6

Mathematics
Quarter 1 – Module 2:
Solve Routine and Non-Routine
Problems Involving Addition And/Or
Subtraction of Fractions
Mathematics – Grade 6
Alternative Delivery Mode
Quarter 1 – Module 2: Solve Routine and Non-Routine Problems Involving Addition
And/ Or Subtraction of Fractions
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Nena C. Eugenio

Editor: Angelyne E. Pedron
Reviewer: Danilo M. Gomez
Illustrator: Florence R. Nazareno
Layout Artist: Bryan B. Buenaventura
Cover Design:Marlon Q. Diego

Management Team:
Schools Division Superintendent : Romeo M. Alip, PhD, CESO V
OIC-Asst. Schools Division Superintendent : William Roderick R. Fallorin
Chief Education Supervisor, CID : Milagros M. Peñaflor, PhD
Education Program Supervisor, LRMDS : Edgar E. Garcia, MITE
Education Program Supervisor, AP/ADM : Romeo M. Layug
Education Program Supervisor, Math : Danilo C. Caysido
District Supervisor, Orani : Arelne S. Carlos
Division Lead Book Designer : Estrella R. Robles
District LRMDS Coordinator, Orani : Hilda D. Sayson
School LRMDS Coordinator : Firstname MI. Lastname
School Principal : Firstname MI. Lastname
District Lead Layout Artist, Math : Firstname MI. Lastname
District Lead Illustrator, Math : Firstname MI. Lastname
District Lead Evaluator, Math : Firstname MI. Lastname

Printed in the Philippines by Department of Education – Schools Division of Bataan

Office Address: Provincial Capitol Compound, Balanga City, Bataan
Telefax: (047) 237-2102
E-mail Address: [email protected]
 6

Mathematics
Quarter 1 – Module 2:
Solve Routine and Non-Routine
Problems Involving Addition
And/Or Subtraction of Fractions
Introductory Message
For the facilitator:

Welcome to the Mathematics – Grade 6 Alternative Delivery Mode (ADM)

Module on Solve Routine and Non-Routine Problems Involving Addition and/or
Subtraction of Fractions!
This module was collaboratively designed, developed and reviewed by
educators both from public and private institutions to assist you, the teacher or
facilitator in helping the learners meet the standards set by the K to 12 Curriculum
while overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this also
aims to help learners acquire the needed 21st century skills while taking into
consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.

ii
For the learner:

Welcome to the Mathematics – Grade 6 Alternative Delivery Mode (ADM)

Module on Solve Routine and Non-Routine Problems Involving Addition and/or
Subtraction of Fractions!
This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning resource while being an active
learner.

This module has the following parts and corresponding icons:

This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn in the
module.
This part includes an activity that aims to
What I Know check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
This is a brief drill or review to help you link
What’s In the current lesson with the previous one.

In this portion, the new lesson will be

What’s New introduced to you in various ways; a story, a
song, a poem, a problem opener, an activity
or a situation.
This section provides a brief discussion of the
What is It lesson. This aims to help you discover and
understand new concepts and skills.

This comprises activities for independent

What’s More practice to solidify your understanding and
skills of the topic. You may check the answers
to the exercises using the Answer Key at the
end of the module.
This includes questions or blank
What I Have Learned sentence/paragraph to be filled into process
what you learned from the lesson.
This section provides an activity which will
What I Can Do help you transfer your new knowledge or skill
into real life situations or concerns.

iii
 This is a task which aims to evaluate your
Assessment
level of mastery in achieving the learning
competency.
In this portion, another activity will be given
Additional Activities to you to enrich your knowledge or skill of the
lesson learned.
This contains answers to all activities in the
Answer Key module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are not
alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

iv
 What I Need to Know

Problem solving is one of the components of Mathematics. It is a necessary skill to

learn because we encounter Math problems every day.

So, this module will help you understand and learn the steps used to get the right
solution.

At the end of this module, you are expected to:

1. solve routine and non-routine problems involving addition and

subtraction of fractions using appropriate problem-solving strategies and
tools (M6NSIa-87.3).

1
 What I Know

Read, analyze and solve the problem.

1
1. During the quarantine period, Roderick decided to make 5 liters of buko juice
3
4
and 5 liters of calamansi juice to be given for the frontliners of their barangay.
5
How many liters of juice did he prepare? How much more calamansi juice did
he prepare than buko juice?

a. What data are needed?

b. What are you asked to find?

c. What operation is needed for the first question?

d. Write the number sentence.

e. What is the answer?

f. What operation is needed for the 2nd question?

g. Write a mathematical sentence for the 2 nd question.

h. The answer is __________.

3 1
2. A deliveryman drove 5 hours one day and then 6 hours the next day. How
4 2
much more time did he spend driving on the second day?

a. Equation:

b. Answer with correct label:

2
 Lesson Solve Word Problems
Involving Addition and
1 Subtraction of Fractions

Problem solving is a mathematical process. It often requires procedures or steps to

be able to arrive at an answer easily and systematically but, there are instances that
they require your imagination.

Let’s solve some Math problems to apply the skills you’ve learned on how to add and
subtract fractions and deepen your understanding of the concepts.

What’s In

Let’s see how fast you can solve this. Just remember the steps in adding and
subtracting fractions.

1 3 1 7 2
1. + + = 6. - =
6 6 6 8 8

4 3 1 1
2. 15 + = 7. - =
5 5 4 5

7 3 3 3
3. + = 8. 10 - =
8 9 4 8

8 5 1 1
4. 6 + = 9. 26 - 10 =
10 6 2 4

3 9 1 8 7
5. 4 + + 10 = 10. 64 - 33 =
5 10 8 9 6

3
 What’s New

3
Adela spends her free time in reading novels. Each day she spends hour. A friend
4
2
came in and she has already read for hour. To complete her schedule, how much
3
longer does she need to read?

a. How does Adela spend her free time?

b. What about you, how do you spend your free time?

c. Why do you have to use your free time wisely?

What is It

Let’s analyze and solve the problem using the following steps.

a. See/Know/Understand

1. What is asked in the problem?

The number of hours Adela needs to read.

4
 2. What are the given facts?

3
hour Adela needs in reading
4

2
hour she already spent reading
3

3. What operation should be used?

Subtraction

4. What is/are the hidden questions? None

b. Plan

What is the number sentence?

3 2
- =N
4 3

c. Solve

3 9
=
4 12

2 8
- =
3 12

1
12

d. Check

To check, add the difference and the subtrahend to get the minuend.

1 8 9 3
+ = =
12 12 12 4

We were able to get the minuend (the time spends in reading). Therefore, our
answer is correct.

1
Adela still needs hour to read.
12

5
Let’s have more examples.

Example 1.

Carmelita wants to cover her study table and office table. She measured the length
3 3
as follows: Study table is meter and the office table meter. What is the total length?
4 5
What is their difference in length?

a. See/Know/Understand

1. What is asked in the problem?

The total length of the study table and the office table.

The difference in length of the study table and the office table.

2. What are the given facts?

3
meter – length of the study table
4

3
meter – length of the office table
5

3. What operation should be used?

Addition and Subtraction

4. What is/are the hidden questions? None

b. Plan

What is the number sentence?

3 3
+ =N - for the first question
4 5

3 3
- =N - for the second question
4 5

6
c. Solve

For the 1st question For the 2nd question

3 15 3 15
= =
4 20 4 20

3 12 3 12
+ = - =
5 20 5 20

27 7 3
=1
20 20 20

d. Check

You can simply go back to your solution.

7
Therefore, 1 meter is total length of the study table and the office table
20

3
and meter is difference in length of the study table and the office table.
20

Example 2.

During the quarantine period, Pedro decided to plant vegetables on their vacant lot.
3 1
After 3 months, he harvested 3 kg of eggplant and 2 kg of tomatoes. How many kg
4 4
of vegetables did he harvest in all?

a. See/Know/Understand

1. What is asked in the problem?

The total number of kg of vegetables Pedro harvested.

2. What are the given facts?

3
3 kg of eggplant
4

1
2 kg of tomatoes
4

3. What operation should be used?

7
 Addition

4. What is/are the hidden questions? None

b. Plan

What operation shall we use to solve the problem?

Select your own strategy. You may use bar model.

Add the mixed fractions.

3 1
3 + 2
4 4

c. Solve

3
3
4

1
+ 2
4

4
5 =6
4

d. Check

You can simply go back to your solution or you may go back to your
illustration.

Therefore, Pedro harvested 6kg of vegetables in all.

Example 3.

1 2 3
Mother bought 1 kg of pork, 2 kg of beef, and kg of chicken. How many kilograms
2 3 4
of meat did Mother buy in all?

8
a. See/Know/Understand

1. What is asked in the problem?

The number of kilograms of meat Mother bought in all.

2. What are the given facts?

1 2 3
1 kg of pork, 2 kg of beef, kg of chicken
2 3 4

3. What operation should be used?

Addition

b. Plan

Select your own strategy. You may use bar model.

First, find the least common denominator. Then write equivalent fractions
using the LCD. Finally, do the operation.

1 6
1 =1
2 12

2 8
2 =2
3 12

3 9
=
4 12

c. Solve

1 6
1 = 1
2 12

9
 2 8
2 = 2
3 12

3 9
+ =
4 12

23 11 11
3 =3+1 =4
12 12 12

d. Check

You can simply go back to your solution or you may go back to your
illustration.

11
Therefore, Mother bought 4 kg of meat in all.
12

What’s More

A. Where does the following information belong? Choose the letter of the correct
answer inside the box.

a. Understand b. Plan
c. Solve d. Check

_____ 1. What is the total length?

1 3 1
_____ 2. 2 + +1 =N
2 4 10

_____ 3. Subtraction
2 1
_____ 4. plot of white roses; plot of red roses
3 2
3 3
_____ 5. 3 =3
4 4
1 2
-2 =2
2 4
1
1
4

10
B. Read the problem and answer the questions about it. Write only the letter of
the correct answer.

3 1
Karla needs 1 meters of cloth for a table runner and another 2 meters of
4 2

cloth for placemats. How many meters of cloth did she need to buy?

1. What is asked?
a. The number of meters of cloth Karla needs for a table runner.
b. The number of meters of cloth Karla needs for placemats.
c. The number of meters of cloth Karla needs to buy for table
runner and for placemats.

2. What are given?

3 1
a. 1 meters of cloth for a table runner and 2 meters of cloth
4 2

for placemats
3
b. 1 meters of cloth for a table runner
4
1
c. 2 meters of cloth for placemats
2

3. What operation is needed?

a. addition
b. subtraction
c. addition and subtraction
4. What is the number sentence?
1 3
a. 2 -1 =N
2 4
1 3
b. 2 +1 =N
2 4
1 3 1
c. (2 + 1 ) - 2 = N
2 4 2

5. The answer is _____.

3
a. Karla needs to buy 1 meters of cloth.
4
4
b. Karla needs to buy 3 meters of cloth.
5
1
c. Karla needs to buy 4 meters of cloth.
4

11
C. Study the table.

Ingredients for a Pastry Recipe

1 3
2 cups of flour cup grated cheese
3 4

1
cup minced raisins 1 egg
2

1
cup chopped nuts 1 cup milk
3

Answer the questions:

1. What is the total amount of ingredients?

2. What ingredients is the least in amount needed?

3. What is the difference between the biggest amount of ingredient needed and
the total amount of ingredient?

4. What is the difference between the cup of milk and the grated cheese?

What I Have Learned

Steps in Solving Word Problems

12
 What I Can Do

Read, analyze and solve the problems. Answer the questions that follow.

1 1
1. Dolor had 4 boxes of books. She unpacked 2 of the boxes. How many more
2 2

does she need to unpack?

a. What data are needed?

b. What operation is needed?

c. Write the mathematical sentence.

d. Solve the problem.

e. The answer is __________.

1 1
2. Luisa ate 2 guavas and Eduardo ate 1 guavas. How many guavas were eaten
2 4
in all? Who ate more? By how much?

a. What data are needed?

b. How will you solve the first question?

c. What is the answer?

d. Write a number sentence for the 2nd question.

e. The logical answer is ___________.

13
 Assessment

Solve the following by answering what is asked for.

1 1
1. Ana is baking some puto. She needs 5 cups of flour. She has 1 cups in her
4 2
jar. How much flour does she need to buy?

a. What are you asked to find?

b. What data are needed?

c. What operation is needed?

d. Write the number sentence.

e. Solve it and label your answer.

1 1
2. She also needs 3 cup of water and 1 cup of milk? What is the total
4 2
amount of liquid she needs? Which is more? By how much?

a. What data are needed?

b. How will you solve the first question?

c. What is the answer?

d. Write a number sentence for the 2nd question.

e. The answer is ___________.

14
 Additional Activities

A. Study the graph. Answer the questions.

Graph of the Most Read Books in the Library

Horror

4
21

Romance 1 1
21 3 Fantasy

1
7
Mystery 2
7

Action and
Adventure

1. Which book is read by most people? Which is read the least?

2. What is their combined patronage?

3. What is the difference between the book read by most and the least read
one?

15
 16
Assessment: Assessment: What I Can Do:
1
2. a. 3 cup of water 1. a. The amount of
4 1
1 flour Ana needs 1. a. 4 boxes of
1 cup of milk 2
2 to buy. 1
b. addition 1
books;2
2
1 1 b. 5 cups of
4 unpacked
c. 3
= 3
4 4 flour
1 2 b. subtraction
+1 =1 1 1 1
2 4 1 cups of flour c. 4 - 2 =
N
2 2 2
Additional she already 1 1
3 d. 4 - 2 = 2
Activities: 4 have 2 2
4
c. subtraction e. She needs to
A. 1. Fantasy; 1 1 1 1 unpack 2 more
Romance d. 3 -1 =N d. 5 N-1 =
4 2 4 2 boxes.
1 1 5 1 1 1
e. 3 =3 =2 e. 5 =5 2. a. 2 guavas
8 4 4 4 4 4 2
2. 1 2 2 1 2 1
21 - 1 = 1 =1 -1 =1 1 guavas
2 4 4 2 4 4
3
2 3 b. addition
4
3. 3 3 1 1 3
7 1 c. 2 + 1 = 3
4 She needs 3 2 4 4
4
3
water has 1 more cups of flour guavas eaten in
4
cups all
1 1
d. 2 - 1 = N
2 4
e. Luisa ate more
1
1 guavas.
4
What’s More: What’s In: What I Know:
A. 1. a 5 What I Know: 1
A. 1. 1. a. 5 liters of
6 c. by addition 3
2. b 2
2. 16 1 4 buko juice;
3. a 5 d. 5 +5 =N 4
5 3 5 5 liters of
4. a 3. 1 7 5
24 e. 10 liters of
5. c 19 15 calamansi
4. 7 juice
B. 1. c 30 juice
5 f. subtraction
2. a 5. 15 b. How many
8 4 1
3. a 5 g. 5 − 5 = 𝑁 liters of juice
6. 5 3
4. b 8 7 did he prepare?
1 h. liters
7. 15 How much
5. c 20 1 3
11 3 2. a. 6 - 5 = N more
C. 1. 5 8. 10 2 4
12 8 3
1 b. hours calamansi
2. chopped 9. 16 4
4 juice did he
nuts 13
7 10. 30 prepare than
3. 3 18
12 buko juice?
1
4.
4
Lesson 3
Answer Key
References
Deped (2020). MELC. Mathematics 6, p.295.

DepEd (2016). K to 12 Curriculum Guide. Mathematics

DepEd (2016). 21st Century Mathletes 6. Learner’s Material.

DepEd (2017). Math 6. Teacher’s Guide. First Edition.

DepEd (2012). Lesson Guides in Elementary Mathematics Grade 6

DepEd. MISOSAGr.5 Module 25: One-Step Word Problems involving Subtraction of

Fraction
Reyes, Allan S., Li, Bernardo Q.: ConceptualMath and Beyond 6. Novaliches,
Quezon City, Philippines: Brilliant Creations Publishing, Inc., 2013.
Menor, Noel M., Calimag, Rogelio M., de Marco, Michelle, Osano, Lany M.: Math
Beyond Excellence Grade 6. Tandang Sora, Quezon City, Philippines: JFC
Publishing House, Inc., 2005.

17
For inquiries or feedback, please write or call:

Department of Education – Region III,

Schools Division of Bataan- Curriculum Implementation Division
Learning Resources Management and Development Section (LRMDS)

Provincial Capitol Compound, Balanga City, Bataan

Telefax: (047) 237-2102

Email Address: [email protected]