Prepared by:

Helen D. Canono
Disiplina Village ES
SDO-VAlenzuela
Dividing Simple
and Mixed
Fractions
At the end of the lesson, the learners are
expected to:
*divide simple fractions and mixed
fractions. (M6NS- Ic-96.2)
 Unlocking of Difficulties

1. Division- is a simple operation in

which a number is divided.
 Unlocking of Difficulties

2. Dividend- The number that is

being divided (in this case, 15) 15 ÷
3 = 5.
 Unlocking of Difficulties

3. Divisor- The number that it is

being divided by (in this case, 3)
15 ÷ 3 = 5.
 Unlocking of Difficulties

4. Quotient- The result of the

division (in this case, 5)
15 ÷ 3 = 5.
 Unlocking of Difficulties
5. Reciprocal- The reciprocal of a
fraction is a fraction where the
numerator and denominator swap or
exchange places. This swapping is
called inverting a fraction.
 Unlocking of Difficulties
*Reciprocals are pairs of numbers
whose product is 1.
*We turn the fraction upside down
because division is the inverse or
opposite of multiplication.
L KING BACK

What part is
shaded?
Name the parts of a whole:

What part is shaded?

Give two fractions for
the shaded part.
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?
1. How did you arrive with your answer in
each one?
2. How do we multiply fractions and mixed
numbers? 
3. In what instances do we need to divide
fractions and mixed numbers?
In dividing a mixed number by a fraction,
change the mixed form into improper
fraction, then multiply the dividend by the
reciprocal of the divisor. Make sure that
the answer is expressed in simplest form.
Think-pair-share: Divide the following fractions. 
1. 8 ÷ 1/2 
2. 5/6 ÷ 3 
3. 4/6 ÷ 1/3 
4. 3 1/2 ÷ 1/3 
5. 1/5 ÷ 2 1/5
Activity 1: Seatwork
Find the quotient. Express the answer in lowest term if possible.
1. 2 ½ ÷3/4
2. 5 ½ ÷ 5/9
3. 6 1/6 ÷ 1/8
4. 2 ¼ ÷ 2/3
5. 1 1/6 ÷ 1/8
Activity 2: Find each quotient. 
1. 5/8 ÷ 2/3 
2. 3 1/3 ÷ 2/5 
3. 5 3/5 ÷ 4 
4. 4 1/2 ÷ 2 1/3 
5. 7/9 ÷ 2 3/4
In your everyday life, how can the concept
of dividing fractions be helpful to you?
Explain the reason of saying so.
 What have you learned?

How do we divide a whole number by a

fraction? a fraction by another fraction? a
mixed number by a fraction? a mixed
number by a whole? mixed numbers? a
Fraction by a mixed number?
 WhatASSESSMENT
have you learned?

Read each item carefully then solve. Choose the letter that
corresponds to the best answer.
1. If you divide 4/5 by 3/4 , what is the quotient?
A. 1 1/5
B. 1 1/3
C. 1 1/5
D. 2 ¾
 WhatASSESSMENT
have you learned?

2. The quotient of 3/5 ÷ 2 ½ is ______.

A. 2/10
B. 6/25
C. 4/5
D. 7/5
 WhatASSESSMENT
have you learned?

3. What is the quotient of 2 3/8 ÷3 ¾?

A. 13/30
B. ½
C. 17/30
D. 19/30
 WhatASSESSMENT
have you learned?

4. The quotient of 2 numbers is 15/16. If the

dividend is 3/8. What is the divisor?
A. 6/5
B. 4/5
C. 2/5
D. 1/5
 WhatASSESSMENT
have you learned?

5. Teacher has 1 ¾ can of blackboard paint. If 1/8 of a can

is enough for one blackboard, how many blackboards can
be painted?
A. 12
B. 14
C. 16
D. 18
 WhatASSIGNMENT
have you learned?

In your Math Workbook, answer page 31

(Apply your skills)
 Solving Routine Problems
Involving Division Without any of
the Other Operations of Simple
Fractions and Mixed Fractions
Using Appropriate Problem -
Solving Strategies and Tools
Correctly
At the end of the lesson, the learners are
expected to:
*solve routine problems involving division without any of
the other operations of fractions and mixed fractions
using appropriate problem-solving strategies and tools
correctly. (M6NS-Ic-97.2)
DIVISION CHANT

Dividend in
Divisor stays out
Dividend in
Divisor stays out
DIVISION CHANT

That’s the first step

Do the rest now
That’s the first step
Do the rest now
DIVISION CHANT

Divide, Multiply
Subtract, Bring down
Divide, Multiply
Subtract, Bring down
DIVISION CHANT

Get the quotient

You can check now
Get the quotient
You can check now
 L KING BACK
Solve for the quotient.
1. 6/8 ÷ 2/5 
2. 5 7/8 ÷ 3/5
3. 9 1/6 ÷ 5
4. 10 / 2 ÷ 4 1/4 
5. 7/15 ÷ 3 1/5
Have you seen street children?
How did you feel about them?
As a pupil, can you do something that
would make them happy? How?
Solve the problem using any method.
*There were 10 1/2 loaves of bread which were
equally shared with 21 street children. What
part of the bread did each child get?
Steps in solving word problems. 
1. Understand the problem 
2. Devise a plan 
3. Carry out the plan/Solve
4. Look back and evaluate the
solution/Check
Think-pair-share: Divide the following fractions. 
1. Teresita has 20 meters of cloth. If she
used 1 ½ meters per blouse, how many
pieces of blouse can she make?
Think-pair-share: Divide the following fractions. 
2. A baker bought 10 ½ kilogram of butter.
He used 5/8 of it in baking cakes and 1/5 of
it in baking cookies. How much butter was
left?
Cut the cup cakes so that each of your
friends gets 1 ½ cup cakes.

a.) How many friends do you share your

cup cakes with?

b.) Formulate a mathematical/number

sentence/s based on the activity.
Shade 1 4/5 parts of the number line.

a.) How many 3/5 are there in the

shaded number line?

b.) Formulate a mathematical/number

sentence/s based on the activity.
Activity 2: Solve the following. 
1. Shane has a piece of rope that is 7 4/5
meters long. If he cuts it into pieces that
are each 3/5 of a unit long, how many
pieces does he have?
Activity 2: Solve the following. 
2. Dawn is making pan cakes for her
friends. Each pan cake requires 4 1/3
tablespoon of flour. If she has 10 friends,
do you think 43 1/2 spoons of flour is
enough? Explain.
Are the problems you encounter during
the lesson really happen in real-life.
 What have you learned?

What are the steps in solving routine

problems involving division of
fractions?
 WhatASSESSMENT
have you learned?

A. For each problem, check the correct division equation.

Choose the letter of the correct answer.
1. How many pieces of string 5/6 dm long each be cut from
a roll 3 2/3 dm?
a. 5/6 ÷ 3 2/3 =n
b. 3 2/3 ÷ 5/6 =n
 WhatASSESSMENT
have you learned?

2. How many benches 2 ½ m long each can be placed

end to end in the hallway 13 1/3 m long?
a. 2 ½ ÷ 13 1/3 =n
b. 13 1/3 ÷2 ½=n
 WhatASSESSMENT
have you learned?

B. Solve the following using steps in problem-solving.

3. Some cakes were sold out in the store. One cake
was cut into 10 slices. A girl bought 1 slice and her
friend bought 5 slices. What fractional part of the
cake was left?
 WhatASSIGNMENT
have you learned?

Make a journal stating what you have

learned and how you will apply the concept
of division of fraction inside your home.
 Solving Routine Problems
Involving Division With any of the
Other Operations of Simple
Fractions and Mixed Fractions
Using Appropriate Problem-
Solving Strategies and Tools
Correctly
At the end of the lesson, the learners are expected
to:
*solve routine problems involving division with any of the
other operations of fractions and mixed fractions using
appropriate problem-solving strategies and tools correctly.
(M6NS-Ic-97.2)
FRACTION RHYME
You start with a whole, with everything there
Someone comes along and they want to share
It’s split into two, that’s two groups
It could be pizza or fruit loops.
 

You each get one-half

And that is fair
It’s the same on both sides
It’s like a pair.
L KING BACK

What are the steps in solving

routine problems involving
Dividing Fractions?
To have an abundant harvest from
your garden, what are the needs of
your plants that you should consider or
provide?
You have three-fourths yard of water pipe
to be used in your garden? How many
pieces can you cut the pipe into if each
piece is one-eight yard?
SOLUTION:

¾ ÷ 1/8 = ¾ x 8/1 =24/4

=6
Steps in solving word problems. 
1. Understand the problem 
2. Devise a plan 
3. Carry out the plan/Solve
4. Look back and evaluate the
solution/Check
Think-pair-share: Solve the problem presented
in the Task Card.
Think-pair-share: Solve the problem presented
in the Task Card.
Think-pair-share: Solve the problem presented
in the Task Card.
1. Margarita solicited 10 2/3 litres of paint for
the Brigada Eskwela. Their City Mayor gave
their school another 7 2/5 litres of paint. If
each classroom needs 2 3/7 litres, how many
classrooms can be painted? 
2. Rona has 20 1/2 meters of cloth, she
uses 2/3 of it for a girls’ dress. The
remaining cloth will be used for a baby
dress. If each dress needs 4/5 meters, how
many baby dress can Rona make?
From all the activities that we had,
aside from the concept of dividing
fractions, what other ideas do you think
are useful in our daily lives?
 What have you learned?

Aside from using the steps that I shared

to you, what are the techniques you
used in solving problems?
 WhatASSESSMENT
have you learned?

Solve the following.

1. A fruit vendor weighed 5 papayas. What was
the average weight of each papaya?
 
 WhatASSESSMENT
have you learned?

2. How many 8/15 are there in 1 5/9?

 

 
3. A 9-meter-long stick was cut into pieces.
If each piece was ¾ m, how many pieces
were there?
 WhatASSIGNMENT
have you learned?

Make a poster showing real-life

situations of solving word problems
about fractions.
 Creating Problems (With
Reasonable Answers)
Involving Division Without
or With any other operations
of Fractions
and Mixed Fractions
At the end of the lesson, the learners are
expected to:
*create problems (with reasonable answers) involving
division without or with any of the other operations
of fractions and mixed numbers. (M6NS-Ic-97.2)
 FRACTION RHYME
Fractions require actions
The denominators
To blame…
For Addition and subtraction
They got to be the same!
 But to multiply is easy just do it
They say…
Division you must KEEP, CHANGE and
FLIP
See…
Fractions are just a game!
 L KING BACK

*Can we use the steps in solving

routine problems to solve non-routine
problems?
*Identify the different steps.
Have you tried making problems out
of the mathematical sentences
presented to you by your Math
teacher?
If yes, were you able to do it easily?
Today, we are going to discuss
creating problems involving
division of fractions.
Read and learn:
 
Mario was asked by his teacher to
create a problem out of the situations:
1. Motorcycle, 51 ½ liter, liters of
gasoline for a 120 km trip.
2. Airplane flies 2880 km in 4 ½
hours, average speed of the
airplane.
Mario had created the following problems:
1. A motorcycle diver consumes one liter of
gasoline for every 51 ½ km that he travels. If he
will cover a total distance of 120 km for a
particular trip, how many liters of gasoline are
needed for a 120-km trip?
Mario had created the following problems:

2. An airplane flies a distance of

2880 km in 4 ½ hours. Find the
average speed of the airplane.
In creating a word problem, think of the
following:
*the concept in Math
*type of problem to be created
*read examples of word-problems and study
their solutions
*data given to solve the problem must be there
*the answer must be the answer to what is
asked and must be reasonable.
Think-pair-share: Study the problem.

Mikka did 2/13 of a load of laundry on Thursday

and 5/13 of a load of laundry on Friday. If she
will still do laundry on Saturday and Sunday,
what part of the remaining laundry will each day
have?
Directions: Create word-problems about the
mathematical sentence below.

1. 5 3/4 ÷ 4
2. 3 5 7 ÷ 2 3 
1. Write a problem similar to “Don Antonio has 7
7/8 hectares of land. His wife has 2/3 of what he has.
If they will divide their lands among their 7
children, what part will each child have?” 
2. Write a story problem that shows: 3 5/7 ÷ 4/5 =
�
If you will relate to a song your
experience in creating word
problems, what would it be and
why?
 What have you learned?

What are the points to remember in

creating word-problem involving
division of fractions?
 WhatASSESSMENT
have you learned?

Create a problem out of the following:

1. 96 cups of buko salad; number of servings that
can be made; 2/3 cups per serving
2. Mariano family’s-spent 1/10 of the income on
electricity, monthly income is Php.19,
260;amount spent on electric bill
 WhatASSIGNMENT
have you learned?

Answer page 37 of your Math

Workbook (Enhance your skills)
SUMMATIVE TEST IN
MATHEMATICS 6
At the end of the lesson, the learners are
expected to:
*analyze test questions carefully
*answer test questions correctly