6

Mathematics
Quarter 1 – Module 2:
Subtracting Simple Fractions
and Mixed Numbers Without and
With Regrouping
Mathematics – Grade 6
Alternative Delivery Mode
Quarter 1 – Module 2: Subtracting Simple Fractions and Mixed Numbers Without and
with Regrouping
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
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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

Author: Marilou G. Dormis
Editors: Ma. Portia G. Galanto, Rebecca O. Billones, and Collin G. Sales
Reviewers: Elleda E. De la Cruz, Rosemarie D. Aclan, and Collin G. Sales
Illustrator: Marilou G. Dormis
Layout Artist: Felizardo S. Valdez III
Management Team: Ma. Gemma M. Ledesma
Josilyn S. Solana
Elena P. Gonzaga
Donald T. Genine
Ma. Roselyn J. Palcat
Novelyn M. Vilchez
Elleda E. De la Cruz
Rosemarie D. Aclan
Arthur J. Cotimo
Felizardo S. Valdez
Marve E. Gelera

Printed in the Philippines by ________________________

Department of Education – Region VI

Office Address: Duran Street, Iloilo City_________________________

____________________________________________
Telefax: (033)336-2816, (033)509-7653___________________
E-mail Address: [email protected]_________________________
 6

Mathematics
Quarter 1 – Module 2:
Subtracting Simple Fractions
and Mixed Numbers Without and
With Regrouping
Introductory Message
For the facilitator:

Welcome to the Mathematics 6 Alternative Delivery Mode (ADM) Module on

Subtracting Simple Fractions and Mixed Numbers Without and with Regrouping!
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.

2
For the learner:

Welcome to the Mathematics 6 Alternative Delivery Mode (ADM) Module on

Subtracting Simple Fractions and Mixed Numbers Without and with Regrouping!

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:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

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.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways; a story, a
song, a poem, a problem opener, an activity
or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

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.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled into process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

3
 Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned.

Answer Key This contains answers to all activities in the

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!

4
 What I Need to Know

This module was designed and written with you in mind. It is here to help you master
subtraction of fractions and mixed numbers. The scope of this module permits it to
be used in many different learning situations. The language used recognizes the
diverse vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.

The module is divided into three lessons, namely:

• Lesson 1. Subtraction of simple fractions without regrouping

• Lesson 2. Subtraction of simple fractions from mixed numbers
without regrouping
• Lesson 3. Subtraction of simple fractions from mixed numbers with
regrouping

After going through this module, you are expected to:

1. subtract simple fractions without regrouping; (M6NS-Ia-86)
2. subtract simple fractions from mixed numbers without regrouping;
(M6NS-Ia-86)
3. subtract simple fractions from mixed numbers with regrouping;
(M6NS-Ia-86) and
4. solve routine and non-routine problems involving addition and/or
subtraction of fractions using appropriate problem-solving strategies
and tools. (M6NS-Ia-87.3)

5
 What I Know

Solve the following. Write the answers on your answer sheet.

6
 Lesson Subtracting Simple
Fractions Without
1 Regrouping

You have learned how to add simple fractions in the past lesson. Now, you will learn
how to subtract simple fractions without regrouping.

What’s In

Give the Least Common Denominator (LCD) of the following pairs of dissimilar
fractions. Write the answer on your answer sheet.

3 2 1 3
1) and 4) and
4 3 6 5

1 1 1 3
2) and 5) and
3 2 8 4

1 5
3) and
8 6

What’s New

Look at the problem situation below.

3 2
Estelle has meter of linen cloth. She used meter
4 3
for one placemat. What part of the linen cloth was left?

2 3
Solution: To find what part of linen cloth was left, we subtract from .
3 4

7
 What is It

3 2
Find: - = N
4 3

3 ⬚ Step 1. Find the Least Common

= Denominator (LCD).
4 12 LCD
- Step 2. Find the missing
2 ⬚
= numerators.
3 12 LCD
To find the missing numerators,
(12 ÷ 4) X 3 = 9 divide the LCD by the
denominator of the given fraction.
(12 ÷ 3) X 2 = 8 Multiply the quotient by the
numerator.

3 9 Step 3. Write the equivalent

= forms. Subtract the numerators
4 12
and use the Least Common
-
2 8 Denominator (LCD) as
= denominators.
3 12

1
12

1
Therefore, of the linen cloth was left.
12
Here are some examples for you to study.

8
 What’s More

Finish each example. Write your answers on your answer sheet.

What I Have Learned

To subtract simple fractions:

• rename the dissimilar fractions as similar fractions using the Least

Common Denominator (LCD);
• subtract the numerators and use the Least Common Denominator (LCD)
as denominators; and
• express your answer in simplest form, if needed.

9
 What I Can Do

A. Subtract. Change your answer to the lowest term if needed. Write your answer
on your answer sheet.

B. Read and solve the following word problems. Show your answer on your answer
sheet.
4 3
1. Carol bought kilogram of ground pork. She used kilogram to make siomai.
5 4
How many kilograms of ground pork was left?

8
2. Emalyn decided to make liter of pineapple juice for her friends who were
10
7
practicing a dance number for the school program. She served liter of juice. How
10
much juice was left?

10
 Assessment

Solve the following. Write your answers on your answer sheet.

1) 2 2) 5
= =
9 7
- -
1 1
= =
6 3

3) 5 4) 9
= =
9 16
- -
1 1
= =
3 4

5) 5 6) 2
= =
7 3
- -
2 1
= =
5 8

7) 6 8) 3
= =
10 4
- -
1 2
= =
8 6
9) 10) 4
8 =
= 7
20 -
-
1
1 =
= 2
4

11
 Additional Activities

A. Subtract. Change your answer to the lowest term if needed. Write your answers
on your answer sheet.
1) 6 4) 4 =
=
10 5
- -
1 1 =
=
5 3

2) 10 5) 2
= =
15 3
- -
1 = 1 =
2 2

3) 1
=
2
-
1 =
8

B. Read and solve the following problem. Show your solutions on your answer
sheet.
5 11
1. Shine added of a bag of soil to her flower box. Her friend Elvina added bags
6 8
of soil to her flower box. How much more soil did Elvina add than Shine?

2. Airel’s coffee shop sells small bags of powdered coffee. The bags come in sizes of
1 3
kilogram and kilogram. How much more coffee does the bigger bag have?
2 4
7 1
3. Grace bought meter of white lace. She cut meter from it. How many meters
8 2
was left?

5 2
4. John had meter of wire. He cut meter for his project in EPP. How much
6 8
wire was left?

3 3
5. Jean had cup of brown sugar. She used cup to make a cake. How much
4 8
sugar was left?

12
 13
What I Know What’s In What’s More
16 2 1. 12 1
1. 6. 1.
35 5 12
2. 6
1 1 1
2. 7. 2.
5 6 40
3. 24
7 5 4
3. 8. 4. 30 3.
12 12 9
5 7 5. 8 7
4. 9. 4.
8 20 20
7 1 8
5. 10. 5.
12 9 35
What I Can Do Assessment Additional Activities
A. 1 13 A. B.
1. 6.
18 24
4 2 13
1. 8 19 1. 1.
9 2. 7. 5 24
21 40
1 1 1
2. 2 5 2. 2.
4 6 4
3. 8.
9 12
17 3 3
3. 5 3 3. 3.
45 8 8
4. 9.
16 20
B. 7 7
11 1 4. 4.
5. 10. 15 12
1 35 14
4. 1 3
20 5. 5.
6 8
1
5.
10
Answer Key
 What I Know

Solve the following. Write your answers on your answer sheet.

14
 Lesson
Subtracting Simple
Fractions From Mixed
2 Numbers Without
Regrouping
You have learned how to subtract simple fractions without regrouping in the past
lesson. Now, you will learn how to subtract simple fractions from mixed numbers
without regrouping.

What’s In

Give the Least Common Denominator (LCD) of the following pairs of dissimilar
fractions. Write your answer on your answer sheet.

2 3 4 2
1) and 4) and
3 8 5 3

6 2 1 3
2) and 5) and
7 6 8 4

4 4
3) and
6 8

What’s New

Look at the problem situation below.

3
Ellen bought 1 kilograms of mangoes for her grandparents. They ate
4
1
kilogram of it. How many kilograms of mangoes were left?
2

1
Solution: To find how many kilograms of mangoes was left, we subtract from
2
3
1 .
4

15
 What is It

3 1
Find: 1 - =N
4 2

Step 1. Find the Least Common

3 ⬚ Denominator (LCD).
1 = 1
4 4 LCD
- Step 2. Find the missing
1 ⬚ numerators.
=
2 4 LCD To find the missing numerators,
divide the LCD by the
(4 ÷ 4) X 3 = 3 denominator of the given fraction.
(4 ÷ 2) X 1 = 2 Multiply the quotient by the
numerator.
Step 3. Write the equivalent
3 3 forms. Subtract the numerators;
1 = 1
4 4 then bring down the whole
-
number.
1 2
=
2 4
1
1
4

1
Therefore, 1 kilograms of the mangoes left.
4
Here are some examples for you to study.

16
 What’s More

Complete the subtraction process. Write your answers on your answer sheet.

What I Have Learned

To subtract simple fractions from mixed number without regrouping:

• rename the dissimilar fractions as similar fractions using the Least

Common Denominator (LCD);
• subtract the numerators and use the Least Common Denominator (LCD)
as denominators;
• bring down the whole number.
• express your answer in simplest form, if needed.

17
 What I Can Do

A. Subtract. Change your answer to the lowest term if needed. Write your answers
on your answer sheet.
6
1) 6 =
9
-
1
=
5

8
2) 10 =
10
-
3
=
9

1
3) 6 =
4
-
2
=
10

B. Read and solve the following word problems. Show your solutions on your answer
sheet.

8 2
1. Jerlin spent 2 hours doing her Math homework and hour doing her
10 5
English homework. How much time did Jerlin spend on doing her Math homework
than in English homework?

1 3
2. Mother bought 1 kilograms of ground pork. She used kilogram for her
2 5
spaghetti. How many kilograms of pork was left?

18
 Assessment

Solve the following. Write your answers on your answer sheet.

19
 Additional Activities

A. Subtract. Change your answer to the lowest term if needed. Write your answers
on your answer sheet.
6
1) 10 = 4) 2
7 11 =
- 3
1 = - 2 =
3
5

2 1
2) 1 = 5) 13 =
3 2
- - 1 =
3 =
8 7

4
3) 12 =
6
-
4 =
8

B. Read and solve the following problems. Show your solutions on your answer
sheet.
3 4
1. Mother cooks food in 1 hours and prepares the children’s snacks in of an hour.
4 6
How much longer does she cook the food than prepare the children’s snacks?

3 5
2. Mrs. Reyes finishes the laundry in 2 hours and cleans the house in of an hour.
4 8
How much longer does she do the laundry than cleaning the house?

6
3. Michael practiced playing piano for 1 hours. He practiced playing the guitar for
7
4
of an hour. How much longer did he practice playing piano than playing the
7
guitar?
3 3
4. Aling Amalia has 2 meters of red cloth. She cut meter for her daughter’s
4 5
blouse. How many meters of cloth was left?

9 3
5. Jean bought 2 meters of white ribbon. She cut meter for her project. How
10 5
many meters of ribbon were left?

20
 21
What I Know What’s In What’s More
1 23 1. 24 3
1. 20 6. 9 1. 2
12 60 10
2. 42
1 3 1
2. 19 7. 10 2. 10
24 10 40
3. 24
7 7 1
3. 8 8. 7 4. 15 3. 5
30 30 6
1 1 5. 8 7
4. 14 9. 2 4. 18
15 21 24
1 7 5
5. 18 10. 6 5. 12
4 24 12
What I Can Do Assessment Additional Activities
A. 4 23 A. B.
1. 7 6. 9
15 60
21 11 1
1. 6 1 3 1. 10 1. 1
45 2. 9 7. 10 21 12
2 10
31 7 1
2. 10 7 7 2. 1 2. 2
45 3. 8 8. 5 24 8
30 30
1 1 2
3. 6 1 3 3. 12 3. 1
20 4. 2 9. 12 6 7
2 20
B. 4 3
1 7 4. 11 4. 2
5. 3 10. 3 15 20
2 4 24
4. 2 5 3
5 5. 13 5. 2
14 10
9
5.
10
Answer Key
 What I Know

Solve the following. Write the answers on your answer sheet.

22
 Lesson Subtracting Simple
Fractions From Mixed
3 Numbers With Regrouping
You have learned how to subtract simple fractions from mixed numbers without
regrouping in the past lesson. Now, you will learn how to subtract simple fractions
from mixed numbers with regrouping.

What’s In

Give the Least Common Denominator (LCD) of the following pairs of dissimilar
fractions. Write the answers on your answer sheet.

3 6 7 4
1) and 4) and
5 7 12 5
1 4 6 4
2) and 5) and
3 5 15 5
1 7
3) and
2 8

What’s New

Look at the problem situation below.

1 3
Mrs. Santos bought 2 meters of material to make a dress and meter of the
2 4
same material to make a blouse. How much more materials did she use for making
a dress than a blouse?

Solution: To find how much more material did Mrs. Santos use for making a dress
3 1
than a blouse, we subtract from 2 .
4 2

23
 What is It

1 3
Find: 2 - = N
2 4

Step1. Change to similar fractions.

Find the Least Common Denominator (LCD).

1 2 3 2
2 = 2 ˃
2 4 4 4
- You cannot subtract right away
3 3 so, rename the fraction before
=
4 4 performing the subtraction
operation.

Step 2. If the fraction in the minuend is less than the subtrahend, rename the
minuend as an equal mixed number with a fraction similar to that in the
subtrahend.
4 2
Regroup 1 as ( ) from the whole number column. Add it to in the fraction
4 4
4 2 6
column. ( + = )
4 4 4
1 2 6
2 = 2 = 1
2 4 4
- - -
3 3 3
= =
4 4 4

Step 3. Subtract the fractions and bring down the whole number.

3
She used 1 m more material for making a dress than a blouse.
4

Here is an example for you to study.

24
Now that you are already familiar with the steps on how to subtract fractions, try
the following word problem.

3 1
The sum of two fractions is 15 . Their difference is 7 . What are the two
5 2
fractions?

A
3
15 sum
5
1
B 72

difference
In the illustration, the sum of 2 equal unknown units and the unit for difference
1 3
which is 7 give you the total/sum of 15 . If you take away the unit for
2 5
1
difference which is 7 , what will be left are 2 equal unknown units.
2
1 3
To solve for the 2 unknown units, subtract 7 from 15 .
2 5
3 1 6 5 1
15 -7 = 15 -7 =8
5 2 10 10 10

1
Unknown = 8
10

A
3
15
5
1
B 72

1
Two equal unknown units are equal to 8 . To solve for each of equal unknown,
10
1
you have to divide 8 by 2.
10

25
 1 1
8 ÷ 2 is also equal to 8 ÷ 2 and ÷ 2. Look at the solution below.
10 10
8÷2=4
1
10
1
÷2=
10

1 1
÷ 2 =
10 20
That means,
1 1
8 ÷2=4
10 20
1
So, each unknown unit is 4 .
20
First Number

1
(A) 4 20
3
15
5
1 1
(B) 4 20 72

Second Number

Finally, to find for the two numbers:

1
First Number -
1
4
20 = 4
20
1 1 11
Second Number -
1 1
4 20 72 = 4 + 7 = 11 20
20 2
-- 1 1
Therefore, the two numbers are 4 and 11
20 20
To check:
1 1 12 3
Sum: 4 + 11 = 15 or 15 (✓)
20 20 20 5
1 1 10 1
Difference: 11 -4 =7 or 7 (✓)
20 20 20 2

26
 What’s More

A. Complete the subtraction process. Write your answers on your answer sheet.

B. Read and solve the following word problems. Show your solution on your answer
sheet.
3 1
The sum of two fractions is 13 . Their difference is 8 . What are the fractions?
4 5

27
 What I Have Learned

To subtract simple fractions from mixed number with regrouping:

• Make the fractions similar;

• If the fraction in the minuend is less than the fraction in the subtrahend, rename
the minuend as a mixed form with a fraction greater than one;
• Subtract the numbers.
• Express your answer in simplest form, if needed.

What I Can Do

A. Subtract the following and change your answer to the lowest term if needed.
Write the answers on your answer sheet.
2
1) 16 = 1
9 3) 26 =
- 4
-
2 5
= =
5 10

3
2) 12 =
10
-
4
=
9

B. Read and solve the following word problems. Show your solutions on your answer
sheet.

1 1
1. Emy gave away 3 kilograms of sweet potatoes and 5 kilograms of corn to her
4 2
neighbors. How many more kilograms of corn than potatoes did she give away?

2 2
2. The sum of two fractions is 19 . Their difference is 11 . What are the two
5 3
fractions?

28
 Assessment

A. Solve the following. Write your answers on your answer sheet.

B. Read and solve the following word problems. Show your solution on your answer
sheet.
1 1
The sum of two fractions is 9 . Their difference is 3 . What are the two fractions?
4 8

29
 Additional Activities

A. Subtract. Change your answer to the lowest term if needed. Write your answers
on your answer sheet.

2 1
1) 19 = 4) 14 =
3 3
- - 4
6 =
= 5
8

3 1
2) 8 = 5) 12 =
5 2
- - 7
3 =
= 8
4

3
3) 8 =
5
-
6
=
7

B. Read and solve the following problems. Show your solutions on your answer
sheet.
7 5
1. An electrician has 3 cm of wire. He cuts 2 cm of wire for a job. How many
16 8
centimeters of wire were left?
1 1
2. A piece of bamboo is 2meters long. Jessie cuts 1 meters to be used for
4 3
3
making some kites and another piece, m long to be given to his friend. How long
4
is the remaining piece of bamboo?
5 3
3. The container was filled with 1 liters of milk. After breakfast liter of milk was
6 4
left. How much milk was taken from the container?
1 6
4. Every morning Troy jogs 1 km while Aron jogs km. How much longer did Troy
4 7
jog than Aron?

1
5. The difference of the two fractions is 12 . When these fractions are put together,
5
3
will give you the sum of 18 . What are the two fractions?
10

30
 31
• 21st Century Mathletes 6, pp. 2-15
• Soaring 21st Century Mathematics 6, pp. 62-78
• Most Essential Learning Competencies M6NSIa-86
References:
What I Know What’s In What’s More
17 47 1. 35 A.
1. 7 6. 8
20 60 7
1. 23
12
2. 15
11 3
2. 18 7. 9 11
12 5 2. 16
3. 8 12
26 7 19
3. 7 8. 7 3. 24
4. 60 24
35 10
2
5. 15 4. 86
8 16 3
4. 13 9. 1
15 21 17
5. 1
20
5 7
5. 11 10. 5 31 39
8 12 B. 2 & 10
40 40
What I Can Do Assessment Additional Activities
A. A. A. B.
37 29 11 11 13
1. 15 1. 4 6. 8 1. 18 1.
45 40 30 12 16
77 1 3 7 1
2. 11 2. 2 7. 9 2. 7 2.
90 2 5 20 6
3 11 23 26 1
3. 25 3. 5 8. 6 3. 7 3. 1
4 15 30 35 12
B. 8 16 8 11
4. 13 9. 1 4. 13 4.
15 21 15 28
1
1. 2 17 19 5
4 1
5. 4 10. 2 5. 11 5. 3 and
18 24 8 20
13 8 1 3
2. 3 and 15 B. 3 and 6 1
15 15 16 16 15
4
Answer Key
For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: [email protected] * [email protected]

32