart Worktext in Mathematics 6
Alen L. Tuliao. et.al. Realistic Math Scaling Greater Heights 6 pages 14-26

Adela C. Villamayor et.al. Math for Life 6, 159-163

40