9. 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.
10. 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.
12. Name the parts of a whole:
What part is shaded?
Give two fractions for
the shaded part.
13. 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?
14. 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?
15.
16. 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.
20. In your everyday life, how can the
concept of dividing fractions be helpful to
you? Explain the reason of saying so.
21. 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?
What have you learned?
22. 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
What have you learned?
ASSESSMENT
23. 2. The quotient of 3/5 ÷ 2 ½ is ______.
A. 2/10
B. 6/25
C. 4/5
D. 7/5
What have you learned?
ASSESSMENT
24. 3. What is the quotient of 2 3/8 ÷3 ¾?
A. 13/30
B. ½
C. 17/30
D. 19/30
What have you learned?
ASSESSMENT
25. 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
What have you learned?
ASSESSMENT
26. 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
What have you learned?
ASSESSMENT
27. In your Math Workbook, answer page 31
(Apply your skills)
What have you learned?
ASSIGNMENT
28.
29. 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
30. 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)
35. Solve for the quotient.
KING BACK
L
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
36.
37. Have you seen street children?
How did you feel about them?
As a pupil, can you do something that
would make them happy? How?
38. 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?
39. 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
40. 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?
41. 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?
42. 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.
43. 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.
44. 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?
45. 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
do you think 43 1/2 spoons of flour is
enough? Explain.
46. Are the problems you encounter
during the lesson really happen in
real-life.
47. What are the steps in solving routine
problems involving division of
fractions?
What have you learned?
48. 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
What have you learned?
ASSESSMENT
49. 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
What have you learned?
ASSESSMENT
50. 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?
What have you learned?
ASSESSMENT
51. Make a journal stating what you have
learned and how you will apply the
concept of division of fraction inside your
home.
What have you learned?
ASSIGNMENT
52.
53. 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
54. 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)
55. 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.
56. KING BACK
L
What are the steps in solving
routine problems involving
Dividing Fractions?
57.
58. To have an abundant harvest from
your garden, what are the needs of
your plants that you should consider
or provide?
59. 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?
61. 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
65. 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?
66. 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?
67. 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?
68. Aside from using the steps that I
shared to you, what are the
techniques you used in solving
problems?
What have you learned?
69. Solve the following.
1. A fruit vendor weighed 5 papayas. What
was the average weight of each papaya?
What have you learned?
ASSESSMENT
70. 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
pieces were there?
What have you learned?
ASSESSMENT
71. Make a poster showing real-life
situations of solving word problems
about fractions.
What have you learned?
ASSIGNMENT
74. 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)
76. But to multiply is easy just do it
They say…
Division you must KEEP, CHANGE and
FLIP
See…
Fractions are just a game!
77. KING BACK
L
*Can we use the steps in solving
routine problems to solve non-
routine problems?
*Identify the different steps.
78. 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?
79. Today, we are going to discuss
creating problems involving
division of fractions.
80. Read and learn:
Mario was asked by his teacher to
create a problem out of the situations:
81. 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.
82. 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?
83. 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.
84. In creating a word problem, think of the
following:
*the concept in Math
*type of problem to be created
85. *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.
86. 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?
88. 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 =
�
89. If you will relate to a song your
experience in creating word
problems, what would it be and
why?
90. What are the points to remember in
creating word-problem involving
division of fractions?
What have you learned?
91. 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
What have you learned?
ASSESSMENT
2. Mariano family’s-spent 1/10 of the income
on electricity, monthly income is Php.19,
260;amount spent on electric bill
92. Answer page 37 of your Math
Workbook (Enhance your skills)
What have you learned?
ASSIGNMENT
