Mathematics

Quarter 1 – Module 9:
New Normal Math for G6
Mathematics – Grade 6
Alternative Delivery Mode
Quarter 1 – Module 9 – New Normal Math for G6
First Edition 2020
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Borrowed materials (i.e. songs, stories, poems, pictures, photos, brand names,
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Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Nely D. Baylon Eden R. Peña

Jenifer S. Bacunot Jeffrey B. Peñaflor

Lily Beth G. Alce Leonilda A. Nardo

Editor: Nely D. Baylon

Validators: Remylinda T. Soriano, EPS, Math
Philip R. Baldera, PSDS
Teofilo R. Norombaba, PSDS
Illustrator: Writers
Layout Artist: Writers
Management Team: Malcolm S. Garma, Regional Director
Genia V. Santos, CLMD Chief
Dennis M. Mendoza, Regional EPS in Charge of LRMS and
Regional ADM Coordinator
Maria Magdalena M. Lim, CESO V, Schools Division Superintendent
Aida H. Rondilla, Chief-CID
Lucky S. Carpio, Division EPS in Charge of LRMS and
Division ADM Coordina
 GRADE 6
Mod9Q1W9: Numbers and Number Sense

What I need to Know

This module was created and written with

At the end of this module, the
you in mind. It is here to help you develop your skill
learner will be able to:
and master differentiating terminating from
 differentiate terminating
repeating or non-terminating decimal quotients, and
from repeating non-
solve word problems involving division of decimal
terminating decimal
numbers including money. Use of bar models,
quotient
number lines and maps give you support to
 solve routine and non-
understand deeper the concept of solving problem.
routine problems involving
Discussions and steps were included.
division of decimals
Enrichment activities are designed to aid your
mastery of the lesson.

How to learn from this module?

This is your guide for the proper use of the module:
1. Read the items in the module carefully.
2. Follow the directions as you read the materials.
3. Answer the questions that you encounter. As you go
through the module, you will find help to answer these
questions. Sometimes, the answers are found at the end
of the module for immediate feedback.
4. To be successful in undertaking this module, you must be
patient and diligent in doing suggested tasks.
5. Take your time to study and learn.

ENJOY LEARNING!

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 GRADE 6
Mod9Q1W9: Numbers and Number Sense

What I Know

Read the questions carefully. Encircle the letter of the correct answer.

1. Which is a terminating decimal number

A. 0.1818… B. 0.111… C. 0.5833… D. 0.75
2. Which of these numbers is a non-terminating decimal?
A. 0.6 B. 0.25 C. 0.666… D. 2.375
3. What do you call a decimal quotient with a continuous remainder in the
solution?
A. Terminating B. Non-terminating C. whole number D. Terminal
4. What is the remainder in the solution of a terminating decimal?
A. 0 B. 2 C. 5 D. 8
5. The following decimal quotients are terminating decimals except .
A. 0.8 B. 1.5 C. 0.333… D. 0.125

For items 6 to 10, refer to the problem below.

Mr. Umali a TLE teacher, bought 22.5 meters of wire for the lantern project
of his pupil to make. He cut it into 1.25 meters so each pupil will get a material.
How many pupils received a piece of wire?
6. What is asked in the problem?

A. The length of wire Mr. Umali bought.

B. The number of pupils who received a piece of wire.
C. The number of teacher teaching TLE
D. The length of wire given to each pupil.
7. What are the given facts in the problem?
A. 22.5 meters of wire bought and 1.25 meters piece of wire

B. 22.5 meters of wire and 5 teachers

C. 1.25 meters piece of wire and 10 pupils

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 GRADE 6
Mod9Q1W9: Numbers and Number Sense

D. 1.25 meters piece of wire and a teacher

8. What operation is needed to solve the problem?
A. Addition
B. Subtraction

C. Multiplication
D. Division
9. What is the mathematical sentence?
A. 22. 5 + 1.25 = n
B. 22.5 x 1.25 = n
C. 22.5 ÷ 1.25 = n

D. 22. 5 – 1.25 = n
10. What is the answer to the problem?
A. 10 pupils
B. 15 pupils
C. 18 pupils
D. 20
pupils

Lesson 1
At the end of this lesson, you are expected to:
differentiate terminating from non-terminating decimal
quotients

Introduction:
Look at the fraction when changed as decimal number.
What have you noticed with the decimal representation
between ! and ! , Is there a difference in terms of decimal
" #

places? This module you’re reading will lead you better

understand differentiating terminating from repeating, non-
terminating decimal quotients. Let us know more about them

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 GRADE 6
Mod9Q1W9: Numbers and Number Sense
by reading and analyzing activities in this module. Plus! There are exciting
challenges that you will experience.

What’s In (communication)

To be able to differentiate terminating from a repeating or non-terminating decimals

quotients, we need to show how the solutions was done, how they differ from each
other, and how fractions are changed as decimal number.

Write the number that represents the part in the division sentence.

5 DIVIDEND __ ____
6 32 DIVISOR ________
- 30
2 QUOTIENT _ ___

REMAINDER _____ _

B. Divide. Write D if the number sentence has a decimal quotient and WN if it has
whole number quotients.

1. 24 ÷ 4 =

2. 4 ÷ 5 =

3. 9 ÷ 6 =

4. 48 ÷ 3 =

5. 15 ÷ 12 =

What’s New (communication, creativity and character

building)

Problem #1
Read and understand the problem, then study how it was solved.

Rose and Eden dropped by at the nearby bakery and bought rolls of bread
for their love one’s. Rose brought home 3 rolls of bread for her grandparents
while Eden brought 4 rolls of the same bread for her 3 siblings. What part of the
bread rolls did each of them receive?

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 GRADE 6
Mod9Q1W9: Numbers and Number Sense

Before we proceed with the solution, answer these questions:

 How are Rose and Eden described in this story problem?
 How do you express your care and thoughtfulness to someone you love?

(communication, creativity, critical thinking)

What Is It

a1. Let us solve this problem using Bar Models:

Rose’s bread rolls for grandparents
Grandfather Grandmother

Grandfather & Grandmother

 Grandparents each received 1.5 rolls of bread

Eden’s 4 bread rolls for 3 siblings

Sibling 1 Sibling 2 Sibling 2

1 2 3

Each sibling received 1 ! or 1.333… or 1.3 rolls of bread

"

 Grandparents share which is 1.5 is terminating decimals

 Siblings share which is 1.333… or 1.3 is repeating or non-terminating decimal

1b. Let us solve this problem using direct division computation

" #
3 ÷ 2 = 𝑛 or 4 ÷ 3 = 𝑛 or
* "

1.5 1.333
2/ 3.0 3/4.000
-2 -3
10 10
10 9
0 10
9
10
9
1
 1.5 is terminating decimal because it has an exact quotient
The solution ends in zero (0) remainder.

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 GRADE 6
Mod9Q1W9: Numbers and Number Sense

 1.333… or 1.3 is repeating or non-terminating decimal because the solution

has a remainder even if we annexed 3 zeroes in the dividend.
The three dots indicate that the decimal is continues.

Example 1 Example 2 Example 3

0.25 0.222 0.583_
4 1.00 9 2.000 2 7.000
-0 -0 -0
30 20 70
- 28 - 18 - 60
20 20 100
- 20 - 18 - 96
0 2 40
- 36
4
0.25 is a 0.222 … or 0.2 is a
Repeating or non- 0.583 … is a non-
terminating decimal
terminating decimal terminating decimal

My Conclusion
In terminating decimal, the solution ends in
In non-terminating decimal the solution is _ .
The solution never ends.
.

My own example

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 GRADE 6
Mod9Q1W9: Numbers and Number Sense

The (ECM) Example Conclusion Map clearly show the difference between the
decimal number quotients.
In example 1, the decimal
quotient is 0.75. The
solution ends in zero
remainder. It has an exact
answer. We call it
TERMINATING DECIMAL

In example 2, the decimal quotient is

0.2222222 or 0.222… It can also be
written as 0.2. The bar indicates that the
number will be repeated continuously.
The solution will never end because it
has always with remainder. We call it
REPEATING OR NON-TERMINATING
DECIMAL.

In example 3, the decimal quotient is

0.5833… The solution has no end.
There’s a remainder of 4. So, I can
say, the decimal quotient is NON-
TERMINATING DECIMAL.

Now let’s go back to the

map. What words will
complete the statement
of conclusion in the
map? What example can
you write?

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Mod9Q1W9: Numbers and Number Sense

What’s More
Activity #1 (critical thinking)

Observe the following equation. Identify whether the quotient is terminating,

repeating or non-terminating decimal.

1. 3÷4 = 0.75

2. 2 ÷ 3 = 0.666…

3. 6 ÷ 15 = 0.4

4. 4 ÷ 12 = 0.333…

5. 10 ÷ 7 = 1.428…

When the solution I have after dividing a number ends in zero (0)
then my quotient is terminating decimal.
When the solution I have after dividing a number is never ending,
and there is always a remainder, then my quotient is repeating or
non-terminating decimal

Activity #2 (creativity)

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Mod9Q1W9: Numbers and Number Sense

Activity # 3 (critical thinking)

A. Encircle the terminating decimal and box the repeating or non-terminating

decimal.

0.142 0.25 0.5 0. 1 0.625

0.32 2. 9 1.533… 0.448 3.8

B. Divide. Identify whether the quotient is terminating decimal or non-terminating

decimal.
1. 3 ÷ 5 =
2. 7÷ 4 =
3. 6 ÷ 14 =
4. 5÷13 =
5. 9 ÷5 =

What I Can Do (critical thinking)

Divide. Write T if the decimal quotient is terminating and NT if

It is repeating or non-terminating decimal.
1. 8 ÷ 16 =
2. 1 ÷ 9 =
3. 6 ÷ 4 =
4. 23 ÷ 7=
5. 16 ÷ 9 =

6. ! =
,

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 GRADE 6
Mod9Q1W9: Numbers and Number Sense

7. " =
!-

8. *# =
,

9. . =
!,

10. "- =
!!

What I Have Learned:

. - Terminating decimal shows that the solution ends in zero

remainder.
- Repeating or non-terminating decimal shows that the solution is a
continuous and the digits are never ending
- Three dots (…) or a bar is used to indicate the repeating digits of a
decimal number.

Assessment (critical thinking)

Write TRUE if the statement is correct and FALSE if incorrect.

1. The solution of terminating decimal ends with zero.

2. If you divide 6 by 5 the answer is 1.222…
3. A number is non-terminating decimal if there is always a remainder in the
solutions.
4. A fraction 𝟏 is a non-terminating decimal.
𝟐

5. If the digit in a decimal number keeps on repeating it is a non-

terminating decimal.

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 GRADE 6
Mod9Q1W9: Numbers and Number Sense

Additional Activities
If you want to watch videos about differentiating terminating from
repeating/ non-terminating decimals visit the links:

https://www.youtube.com/watch?v=rVhU8Vyhz7c

https://www.commoncoresheets.com/downloadWorksheet.php?path=Math/Decimals/
Finding%20Repeating%20Decimals/English&pageNumber=1

Lesson 2
At the end of this lesson, you are expected to:
 solve routine and non-routine problems involving
division of decimals, mixed decimals, and whole
numbers including money using appropriate problem-
solving strategies and tools

Introduction:
Routine and non-routine problems involve different strategies and steps to
solve problems easily and to give correct and reasonable answer. We need to read
each situation carefully to be able to comprehend and decide for the best techniques
one may engaged in.

What’s In (critical thinking)

A. What number am I?
1. I am 125 equally divided into 10.
2. I equally shared Php 240.75 to 3 friends, how much am I?
3. I am a string 65.5 meters cut into 5 equal parts.
4. I am 486.6 kgs split into 2 equal parts/
5. I am 72.32 divided into 4 equal parts
B. Which of the figure below shows the following decimal number?

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 GRADE 6
Mod9Q1W9: Numbers and Number Sense

Write the letter of the correct answer.

1. 0.40 ___ _
2. 0.5 ____
3. 0.75 ___ _
4. 0.25 ___ _

What’s New (communication and character building)

Problem #1

During the ECQ, Angela a sales lady in an RTW shop can no longer work
because of store closure. Being the bread winner in the family, she thought of
how she can earn a living to sustain their needs. She then decided to bake mini
cakes and sell them to her friends. She bought 2.4 kilograms of flour cake. She
measured the flour cake in a cup and made it into mini cake. Each serving is 0.2
kilogram of flour cake. How many mini cakes did Angela make?

Before we proceed with the solution, answer these questions:

 What character of Angela is displayed in the story problem?
 Why did you say so?
 How do you express your cooperation and support to your family?
 What do we want to find in the story problem?

What Is It (communication, creativity and critical thinking)

1a. Let us solve this problem using Bar Models:

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 GRADE 6
Mod9Q1W9: Numbers and Number Sense

The whole bar is divided into 10 equal parts where one part is 0.1
2.4 kgs. = 24 ÷ 2 = 12
Answer: 12 mini cakes
1b. Let us analyze and solve this problem using Polya’s 4 steps.
STEPS THINK AND DO
UNDERSTAND
 Find what is asked in the The number of cakes that Angela made
problem out of 2.4 kilograms of flour cake and
 Find the given data 0.2 kilogram each serving
PLAN
 Determine the operation Division
to be used in solving the
problem
 Write the mathematical 2.4 ÷ 0.2 = N
sentence
CARRY OUT THE PLAN 2.4 ÷0.2 = N
 Solve 2.4 ÷ 0.2
24÷2=12
N= 12
Angela made 12 mini cake
LOOK BACK
 Check if the answer is Angela made 12 mini cakes each 0.2
correct kg so 12 x 0.2 = 2.4

Problem #2

Joseph wants to fence his backyard. He decided to put post for every
distance of 1.25 meters. How many posts can be used in his backyard with a
length of 8.75 meters?

2a. Let us solve the problem by drawing a number line:

2b. Let’s analyze and solve the problem using Polya’s 4 basic steps:

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 GRADE 6
Mod9Q1W9: Numbers and Number Sense

STEPS THINK AND DO

UNDERSTAND The number of posts that can be used
 Find what is asked in the in his backyard.
problem
 Find the given data 1.25 meters distance of every post,
8.75 meters length of backyard
PLAN

Determine the operation Division
to be used in solving the
problem
 Write the mathematical 8.75 ÷ 1.25 = n
sentence
CARRY OUT THE PLAN
 Solve 8. 75 ÷ 1.25 = n
875 ÷ 125 = 7
N=7
Joseph can use 7 posts
LOOK BACK
 Check if the answer is Joseph can use 7 posts for every
correct distance of 1.25 meters so it is 7x1.25 =
8.75 meters

What’s More

Activity #1 (critical thinking)

Read the problem then fill in the table below with the correct data.

Liza saved an amount of Php 5 963.75 to buy donations for the

community of barangay 97 during the ECQ. She bought 325 cans
of sardines. How much is each can of sardines?

STEPS THINK AND DO

UNDERSTAND
 Find what is asked in the
problem
 Find \the given data
PLAN
 Determine the operation
to be used in solving the
problem
 Write the mathematical
sentence
CARRY OUT THE PLAN
 Solve

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 GRADE 6
Mod9Q1W9: Numbers and Number Sense
LOOK BACK
 Check if the answer is
correct

Activity #2 (collaboration, critical thinking, creativity)

Read the problem carefully. Do what is asked for you to do.

1. Sol brought home 5 bars of chocolate for her children named Do, Re, Mi and
Fa. How will the four children share equally those chocolates? What part will
each of them received?
Do the given activity:
1. Show in this bar models how the four children equally shared the chocolates.
Label the parts each child received with their name.

2. Write the mathematical sentence for the problem then solve.

Write your solution here:

2. Jayne bought a cellphone worth Php 9 439.50 in a six-month installment

basis. How much will be her monthly payment?

1. What is being asked in the problem?

2. What facts are given?
3. What is the operation needed to solve the problem?
4. What is the mathematical sentence for the problem?
5. What is the answer?

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 GRADE 6
Mod9Q1W9: Numbers and Number Sense

What I Have Learned:

 To solve routine and non-routine word problems involving division of decimals

 We can illustrate it using bar models and number line
 We analyze the problem by following Polya’s basic steps
-UNDERSTAND
-PLAN
-CARRY OUT THE PLAN
-LOOOK BACK OR CHECK

(critical thinking, creativity)

What I Can Do

Read and solve the story problems. Use any method

1. I received an interest of Php 590.80 from my savings account in 8 months.
How much is the interest per month?
2. I stored 18.2 kilograms of rice for my family’s daily consumption. For how
many days will the rice last if I consume 1.3 kilograms a day?
3. How long is each piece of wood if I will cut a 26.25 meters wood into 15
pieces?
4. I have 8.4 kilograms of food for my pet dog. If I feed him 1.4 kilograms a day,
how long will the dog food last?
5. I bought 9 kilograms of meat for Php 1 777.50. How much does a kilo of meat
cost?

Assessment: (critical thinking)

Read, analyze and solve.

A. Stephen needs wood for his project in Livelihood Education class. He found a
1.75-meter piece of wood in his father’s carpentry materials. How many 0.25
meter wood can be cut equally from it?

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 GRADE 6
Mod9Q1W9: Numbers and Number Sense

1. Draw a number line here to show how Stephen cut the piece of wood
equally into 0.25 meters length.
2. How many 0.25 meters of wood was cut?

B. Kesiah received an allowance of Php 1278.50 from her mother. If she will use
it equally in 5 school days, how much should she spend in a day?
1. What is asked in the problem?
2. What are the given facts?
3. What is the operation will be used?
4. What is the mathematical sentence for the problem?
5. What is the answer? Show your solution.

Additional Activities
If you want to watch videos about solving word problem in dividing
decimals visit this link:

https://www.youtube.com/watch?v=kIz9m62yAKE&pbjreload=10

POST TEST

Read each question carefully. Encircle the letter of the correct answer.
1. Which is a terminating decimal number?
A. 0.111… B. 0.125 C. 0.5833… D. 0.777…
2. Which of these number is a non-terminating decimal?

A. 0.15 B. 0.25 C. 0.4 D. 0.666…

3. What do you call a decimal quotient with a continuous remainder in the
solution?

A. Non-Terminating B. Terminating C. whole number D. Terminal

4. What is the remainder in the solution of a terminating decimal?
A. 12 B. 6 C. 3 D. 0
5. The following decimal quotient is a terminating decimal except .

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 GRADE 6
Mod9Q1W9: Numbers and Number Sense

A. 0.8 B. 3.833… C. 1.7 D. 0.125

For items 6 to 10, refer to the problem below.

Mr. Trinidad a TLE teacher, bought 22.5 meters of wire for the lantern
project of his pupils. He cut it into 1.25 meters so each pupil will get the same
length of wire. How many pupils received a piece of wire?

6. What is asked in the problem?

a. The length of wire given to each pupil.
b. The length of wire Mr. Trinidad bought.
c. The number of teacher teaching TLE
d. The number of pupils who received a piece of wire.
7. What are the given facts in the problem?
a.1.25 meters piece of wire and a teacher
b. 22.5 meters of wire bought and 1.25-meter piece of wire
c. 22.5 meters of wire and 5 teachers
d. 1.25 meters piece of wire and 10 pupils
8. What operation is needed to solve the problem?
A. Multiplication
B. Division
C. Addition
D. Subtraction

9. What is the mathematical sentence?

A. 22. 5 + 1.25 = n
B. 22.5 x 1.25 = n
C. 22.5 - 1.25 = n

D. 22. 5 ÷ 1.25 = n

10. What is the answer to the problem?

A. 12 pupils
B. 18 pupils
C. 24 pupils
D. 27 pupils

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 GRADE 6
Mod9Q1W9: Numbers and Number Sense
Score:
Name: _________________________________ Grade and Section: ___________

Teacher: __________________ School: ____________________ Date: _________

Objective: Differentiate terminating from non-terminating decimals. M6NS-1i-

119
Learning Content: Differentiating terminating from non-terminating decimals

Directions: Follow the math rule referred to in each cloud, Then,

write each step in their corresponding box.

Activity

Which of the given division

sentence is a terminating Math Rule
quotient?
Divide the first division
a. 4 ÷ 12 sentence
b. 3 ÷ 12

Math Rule
Divide the second division
sentence

Math Rule

Determine the
quotient as
terminating or non-
terminating

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 GRADE 6
Mod9Q1W9: Numbers and Number Sense

Name: Grade 6 - Score:

Name of Teacher: School:
Objective: Solves routine problems involving division of decimals, mixed decimals,
and whole numbers including money using appropriate problem solving strategies
and tools. M6NS-Ii-120.2
Learning Content: Solving routine problems involving division of decimals, mixed
decimals, and whole numbers using any method.
Read:
Refrigerator Magnets
Nikki went on a trip to Ilocos. She bought refrigerator magnets for her
friends as souvenir. Her total bill is Php 362.25. If each magnet costs Php 40.25
each, how many magnets did she buy?

https://www.google.com/url?sa=i&url=https%3A%2F%2Ffanyv88.com%3A443%2Fhttps%2Fwww.vectorstock.com%2Froyalty -free-vector%2Ffridge-magnets-flat-abroad-vector-
26308730&psig=AOvVaw1mDI4r-
bEnroeQK_jDCXoF&ust=1588503151094000&source=images&cd=vfe&ved=0CAMQjB1qFwoTCKjtzZyClekCFQAAAAAdAAAAABAk

Analyze:
1. Who went on a trip to Ilocos?
2. What did she buy as souvenir for her friends?
3. How much is her total bill?
4. How much does each magnet cost?
5. How many magnets did she buy?

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 GRADE 6
Mod9Q1W9: Numbers and Number Sense

KEY TO CORRECTION
What I Know
1. D 6. B
2. C 7. A
3. B 8. D
4. A 9. C
5. C 10. C
LESSON 1
What’s In
A. 1.32 B. 1. 6 WN
2. 6 2. 0.8 D
3. 5 3. 1.5 D What I Can Do
4. 2 4. 16 WN
5. 1.25 D 1. 0.5 T 6. 0.2 T
Activity #1 2. 0.111… NT 7. 0.176… NT
1. Terminating Decimal 3. 1.5 T 8. 4.8 T
2. Non-Terminating Decimal
4. 0.333… NT 9. 0.6 T
3. Terminating Decimal
5. 0.4545… NT 10. 3.3636… NT
4. Non-Terminating Decimal Assessment Activity 3-B
5. Non-Terminating Decimal 1. True 1. 0.6 - T
2. False 2. 1.75 - T
Activity #2
3. True 3. 0.42 - NT
A. 4. 0.38 - NT
4. False
5. 1.8- T
5. True

Assessment

LESSON2 B. 1. The amount she spent in a day.

What’s In 2. Php1 278.50 allowance given, 5 days
1. 12.5 1. C 3. Division
2. Php 80.25 2. B
4. 1,278.50 ÷ 5 = n
3. 13.1 meters 3. D
5. Php 255.70
4. 243.3 kgs 4. A
5. 18.08

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 GRADE 6
Mod9Q1W9: Numbers and Number Sense

Independent Activity 1:
1. The amount of each can of sardines POST TEST
2. Php 5 963.75 savings, 325 cans of
1. B 6. D
sardines
2. D 7. B
3. Division
3. A 8. B
4. 5 963.75 ÷325 = n
4. D 9. D
5. Php 18.35
5. B 10. B
Independent Activity 2

Problem 2
1. Amount of monthly payment
2. Php 9,439.50 cellphone amount
and
6 months
3. Division
4. Php 9,439.50 ÷ 6 =n
5. Php 1,573.25

Problem 2

Answer: 8 notebooks
PSM:
M6NS-1i-119
Conclusion
Terminating Decimals- the solution ends with zero
Non-Term. Decimals- there’s always a remainder in the solution, keeps repeating
Example
12.0 ÷ 8 = 1.5
8 ÷ 12 = 0.6
RBW:

Refrigerator Magnets(M6NS-Ii-120.2))
1. Nikki
2. refrigerator magnets
3. Php 362.25
4. Php 40.25
5. 9 magnets

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Mod9Q1W9: Numbers and Number Sense

REFERENCES

IMAGES
https://www.google.com/url?sa=i&url=https%3A%2F%2Ffanyv88.com%3A443%2Fhttps%2Fwww.iconfinder.com
%2Ficons%2F3231120%2Fcartoon_child_girl_kid_sister_young_icon&psig=A
OvVaw1bby0JI7zIZueo0Oe-
WEBSITES
f_KJ&ust=1589955679195000&source=images&cd=vfe&ved=0CAIQjRxqFwo
TCMDw246yv-kCFQAAAAAdAAAAABAD
https://www.google.com/url?sa=i&url=https%3A%2F%2Ffanyv88.com%3A443%2Fhttps%2Fwww.clipartkey.com
%2Fview%2FxRohh_school-girl-face-
clipart%2F&psig=AOvVaw01dtd63RXs2ZAJ064MYMjH&ust=1589955844156
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