5

Mathematics
First Grading – Module 8
Division of Fractions

Compiled and Repackaged by:

CHRISTIE C. PATRICIO
Master Teacher II
Schools Division of the City of Batac
Mathematics – Grade 5
Compiled and Repackaged Module
Quarter 1 – Module 8: Division of Fractions
First Edition, 2020

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ownership over them.

Published by the Department of Education

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

Development Team of the Module

Compiler: Christie C. Patricio

Editors: Cherryl R. Bonagua Marilou B. Sales, EdD

Reviewers: Luis R. Gajeton John Ernest L. Medrano

Blesilda B. Antiporda Gracialyne L. Austria

Illustrator: Wiljim Galimba

Cover Art Artist: Iris Gale T. Castro
Management Team: Joel B. Lopez, EdD, CESO V Annie D. Pagdilao, EdD
Marilou Bala Sales, EdD Jhon Rey D. Ortal, EdD
Aubhey Marie R. Oasay, PhD

Printed by the Schools Division of the City of Batac

Department of Education – Region I
Office Address: 16S Quiling Sur, City of Batac, 2906 Ilocos Norte, Philippines
Telephone No: (077) 677-1993
E-mail Address: batac.city@deped.gov.ph
Introductory Message
For the facilitator:
This module was collaboratively compiled, repackaged, and reviewed
by the 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:

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 enabled 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. 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

Have you ever experienced being given a slice of cake and still have to share that
slice to someone?

How does it feel sharing the things given to you with someone?

In this module, you will be able to:

1. visualize division of fractions (M5NS-Ii-95); and

2. divide simple fractions and whole numbers by a fraction and vice versa (M5NS-Ii-
96.1).

1
 What I Know
Pre-Test
Direction: Read and answer each statement accurately. Choose the letter of the correct
answer.
1
1. How will you illustrate 2 ÷ ?
3
A. C.

B. D.

1
2. Which illustration is correct to show 5 ÷ ?
4

A. C.

B. D.

3. “How many halves are there in 9?” Using model, which illustration is correct to find the
answer?
A. C.

B. D.

1
4. Find the quotient of divided by 3. Which illustration is correct?
5
A. C.

B. D.

3
5. If you divide 2 by , which illustration shows the result?
4
A. C.

B. D.

6. What is the reciprocal of 5?

5 1 2 4
A. B. C. D.
1 5 5 1

3 1
7. If you divide by , what is the result?
5 2
1 1 2 3
A. 1 B. C. 2 D.
5 5 5 10
4
8. Which is the divisor in the number sentence 8 ÷ = 𝑁?
5
4 5
A. B. C. 𝑁 D. 8
5 8

2
9. Which of the following statement is NOT true about division of fractions?
A. Simplify the quotient if needed.
B. Get the reciprocal of the divisor first before you solve.
C. Divide the numerators and the denominators immediately.
D. Change division sign to multiplication sign after getting the reciprocal of the divisor.
2
10. What is the quotient of 6 ÷ =?
3

A. 18 B. 9 C. 5 D. 2

Congratulations! You are done with the pre-test. Check your answers by referring from
the key on page 17. If you have one mistake, proceed to the lessons and learn more about
these topics.

3
Lesson
Visualizing Division of Fractions
1
What’s In
A. Multiply the following fractions. Reduce your answers to lowest terms if possible.
1 4 5
1. 𝑥 =𝑛 6. 12 𝑥 =𝑛
6 5 6

3 1 12
2. 𝑥 =𝑛 7. 𝑥7=𝑛
4 5 21

3 3 2
3. 𝑥 =𝑛 8. 𝑥 10 = 𝑛
7 12 18

1 12 14
4. 𝑥 =𝑛 9. 𝑥4=𝑛
4 15 16

5 7 9
5. 𝑥 =𝑛 10. 3 𝑥 =𝑛
9 20 15

What’s New
Read the problem and analyze.

Nica has 2 metres of cloth. She wants to make hand towels for her EPP project.
1
How many hand towels can she make if each hand towel measures meter?
4

What is asked in the problem? (number of hand towels Nica can make)
1
What are the given facts? (2 meters of cloth, 𝑚𝑒𝑡𝑒𝑟 of cloth for each hand towel)
4
How do you solve the problem? (use division as a process)
For you to solve it, study the solution on the next page.

4
 What Is It

Example 1: Using models

Solve the problem using 2 whole strips of the same length. Then divide the strips into
fourths.

1 1 1 1
Strip 1 4 4 4 4

Strip 2
1 1 1 1
4 4 4 4

How many fourths are there in 1 whole strip? (4)

How many fourths are there in 2 whole strips? (8)
How many hand towels can Nica make? (8)

1
Using the mathematical sentence, this will be, 2 ÷ = 8
4
Therefore, Nica can make 8 hand towels in all.

3
Nica's family has a big orchard. Nica's father waters hectare (ha) of the orchard
4
1
in hour using a machine. How many hectares could he water in 1 hour using the same
3
machine?

Example 2

Analyze the problem.

3 1
How do you write the number sentence? (The number sentence is ÷ = n.)
4 3

Let the square represent 1 hectare (ha).

5
 3
Divide the square into 4 equal parts and shade the parts representing ha to show
4
1
how much of the orchard can be watered in hr.
3

1
Add the number of hectares plowed in hr thrice to get the number of hectares
3
plowed in 1 hour.

9 1
The drawing shows that Nica’s father could water or 2 ha in 1 hour.
4 4
3 1 9 1
Therefore, ÷ = or 2 .
4 3 4 4

We can also show division of fractions using a number line. Study the examples
below.

Example 3. Using number lines

1
4 ÷ =N
3
Which is the dividend? (4)
1
Which is the divisor? ( )
3

In this example, you are going to divide a whole number by a fraction. Can you give
the answer? If not, let’s do it together.

6
Let us show 4 in the number line. Look at Figure 1.

Figure 1.

1
Since the divisor is , we have to divide each part by 3 as indicated by the
3
1
denominator, to show . Observe how to do it in figure 2.
3

Figure 2.

1
This time count how many 𝑠 are there. Let us use arcs to visualize our counting. Count the
3
arcs as shown in figure 3. (Note: The numerator tells how many sections composed an arc.
Since 1 is the numerator then, there must be one section composes the arc.)

Figure 3.

How many whole arcs are there? (12)

1
Therefore, 4 ÷ = 12.
3

Example 4
3
5÷ =N
4
Solution:
Let us show 5 whole parts in the number line. Look at figure 4.

Figure 4.

7
 3
Since the divisor is , meaning each part should have four sections. So, let’s split each
4
part into four. Observe figure 5.

Figure 5.

1
How many 𝑠 are there in 5 whole parts? (20)
4
1
This time we will count how many three-fourths can we make out of the twenty 𝑠.
4
Make one arc containing three sections, since the numerator is three. This means, each arc
1 3
has three - 𝑠 or equivalent to . See figure 6.
4 4

Figure 6.

How many whole arcs did you make? (6)

Look at carefully Figure 7.

Figure 7.

You will notice that in the last arc, there are only two sections covered out of
2
the three sections. What does this mean? 2 out of three is the same as .
3
3 2
So, the answer of 5 ÷ = 6 .
4 3

8
 What’s More

Activity 1: Using Fraction Chart as model

Find the answer to the following questions from the Fraction Chart.

1. How many halves are there in 1 whole?

1
1 ÷ =n
2
2. How many eighths are there in 1 whole?
1
1 ÷ =n
8
1
3. How many sixths are there in ?
3
1 1
÷ =n
3 6
8
4. How many fourths are there in ?
12
8 1
÷ =n
12 4
2
5. How many twelfths are there in ?
3
2 1
÷ =n
3 12

Activity 2: Using number lines

Use number lines to find the quotient.
3 4 2
1. 3 ÷ =n 3. 8 ÷ =n 5. 10 ÷ =n
4 5 4
1 1
2. 6 ÷ =n 4. 5 ÷ =n
2 3

Activity 3: Answer the following questions.

1 2 1
1. How many 𝑠 are there in ? 3. How many 𝑠 are there in 4?
3 4 6
1 3 1 3
2. How many 𝑠 are there in 15? 4. How many 𝑠 are there in 4?
5 8

9
 What I Have Learned
► We can use illustrations, strips of papers, fraction charts or fraction bars and
number lines to visualize division of fractions.

What I Can Do
Direction: Match the figure on the right that illustrates the equation on the left. Write the
letter only.
1
1. 3 ÷ = A.
4

2
2. 7 ÷ = B.
3

9
3. 1 ÷ = C.
10

5
4. 2÷ = D.
12

2
5. 4 ÷ = E.
7

Additional Activities

Use the number line to find the quotient.

4 3
1. 6 ÷ =n 4. 8 ÷ =n
6 4
5 5
2. 5 ÷ =n 5. 4 ÷ =n
6 8
1
3. 2 ÷ =n
8

10
Lesson
Divides simple fractions and whole
2 numbers by a fraction and vice versa

What’s In
1
Suppose you have of a pizza and you want to share it with your friend. What part of
3
the whole pizza will each of you receive?

1
This diagram shows of a pizza.
3

1
If we split the third into two equal parts, each part is of a pizza.
6

1
You and your friend will each get of the whole pizza.
6

What’s New
Read the problem below.

2
Christian wants to share his buko pie with his friends. He has of the buko
3
1
pie, and he wants to give each friend of the buko pie. How many friends can
6
Christian feed?

In Lesson 1 of this module, you had solved the problems through illustrations. This
time, you will solve the problems without illustration. Can you do it?

Alright, proceed to the next page for more exciting exercises!

11
 What Is It
Without any illustration, we can solve the problem on page 11 by doing the steps in
dividing simple fractions. Study the following process.
Solution:
2 1
÷ =n Write the number sentence.
3 6

2 6
÷ =n Write the reciprocal of the divisor.
3 1

2 6
x =n Change the division sign into multiplication sign.
3 1

2 6 12
x = Multiply the numerators then the denominators.
3 1 3

12 3
÷ =4 Express the answer in lowest term if necessary.
3 3

2 1
Therefore, ÷ = 4. Answer: Christian can feed 4 of his friends.
3 6

Let us try another problem.

Problem 1

1
Trisha received 3 guavas from her friend. She cut it into pieces. How many
2
halves did she have?

We can solve the problem following these steps:

1
Step 1. Write the number sentence. 3÷ =N
2
3 1
Step 2. Rename the whole number in fraction form ÷ =N
1 2
Step 3. Get the reciprocal of the divisor then proceed to
3 2
multiplication of fractions. x =N
1 1
Step 4. Write the product of the numerators over the product
3 2 6
of the denominators; and reduce the fractions if needed. x = = 6
1 1 1

Answer: Trisha will have 6 halves.

12
 7
Lina has of a chocolate bar. It will be divided equally among 4 persons,
8
what part of the chocolate bar will each one gets?

Problem 2

We can solve the problem following these steps:

7
Step 1. Write the number sentence. ÷4=N
8
7 4
Step 2. Rename the whole number in fraction form ÷ =N
8 1
Step 3. Get the reciprocal of the divisor then proceed to
7 1
multiplication of fractions. x =N
8 4
Step 4. Write the product of the numerators over the product
7 1 7
of the denominators; and reduce the fractions if needed. x =
8 4 32

7
Answer: Each of Lina’s friend will get part of the chocolate bar.
32

What’s More
Activity 1: Divide the following. Simplify your answers to lowest terms if possible.
1 3 16
1. 2
÷4=N 3. 9
÷6=N 5. 20
÷ 10 = N
5 1
2. 8
÷ 12 = N 4. 10
÷5=N

Activity 2: Find the quotient. Reduce your answers to lowest terms if needed.
1 5 5
1. 3 ÷ =N 3. 7 ÷ =N 5. 15 ÷ =N
2 6 9
3 2
2. 6 ÷ =N 4. 12 ÷ =N
5 3

Activity 3: Solve for the quotient. Reduce your answers to lowest terms if needed.
3 2 5 3 4 1
1. ÷ =N 3. ÷ =N 5. ÷ =N
5 3 10 4 8 4
4 3 4 2
2. ÷ =N 4. ÷ =N
7 4 9 7

13
 What I Have Learned
►To divide simple fractions by another fraction, get the reciprocal of the divisor and change
the division sign to multiplication. Write the product of the numerators over the product of
the denominators. Reduce the product to lowest if necessary.

►To divide simple fractions by a whole number or vice versa, rename the whole number in
fraction form. Get the reciprocal of the divisor and change the division sign to
multiplication. Write the product of the numerators over the product of the denominators.
Reduce the product to lowest if necessary.

What I Can Do
Find each quotient.
7 1
1. ÷ =n
6 4
12 4
2. ÷ =n
15 5
2
3. 10  = n
5
6
4. 4 = n
7
7
5. 8=n
8

14
 Assessment

Direction: Read and answer each statement accurately. Choose the letter of the correct
answer.
1
1. How will you illustrate 1 ÷ ?
5

A. C.

B. D.

1
2. Which illustration is correct to show 7 ÷ ?
2
A. C.

B. D.

3. How do you show this expression, “How many thirds are there in 2” using model?
A. C.

B. D.

1
4. Find the quotient of divided by 3. Which illustration shows the answer?
5
A. C.

B. D.

3 1
5. If you divide by , which illustration shows the result?
5 2
A. C.

B. D.

15
 4
6. ÷5=N
5
3 4 4 3
A. B. C. D.
20 25 11 10

3
7. ÷2=N
9
5 2 1 1
A. B. C. D.
6 9 6 3

5 7
8. ÷ =N
8 9
45 45 37 37
A. B. C. D.
56 83 42 49

10 3
9. ÷ =N
12 5
4 7 6 5
A. 1 B. 1 C. 1 D. 1
5 18 7 8

15 3
10. ÷ =N
16 8
1 1 1 1
A. 5 B. 4 C. 3 D. 2
2 2 2 2

Additional Activities

A. Solve each problem.

3 1
1. Aling Maring repacked kg of pepper into kg bags. How many bags of pepper can
4 8
she make?
1
2. During camping, a girl scout consumes 5
kg of rice per meal. If there are 4 kg of
rice prepared for a meal, how many girl scouts will consume it?

B. Divide the following.

3
3. 8 ÷ = N
4
1 1
4. ÷ = N
8 4
5
5. ÷ 3 = N
8

16
 17
What I Can What’s More
Do
Activity 3
1. E 1
1. 1
2. A 2
3. D 2. 1
4. C 3. 24
5. B 4. 6
What’s More What’s In What I Know
Activity 1
2 1. A
1. 2 1. 6. 10
15 2. D
2. 8 3
3. B
3. 2 2. 7. 4 4. A
20
2 5. C
4. 2 3 1
3 3. 8. 1
5. 8 28 9 6. B
7. A
1 1
4. 9. 3 8. A
5 2
9. C
7 4
5. 10. 1 10. B
36 5
Lesson 1
Answer Key
18
 19
Additional Activities Assessment What I Can Do
2
A. 1. 4
1. A 3
1. 6 2. D 2. 1
2. 20 3. B 3. 25
B. 4. A
2 3
3. 5. A 4.
14
10 3
1 6. B 7
4. 7. C 5.
2 64
5 8. A
5. 9. B
24
10. D
What’s More What’s More
What’s More
Activity 3 Activity 1
Activity 2
9 1
1. 1. 6 1.
10 8
16 2. 10 5
2. 2 2.
21 3. 8 96
2 5 1
3. 4. 18 3.
3 18
5 5. 27 1
4. 1 4.
9 50
5. 2 2
5.
25
Lesson 2
Referrence
Book:

Ursua, Alvin C. et. al. 21st Century MATHletes. Textbook in Mathematics 5. Quezon City: Vibal
Group, Inc., 2016

Website:

“Google open Philippine office” Date retrieved September 4, 2020

https://www.vectorstock.com/royalty-free-vectors/boy-birthday-cake-clip-art-vectors

Youtube:

https://www.youtube.com/watch?v=N-SXqAAF9F0

https://www.youtube.com/watch?v=hJCVT6HbvCQ

https://www.youtube.com/watch?v=vNUCLHuXiow

20
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