4

Mathematics
Quarter 2 – Module 7:
Subtracting a Fraction
from a Whole Number

CO_Q2_Mathematics4_Module7
Mathematics – Grade 4
Alternative Delivery Mode
Quarter 2 – Module 7: Subtracting a Fraction from a Whole Number
First Edition, 2020

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Published by the Department of Education

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

Development Team of the Module

Writer: Elena D. Hubilla
Editors: Loyd H. Botor, Josephine D. Recebido, Sonia F. Aninipot
Reviewers: Loyd H. Botor, Antonio M. Herrera, Jr., Erick A. Aninipot
Illustrator: Jason C. Borabo
Layout Artist: Teresa Vissia B. Suῆga
Management Team: Regional Director: Gilbert T. Sadsad
CLMD Chief: Francisco B. Bulalacao Jr.
Regional EPS In Charge of LRMS: Grace U. Rabelas
Regional EPS In Charge of Math: Loyd H. Botor
Regional ADM Coordinator: Ma. Leilani R. Lorico
CID Chief : Monserat D. Guemo
Division EPS In Charge of LRMS: Florena M. Deuna

Printed in the Philippines by ________________________

Department of Education – Region V

Office Address: Regional Center Site, Rawis, Legazpi City 4500

Telefax: 0917-178-1288
E-mail Address: [email protected]
 4

Mathematics
Quarter 2 – Module 7:
Subtracting a Fraction
from a Whole Number
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our
dear learners, can continue your studies and learn while at home.
Activities, questions, directions, exercises, and discussions are
carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide
you step-by-step as you discover and understand the lesson
prepared for you.
Pre-tests are provided to measure your prior knowledge on
lessons in each SLM. This will tell you if you need to proceed on
completing this module or if you need to ask your facilitator or your
teacher’s assistance for better understanding of the lesson. At the
end of each module, you need to answer the post-test to self-check
your learning. Answer keys are provided for each activity and test.
We trust that you will be honest in using these.
In addition to the material in the main text, Notes to the Teacher
are also provided to our facilitators and parents for strategies and
reminders on how they can best help you on your home-based
learning.
Please use this module with care. Do not put unnecessary
marks on any part of this SLM. Use a separate sheet of paper in
answering the exercises and tests. And read the instructions
carefully before performing each task.
If you have any questions in using this SLM or any difficulty in
answering the tasks in this module, do not hesitate to consult your
teacher or facilitator.
Thank you.
 What I Need to Know

This module was designed to assist you in learning about

subtracting a fraction from a whole number.
In this lesson, you will learn the process of subtracting a
fraction from a whole number. The learning activities allow you to
explore and discover how you could do such.
After going through this module, you are expected to:
• visualize subtraction of a fraction from a whole number;
• subtract fraction from a whole number; and
• solve word problems involving visualizing subtraction of a
fraction from a whole number.

What I Know

You need a sheet of paper for the activities.

I. Read the situation and answer the questions below. Copy
the letter of the correct answer.

1
Rhoda baked a cake for her family. She decided to give
4
of it to her cousin. What part of the cake was left for them?

1. What part of the cake was given to Rhoda’s cousin?

1 1
a. b. c. 1
4 2
2. Which is the correct number sentence for the problem?
1 1 1
a. 1+ =N b. 1 - = N c. 1 ÷ = N
4 4 4
1
3. Which figure would represent ?
4

a. b. c.

1 CO_Q1_Mathematics4_Module 7
 II. Subtract the fraction from the whole number.
5 1 4
1. 1 - = 2. 1 - = 3. 2 - =
7 4 5

III. Select from the box the correct number sentence for the
figures shown.

1. 2. 3. 4.

1 2 3 1 5
1 - =N 1- =N 1- = N 1- =N 1- =N
3 4 8 2 10

Check your answers using the Answer Key on page 12.

Thank you for your honesty in checking your

answers! You can proceed with the lesson and
exercises in this module.

What’s In

Let us recall our previous lesson on fractions. Identify the

fractions that are equal to one.

4 20 3 1 9 15 7 11 100
7 20 3 10 6 15 7 10 100

𝟐𝟎 𝟑 𝟏𝟓 𝟕 𝟏𝟎𝟎
The answers are: , , , ,
𝟐𝟎 𝟑 𝟏𝟓 𝟕 𝟏𝟎𝟎

Did you get it right? Always remember that fractions with

the same numerators and denominators are equal to 1 whole
and these are also called improper fractions.

2 CO_Q1_Mathematics4_Module 7
 What’s New

Blanca bought one whole cheezy buko pie for the birthday
celebration of her daughter Ave. It is one of Ave’s favorite food.
1
When Ave’s brother saw the pie, he ate of it. What part was
4
left for Ave?

Who bought one whole cheezy buko pie? Blanca

To whom will the pie be given? Ave
What was the occasion? Birthday celebration
Who ate a part of the pie? Ave’s brother
1
What part was eaten?
4
If you are Ave, will you get angry with your brother? Why?
How would you know the part of the pie left for Ave?

What is It

How would you subtract a fraction from a whole number?

First, change the whole number into improper fraction. Let
us do it through an illustration.
1
There is one whole cheezy buko pie. Ave’s brother ate of it.
4

numerator
1
1 whole - 4 denominator

The denominator of the fraction tells into how many parts a

whole is divided into. Since the denominator of the fraction is 4
then, we will divide the pie into 4 equal parts.
4
So, 1 whole changed to fraction is .
4

3 CO_Q1_Mathematics4_Module 7
 In the previous lessons we have learned that an improper
fraction whose numerator and denominator are the same is equal
4
to 1 so, = 1.
4
The shaded part of the circle which
1 1 1
represents what Ave’s brother ate is or 1
4 4 4
1 1
of the 4 equal parts. So, what was left for
4 4
Ave? Based on the illustration, after
subtracting one part of the pie, what was
left for Ave was 3 parts (white part).
Using the fractions, the number sentence would be:

4 1 4−1 3
- = = Subtract the numerators and
4 4 4 4 just copy the denominator

3
Therefore, part of the cake was left for Ave.
4
We were able to get the part of the pie left for Ave through
1
illustration and subtracting from the whole number 1.
4

Did you understand the process? Yes? Great!

Here are some examples on visualizing and subtracting

fraction from a whole number.

1
1- =N A figure would be divided into two equal parts
2
since the denominator of the fraction is 2. Then,
1
one part or will be shaded to represent
2
subtraction. What part was left? Based on the
1
figure, it is .
2

Let us subtract by changing the whole number into fraction.

1 2 1 2−1 1
1- =N - = =
2 2 2 2 2

4 CO_Q1_Mathematics4_Module 7
 3 4 3 4−3 1
1- =N - = =
4 4 4 4 4

3 1
The shaded part is . Then, the remaining part is .
4 4

2 5 2 3
1- = _____ - =
5 5 5 5
Since the denominator of the fraction is 5, then one whole
will be divided into five equal parts. The colored part is 2 out
of 5 parts, therefore, there are 3 parts remaining.

7 8 7 1
1- = _____ - =
8 8 8 8

Just always remember that the denominator

of the fraction to be subtracted will be used
as the numerator and denominator of the 1
whole number changed to fraction.

Subtracting a fraction from a whole number that is more

than one.

𝟏
2- =N Let us illustrate the number sentence. Only one
𝟑
whole will be changed into improper fraction with the same
numerator and denominator.
𝟏
𝟑
3
2 will become 1 . Why? Because the
3
1
fraction to be subtracted is .
3
𝟑 𝟏 𝟑 𝟏 𝟑−𝟏 𝟐
1 2- =N 1 - = 1 = 1
𝟑 𝟑 𝟑 𝟑 𝟑 𝟑

5
3- =N
7
7
1 1
7
𝟓 𝟕 𝟓 𝟕−𝟓 𝟐
3- =N 2 - = 2 = 2
𝟕 𝟕 𝟕 𝟕 𝟕

5 CO_Q1_Mathematics4_Module 7
 2
5- =N
5
5
5
1 1 1 1
5
𝟐 𝟓 𝟐 𝟓−𝟐 𝟑
5- =N 4 - = 4 = 4
𝟓 𝟓 𝟓 𝟓 𝟓

Did you get it kid? Is it clear?

Let’s go to solving word problems.

Eufemia will bake her own bread. She bought 2 kilos of

1
bread flour. She only used kilo of the flour for the trial.
3
How much bread flour was not used?

Let us show the fractions using illustrations.

Two kilos of bread flour can be represented by the figure
below. Notice that only one whole is divided into 3 parts
1
because the fraction to be subtracted is only .
3

flour used
3 3
1 so, 2 kilos is converted into 1 and
3 3
1
Looking at the illustrations, after taking away , we can see
3
2
that the remaining flour is 1 kilos.
3

Let us create a fraction for whole number 2 before

subtracting.
3 1
2 can be changed into 1 since the fraction to be subtracted is
3 3
.
3
2 1 Subtract the numerators and copy
3 the denominator of the fractions

1 1 3-1=2
- -
3 3
2
1
3

6 CO_Q1_Mathematics4_Module 7
 1
Hannah has 2 slices of bread. She gave of 1 slice to her
2
pet dog Shusie. What part of bread was left for her?

1 2 1 2−1 1
2- = ____ 1 - =1 = 12
2 2 2 2
2
1 2

It is Linda’s birthday. She cooked 3 rectangular platter of

4
cassava cakes. She separated of 1 platter for her aunt’s
8
kids and serve the rest for her visitors. What part of the
cassava cake has been served?

For the visitors for her aunt’s kids

4
3- =N
8
8
1 1 8
8 4 8−4 4
2 8
- 8
= 2 8
=2 8

Notice that the GCF of both the numerator and denominator

4
in the fraction is 4, so we need to change it to lowest term.
8
4 4 1 1
÷ = so the final answer is 2
8 4 2 2

Did you understand the lesson kids? If not, kindly

study again the examples given.

7 CO_Q1_Mathematics4_Module 7
 What’s More

Are you ready now for an activity? Let us see how much you
have learned the lesson.
Activity 1 – “Illustrate Me”
Solve the equation using illustrations. Give the correct
answer.
3
1. 3 - = _____ use
7

5
2. 1- = _____ use
8

2
3. 2 - = _______ use
5

Activity 2 - “Change Me”

Change the whole number into fraction and solve for the
correct answer. Express your answer in lowest term.
1 2
4. 5 - =N 5. 4- =N
5 9

Activity 3 – “Draw and Solve”

Twin brothers Mico and Dico prepared 3 rectangular plots in

6
their garden. They planted upland kangkong in of 1 plot and
10
the rest were planted with peanuts. What part of the plots was
planted with peanuts?

Go to page 12 for the Answer Key.

THANK YOU for your honesty in checking your

answers. if you got it all correct, GREAT!!! You can
already answer the assessment. If not, remember the
procedure below and answer the next activity.

8 CO_Q1_Mathematics4_Module 7
 What I Have Learned

Let us remember:
In subtracting a fraction from a whole number, you need to:

1. Change the whole number to a fraction depending on

the denominator of the fraction to be subtracted.
2. Subtract the numerators and copy the denominator.
3. Express the answer in lowest term.

Answer the problem below using illustrations and give the

solution.

You and your father decided to paint the whole fence.

7
Your father will paint of the whole fence. What part is left
10
for you to paint?

What I Can Do

1
Mrs. Grandillo bought 1 kilo of pancit. She cooked only of
2
it. How many kilos of pancit was left? Solve the problem using
triangle as an illustration and show the solution and answer.

To check, go to page 12 for the Answer Key. Take time

to review the discussion in the previous pages as needed.

9 CO_Q1_Mathematics4_Module 7
 Assess
Assessment

I. Solve the following by changing the whole number into a

fraction.
5 3
1. 1 - = N 4. 3- = N
8 5
1 7
2. 1 - = N 5. 2- = N
9 10
6 1
3. 4 - = N 6. 7 - = N
7 2

II. Solve the word problems. Illustrate and give the answer. (2
points for each problem – 1 for illustration and 1 for the right
answer).

1. Mr. and Mrs. Lopez will make a vegetable garden in their 2

3
rectangular plots. They decided to use of one plot for
4
pechay and the rest for lettuce. What part of the plots will

be used for lettuce.

2. Donnah cooked pizza pie. She decided to have several flavors

in it. One part was double cheeze. The second part was
hawaiian, the third was ham and the last three parts were
pepperoni flavor. What part of the whole pizza has pepperoni
flavor?

10 CO_Q1_Mathematics4_Module 7
 Additional Activities

The three (3)laborers will make designs for a rectangular

garden path. Each of them will make a different design. One
will use as his design. The second one chooses while
the third one is still thinking of what to use. What part of the
rectangular garden path was represented by each design?
Draw the path with the different designs. Help the third
laborer with his design.

To check, go to page 13 for the Answer Key.

Congratulations for reaching this part of the module.
You can always review the previous pages of this
module
if you need to.

11 CO_Q1_Mathematics4_Module 7
CO_Q1_Mathematics4_Module 7 12
What I Know
I. 1. a 2. b 3. b
5 7−5 𝟐 1 4− 1 𝟑 4 5− 4 𝟏
II. 1. 1-7 = 7
= 𝟕
2. 1 - 4 = 4
= 𝟒
3. 2 - 5 = 1 5
=1𝟓
1 1 5 2
III. 1. 1 - 2 = N 2. 1- 3
=N 3. 1 - 10 = N 4. 1 - 4 = N
Answer Key
13 CO_Q1_Mathematics4_Module 7
References
DepEd Order No. 12, s. 2020.Adoption of the Basic Education
Learning Continuity Plan for SY 2020-2021 In Light of the Covid-
19 Public Health Emergency. June 19, 2020. p. 342.

Tabilang, Alma R. et al. 2015.Mathematics 4 Learner’s Material pp.

82-84, Department of Education.

14 CO_Q1_Mathematics4_Module 7
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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]