5

Mathematics
First Grading – Module 6
Multiplication of Fractions

Compiled and Repackaged by:

CHERRYL R. BONAGUA
Teacher III
Schools Division of the City of Batac
Mathematics – Grade 5
Compiled and Repackaged Module
Quarter 1 – Module 6: Visualizing Multiplication of Fractions Using Models;
Multiplying a Fraction and a Whole Number and Another
Fraction, and Multiplying Mentally Proper Fractions with
Denominators Up to 10
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright 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. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Compiler: Cherryl R. Bonagua
Editors: Marilou B. Sales, EdD Christie C. Patricio
Reviewers: Aubrhey Marie R. Oasay, PhD Blesilda T. Antiporda
Luis R. Gajeton John Ernest L. Medrano
Illustrator: Wiljim G. Galimba
Cover Art Artist: Irish Gale T. Castro
Management Team: Joel B. Lopez, EdD, CESO V Aubrhey Marie R. Oasay, PhD
Annie D. Pagdilao, EdD Jhon Rey D. Ortal, EdD
Marilou B. Sales, EdD

Printed by the Schools Division of the City of Batac

Department of Education – Region I

Office Address: 16S Quiling Sur, City of Batac

Telephone No: (077) 677-1993

Website: www.csdbatac.com

E-mail: batac.city@deped.gov.ph
Introductory Message

For the facilitator:

This module was collaboratively compiled, repackaged and reviewed by educators of

the Department of Education Schools Division of the City of Batac to assist learners and
teachers or facilitators meet the standards of the K to 12 Curriculum amidst this difficult
situation.

Particularly, this module hopes to engage the learners into guided and independent
fun-filled learning activities at their own pace and time. Furthermore, this aims to help learners
acquire the needed 21st century skills and the four livelihood skills for survival – the 4As
(agtagibalay, agtaraken, agmula, agliwliwa), which are considered very vital in surviving any
crisis.

To achieve the above objectives, the facilitators and learners need to be guided by the
following reminders:

As a facilitator, you are expected to:

1. orient the learners on how to use this module:
2. keep track of the learners’ progress while allowing them to manage their own learning;
and
3. encourage and assist the learners as they do the tasks included in this module.
For the learner:

1. Use the module with care. Do not put unnecessary mark/s on any part of the module.
Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities included
in this module.
3. Read the direction/s carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher or 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 become an active learner and you will
experience meaningful learning and gain deeper understanding of the relevant
competencies. You can do it!
 What I Need to Know

When you multiply a whole number by another whole number except 0 or 1, you expect
the product to be greater than one or both factors. Is this also true in multiplication of fractions?
In this module, you will be able to learn how to do the following:
1. visualizes multiplication of fractions using models (M5NS-Ig-89)
2. multiplies a fraction and a whole number and another fraction (M5NS-Ig-90.1);
and
3. multiplies mentally proper fractions with denominators up to 10. (M5NS-Ig-91)

What I Know

Direction: Read and analyse the following mathematical questions. Choose the letter
of the correct answer on the answer sheet provided.
1. Which shows ¼ of ½?
A. B. C. D. .
.

2. Which number sentence would describe the illustration at the right?

2 1 1 2
A. 𝑜𝑓 C. 𝑜𝑓
3 3 2 3
1 1 2 1
B. 𝑜𝑓 D. 𝑜𝑓
3 4 3 2
3. What is 3/7 x 10 x 1/6 ?
A. 2/7 B. 3/7 C. 4/7 D. 5/7
4. Multiply 1/10 x 3 x 3/7?
A. 3/70 B. 9/70 C. 11/70 D. 13/70
5. What is 2/8 x 3/5 = N. what is N?
A. 1/20 B. 1/10 C. 3/20 D. 7/20
6. What is 5/6 x 2/3 = N. What is N?
A. 5/9 B. 7/9 C. 8/9 D. 1
7. What is N in, 2/3 x 3/7 = N?
A. 1/7 B. 2/7 C. 3/7 D. 4/7
8. What is 7/8 x 5/6?
A. 33/48 B. 35/48 C. 37/48 D. 39/48
9. Mika cuts ¾ of 2/3 of a rectangle. What part of the rectangle was cut?
A. 1/5 B. 1/4 C. 1/3 D. 1/2
10. A rectangular box has 1/3 m long, 2 m wide and 3/5 m in height. What is the volume
in cubic meters?
A. 1/5 B. 2/5 C. 3/5 D. 4/5

1
Lesson
Visualizing Multiplication of Fractions
1
What’s In

A. Multiply mentally.
1. 12 2. 10 3. 15 4. 22 5. 30
x4 x 10 x 4 x 3 x 5
B. Using the rectangle, shade the fraction as indicated in each number. Number 1 is
done for you.

1. 3⁄4

2. 5⁄7

3. 3⁄8

4. 1⁄6

5. 3⁄5

What’s New

Father owns a 3/4 hectare piece of land. He planted 1/3 of it with sweet corn. What
part of his land was planted with sweet corn?

2
 What Is It
We want to know what part of the land was planted with sweet corn.
Let’s visualize, 1/3 of ¾.
To illustrate, we have:
1 1 1

1
3
3 3 3
4 4 12
3 1 3 1
The first figure shows of a whole. To get of , we overlap on the shaded part.
4 3 4 3
3 1
Thus, the double shaded parts represent or of a whole.
12 4
3 1
Therefore, or hectare was planted with sweet corn.
12 4
To compute:
1 3 1𝑥3
x = Multiply the numerators and the denominators
3 4 3𝑥4
3
= Find the product
12

What’s More
Activity 1
Write a multiplication equation for each illustration and find the answer.
Number 1 is done for you.

1.
x =

2/3 x 1⁄4 = 2/12

2. x =

_____ x _____ = _______

3.
x =
______ x ______ = ______

3
 4.
x =
______ x ______ = ______

5.

x =
______ x ______ = ______
6.
7. x =

______ x ______ = ______

Activity 2
Illustrate each multiplication sentence then find the product.

1. 2/3 of 1⁄4 = x =

2. 1/4 of 1⁄5 = x =

3. 2/5 of 3⁄4 = x =

4. 3/5 of 1⁄4 = x =

5. 1/3 of 1⁄5 = x =

Activity 3
Illustrate and find the product.

5 1 3 1
1. x = 6. x =
6 3 6 2
1 2 4 2
2. x = 7. x =
2 5 5 3
2 1 2 1
3. x = 8. x =
3 5 7 5
3 1 1 2
4. x = 9. x =
8 2 3 3
1 3 2 3
5. x = 10. x =
4 5 7 7

4
 What I Have Learned

We can visualize multiplying fractions by drawing, paper folding, shading, coloring and
the like.

What I Can Do

It’s playtime! Cher and JJ uses recycled art paper in visualizing the following mathe-
matical sentences through paper folding.
Help them by using horizontal lines and vertical lines to determine the double shaded
part. Give the product in lowest term.
2 3
1. x = _______
4 5
1 5
2. x = _______
4 8
2 3
3. x = _______
3 4
5 1
4. x = _______
6 2
2 1
5. x = _______
5 6

5
Lesson
Multiplying a Fraction and a Whole Number and
2 Another Fraction

What’s In

Good day! Before we proceed to the next lesson let’s find out what have you learned
from our previous lesson.
Direction: Match the picture in Column A with the multiplication sentence in Column B.
Choose the letter of the correct answer.
A B

What’s New

Read the problem story.

Aling Nena bought 20 cupcakes and she gave 1/5 of it to her daughter. Her daughter
shared ¼ of it to her friend. How many cupcakes did her daughter share to her friend?

6
 What Is It

To answer the problem, we illustrate:

1/5 of 20 = 4 cupcakes.
Then, ¼ of 4 cupcakes

1⁄4 of 4 = 1 cupcake
Thus, 1 cupcake is shared to her daughter’s friend.
To compute, we have:
1/5 x 20 x 1/4 =
1/5 x 20/1 x 1/4 = Express the whole number in fraction form
1/5 x 20/1 x 1/4 = 20/20 Multiply the numerators and the denominator
20/20 = 1 Express fraction in lowest term

What’s More

Activity 1
Express the whole number in fraction form.

1. 32 6. 120
2. 43 7. 87
3. 54 8. 65
4. 45 9. 72
5. 26 10. 12

7
Activity 2
Write an appropriate equation for each item then find the product. Number 1 is
done for you.
Mathematical Equation Product
4
1. What is of 28? 4/7 x 28 16__
7
2
2. What is of 20? ________________ ______
5
2
3. What is of 25? ________________ ______
5
3
4. Find of 24. ________________ ______
8
3
5. Find of 32. ________________ ______
4
4
6. of 55 ________________ ______
5
5
7. of 36 ________________ ______
9
4
8. of 27 ________________ ______
9
5
9. of 16 ________________ ______
8
2
10. of 21 ________________ ______
3

Activity 3
Find the product. Express your answer in lowest term.
2 3 6 2
1.
5
x 12 x 4 = 6.
7
x9x 3
=
3 2 4 1
2.
8
x 4x 3
= 7.
9
x8x2
=
1 3 4 3
3.
5
x 7x 4
= 8.
5
x 15 x 5 =
6 1 3 1
4.
7
x 13 x 8
= 9.
11
x4x 3=
2 2 1 2
5.
9
x 21 x 3
= 10.
7
x8x5=

What I Have Learned

Remember:
To find the product of a fraction and a whole number and another fraction:
 Express the whole number in fraction form
 Multiply the numerators
 Multiply the denominators
 Reduce to lowest term if possible

8
 What I Can Do

Octa- Whole & Fractions Game

Multiply the fractions along the line across Circle N. Find N. (Hint: N is a whole
number and all the products along the line are the same.)

1. 2.
2 2
4 3 1 9 3 3
5 4 7 4

3 N 2 15 N 3
4 7 28 5

6 15 3 1
7 56 7 7
9 27
28 56

9
Lesson
Multiplying Mentally Proper Fractions with
3 Denominators Up to 10

What’s In

Good day! Before we proceed to the next lesson let’s find out what have you learned
from our previous lesson.
Find the product. Reduce your answer to lowest term.
1 2
1. x 2x =
6 3
3 1
2. x 14 x =
8 5
3 1
3. x 11 x =
5 2
3 1
4. x 10 x =
7 8
1 3
5. x 7x =
3 4

What’s New

Read the problem story.

Merill has 3/5 m of white cloth. She uses 1/3 of it in making a handkerchief. What part
of the cloth was used in making a handkerchief?

What Is It

To answer the problem, by mental computation

3 1
× - Multiply numerator to numerator and multiply denominator to
5 3
denominator.
3 1 3 1
× = or
5 3 15 5
1
Thus, Merill used m of cloth in making handkerchief
5

and

10
 What’s More

Activity 1
Direction: Match the multiplication sentence in Column A with the product in Column
B. Choose the letter of the correct answer.
A B
1 2 1
1. x A.
6 3 10
2 4 15
2. x B.
7 5 28
3 5 12
3. x C.
4 7 35
5 1 8
4. x D.
6 3 21
7 3 5
5. x E.
10 7 72
1 5 8
6. x F.
9 8 35
5 2 3
7. x G.
8 5 10
4 2 5
8. x H.
7 3 18
3 1 1
9. x I.
6 5 4
2 6 1
10. x J.
5 7 9
Activity 2
Solve each item mentally.
4 2 3 2
1. x = _____ 6. x = _____
5 3 7 5
3 1 1 7
2. x = _____ 7. x = _____
10 4 5 9
4 2 5 3
3. x = _____ 8. x = _____
9 7 6 5
3 1 4 2
4. x = _____ 9. x = _____
5 3 9 3
4 2 1 4
5. x = _____ 10. x = _____
9 5 7 8
Activity 3
Solve for N mentally.
5 7 7 2
1. x = _____ 6. x = _____
6 8 9 3
3 2 4 7
2. x = _____ 7. x = _____
8 4 5 10
4 1 3 2
3. x = _____ 8. x = _____
10 2 5 9
2 1 4 1
4. x = _____ 9. x = _____
3 2 7 3
4 1 2 5
5. x = _____ 10. x = _____
5 3 5 6

11
 Assessment

Direction: Read and analyse the following mathematical questions. Choose the letter
of the correct answer on the answer sheet provided.
1. Which shows ¾ of ½?
A. B. C. D.
.

2. Which number sentence would describe the illustration at the right?

1 3 1 3
A. 𝑜𝑓 C. 𝑜𝑓
2 5 2 10
3 1 3 3
B. 𝑜𝑓 D. . 5 𝑜𝑓
5 2 10
3. What is 6/7 x 5 x 1/8 ?
A. 6/70 B. 3/56 C. 9/56 D. 15/28
4. Multiply 3/10 x 7 x 4/5?
A. 1 12/25 B. 1 13/25 C. 1 17/25 D. 1 19/25
5. What is 5/8 x 2/5 = N. what is N?
B. 1/4 B. 1/5 C. 1/6 D. 1/7
6. What is 6/9 x 1/3 = N. What is N?
A. 1/9 B. 2/9 C. 3/9 D. 4/9
7. What is N in, 2/5 x 3/8 = N?
A. 1/20 B. 2/20 C. 3/20 D. 4/20
8. What is 2/7 x 1/6?
B. 1/21 B. 2/21 C. 4/21 D. 5/21
9. Alex harvested 5/6 box of avocados. He sold 3/8 of them. What part of the box of
avocados was sold?
A. 1/16 B. 3/16 C. 4/16 D. 5/16
10. Willy bought ½ L of white paint. He used ¾ of this to paint the chicken coop that he
made. How many litres of paint did he use?
A. 1/8 B. 3/8 C. 5/8 D. 7/8

12
 Additional Activities

Use all the numbers in each square so that each statement is true.
1. 1 3 2. 4 7 3. 1 2 4. 7 8
9 1
2 4 7 5
10 18 56 7
1 5 7
x = x 10 = x = x 10 3=
6 35 14
4
3 4
2 33
2 3
5. 6. 7. 8.
3 5 8 5 5 3 6 53
10 1 40 8
4 6 5 3 7 24 3 4
2
10 7 11 3
x = x 4 = x = 2x =
25 24 5
4 4
33 2
3
3

2
2

13
 14
Lesson 1
What I Know What’s In
1. A 6. A
2. D 7. C
3. C 8. D B
4. D 9. B .
5. C 10. C
Lesson 1
What’s More
Activity 1
Answer Key
 15
Lesson 1
What’s More
Activity 2
Lesson 1 What C an I Do (Lesson 1) Lesson 2
What’s More
Activity 3 What’s In
1. 5/18 1. C
2. 1/5 2. D
3. 2/15
3. E
4. 3/16
5. 3/20 4. B
6. 3/8 5. A
7. 8/15
8. 2/35
9. 2/9
10. 6/49
Lesson 2
What’s More
Activity 1 Activity 2 Activity 3
Equation Product
1. 32/1 1. 4/7 x 28 16 1. 3 3/5
2. 43/1 2. 2/5 x 20 8 2. 1/2
3. 54/1 3. 2/5 x 25 10 3. 1 1/20
4. 45/1 4. 3/8 x 24 9 4. 1 11/28
5. 26/1 5. 3/4 x 32 24 5. 3 1/9
6. 120/1 6. 4/5 x 55 44 6. 5 1/7
7. 87/1 7. 5/9 x 36 20 7. 1 7/9
8. 65/1 8. 4/9 x 27 12 8. 7 1/5
9. 72/1 9. 5/8 x 16 10 9. 4
10. 12/1 11. 2/3 x 21 14 10. 16/35
 16
Lesson 2 Lesson 3
What Can I Do What’s In
1. 8 1. 2/9
2. 4 2. 1 1/20
3. 3 3/10
4. 15/28
5. 1 3/4
Lesson 3
What’s More
Activity 1 Activity 2 Activity 3
1. J 1. 8/15 1. 35/48
2. F 2. 3/40 2. 3/16
3. B 3. 8/72 3. 1/5
4. H 4. 1/5 4. 1/3
5. G 5. 8/45 5. 4/15
6. E 6. 6/35 6. 14/27
7. I 7. 7/45 7. 14/25
8. D 8. 1/2 8. 2/15
9. A 9. 8/27 9. 4/21
10. C 10. 1/14 10. 1/3
Assessment Additional Activities
1. A 1. 1/3 x 2/4 = 1/6
2. B 2. 4/7 x 9/10 = 18/35
3. D 3. 1/2 x 5/7 = 5/14
4. C 4. 1/7 x 7/8 = 7/56
5. A 5. 4/5 x 3/10 = 6/25
6. B 6. 1/3 x 5/8 = 5/24
7. C 7. 7/40 x 5/3 = 7/24
8. A 8. 4/5 x 6/8 = 3/5
9. D
10. B
References
Bamba, Nelia D. et. al. Lesson Guide in Elementary Mathematics Grade 5. Quezon City: Book
Media Press, Inc and Printwell, Inc., 2003
Coronel, Carmelita C. and Bamba, Nelia D. Mathematics for a Better Life Textbook for Grade
5. Quezon City: SD Publications, Inc., 2010
De Jesus, Amber. Activity Book in Mathematics Grade 5. Makati City: Eureka Scholastic
Publishing, Inc., 2007
Lumbre, Angelina P., et.al. 21st Century MATHletes. Quezon City: Vibal Group, 2006
Website:

Schools Division of the City of Batac Learning Resource Management Section Image Bank. Retrieved
from www.lrms.csdbatac.com/imagebank on August 5, 2020

17
For inquiries or feedback, please write or call:

Department of Education -
Schools Division of the City of Batac

16S Quiling Sur, City of Batac

2906 Ilocos Norte, Philippines
Telephone No. (077) 677-1993
E-mail: batac.city@deped.gov.ph