First Quarter

1
CN NO. MELC DURATI KTO12CG PAGE
ON CODES NO.
Adds and subtracts simple fractions M6NS-1a-
and mixed numbers without or with 86 4
regrouping
1 Solves routine and non-routine 1 week M6NS-1a-
problems involving addition and/ or 87.3
subtraction of fractions using 7
appropriate problem solving
strategies and tools
Multiplies Simple Fractions and M6NS-1b-
Mixed
Fractions 90.2 10

Solves Routine or Non-Routine M6NS-1b-

2 Problems Involving Multiplication 1 week 92.2
with
or without Addition or Subtraction of
fractions and Mixed fractions using 14
appropriate problem solving
strategies.

Divides Simple Fractions and Mixed M6NS-1c- 17

Fractions 96.2
Solves Routine or Non-Routine M6NS-1C-
3 Problems Involving Division Without 1 week 97.2
or With Any of the Other Operations
19
of Fractions and Mixed Fractions
Using Appropriate Problem Solving
Strategies and Tools
Add and Subtract Decimals and M6NS -1d-
Mixed
Numbers through ten thousandths 106.2 21
Without or With Regrouping
Solve 1 More Steps Routine and Non- M6ns - 1d -
4 Routine Problems Involving Addition 1 week 108.2
And/Or Subtraction Of Decimals And 24
Mixed Decimals Using Appropriate
Problem Solving Strategies And Tools

Multiplies Decimals and Mixed M6ns- 1e-

5 Decimals With Factors Up To 2 1 week 111.3 28
Decimal Places
2
 Multiplies Mentally Decimals Up To 2 M6ns- 1e-
Decimals Places By 0.1, 0.01, 10 And 111.4
100 29

Solves Routine and Non-Routine M6ns- 1e-

Problems Involving Multiplication Of 113.2
Decimals And Mixed Decimals 30
Including Money Using Appropriate
Problem Solving Strategies.

Solves Multistep Problems Involving

Multiplication and Addition or
Subtraction of Decimals, Mixed
6 Decimals and Whole Numbers 1 week 35
Including Money Using Appropriate
Problem Solving Strategies and Tools
(M6NS-1f-113.3)

Divides whole numbers by decimals

up to 2 decimal places and vice versa
7 Divides decimals/mixed decimals up 1 week 39
to 2 decimal places.

8 Divides Decimals 1 week 35

Differentiate Terminating From M6ns -1i-

Repeating, Non-Terminating Decimal 119
Quotients 39
9 1 week

Solve Routine And Non- M6ns -1i-

Routine Problems Involving Division 120.2
Of Decimals, Mixed Decimals And 41
Whole Numbers Including Money
Using Appropriate Problem Solving
Strategies And Tools
Solves Multi-Step Routine And Non- M6ns- Ij-
Routine Problems Involving Division 120.3
And Any Of The Other Operations Of
10 Decimals, Mixed Decimals, And Whole 1 week 43
Numbers Including Money Using
Appropriate Problem Solving
Strategies And Tools.

3
 Quarter 1 – Week 1
Adds and Subtracts Simple Fractions and Mixed Numbers Without and
With Regrouping (M6NS-1a-86)
• When adding or subtracting fractions, we should look at the denominator. Unlike in
addition or subtraction of whole numbers, addition or subtraction of fraction requires that
the denominators are the same. When two or more fractions have the same denominators,
we call them like fractions. When two or more fractions have different denominators, we
call them unlike fractions.

Example 1:
The fractions 27 and 37 are like fractions.
The fractions 45 and 105 are unlike fractions.

Let’s have first the like fractions. See the figure below
2
7
+
3
7

5
7

Since the two figures have the same number of parts, then the fractional
representation will have the same denominator.
Combining the two will give us the third figure. 2 3 5

It is much easier if we have like fractions. All we need to do is add the numerator
then copy the denominator.

Example 2:
Add and simplify.
a. + = Add the numerators then copy the common
3 4 7

10 10 10

denominators.
The answer cannot be further simplified since the
numerator

4
 b. 3 + 6 = 9 =3

and denominator have no common divisor.

The answer is simplified because 9 and 12 have a
common
12 12 12 4

divisor of 3. Simply divide the numerator

53 + 62 = 11 5
and denominator
with the common divisor to get the lowest term or
simplified answer.
8 8 8

Add first the whole numbers. Then add the numerators then
copy the common denominators.
Example 3:
Subtract and simplify.
a. - =
9 2 7

11 11 11
Subtract the numerators then copy the common
denominators.
numerator
The answer cannot be further simplified since the
b. - = =
14 10 4 1 and denominator have no common divisor.
16 16 16 4
The answer is simplified because 4 and 16 have a common
divisor of 4. Simply divide the numerator and
with denominator
7 5 2 1
c. 312 -112 =212 =2 6

Example 4: the common divisor to get the lowest term or simplified

Add and simplify. answer.
3
a. 5 + 102

Subtract first the whole numbers. The answer is

5: 5 10 simplified because 2 and 12 have a common divisor of 2.
10: 10
2 3 1 2 6 2 8
10 + 10 = 10 + 10 = 10
b. 1 3
14 5 + 13 7
The example is an unlike fraction.
5:5 10 15 20 25
7
7:714212835 Find the least common denominator (LCD) of 5 and 10 .
You can also use other method to get the LCD of both
numbers.
4
=
5
Divide 10 by each denominator from the given and
multiply the result by the numerator. The new
denominator will be 10.

30 35 Find the least common denominator (LCD) of 5 and

5
 14 7 1 + 13 5 3 Divide by 35 by each denominator from the given and

35 35

multiply the result by the numerator.

14 7
+ 13 15
= 27 22
Add the whole numbers first then the numerators
35 35 35

Copy the same denominators.

c. 16 + 27 The example is an unlike fraction with regrouping
3 2

4 3

4: 4 8 12 Find the LCD of 4 and 3

3: 3 6 9 12
(16+27)+( + ) Separate the whole numbers and fractions
3 2

4 3

(43)+( + ) Add the whole numbers . Divide by 12 by each

3 3 4 2

12 12

denominator
9 8
43+(12 +12 )
43 +
17
12
5 5
from the given and multiply the result by the numerator.
43+112 =4412
Add the numerators, copy the common denominators
Example 5:
Subtract and simplify.
13
Change improper fraction to mixed number
a. 12 - 46

12: 12 This is now the final answer.

6:6 2 4 12
1 13
12 - 12
13 8 5
12 - 12 = 12
2 3
b. 3 9 -2 4
the
- = - This is an example of unlike fractions.
3 9+2 2 4+3 29 11

9 4 9 4

Find the LCD of 6 and 12

Divide 12 by each denominator from the given

and multiply the result by the numerator.
Since it cannot be simplified, this is the final answer.

Now, here’s another way to solve mixed numbers. Change

mixed number to improper fraction.

6
 9 : 9 18 27 36
4 : 4 8 12 16 20 24 28 32 36 Find the LCD of 9 and 4
- Divide 36 by each denominator from the given and multiply
4 9 9 11

36 36

the
result by the numerator.
- = Subtract the numerators and copy the common denominator.
116 99 17

36 36 36

the final answer is a proper fraction so it cannot be

converted to mixed number.
-5 This is an example of subtraction with regrouping
6 8
c. 8
8 9

8 -5 Follow the rules in getting the LCD. Rewrite the fractional

54 64

72 72

part using a common denominator.

8 54
=7+1+ 54

72 72

= 7+ 72

+ 54

Since the fractional part of the minuend is less than that of

72 72

the
=7 126
subtrahend, apply borrowing.
72

7 -5 This is now the new number sentence.

126 64

72
72

2 = 2 This is now the final answer.

62 31

72 36

Quarter 1 – Week 1
Solves Routine and Non-Routine Problems Involving Addition and
/or Subtraction of Fractions Using Appropriate Problem Solving
Strategies and Tools (M6NS-1a-87.3)

• Problem solving requires an imaginative mind to be able to arrive at an answer easily

and systematically. Sometimes an illustration is a great help to answer some problems.
Let us solve the given problems by following the steps below.
Example 1: Ynna spent 38 of her money on coloring materials. She spent 28 of her money on buying books. What fraction of her money was left?

7
UNDERSTAND:
What is asked? The fraction of money left with Ynna.
a.
b. What are the given facts? She spent 38 of her money on coloring materials.
She spent 28 of her money on books.

PLAN: What operations shall we use to solve the problem? Select your own strategy.
Using Bar Mode
Total money of Ynna

spent on coloring materials spent on books fraction of her money left

8
The total money of Ynna at the beginning represents 1 whole or 8 . Add first the fractions of money she spent, then subtract it from her money at the beginning.

SOLVE: Show the computation

1. Add the fractions of money she spent.
3 2 5
8+ 8= 8

2. Subtract the total amount of money spent (step 1) from her money at the beginning.
8 5 3
8- 8= 8
Answer: The fraction of money left with Ynna was 38.

CHECK: Check your answer. This is one way to check if the answer is correct.
3 2 3 8
8+ 8+ 8= 8 =1

2 1 1
Example 2: Aling Juaning bought 5 meter of red cloth, 3 meter of blue cloth’ and 6 meter of yellow cloth to make a costume for her
daughter. What is the total length of cloth that Aling Juaning bought?

UNDERSTAND:
What is asked? The total length of cloth Aling Juaning bought.
a.
b. What are the given facts? 25 meter of red cloth, 13 meter of blue cloth, and
1
6 meter of yellow cloth

PLAN: What operations shall we use to solve the problem? Select your own strategy.
First find the LCD of 5, 3 and 6. Which is 30. Then, write equivalent fractions using this
denominator.
2
= 12
red cloth 1
= 10
blue cloth and = 1 5
yellow cloth
5 30 3 6 30
30

8
red cloth 2 = 12

5 30

1 10
blue cloth 3 = 30
1 5
yellow cloth 6 = 30

SOLVE: Show the computation

1. Find the LCD of the fractions. The LCD of 5, 3 and 6 is 30. Then get the
equivalent fractions, same as above.
2
5 + 13 + 16 = 1230 + 1030 + 305

2. Perform the indicated operation.

12
30 + 1030 +305 = 2730

3. Write the fraction in lowest terms. Divide the numerator and denominator by the
greatest common factor of 3.
27 9
30 ÷ 3 = 10
Answer: The Total length of the cloth that Aling Juaning bought is 109 meter.

CHECK: Check your answer. This is one way to check if the answer is correct.

1 1 1 1 1 1 1 1 1 1

10 10 10 10 10 10 10 10 10 10

red cloth blue cloth yellow cloth

Since 3027 or 109 is shaded, then, 109 is the total length of the cloth.
2 1
Example 3: Mang Kanor has a log 6 3 feet long. He cut the log into two parts. If the length of the shorter part is 2 2 feet, how long is the longer part?
UNDERSTAND:
What is asked? The length of the longer part of the log.
a.
b. What are the given facts? 6 23 feet long (measurement of the whole log)
2 12 feet long (measurement of the shorter part of the log)

PLAN: What operations shall we use to solve the problem? Subtract the two mixed fractions
to get the length of the longer log.

9
 2
Measurement of the whole log 6 3 feet
1
Measurement of the shorter log 2 2 feet

Measurement of the longer log?

SOLVE:
1. Find the LCD of the fractions, then get the equivalent fractions.
6 –2 = 6 -2 2
LCD is 1 4 3

3
6 2 6 6

2. Perform the indicated operation.

6 -2 = 4 4 3 1

6 6 6

Answer: The length of the longer log is 4 16 feet long.

CHECK: Check your answer. Work backwards. Add the length of the longer log and
the smaller log to get the measurement of the whole log.
416+236 =646 =623

Quarter 1 – Week 2
Multiplies Simple Fractions and Mixed Fractions (M6NS-1b-90.2)
In Multiplication of fractions, you have to recall multiplication of whole numbers.
Both use the same properties although multiplication of fractions has more steps to follow.

Let us study some examples.

A. Multiplying Fractions
1. How many 34s are there in 12? We can easily understand the solution of this problem by using piece of bond paper. Follow these steps
a. Fold the paper into two and shade 12 by means of diagonal lines.
1
2
1
2

10
 3 1
b. Fold the paper into 4 and shade 4 of 2 by means of diagonal lines drawn in the
opposite direction.
3
of
1
4 2
1
1
2
2

Now base on the illustration, into how many parts was the paper folded? 1

What fractional
3 1 3
part of the paper has crisscross diagonal lines?
It is 38 .
4 x 2= 8
So,
To multiply fractions:
1. Use cancellation if possible
Remember: 2. Multiply the numerators.
3. Multiply the denominators.
4. Simplify or write the product in lowest term, if possible.
2 1
Example 1. The Fraction 3 is multiplied by 2 as follows:
1
2 x 23 = 26
2 2 1
6÷ 2= 3

Answer = 13
Multiply both numerators and denominators To
reduce a fraction to lowest terms, divide the
numerator and denominator by their Greatest
Common Factor (GCF).
Example 2. The Fraction 39 is multiplied by 24 as follows:

x =
2 3

4 9

= Get the common factors of both numerators and

2 ×3

2×2×3×3
denominators.
2×2×3×3
1
2
1

1
×3
1
1
1
= Use cancellation method.
2 ×3

2×2×3×3 Multiply both numerator and denominators.

=
1 1

11
 1
Answer = 6

Cancellation is a valuable tool in shortening operations with fractions.

It can be considerably reduced by dividing out (cancelling) factors common both the numerator and
denominator. We remember that we can simplify division by showing both dividend and divisor as
the indicated products of their factors and then dividing like factors, or cancelling.
Example 3. Multiply: 1 x4
12

=
1
x4
The whole number 4 can be written as a fraction whose
12 denominator is 1.
x =
1 4
Rewrite the equation
12 1

x = Multiply both numerator and denominator, then simplify or

1 4
use cancellation method.
12 1

x 4

=
12 1

Answer = 1

Remember: 3

To multiply whole number by fractions:

1. Write the whole number as a fraction with a denominator 1.
2. Follow the steps in multiplying fractions.

B. Multiplying Mixed Numbers

In multiplying mixed numbers, rewrite all mixed numbers as IMPROPER
fractions before applying the rule.
How to change mixed number as improper fraction and vice versa?
To change mixed number to improper fraction:
STEP 3: Write the new numerator over
STEP 2: Add the Product to the the same denominator.
4 =
3 39

numerator. (36 + 3 = 39) 9 9

STEP 1: Multiply the denominator by the

whole number. (9 x 4 = 36)

12
To change improper fraction to mixed number:
STEP 1: Divide the numerator by the
4 denominator. (39 ÷ 9 = 4)
39
= 9 √39

9
36 STEP 2: Write the quotient (4) as a whole number
3 and the remainder (3) as the denominator, then copy
the same denominator (9).
39 3

9
=4 9

1
Example 1. 9 x 2 2 =n
The mixed number 2 12 should first be changed to an improper fraction before

multiplying.
Hence,
9 x 2 12 = 91 x 52
= 452 or 22 12
Example 2. 3 14 x 23 = n
3 14 x 23 = 134 x 23
= 2612 or 2 16
3
Example 3. What is 5 5 of 214 ?
5 35 of 214 = 285 x 94
= 25220 or 12 35
Example 4. 156 x 1 23 x 217 = n

Here is how to solve the equation:

a. Change 1 23 to an improper fraction.
123=53

b. Rewrite the equation. 6

15 x 53 x 217 = n

c. Reduce each fraction to lowest terms.

13
 (6 and 15 are divisible by 3) 6 = 2 ; (7 and 21 are divisible by 7) 7 =1

15 5 21 3

d. Rewrite the equation

2 5 1
using the lowest-terms fractions.
5 x 3 x 3 =n

e. Cancel common terms of the fractions and multiply.

x x =n
2 5 1

5 3 3

f. Answer: n=
2

Remember:
To multiply mixed numbers:
1. Change the mixed numbers into improper fractions
2. Follow the steps in multiplying fractions.

Quarter 1 – Week 2
Solves Routine or Non-Routine Problems Involving Multiplication
with or without Addition or Subtraction of fractions and Mixed
fractions using appropriate problem solving strategies. (M6NS-1b-
92.2)
Problem Solving is a mathematical process along with Logic and Reasoning, and
Communication.
A Routine problem is a type of problem which there is an immediate solution.
A Non-routine problem is a problem which requires analysis and insights into
known principles of Mathematics.

5
Example 1: If it takes 6yards of fabric to make a dress, then how many yards will it take to make 8 dresses?

Understand
a. What is asked?

The number of yards that will take to make 8 dresses.

b. What are the given facts?
A dress takes 56 yards of fabric.

14
 Plan. What operation shall we use to solve the problem? Select your own strategy.
Multiply the number of yards to make dresses by the number of yards of fabric takes to make a dress. That is, 56 x 8 .

Solve. Show the computation.

5 5 8
6 x8= 6 x 1
4
= 56 x 81
3
The whole number 8 can be written as a fraction
whose denominator is 1.
Use cancellation then multiply.
20

or 6
2
Simplify
=3
3
.
2
Answer: 6 3 of yards to make 8 dresses.

Check. Check your answer. We check by repeating the calculation. This is one way
to check if the answer is correct.

Example 2: Nina's math classroom is 6 and 4/5 meters long and 1 and 3/8 meters wide.
What is the area of the classroom?
Understand
a. What is asked?

The area of the classroom

b. What are the given facts? 4 3

Nina’s math classroom measures 6 5 meters long and 1 8 meters wide.

Multiply the measurement of the length and width of Nina’s math classroom.
4 3

Solve. Show the computation.

= x
4 3 34 11
Convert each mixed number to an improper fraction.
6 x1
5 8 5 8

17
34

= x Use cancellation, then multiply.

11

5 8

= 187
or 9
7
Simplify.
20 20

Answer: The area of Nina’s math classroom is 9

7 .
20

Check. Check your answer. We check by repeating the calculation. This is one way
to check if the answer is correct.

15
Example 3: Mang Toto and his 4 friends went to his Guava farm. He was happy when he saw the trees with fruits ready to harvest. They were able
1 2 1
to pick 10 2 baskets of lanzones. Each basket contained 8 3 kilograms. Mang Toto gave each of his friends 3 2 kilograms for
helping pick the fruits and sold the rest at ₱60 a kilo. How much did he get from selling the guavas?
Understand
a. What is asked?

How much did he get from selling the guavas?

b. What are the given facts?
10 12 baskets of lanzones picked. Each basket contained 8 23 kilograms.

3 12 kilograms gave by Mang Toto to his 4 friends, and he sold the guavas for ₱60/kilo

1 2 1
Plan. What operation shall we use to solve the problem? Select your own strategy. (10 2 x 8 3) - (3 2 x 4) x ₱60 = N

Solve. Show the computation.

(10 12 x 8 23) - (3 12 x 4) x ₱60 = N

10
1

2
baskets of 8
2

3
kg. gave 3
1

to each of Sold the

rest at ₱60
2

of lanzones in a basket his 4 friends

[(10 1 x 8 2 ) − (3 1 x 4) x]₱60 = N

2 2
3

[(212 x 263) − (72 x 41) x]₱601 = N

(91 – 14) x ₱60 = N

77 x ₱60 = N
N = ₱ 4,620.00
How many kg guavas were picked? (91 kilograms)
How much were given to his 4 friends? (14 kilograms)
How many kg of guavas were left for sale? (77 kg)
How much money did Mang Toto get from selling the rest of the guavas?

16
 (₱ 4,620.00)
Check. Check your answer. We check by repeating the calculation. This is one way
to check if the answer is correct.

Quarter 1 – Week 3
Divides Simple Fractions and Mixed Fractions (M6NS-1c-96.2)
Mercy has 34 m of lace for her gift boxes. If she will use 18 m for each gift box, how many gift boxes can she decorate with the lace?

To answer this problem, you need to determine how many s there are in .
1 3

8 4

Divide by , that is
3 1 3
÷
1
= n. Follow the given steps.
4
8 4 8

Step 1: Find the multiplicative inverse or reciprocal of the divisor. Reciprocals are
two
Numbers whose product is 1. The reciprocal of the divisor is 8 or . The 1 8

8 1

reciprocal of a fraction is obtained by interchanging the numerator and the

denominator.
Step 2: Change the operation from division to multiplication. Multiply the dividend
by
the by the reciprocal of the divisor. Use cancellation whenever
possible. 2
3
4 × 81=61 =6

Therefore, Mercy can decorate 6 boxes.

Here are other examples on division of fractions.

6
8 ÷3 4 =

Solution:
2 1
6 3 6 4 6 4 2

÷ = × = × = 1
8 4 8 3 8 3 2

2 1

To divide a whole number by a fraction or vice versa, rewrite the whole number as a
fraction. Change the operation from division to multiplication. Find the reciprocal of
the divisor. Multiply. Use cancellation whenever possible.
a. 3 ÷ 12 =
Solution: 3
1 ÷12 =31 ×21 =61 1

17
 2
b. 3 ÷ 6 =
Solution:
2 6 2 1 2
1 1 1

3 ÷1=3×6=3 ×6=9

To divide a mixed number by a fraction or vice versa, change the mixed number to
an improper fraction. Write the reciprocal of the divisor and change the operation
to multiplication. Use cancellation whenever possible.

Example:
1. 612 ÷14 =

Solution:
1 1 13 1 13 4 13 4
2 26

62÷4=2 ÷4`=2 ×1=2 ×1=1 26

4 3
2. 6÷1 4=

Solution:
4 3 4 7 4 4 4 4
2 8

6 ÷14=6÷4=6×7=6×7=21

To divide a mixed number by a whole number or vice versa, first, express the whole
number as a fraction. Then, express the mixed number as an improper fraction. Find
the reciprocal of the divisor and change the operation to multiplication. Multiply. Use
cancellation whenever possible.
Example:
1. 345÷5=

Solution:
345÷5=195÷51=195×15=1925
2. 8÷114÷=

Solution:
8÷114÷=81÷54=81×45=325 625

To divide a mixed number, rewrite them as improper fractions. Find the reciprocal of
the divisor and change the operation to multiplication. Use cancellation whenever
possible.

18
 Example:
1. 712÷112 =

Solution:
15 3 15 2 15 2
5 1
1÷ 2= 2× 3= 2× 3=5

1 1
2.935 ÷ 2107 =

Solution:

16 2
48
5 ÷ 2710 = 485 × 1027 = 485 × 1027 = 329 3 59

1 9
Quarter 1 – Week 3B
Solves Routine or Non-Routine Problems Involving Division Without
or With Any of the Other Operations of Fractions and Mixed
Fractions Using Appropriate Problem Solving Strategies and Tools
(M6NS-1c-97.2)

Many real-life decisions are better made when you are equipped with the right
tools and know-how. A deep and solid understanding of the operations on fractions and
mixed numbers is one of these “tools”. Operations on fractions and mixed numbers can
be used to solve problems related to numbers.

In solving word problems, follow these steps:

a. Determine wat is asked in the problem.
b. List down the given information or facts.
c. Identify the operation(s) needed to solve the problem,
d. Express the problem using the given information through a number sentence.
e. Perform the operation(s) indicated in the number sentence and check the
validity of the answer or solution.
f. Indicate the full statement of the answer.

Example 1: Mrs. Cruz bought a loaf of bread for breakfast. It measures a8 inches long.
How many slices can
she make if each slice measures 1 18 inches long?

Understand.
a. What is asked?
The number of slices that can be cut from a loaf of bread.

19
 b. What are the given facts?
The loaf of bread is 18 inches long. Each slice of bread is 1 18 inches
long.
Plan. What operation
1
shall we to solve the problem? Select your own strategy.
1 8 inches

18 inches
Divide the length of the loaf of bread by 1 18 inches Solve. Show your computation.
1
Divide: 18 ÷ 1 8
18÷118=18÷91
= 181 × 89 = 1×918×
= 9×2×81×9 = 99 × 2×81
=1 2×81 = 16

Check. Check your answer. One way to check if the answer is correct is to go back to the

illustration.
1 18 inches

1 9 16 9×6 9×8×2 9×2 18

1 8 16 = 8 × 1 = 8×1 = 8×1 = 1=1× 1 = 18

Example 2: Reyn feeds his pet doves through a bird feeder that can hold 6 23 cups of birdseed.

20
 1
He does this by filling the bird feeder using a scoop that can hold 1 3
cups. How many
scoops will reyn need to fill the bird feeder?

Ask: Number of scoops to fill the feeder

Given: 6 23 cups – capacity of the feeder
1
1 3 cups – capacity of the scoop

Operation: Division
Number Sentence:
2 1
=6 ÷1
3 3

Solution:
= 623÷113
20 4
= 3÷ 3
20 3
= 3÷ 4
20 3
= 3× 4

5
20 3 5
1
= 3× 4= 1 5

1 1

QUARTER 1 - WEEK 4 A
Add and Subtract Decimals and Mixed Numbers through ten
thousandths Without or With Regrouping (M6NS -1d- 106.2 )
Study Guide :
A decimal number is a fraction whose denominator is a power of 10.
➢For example , 4/10 can be written in form as 0.4 where :
The dot is called the decimal point.
The number to the right of the decimal point denotes the numerator of the fraction
, that is the fractional part.
The number to the left of the decimal point denotes the whole number part of the
fraction.
➢ For example , 4 3/10 is expressed as 4.3 , where 4 is the whole number part
and 0.3 is the fractional part.
The decimal point separates the whole number part from the fractional part.

21
Look at the illustration:

Think and Understand

The number line shows decimal numbers between 0 and 1. Between whole
numbers 1 and 2 we have mixed numbers, composed of a whole number and a decimal,
such as 1.1 , 1.2 , 1.3 , and so on.

Observe how to add or subtract decimals on the number line.

0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1.1 1.2 1.3

0 1

0.3 + 0.4 = 0.7

0.1 0.2 0.3 0.4 1.2 1.3

0.5 0.6 0.7 0.8 0.9 1.1
0 1
0.8 - 0.5 = 0.3

0.7 + 0.5 =
1.2

0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1.1 1.2 1.3
0 1

22
 You can also use bar models to get the answer. Just remember that 0.1 is
equivalent to 1/10.
0.3 + 0.4 = 3/10 + 4/10 = 7/10 or 0.7

3/10 + 4/10 = 7/10

0.8 - 0.3 = 8/ 10 – 3 / 10 = 5 /10 or 0.5

8/ 10 – 5 / 10 = 5 /10 or 0.5

5 / 10 or 0.5

Notice that adding or subtracting decimals is like adding or subtracting whole

numbers. You just have to align the decimal points then add or subtract digits
that belong to the same place value. Add the whole numbers , add the tenths
digits , add the hundredths , and so on.
Example 1 : Add : 0.4956 + 17.231 + 0.85
Follow the steps :
1 2
1. Align the decimal points and 0.4956 0. 4956
the digits belonging to the
+ 17.231 + 17. 231
same place value position.
0.85 0. 8500
2. To align the digits properly ,
put 0s on the empty place value
poitions of the decimal part of 3 To check : Add in
each number. inverse order
0.4956
3. Add the numbers from right to + 17.2310
left , just like adding whole 0 .8500 0.8500
numbers.
( Align the decimal points in + 17.2310
the sum as in the addends.) 18.5766 0.4956
18. 5766

23
 Example 2 : Subtract : 0.4763 from51 .709
Follow the steps :
1 2
4. Align the decimal points and 51.709 51.7090
the digits belonging to the
- 0.4763 - 0.4763
same place value position.
5. To align the digits properly , put
0s on the empty place value To check : Add

poitions of the decimal part of 3 the subtrahend

each number. 51.7090 and difference

6. Add the numbers from right to - 0.4763

left , just like adding whole 0.4763
numbers. + 51.2327
( Align the decimal points in the 51.2327
sum as in the addends.) 51.7090

Something to Remember
To add or subtract decimals :

Align the decimal points and the digit of the numbers belonging to the same
place value position.
Add or subtract the numbers just like adding or subtracting the whole numbers.

QUARTER 1 - WEEK 4B
Solve 1 More Steps Routine and Non-Routine Problems Involving
Addition And /Or Subtraction Of Decimals And Mixed Decimals
Using Appropriate Problem Solving Strategies And Tools (M6ns - 1d
- 108.2)
Nowadays, money takes a very big role in our day to day living such as buying
necessities like food and clothing, and payment for transportation fares, cellphone loads,
computer rentals, electric consumption and others.

The idea of budgeting becomes vital and it is highly imperative that we can give
importance to every centavo that we earn. This week focuses on decimals which include
addition and subtraction of decimals and their application to the real world.
Study Guide:

24
 Problem Solving is a mathematical process along with Logic, Reasoning and
Communication.
Routine Problem Solving involves at least one of the arithmetic operation in and/or
ratio to solve problems that are practical in nature.
Non Routine Problem Solving is any complex problem that requires some degree of
creativity or originality to solve.
➢ Typically, do not have an immediately apparent strategy for solving then.
Often times, these problems can be solved in multiple ways.
Solving problems with decimals is like solving applied problems from the previous
lesson.

STEPS IN SOLVING WORD PROBLEMS

1. UNDERSTAND
a. What is asked?
b. What are the given facts?
2. PLAN
➢
What operations shall you use to solve the problem?
EXAMPLE3. 1SOLVE:
➢
Show your computation
Alliah , Lyka and Abigail went to the school clinic to find out their weights. Alliah’s
4. CHECK
➢
weight is 32.58 kilograms. L yka’s weight is 33.56 kilograms, while Abigail weighs 35.84 Check your answer
kilograms. What is the total weight of the three pupils?
UNDERSTAND.
a. What is asked?
The total weight of the three pupils.
b. What
▪
are the given facts?
Alliah’s weight is 35.58 kilograms
▪
Lyka’s weight is 33.56 kilograms
▪
Abigail weighs 35.84 kilograms

PLAN.
What operation shall you use to solve the problem?
Add the weights of the three students. That is, 32.58 + 33.56 + 35.84
SOLVE.
Show your computation
Add. 32.58 +33.56 + 35.84
1. Line up the decimals

25
 32.58
33.56
+ 35.84
___________

2. Add as with whole numbers.

32.58
33.56
+ 35.84
___________
101.98
Answer: The total weight of the three students is 101.98 kilograms.

CHECK: Check your answer. Mentally compute that total weight using estimation. Is the
answer reasonable? This is one way to check if the answer is correct.
EXAMPLE 2: Using a Model

The Grade VI pupils have their Science Garden. Meters Each pupil has a plot that is
2.235 meters as its length and 1.745 as its width. How much fencing will he or she put around
the garden plot to prevent animals from eating the plants.
Steps What to find out Proble
m
1. Visualize Understand the problem. The length of the garden plot is
Look for a What do you know? 2.235 meters and the width is 1.745
model. What do you want to know? meters.

2.235 2.235 1.745 1.745

How much fencing will he or she put
around the garden plot?

2. Generalize Make a plan: What do you do Find the distance around the plot.
Determine to solve the problem? D =l + l = w + w
what to do.
3. Number Use the plan to do the work. What is the number sentence?
Sense D=2.235 + 2.235 + 1.745 + 1.745
D = 7.9m
4. Communicate Explain the method The distance around the garden
plot is 7.96 m. The fence should be
7.96 m.

EXAMPLE 3:

In a sale, washing machine costs P 3,999.99. Its price has been reduced by P500.00. What
was its price before the sale?

26
UNDERSTAND.
a. What is asked?
The price of the washing machine before the sale.
b. What are the given facts?
▪ A washing machine costs P3,999.99. This price has been reduced by P500.00

PLAN.
What operation shall you use to solve the problem?
Add P500.00 to P3,999.99 to find the price of the washing machine before the sale.
SOLVE.
Show your computation
Add. 3,999.99 + 500.00
3. Line up the decimals
3,999 .
99
+ 500 . 00
_____________

4. Add as with whole numbers.

3,999 . 99
+ 500 . 00
_____________
4,499 . 99

Answer : The price of the washing before the sale was P 4,999.99.
CHECK : Check your answer. This is one way to check if the answer is correct.
4,999 . 99 the price of washing machine before the sale
- 500 . 00 reduced amount
_____________
3,999 . 99 the price during the sale
Something to Remember
Whenever a problem needs to be solved, apply Polya’s problem
solving model.
Use appropriate strategies when solving word problems.
QUARTER 1 , WEEK 5

27
 QUARTER 1 – WEEK 5
Multiplies Decimals And Mixed Decimals With Factors Up To 2
Decimal
Places
(M6ns- Ie-111.3)

Multiplying decimals may seem like a daunting task at first, but once we learn
how, we’ll find that it’s just like multiplying regular numbers! To multiply decimals and
mixed decimals with factors up to 2 decimal places, follow the steps below.
1. Multiply normally, ignoring the decimal points.
2. Count the decimal places in the factors
3. The number of decimal places in the factors should be the same in the product.
4. Place the decimal point in the answer in the correct spot.

Example 1: Presenting the solution visually

1. Mrs. Yeng is planning to cook beef broccoli for a party. If the broccoli costs
₱64.25 per kilo and she needs 3.5 kilos, how much will she pay for it?

1 kilo 1 kilo 1 kilo .5 or 1/2 kilo

3.5 kilos of Broccoli in all

Think for the operation to be used and formulate the number sentence
Number Sentence: 3.5 x 64.25 = ________________
Solve it performing the operation
Solution:
1 1
212
cost of broccoli per = 64.25 2 decimal places Write in column. Multiply
kilo kilos of broccoli = X 3.5 1decimal place normally, ignoring the decimal
needed point.

28
 32125
19275__ Count the number of decimal
224.875 3 decimal places places in the factors, the number of
decimal places in the factors should
be the same in the product, then
place the decimal point in the
correct spot.
Answer: ₱ 224.875- Total cost of the 3.5 kg of broccoli

Example 2
Multiply 0.45 by 2.11
0.45 2 decimal places
X 2.11 2 decimal places
045
+0 4 5
0 9 0___
0.9 4 9 5 2+2= 4 decimal places (Answer)

Therefore, the decimal point in the product moves 4 places to the left*
• The answer reads as “Nine thousand four hundred Ninety-five ten
thousandths

Multiplies Mentally Decimals Up To 2 Decimals Places By 0.1, 0.01, 10

And 100
(M6ns- 1e-111.4)

In multiplying whole numbers by 10, 100, , and so on (powers of ten), we can simply
“tag” as many zeros on the product as there are in the factor 10, 100, etc.
In multiplying decimal numbers by numbers such as 10 and 100. Count the number of
zeros in 10, 100 and move the decimal point to the right based on the number of zeros.
In multiplying decimal numbers by 0.1 and 0.01. Count the decimal places in tenth and
hundredth and move the decimal point to the left based on the number of decimal places.
We can find the estimated product of decimals by rounding each number to its largest
place value.
Example 1 How will I multiply decimals
with 10? 100?.What shall I
How will I multiply do?
decimals with 0.1? 0.01?

29
Multiply mentally.
12.1 x 0.1 0.10 x 100 4.21 x 0.01

= 1.21 = 10 = 0 .0421

0.15 x 0.1 1.1 x 10 0.39 x 100

= 0.015 = 11 = 39

Example 2
1. 4.16 x 10 = 41.6
2. 4.16 x 100 = 416
3. 4.16 x 0.1 = .416
4. 4.16 x 0.01 = .0416
move the decimal point one step to the right
move the decimal point two step to the right
move the decimal point one step to the left
move the decimal point two step to the left

Example 3
Complete the table
X 10 X 100 X 0.1 X 0.01
1. 12.67 126.7 1267.0 or 1267 1.267 .1267
2. 5.78 57.8 578.0 or 578 0.578 .0578
3. 27.89 278.9 2789.0 or 2789 2.789 .2789
4. 0.29 2.9 29.0 or 29 0.029 0.0029

12.67x10 = 126.7 move the decimal point one place to the right
12.67x100 = 1267.0 or 1267, move the decimal point two place to the right
12.67 x 0.1 = 1.267, move the decimal point one place to the left
12.67 x 0.01 = .1267 move the decimal point two places to the left
Continue answering up to the last row.

Solves Routine And Non-Routine Problems

Involving Multiplication Of Decimals And Mixed
Decimals Including Money Using Appropriate
Problem Solving Strategies. (M6ns- Ie-113.2)

• At the end of the lesson pupils are expected to solve routine and non-routine problems
involving multiplication of decimals and mixed decimals including money.

30
 A routine problem solving concerns solving problems that are useful for daily living
either in the present or in the future, A non-routine problem is any complex problem that
requires some degree of creativity and originality to solve.
There are four (4) steps we need to follow in solving word problems, Let’s use them
in the problem example below:
Example 1
How much will 10.75 kgs. of avocado cost at ₱ 91.55 per kilo?

*Understand.
a. What is asked? The cost of the 10.75 kgs. of avocado
b. What are the given facts? 10.75 kgs of avocado, ₱ 91.55 cost per kilo

*Plan. What operation shall we use to solve the problem? Select your own strategy
Multiply: 10.75 x P 91.55

*Solve. Show your computation

64
32
10.75
X91.55
5375
+ 5375
1075
9675____
984.1625
*take note that in real life situation we often round-off/estimate the amount of money to the
hundredths place, so the answer is:

Answer: The cost of the 10.75 kgs. of avocado is ₱ 984.16

*Check
To check our answer, we can go back to our calculation.

Example 2
Due to Covid-19 pandemic, instead of celebrating her 18 th birthday at Isdaan Restaurant,
Moanna decided to order viands good for 50 persons thru food panda delivery. If the average
price of the food delivered is ₱ 543.21 per person. How much Moanna pay to the courier?
Understand.
a. What is asked? The amount of food Moanna paid the courier
b. What are the given facts? ₱ 543.21 is the amount of food consumed per person
Plan. What operation shall we use to solve the problem?
Multiply the average price of food per head (₱ 543.21) and the number of person to eat (50)

31
Solve. Show your computation
543.21 multiply using the short method
x 50
27, 160.50
Answer: ₱ 27,160.50 is the amount of the food Moanna paid the courier.
Check
Since multiplication is repeated addition, we can check our answer by adding ₱
543.21 into 5 times, then multiply the sum with 10.

Quarter 1 – Week 6
Solves Multistep Problems Involving Multiplication and Addition or
Subtraction of Decimals, Mixed Decimals and Whole Numbers
Including Money Using Appropriate Problem Solving Strategies and
Tools (M6NS-1f-113.3)

• Problem solving requires an imaginative mind to be able to arrive at an answer

easily and systematically. Sometimes an illustration is a great help to answer some
problems. Let us solve the given problems by following the steps below.

Example 1: Ysha bought 6 notebooks at ₱35.50 each and 2 pad papers at ₱ 20. 75 each. How
much did she pay for all her school supplies?

UNDERSTAND:
a. What is asked? The amount Ysha paid for her school supplies.
b. What are the given facts? 6 notebooks at ₱ 35.50 each
2 Pad papers at ₱20.75
.
PLAN: What operations shall we use to solve the problem? Select your own strategy

6 notebooks at ₱35.50 each 2 pad paper at ₱ 20.75

6 x 35.50 2 x ₱ 20.75
Since Ysha bought 6 notebooks and 2 pad papers, multiply the cost of the notebook by 6 and
the pad paper by 2. Then, add the products.

SOLVE:
1. Multiply .

32
 ₱ 35.50 x 6 = ₱ 213.00 (notebooks)
₱ 20.75 x 2 = ₱ 41.50 (pad paper )
2. Add the products.
₱ 213.00
+ ₱ 41.50
------------------
₱ 254.50
Answer: The total amount of all the school supplies is ₱ 254.50
CHECK: Check your answer. Work backwards. Subtract the sum to the subtrahend.
₱ 254.50
- ₱ 41.50
-------------
₱ 213.00

Example 2: Mrs. Roxas went to the market to buy 35.75 m. of good quality fabrics to make
beautiful dresses for her daughter. She made 14 dresses and used 2.35 m for each dress. How
many more meters of fabrics were not used?

UNDERSTAND:
a. What is asked? The length of fabric was not used by Mrs. Roxas.
b. What are the given facts? 35.75 m of good quality fabric
2.35 m for each dress
14 dresses
PLAN: What operations shall we use to solve the problem? Select your own strategy

35.75 m of fabric 2.35 m of fabric for each dress

2.35 x 14
Multiply first the total length of fabric used for the 14 dresses then subtract it from the
original length of the fabric.
SOLVE:
1 Multiply
. 2.35
m
x 14
---------
32.9 m
2 Subtract the original length of fabric to the used length of
fabric. 35.75 m
- 32.9 m

33
 ------------------
2.85 m
Answer: The length of the fabric was not used is 2.85 m
CHECK: Check your answer. Work backwards. Add the difference to subtrahend.
₱ 2.85 m
₱ 32.9 m
-------------
₱ 35.75 m

Example 3: Mother bought 3 kg of sugar at ₱ 23.70 per kilogram and 2 kg of rice at ₱ 21.
50 per kilogram. How much change did she receives from her ₱ 500 bill?

UNDERSTAND:
a. What is asked? Mother’s change for her ₱500 bill.
b. What are the given facts? 3 kg of sugar at ₱ 23.70 each kg
2 kg of rice at ₱41.50 each kg
₱ 500 bill

.
PLAN: What operations shall we use to solve the problem? Select your own strategy

3 kg of sugar at ₱23.70 2 kg of rice at ₱ 41.50

3 x 23.70 2 x ₱ 41.50
Since Mother bought 3 kg of sugar and 2 kg of rice, multiply the cost of the sugar by 3 and
the rice by 2. Then, add the products. And finally subtract the sum from Mother’s money.

SOLVE:
1. Multiply
₱ 23.70 x 3 = ₱ 71.10 (sugar)
₱ 41.50 x 2 = ₱ 83.00 (rice)
2. Add the products.
₱ 71.10 (sugar)
+ ₱ 83.00 (rice)
------------------
₱ 154.10
3. Subtract
₱ 500.00
-₱ 154.10
---------------------

34
 ₱ 345.90
Answer: Mother’s change is ₱ 345.90
CHECK: Check your answer. Work backwards. Add the difference from the subtrahend
₱ 345.90
+ ₱ 154.10
-------------
₱ 500.00
Quarter 1 – Week 7
Divides whole numbers by decimals up to 2 decimal places and vice versa
Divides decimals/mixed decimals up to 2 decimal places.
Division is splitting into equal parts or groups.
• The dividend is the number you are dividing up
• The divisor is the number you are dividing by
• The quotient is the answer

A. Dividing Decimals by Whole Numbers and vice versa

Example 1: Mario has ₱89.40 left from his allowance. He wants to share the amount
equally to his three brothers. How much would each receive?
How will you solve for the answer?
How do you divide decimals by a whole number? By another decimal number?

29.80
3 √89.40

-6 To divide a decimal by a whole number:

29 1. Put the decimal point
-27 directly above the dividend.
24
-2 4 2. Divide like whole numbers
00
-0 0 3. Add zeros to the dividend
0 if needed.
Answer: Each would receive ₱ 29.80.
Example 2: Divide: 18.75 ÷ 5
3.75
5 √18.75

-15
37
-3 5
25
-2 5
0
Answer: 3.75
Example 3: Divide: 30 ÷ 0.12
.

35
 0.12 √30.00

STEP 1: Make the divisor a whole

number by moving the decimal point to
the right.

STEP 2: Then move the decimal point in

the dividend the same number of places
to the right.

Then, divide like whole numbers

2 50. 0.12 √30.00

-24
60
-6 0
00
-0
0
Answer: 250
B. Dividing Decimals by Decimals
To divide a decimal by another decimal:
1. Change the divisor to a whole number by moving the decimal
point to the rightmost place.
2. Move the decimal point in the dividend to as many places as the
decimal point in the divisor is moved.
3. Divide like whole numbers.

Example 3: Divide: 40.5 ÷ 0.9

. Move one decimal place to the right.
0.9 √40.5.

Then, Divide like whole numbers.

9 √405.
45.
-36
45
-45
0

Answer: 45
Example 4: Divide: 12.75 ÷ 0.25
0.25 √12.75
.

Move the decimal point of the divisor and

the dividend 2 places to the right.
Then, divide
51
25 √1275

-125
25

36
 -25
0

Answer: 51

Remember:
When dividing decimals,

1. Make the divisor a whole number by moving the decimal

point to the right. Move the decimal point in the dividend
the same number of places to the right. Add zeros to the
dividend, if necessary.
2. Before dividing, write the decimal point in the quotient
directly above the position in the dividend.

Quarter 1 – Week 8
Divides Decimals

A. Dividing Decimals by 0.1, 0.01, 0.001

Nathan plans to pack 8.4 kg of black pepper into packs weighing0.1 kg

each. How many packs will she be able to make?

Divide to answer the problem. 84

0.1 √8.4 → 1 √84

Move the decimal point of the -8

divisor and the dividend one 4
place to the right to change -4
them to whole numbers. 0

Therefore, Nathan will be able to make 84 packs of black pepper.

Again, division can be done mentally. Study these examples.

37
 Set A Set B Set C

9.2 ÷ 0.1 = 92 9.20 ÷ 0.01 = 920 9.200 ÷ 0.001 =9200

12.96 ÷ 0.1 = 129.6 12.96 ÷ 0.01 = 1 296 12.960 ÷ 0.001 = 12 960

0.978 ÷ 0.1 = 9.78 0.978 ÷ 0.01 = 97.8 0.978 ÷ 0.001 = 978

To divide decimals by 0.1, 0.01 and 0.001, move the decimal point
to the right as many times as the number of decimal places in 0.1,
0.01 and 0.001

B. Dividing Decimals by 10, 100, and 1 000

Rosa buys 43.5 kg of rice and plans to divide it into 10 packs, so that she can
cook one pack of rice every day. How many kilograms of rice will be in each pack?

Divide to find the answer.

10 √ 43.50
4.35
-40
35
-3 0
50
-5 0
0

Therefore, there will be 4.35 kg of rice in each pack.

38
 Dividing whole numbers can be done mentally. Study the examples below.

Set A Set B Set C

53.2 ÷ 10 = 5.32 53.2 ÷ 100 = 0.532 53.2 ÷ 1 000 = 0.0532

64.5 ÷ 10= 6.45 64.5 ÷ 100 = 0.645 64.5 ÷ 1 000 = 0.0645

0.35 ÷ 10= 0.035 0.35 ÷ 100 = 0.0035 0.35 ÷ 1 000 = 0.00035

To divide decimals by 10, 100 or 1 000, move the decimal point to the left as
many times as the number of zeros in 10, 100 and 1 000.

QUARTER 1 - WEEK 9A
Differentiate Terminating From Repeating, Non-Terminating Decimal
Quotients
( M6ns -1i- 119 )
Study Guide:

A terminating decimal are those numbers which come to an end after few
repetitions after decimal point.
➢The division ends or terminates with a remainder of zero.
A repeating decimal is a decimal fraction in which a figure or group of figures is
repeated indefinitely.
➢
If the remainder of zero cannot be obtained, and the digits in the quotient repeat, it is
called repeating decimal
A non-terminating decimal is a decimal number that continues endlessly, with no
group of digits repeating endlessly.
Think and Understand
Examples:

➢ To express a fraction as a decimal, divide the numerator by the denominator.

3 /4 = 0.75
4 3.00

39
 -28
20
- 20
0 remainder

¾ = 0.75. This is a terminating decimal. The division ends or terminates with a remainder
of zero.
1/3 = 0.333
3 1.000
- 9
10
- 9
10
- 9
10
- 9
1 remainder
1 / 3 = 0.333 This is non-terminating and the remainder repeats.

➢ A repeating decimal happens when the division does not give a remainder
of zero.

2/3 = 0.666
3 2.000
-18
20
- 18
20
- 18
2 remainder

2/3 = 0.666 This is a non-terminating but continuous division gives the same digit or group
of
digits.

40
 ➢ We can use a bar a bar above the digit that repeats periodically in a non-
terminating decimal.
➢ 0.142857
1/7=
7 1.000000
-07
30
- 28
20
- 14
60
- 56
40
- 35
50
- 49

1 remainder

QUARTER 1 - WEEK 9B
Solve Routine And Non-Routine Problems Involving Division
Of Decimals, Mixed Decimals And Whole Numbers Including Money
Using
Appropriate Problem Solving Strategies And Tools ( M6ns -Ii-
120.2 )
What steps should you follow when solving word problems involving decimals?
How are diagrams and models used in solving problems?

Study Guide:
Problem Solving is a mathematical process along with Logic, Reasoning and
Communication.
Routine Problem Solving involves at least one of the arithmetic operation in and/or
ratio to solve problems that are practical in nature.
Non Routine Problem Solving is any complex problem that requires some degree of
creativity or originality to solve.
➢
Typically, do not have an immediately apparent strategy for solving then. Often
times, these problems can be solved in multiple ways.

STEPS IN SOLVING WORD PROBLEMS

1. UNDERSTAND
a. What is asked?
b. What are the given facts?
41
 2. PLAN
➢
What operations shall we use to solve the problem?
3. SOLVE
➢
Show your computation
4. CHECK
➢
Check your answer

EXAMPLES:

1. The height of the door is thrice as high as the window in my room. If the height of the
door is 2.82 m , find the height of the window.
1. UNDERSTAND:
a. What is asked? Find height of the window.
b. What are the given facts? 2.82 m height of the door
2. PLAN: What operation shall we use to solve the problem? Division
Look for Models
The height of the door is thrice as high as the window.
The height of the door is 2.82m

?
2
2.81

3. SOLVE: Show your computation.

0.94 m
3 2. 82
-2 7
12
- 12
0
ANSWER: The height of the window is 0.94 m high.
4. CHECK: Check your answer.
Multiply the quotient and the divisor
0.94
X 3
2. 82
2. Kenneth is saving P2.50 each day. How many days will it take him to save P50.00?

42
 UNDERSTAND:
a. What is asked? Find the number of days it will take Kenneth to save P50.00
b. What are the given facts? Kenneth savings P2.50 per day
Kenneth need to save P 50.00

PLAN: What operation shall you use to solve the problem? To solve the problem, divide
P50.00 by P2.50
SOLVE: Show your solution
Move the decimal point in the divisor twice to make it a whole number.
(Multiply it by 100)
a. 2.50 x 100 = 250
Divide 20
2.50 50.00
-50 0
00
- 0
0
ANSWER: It will take Kenneth 20 days to save P50.00
CHECK: Check by multiplying the quotient and the divisor.
2.50
X 20
50. 00
3. In Mang Efren’s computer shop, Prince paid Php 156.80 for 7 hours of surfing the net
for his project. How much is the computer rent per hour?

QUARTER 1, WEEK 10
Solves Multi-Step Routine And Non-Routine Problems Involving
Division And Any Of The Other Operations Of Decimals, Mixed
Decimals, And Whole Numbers Including Money Using Appropriate
Problem Solving Strategies And Tools.
(M6ns- Ij-120.3)
As in all problem-solving activities, stress should be given on the analysis of the
problem. Thus, for multi-step problems, number sentence is presented using brackets and
parenthesis. This will help in determining the order of the operations to be done.
Parenthesis ( ) indicate that the operation on the number inside is to be done first, to
be followed by the operation in the brackets , until there are only two numbers left to
compute.

43
Example 1
Lei, an online seller deals 12 bags of onions. 6 bags weigh 8 kilograms and the other 6 bags
weigh 5 kilograms. She repacked the onions in plastic bags of 0.25 kg per pack and sold each
for ₱24.50. How much will he get if all the packs were sold?

Let’s analyze and solve the problem. Recall the steps in solving word problems.
Understand.
a. What is asked? The amount Lei will get for all the packs?
b. What are the given facts?
- There are 12 bag of onions
- 8kgs, the weight of the 6 bags
- 6.5kgs, the weight of the other 6 bags
- ₱ 24.50 cost of each of the packs

Plan. What operation shall we use to solve the problem?

Addition, Division and multiplication
Strategy: Make a number sentence using parenthesis. Get first the total weight of the onion,
then divide it by 0.25kg and multiply each pack with ₱24.50
(8+6.5)/0.25 x24.50 = ________________
The selling price of
Weight of the bags Weight of each each pack of onion
of onions pack of onion

Solve. Show your computation

1. Solve first the operation inside the parenthesis to get the total weight of the 12 bags
(8+6.5) =14.5kgs

2. Divide the total weight of onions into packs of 0.25kg

58. or 58 packs
0.25 √14.50
- 125
200
- 200

3. Multiply the selling price to the quotient or the number of packs made.
₱24.50
X 58
19600
+ 12250_
₱1421.00

44
What is the total weight of the 12 bags of onion? 14.5kgs
Out of that 14.5 kgs, how many packs of 0.25kgs of onions were made? 58 packs
How much money Lei acquired upon selling the packs of onions? ₱ 1421.00
Check
Re do the computation to check if your answer is correct

Example 2
Arman worked for 15 days and was paid ₱5258.25. He also had part time job as garage
caretaker and received ₱4325.25 How much does he earn in a day if he is spending ₱35.00 for
his transportation every day?
Understand.
c. What is asked? The amount Arman earn in a day?
d. What are the given facts?
- ₱5258.25 Arman received for 15 days
- ₱4325.25 He earn from his part time job
- ₱35.00 transportation expenses
Plan. What operation shall we use to solve the problem?
Addition, Division and subtraction
Strategy: Make a number sentence using parenthesis. Get first the total earnings of Arman,
determine the total expenses for transportation for 15 days, then subtract the expenses
from earnings and divide the remaining amount by 15
(5258.25 + 4325.25 )- (35 x 15) /15 = ________________

Total earnings of Expenses for Number of days

Arman for 15 days transportation Arman worked

Solve. Show your computation

1. Solve first the operation inside the parenthesis to get the total earnings of Arman
525̍8.2̍5
+ 4325.25
₱9583.50

2. Get the amount of expenses for transportation

35
X15
175
+ 35_
₱ 525
3. Add the earnings and expenses, then divide it with the number of working days. Then,
divide the answer with the number of days Arman worked.

45
 ₱ 9̍5̍83.50 earnings 603.90
- ₱ 525.00 expenses/fare 15√9058.50 Remember to place the decimal
₱ 9058.50 - 90 point in line with the dividend if
the divisor is a whole number (or
5
no decimal point)
- 0
58
-45
135
-135
0
What is the total earnings of Arman for 15 days? ₱ 9583.50
How much is his transportation expenses for 15 days? ₱ 525.00
How much Arman earns in a day? ₱ 603.90

Check
Re do the computation to check if your answer is correct

References:
21st Mathletes Century 6
Mathematics for Everyday Use 6
M-Power Teacher’s Guide
Mathematics In Action 6
Global Mathematics 6
Realistic Math pp. 235-238
Math Beyond Time pp.207-212
Lesson Guide in Elementary Mathematics 6
https://www.education.com/download/lesson-plan/multiply-decimals/attachments/file_481249.pdf
https://www.homeschoolmath.net/teaching/d/multiply_divide_by_10_100_1000.php
https://prezi.com/nortyu2hytx3/solve-routine-and-non-routine-problems-involving-multiplicat/
https://www.mathgoodies.com/lessons/unit17/solve-word-problems
https://www.homeschoolmath.net/teaching/d/multiply_divide_by_10_100_ 1000.phphttps://www.educatio
n.com/download/lesson-plan/multiply-decimals/attachments/file_481249.pdf
https://prezi.com/nortyu2hytx3/solve-routine-and-non-routine-problems-involving-
multiplicat/ https://www.mathgoodies.com/lessons/unit17/solve-word-problems

46
 Math 6 Compendium of Notes Writers:
JANEIA FRAN G. FIDER – SAN ANTONIO ES (GERONA SOUTH)
RACQUEL R. AGUDO – SALAPUNGAN ES (GERONA SOUTH)
EUNICE I. ARCENAS – PLASTADO ES (GERONA NORTH)
MERCY G. DULAY – SAN ANTONIO ES (GERONA SOUTH)
LIRIO F. ESTIGO – BUENLAG ES (GERONA NORTH)
MARIO D. NOOL JR. – SAN JOSE ES (GERONA SOUTH)

Reviewed and Checked:

AUGUSTO L. BALLESTEROS
EPS-MATH

BOBBY P. CAOAGDAN, EdD

EPS-LRMDS

Recommending Approval:

PAULINO D. DE PANO, PhD

Chief-CID

Approved:

RONALDO A. POZON, PhD., CESO V

Schools Division Superintendent

47