6

Mathematics
Quarter 1 – Module 2:
Multiplying and Solving
Problems
on Simple Fractions
and Mixed Numbers
Mathematics – 6
Self-Learning Module (SLM)
Quarter 1 – Module 3: Multiplication of Simple Fractions and Mixed Fractions
First Edition, 2020

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over them.

Development Team of the Module

Writer: Palerma S. Segura, Sra.
Editor: Elsie S. Yson
Reviewer: Henry T. Legaste
Layout Artist: Palerma S. Segura, Sra.
Cover Art Designer: Arvel Garry L. Campollo
Management Team: Carlito D. Rocafort, Director III – Regional Director
Rebonfamil R. Baguio – OIC – Assistant Regional Director
Leonardo M. Balala, CESE – Schools Division Superintendent
Gilbert B. Barrera – Chief, CLMD
Arturo D. Tingson Jr. – REPS, LRMS
Peter Van C. Ang-ug – REPS, ADM
Jay-ar S. Lipura – REPS, Mathematics
Ismael M. Ambalgan – Chief, CID
Sheryl L. Osano – EPS, LRMS
Josevic F. Hurtada – EPS, ADM
Ofelia C. Beton – EPS, Mathematics

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Office Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax: (083) 2288825/ (083) 2281893
E-mail Address: region12@deped.gov.ph

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Introductory Message

This Self-Learning Module (SLM) is prepared so that you, our dear learners, can
continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you step-by-step as
you discover and understand the lesson prepared for you.

Pre-test are provided to measure your prior knowledge on lessons in each SLM. This
will tell you if you need to proceed on completing this module, or if you need to ask
your facilitator or your teacher’s assistance for better understanding of the lesson.
At the end of each module, you need to answer the post-test to self-check your
learning. Answer keys are provided for each activity and test. We trust that you will
be honest in using these.

In addition to the material in the main text, Notes to the Teachers are also provided
to the facilitators and parents for strategies and reminders on how they can best
help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on any part of this
SLM. Use a separate sheet of paper in answering the exercises and tests. Read the
instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering the tasks
in this module, do not hesitate to consult your teacher or facilitator.

Thank you.

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 What I Need to Know

In this module, you will again encounter Mathematics problems involving

fractions. You may use your stored knowledge in order to answer the activities in store
for you. Consequently, this module will develop your problem-solving and analytical
skills. Are you excited to learn more and test your capacity in solving problems
involving fractions? This module is for you.

The module contains lessons on:

 Lesson 1 – Multiplication of Simple of Fractions and Mixed Numbers
 Lesson 2 – Problem Solving on Multiplication of Fractions

After going through this module, you are expected to:

1. multiply simple fractions and mixed number

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

1
 What I Know

Select the correct answer.Write the letter on a separate sheet of paper.

2 1
1. ×3 =
3 2
7 1 1 1
a. b. 2 c. 2 d. 3
5 4 3 6

4 3
2. Multiply × =
5 4
2 3 1 2
a. b. c. d.
5 5 5 5

1 1
3. Find the product of × 3 =
5 3
1 2 3 2
a. b. c. d. 1
3 3 3 3

3 3
4. Find the product of 2 × = N
6 5
15 1 4
a. b. 1 c. d. 2
30 2 2

3
5. What is the product of 7 and its reciprocal?
4
31 4
a. b. c. 0 d. 1
4 31

*For item 6 – 8 refer your answer on the box given below.

6. What is asked in the given situation?

a. Length c. square meter
b. width d. area of the garden

7. What are the given facts?

1
a. 4 m long c. the length and the width
2
6 1 4
b. m wide d. 4 m long, m wide
4 2 6

8. What is the operation to be used?

a. Addition c. multiplication
b. division d. subtraction

1
9. Charlene can paint 6 𝑚2 per hour. At the same rate, how many 𝑚2 can
4
4
she paint in hour?
5
1
a. 5 c. 6
4
1 4
b. 5 d. 6
4 5

2 3
10. Dave had 7 meters of wire. He used of it for trying. How many meters of
4 5
had left?
a. 1 c. 3
b. 2 d. 4
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 Lesson Multiplication of Simple

1 Fractions
and Mixed Numbers
Multiplication is repeated addition. The cross (x) and the dot (∙) are the symbols
for multiplication. Between these symbols, the x is commonly used in multiplying
fractions.

With the aid of this module you will discover the varied methods in multiplying
fractions. There are different ways in finding the product. Whatever method you are
going to use, still you will arrive at the same correct answer.

This module will help you multiply fractions easily. Let us get started! But,
you need to review first your previous lesson in order for you to fully understand the
lesson in this module.

What’s In

How are you, learner? How do you feel while answering the test in What I
Know? This time, you have to review the basic skills needed in multiplying fractions.
It will help you perform the different learning tasks.

Directions: Study the given example in every activity. Give the answer by following
the instructions.

A. Change mixed fraction to improper fraction.

Example: 3 1 = 7 2 x 3 + 1 = 7 numerator
2 2 copy the denominator

1) 4 1 = 2) 2 3 = 3) 1 2 =
2 4 5
B. Change improper fraction to mixed fraction.
whole number numerator
1 7 ÷ 2 = 3 remainder 1
Example: 7 = 3
copy the denominator
2 2

1) 8 = 2) 10 = 3) 20 =
3 9 7

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C. Reduce to lowest term.
Example: 6 = 3 6÷2 3
8 4 8÷2 4
Greatest Common Factor (GCF)

5 9
1) 15 = 2) 12 = 3) 8 =
10

Notes to the Teacher

Inform the learner and that this module was designed to
develop his or her problem-solving skills. Should the learner needs
help, his or her parents could supervise him or her to accomplish
the learning tasks in this module.

What’s New

Are you still excited to learn? You are about to learn the lesson that this
module requires you to know, understand, and most importantly enjoy. You may
start now!

One day, Miss Segura went to the mall. Let’s find out what she bought at the
mall.

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Problem:
1 1
Miss Segura bought 7 2 meters of cloth. She used 2 meter of it for table cloth.
How many meters did she use for table cloth?

Illustration:

71
2 meters

1
2
Solution:
11 of 711 =11 x 711
of 7 2= 2× 7 2
22 2 2 2
1 1 15 15
=
= × x Change the mixed fraction to improper fraction.
22 2 2
1 × 15 15
= 1 x 15
= 15 Multiply both
Multiply both numerators
numerators and
and denominator
denominators
= 2×2 =4

= 15 = 3 3 Change the improper fraction to mixed fraction.

4 4

Answer: Miss Segura used 33

4 meters for table cloth.

What is It

Hello, learner! Are you willing to learn more using this module? Come on! Let
us study the different examples. This lesson will give you more ideas on how to
multiply fraction with whole number, simple fraction, and mixed fraction. The
presentation of the solving process will guide you in finding the answer in simple
form. After studying the examples, answer the questions that follow.

Example 1:
1
8 x3

= 1
8 x3=
3 Multiply the numerator and the whole number.

= 81 x 3 = 8
3 Copy the denominator.
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Example 2:
3 2
4 x 3
==33 x× 22 = 6
= 6 Multiply
Multiply both
both numerators
numerators and
and denominators.
denominators
4 3 12

41 3 12
=1 2 Reduce the answer to lowest term, if possible.
= Reduce the answer to lowest term, if possib
2

Example 3:
2 2
4 x
3 4
= 14
=
14 x 22 Change
Change mixed
mixed fraction
fraction to improper
to improper fraction.
fraction.
33 × 44

= 14 x2== 28 Multiply
14×2 28 Multiply
= both both numerators
numerators and denominators.
and denominators
3×4 12
3x4 12
= 28 2 4
28 4
Change improper fraction to mixed fraction.
= 12 =
= 2 12 Change improper fraction to mixed fraction.
12 12
2
= 2 32 Reduce the answer to lowest term, if possible.
=2 3 Reduce the answer to lowest term if possible.

Example 4:

2 x22
5 4
2 10
= 5 x 4 Change mixed fraction to improper fraction.

= 2 x 10 = 20 Multiply both numerators and denominators.

5x4 20

= 20 or 1 If both numerator and denominator are the same

20
change the fraction to 1.

Questions:

1) Before multiplying, what are you going to do with the mixed fraction?

2) Next, what will you do with the numerators? _

How about the denominators?

3) Examine the answer. What will you do with the result if it is either of the following?

a) Improper fraction _

b) Higher term

c) Both numerator and denominator are the same

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 What’s More

Aside from the detailed process, we have another way to multiply fractions.
We can have cancellation method and factorization method. Let’s explore how these
methods are done. Exciting, isn’t it? Learn more about multiplying fractions.

A. Find the product of 31 1

3 x 5 4.

Method 1:

Method 2: Cancellation

Method 3: Factorization

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Activity 1 – Multiply Me!

B. Directions: Solve for the product in simple form. Do this in your activity sheet.

1) 5 1 x 1 =

2) The product of 3 x 21 = N. What is N?

4 2
1
3) Multiply 6 and 2 . What is the product of 5 and its reciprocal?
2
15 2 3

2 3
4) Find the product of 5 × .
3 8

5) What is 1 x 21 x 1 ?

How did you find the activity? Did you get the correct answers? Is it a
challenging activity? Did you follow the steps or methods in multiplying fractions?

What I Have Learned

I think you learned more on multiplying fractions. Let us see if you can still
remember the steps. You may start now!

Activity 2 – Step, Step, Yes!

Directions: Fill in the blank to make the statement correct. Give the steps in
multiplying simple fractions and mixed fractions. Do this in your activity sheet.

1) Change mixed fraction to .

2) Multiply both and .

3) Change improper fraction to .

4) Reduce the answer to .

5) If both numerator and denominator are the same, the fraction is equal to
.

>

>/

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 What I Can Do

Hello, learner! Have you learned a lot in this module? Very good! It is now time
to apply what you have learned. Answer more exercises to sharpen your memory and
for you to always remember the lessons about multiplying fractions. Remember, in
learning you gain power. You can do it!

Activity 3 – Mental Power!

A. Directions: Analyze each problem. Solve it mentally.

1
1) 1 1
4 x 2=

2) 3 x 21 =
5 2
4 2
3) 14 x 4 =

4) 2 x 3 =
11

B. Directions: Complete the table below. Compare the identified words with the total
number of words in the box.

careful hospital dangerous it

doctor nurse germ they
he virus we

Word Fractional Part Multiplied by Product in Lowest Term

Adjective
2
2
Noun 5

Pronoun

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 Lesson
Problem Solving on
2 Multiplication of Fractions

Wow! You did great, Kids! Love mathematics more and master all the learnings
that we are about to learn in this module. Surely, you can be better young
mathematicians in the future and you can go more wonderful adventures!

Learning this module will develop your concepts, skills, and power in answering
varied exercises and solving word problems. Different processes in finding the answer
are also introduced in this lesson. Exploring in this module will enrich your ideas
about this lesson.

Always remember that while living, there are problems to handle and solve. Be
strong and patient in finding better solutions to solve it. Exposures too many problems
will build your confidence to become a great problem solver. Good luck!

What’s In

Are you ready kid to take the challenge? The gate is open wide for you to get
inside to this challenging world. But help me first in answering this test as our mental
exercises.

Notes to the Teacher

Mathematics is challenging for some learners. So to facilitate
learning, constant communication among all of them is advisable.
Encourage them to read, to practice, and to finish all the activities
in this module. Also, provide them the more suitable learning
experiences in order to develop their creative, critical, and logical
mathematical abilities, and to address their needs.

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A. Directions: Give the answer in lowest term. Write you answers in your answer
sheets.

1) 102 + 1 =
5
2) 3 - 1 =
4 2
2
3) 1 x 2 5 =
3
4) ( 1 x 8 ) x 5 =
2

B. Direction: Arrange the letters to form a word as fast as you can. Write you
answers in your answer sheets.

1) nnudtaresd -

2) anlp -

3) oevls -

4) cchke -

Did you get it right, Kids? How long did you do it? Congratulations for
accomplishing this activity! We can move on now to the new world of knowledge.

What’s New

Back to our normal days before the COVID-19 started to spread, we used to go
to school every weekday of the school year. Going to school, we rode using different
types of vehicles like bicycle, car, motorcycle, or tricycle. Kids, what vehicle do you
usually use for transportation? Wow! You must have enjoyed you travel then. In
this situation, Dave uses a car going to school. Now, can you help me find out the
speed of Dave’s car?

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Problem:

Dave drives an average speed of 54kph. How many kilometers can he travel in

Understand:
Asked: distance travel/number of km travel
Given: 54kph, 2 2 hours
6
Plan:
Operation: multiplication
Solve:

Answer: Dave can travel 126 km.

Check:

18 2
126 ÷ 54 = 2 54 or 2
6

Thank you, Kids! Great job!

What is It

Kids, wear your smile! This time you have to study the different examples in
step by step process. Different methods are also introduced in finding the product of
the given facts in problem solving. You may use either of the methods. If you discover
another method or process, it is acceptable as long as you get the correct answer. That
is part of your exploration. Thus, mathematicians believe that there are so many ways
in finding the right answer.

Problem 1:
Engr. Yson planned to tile the floor of his room. Its length is 4 1 meters

and the width is 3 1 meters. What is the floor area of the room?
3

Area = length x width

Understand:

a) What is asked?
The floor area of the room

b) What are the given facts?

1
4 1 meters length, 3 meters width

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Plan:

What is the operation to be used?

Multiplication

Solve:

Method 1

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Plan

------------------------- 1
2 full 2 2 liters =?
------------------------- =?
-------------------------
half-full =2
4

Solve
Equivalent part of 21
2
3 - 2 = 1 1
2 2 is 1
4 of the tank
4 4 4

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 What’s More

Kids! Did you know that solving problems can develop your critical thinking?
Here is another problem for you to answer. Just follow the process presented in the
prior problems.

Solve the word problem.

Miss Irene Solidanio, a retired teacher decided to distribute eggs to her
1
neighbors during Enhanced Community Quarantine (ECQ). She ordered 50 2 trays of
4
eggs. Only 5 of the ordered eggs were delivered. How many trays of egg were delivered
to Miss Solidanio?

1) Understand
a) What is asked?
b) What are the given facts?
2) Plan
What is the operation to be used?

3) Solve

Answer:
4) Check:

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 What I Have Learned

We have to check if you can still remember the steps in solving word problem.

Direction: Fill in the blank to make the statement correct.

A. Complete the word for the steps in solving word problem involving multiplication
of fractions.

1) U _ _ _ _ _ _ _ _ _

2) P _ _ _

3) S _ _ _ _

4) C _ _ _ _

What I Can Do

Hello everyone! In learning you gain power. Let’s go on in answering more

exercises. You can do it!
Give the answer to the problem.

1 3
1. The farmers can plant a hectare for 3 hour. How long can they plant for hectares?
5 4
2 1
2. A land owner owns two parcels of land measuring 4 hectares and 6
5 5
3
hectares. He sells of the total land. How many hectares of the land are left?
4

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 Assessment

Directions: Choose the letter of the correct answer. Do this in the activity sheet.

*For item 6-8

4 3
A stick is 12 meters long. If of it was cut into pieces, how
7 8
long is the remaining stick?

6) What is asked?

a) length c) number of pieces

b) width d) remaining stick

7) What are the given facts?

4 3
12 meters, meters
7 8

8) What are the operations to be used?

a) addition and multiplication c) multiplication and subtraction

b) division and addition d) subtraction and addition

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 1
9) Alea pulverized the soil in her vegetable garden with the length of 42 m and
3
width of m. How many square meter is the area of the garden?
4
1 1
a) 2 8 c) 3
3
b) 2 1
4 d) 3 3
8

10) Marc Elias ordered 8 1 dozens of red roses. Only 7 of the ordered roses was
2 8
delivered. How many dozens of roses was NOT delivered?

Additional Activities

A. Solve for the area in m2 by multiplying the length and the width.
3 2 w = 2m
1) w= 4 m 2) w= 5 m 3)
3
l= 3 m 4
l= 5 m l= 2 m
4 3

B. Solve the word problem. Show your solution in your answer sheet.

Mr. Razul Macasayon, the principal of Kalawag Central School received 19

laptops from the Department of Education. After consultation with the teachers, he
1
decided to give 1 of it to the Grade Six, 1 to the Grade Five and to the Grade Four.
2 4 5
How will he do it?

Let’s help Mr. Macasayon to solve the problem.

Kid congratulations for helping Mr. Macasayon. You are helpful. This is a good

attitude. Stay safe in helping household chores at home. Good luck!

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 19
Lesson 2: Lesson 2:
Lesson 2:
What I Know
1) C 6) D
2) B 7) D
3) B 8) C
4) B 9) A
5) D 10) c
Answer Key
 10.C
9. D
8. C
7. C
6. D
5. B
4. B
3. B
2. C
1. C

Lesson 2: Assessment

Reference
Perez, Marjo Joseph H., et al., 21st Century Mathletes 6. G. Araneta Avenue, Quezon
City, Philippines: Department of Education – Instructional Materials Council
Secretariat (DepEd-IMCS), 2016.

Marjo Joseph H. Perez, et.al., 21st Century Mathletes 6. (G. Araneta Avenue, QuezonCity

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 DISCLAIMER
This Self-learning Module (SLM) was developed by DepEd
SOCCSKSARGEN with the primary objective of preparing for and addressing
the new normal. Contents of this module were based on DepEd’s Most
Essential Learning Competencies (MELC). This is a supplementary material
to be used by all learners of Region XII in all public schools beginning SY
2020-2021. The process of LR development was observed in the production of
this module. This is version 1.0. We highly encourage feedback, comments,
and recommendations.

For inquiries or feedback, please write or call:

Department of Education – SOCCSKSARGEN

Learning Resource Management System (LRMS)

Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax No.: (083) 2288825/ (083) 2281893

Email Address: region12@deped.gov.ph

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