Name: ________________________________ Grade and Section: _____________

Name of Teacher: ______________________

Pasay-M6-Q2- W1-D1

DEPARTMENT OF EDUCATION, NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY

MODULE IN MATHEMATICS 6
Quarter/ Week 1/ Day 1
OBJECTIVE: Expresses one value as a fraction of another given their ratio and vice versa.

YOUR LESSON FOR TODAY:

1. Ratio is a comparison of two quantities that are measured using the same unit of
measure.

A ratio can be expressed or can be written in three ways:

𝒂
As a fraction
𝒃
Using colon a : b

Using the word “to” a to b

2. Ratio is always expressed in simplest form.

LET’S TRY THESE!

Problem 1
Koko wants to help his neighborhood during the COVID-19 pandemic. He asked
donations from his friends. He placed the collected foods in the red boxes while the non-
foods were in the blue boxes. Altogether he has 6 red boxes and 4 blue boxes. Compare
the number of red boxes to the number of blue boxes.

Blue

Red Red

Blue Blue Blue

Red Red Red Red

How many boxes are there in all?

How many blue boxes are there? How about red boxes?
What is asked in the problem?
Page 1 of 25
Name: ________________________________ Grade and Section: _____________

Name of Teacher: ______________________

How do you express or write the comparison of the number of red boxes to the
number of blue boxes using fraction form? using colon form?

SOLUTION
A. Using fraction form
number of red boxes
Ratio =
number of blue boxes Write the given value of red
boxes and blue boxes.

6
=
4 Simplify the fraction by finding
the Greatest Common Factor
(GCF).
3
=
2
Therefore, the ratio of the number of red boxes to
the number of blue boxes is 3 to 2.

B. Using Colon Form

Ratio = number of red boxes: number of blue boxes
=6:4
=3:2

Problem 2

In Mrs. Sison’s Grade 6 Math class, there are 22 girls and 19 boys. What is the
ratio of the number of girls to the number of boys? number of boys to the number of
girls?

Number of Girls: ____________

Number of Boys: ____________
What is the problem ask for? _____________________________________________

SOLUTION
RATIO OF THE NUMBER OF GIRLS TO THE NUMBER OF BOYS
A. Using fraction form
number of girls
Ratio = Write the given value of girls and
number of boys
boys.

Page 2 of 25
Name: ________________________________ Grade and Section: _____________

Name of Teacher: ______________________

22
= The ratio is already in simplest form. Therefore, the
19 ratio of the number of girls to the number of boys is
22 to 19.

B. Using Colon Form

Ratio = number of girls : number of boys
= 22 : 19
RATIO OF THE NUMBER OF BOYS TO THE NUMBER OF GIRLS
A. Using fraction form
number of boys
Ratio = Write the given value of boys
number of girls
and girls.

19
= The ratio is already in its simplest form, therefore,
22 the ratio of the number of boys to the number of girls
is 19 to 22.
B. Using Colon Form
Ratio = number of boys : number of girls
= 19 : 22
Problem 3

The perimeter of a rectangular garden is 30 feet, and the width is 5 feet. Find
the ratio of the length of the rectangular garden to its width in simplest form.

SOLUTION
A. Using fraction form
length
Ratio = Write the given value of length
width
and width.

30
=
5 Simplify the fraction by finding
the Greatest Common Factor
(GCF).
6
=
1
Therefore, the ratio of the length to its width is 6 to 1.

B. Using Colon Form

Ratio = length : width
= 30 : 5
=6:1
Page 3 of 25
Name: ________________________________ Grade and Section: _____________

Name of Teacher: ______________________

READY TO DO MORE?
Did you learn something today? If you still do not know how to do it, go back to the given
examples. If you really understand our lesson and it is clear to you, then you are now
ready for more practices… enjoy working and learning!

PRACTICE EXERCISES 1
Match column A with the correct answer in column B. Write only the letter of answer on
the blank provided before the number.
COLUMN A COLUMN B
_____1. pencils to books A) 8 : 4
B) 7: 3
_____2. apples to oranges C) 3: 4
5
D)
3
5
E)
4
_____3. circles to diamonds F) 4 : 3

_____4. flowers to flower pots

______5. basketballs to volleyballs

PRACTICE EXERCISES 2

Express the ratio of the following in two different ways. Write your answer in simplest
form.
Fraction Colon

1. eight triangles to 12 squares _____ _____

2. five compared to 15 _____ _____

3. there are 9 balloons to four children _____ _____

4. twenty bookmarks to fifteen books _____ _____

5. 25 atis to 30 mangoes _____ _____

PRACTICE EXERCISES 3
Read and understand each problem carefully then express the ratio in simplest form.
Perform this activity with the help of your family member. Write your answer before the
number.

Page 4 of 25
Name: ________________________________ Grade and Section: _____________

Name of Teacher: ______________________

1. A pattern has 4 blue triangles to every 16 yellow triangles. What is the ratio of
yellow triangles to blue triangles? Write the ratio in colon form.
2. There are 15 ducks and 12 geese in a certain park. Express the ratio of ducks to
geese as ratio with colon and as a fraction.
3. King has 30 marbles, 18 of which are red and 12 of which are blue. What is the
ratio of King’s blue marbles to his red marbles? Write the ratio in fraction form.
4. The basketball team won 14 games and lost 7 games. Find the ratio of the games
played to games lost. Write the ratio in colon form.
5. The length of a rectangular classroom is 7 meters, and its width is 5 meters. What
is the ratio of the length of rectangle to its width? Express the ratio of ducks to
geese as ratio with colon and as a fraction.

Keep in Mind!
Ratio is a comparison of two quantities, using the same unit of measure.

A ratio can be expressed or can be written in three ways:

𝒂
As a fraction ; Using colon a : b; Using the word “to” a to b
𝒃
Ratio is always express in simplest form.

EVALUATION
Express the ratio in two different ways. Write your answer in simplest form.

Given Fraction Form Colon Form

1. A pupil did six of ten problems correctly.
2. There are 4 boats to twenty- four boys.
3. The ratio of 36 apples to 18 people.
4. Six hotdogs to each boy scout.
5. 40 members of Math Club to 25 members
of Science Club.

Prepared by:
CHAMP NORMAN P. POSADAS
Juan Sumulong Elementary School

References for Further Enhancement:

1.) Online References: https://www.youtube.com/watch?v=puku5vUCOcE
2.) Books: 21st Century Mathletes 91

Page 5 of 25
Name: ____________________________________ Grade and Section: ________________
Teacher’s Name: _______________________________

Pasay -M6-Q2-W1-D2

DEPARTMENT OF EDUCATION, NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY

MODULE IN MATHEMATICS 6
Quarter 2 / Week 1/ Day 2

OBJECTIVE: Defines and illustrates the meaning of ratio and proportion using concrete or
pictorial models.

YOUR LESSON FOR TODAY:

 Ratio is used to compare two or more quantities with the same units. It must be expressed in
simplest form, which means that the terms are relatively prime to each other.
o We can write the ratio of a and b in three ways:
WORD FORM COLON FORM FRACTION FORM
a is to b a:b 𝐚
𝐛

o There are instances when the terms of the ratio do not have the same units or
classifications. For example, 60 kilometers to an hour or 60 kilometers per hour. This
special ratio is called rate.
 Proportion is a statement of equality between ratios. The first and the last terms are called
extremes while the second and the third terms are called means.

COLON FORM FRACTION FORM
a:b=c:d 𝐚 𝐜
=
𝐛 𝐝
MEANS *b and c are means
EXTREMES *a and d are extremes

o Thus, the product of MEANS is equal to the product of EXTREMES.

LET’S EXPLORE AND DISCOVER!

A. WRITE AS RATIOS.
Example 1 Eight girls to 2 boys

to

8 2x4 4
= 2x1 = 1 or 4:1
2

To write in three ways:

WORD FORM COLON FORM FRACTION FORM

𝟒
4 is to 1 4:1 𝟏

Page 6 of 25
Name: ____________________________________ Grade and Section: _______________
Teacher’s Name: _______________________________

Example 2 Compare the number of vowels to consonants and vice-versa in the word
MATHEMATICS, in word, colon and fraction forms.

VOWELS A, E, I 3
CONSONANTS M, T, H, C, S 5

Ratio of vowels to consonants:

WORD FORM COLON FORM FRACTION FORM
𝟑
3 is to 5 3:5 𝟓

Ratio of consonants to vowels:

WORD FORM COLON FORM FRACTION FORM
𝟓
5 is to 3 5:3 𝟑

Example 3 Compare the length of two objects measuring 45 cm and 1 m, respectively.

Note: 1 m = 100 cm
𝟒𝟓 𝒄𝒎 𝟒𝟓 𝒄𝒎 𝟓𝒙𝟗 𝟗
= 𝟏𝟎𝟎 𝒄𝒎 = 𝟓 𝒙 𝟐𝟎 = 𝟐𝟎 or 9 : 20
𝟏𝒎

o Both terms, 45 and 100, are expressed in the same unit -----that is, cm.

Example 4 Jillian can type 280 words in 8 minutes. How many words can she type per
minute?
𝟐𝟖𝟎 𝐰𝐨𝐫𝐝𝐬 𝟖 𝐱 𝟑𝟓 𝟑𝟓 𝐰𝐨𝐫𝐝𝐬
Rate = 𝟖 𝐦𝐢𝐧𝐮𝐭𝐞𝐬 = 𝟖 𝐱 𝟏 = 𝟏 𝐦𝐢𝐧𝐮𝐭𝐞 = 35 words/ minute

B. WRITE AS PROPORTIONS.

Example 5 Tim bought 2 pencils for Php 10.00 at Sam’s School Supply Store. Tom
bought 4 pencils for Php 20.00. Give the ratio of pencils to the amount of
money of each child. Write them in two ways using equality.

TIM TOM

to to

COLON FORM FRACTION FORM

𝟐 𝟒
𝟏𝟎
= 𝟐𝟎
2 : 10 = 4 : 20

 2 is called the 1st term > 10 and 4 are called means

 10 is called the 2nd term > 2 and 20 are called extremes
 4 is called the 3rd term
 20 is called the 4th term

Page 7 of 25
Name: ____________________________________ Grade and Section: _______________
Teacher’s Name: _______________________________

o To know the two ratios are proportion:

FRACTION FORM COLON FORM
Step 1 Write the proportion Step 1 Write the proportion
𝟐 𝟒 2 : 10 = 4 : 20
=
𝟏𝟎 𝟐𝟎 Step 2 Multiply the means and multiply
Step 2 Form cross products the extremes
2 x 20 = 10 x 4 2 : 10 = 4 : 20
Step 3 Multiply 40

40 = 40 40

Or simply express each ratio in lowest term.

𝟐 𝟒
= 𝟐𝟎
𝟏𝟎
𝟏 𝟏
=𝟓
𝟓

ARE YOU READY TO PRACTICE?

Is today’s lesson clear to you? If not, go back to our discussion. If it is clear to you, then you are
now ready for more practices… enjoy working and learning!

PRACTICE EXERCISES 1
A. Write a ratio for each of the following in three ways.
1.)
is to

WORD FORM COLON FORM FRACTION FORM

2.)
is to

WORD FORM COLON FORM FRACTION FORM

3.)

is to

WORD FORM COLON FORM FRACTION FORM

B. Express each rate in lowest terms. Write your answer on the space provided before the
number.
______ 1.) The ratio of 25 guavas to 15 children.
______ 2.) 55 boys to 110 girls
______ 3.) 12 baskets to 36 fruits
______ 4.) 10 rooms to 460 pupils
______ 5.) 36 plates to 9 glasses

Page 8 of 25
Name: ____________________________________ Grade and Section: ________________
Teacher’s Name: _______________________________

C. Write the ratio for each of the following quantities. Remember, quantities of the same
kind must be in the same unit. Write your answer on the blank.
______ 1.) 6 weeks to 12 days
______ 2.) 3 days to 36 hours
______ 3.) 3 months to 8 weeks
______ 4.) A dozen of white roses for every 3 orchids
______ 5.) Sienna has 15 dresses and 5 pairs of shoes

PRACTICE EXERCISES 2
A. Determine whether each is a proportion or not. Write YES or NO.
𝟐 𝟒 𝟐 𝟒
_____1.) 𝟑 and 𝟔 ______4.) 𝟔 and 𝟏𝟐
𝟒 𝟖 𝟑 𝟒
_____2.) 𝟓 and 𝟗 ______5.) 𝟕 and 𝟗
𝟏𝟐 𝟒 𝟏 𝟏
_____3.) 𝟏𝟓 and 𝟓 ______6.) 𝟓 and 𝟓

B. Which of the following are proportions? Check the appropriate line of your answer.
YES NO
1.) 6:15 = 2:5 ____ _____
2.) 3:4 = 6:8 ____ _____
3.) 7:10 = 5:7 _____ _____
4.) 18 chocolates to 6 boxes =
36 chocolates to 12 boxes _____ _____
5.) 10 flowers to 2 vases
30 flowers to 6 vases _____ _____

Before you continue with the Evaluation, REMEMBER these:

o Ratio is used to compare two or more quantities with the same units and must be
expressed in simplest form.
o Rate is a special ratio that do not have the same units or qualifications.
o Proportion is the equality of the ratios.

Let’s continue with your final challenge!

EVALUATION
Read each item carefully. Encircle the letter of the correct answer.

For items 1-2. Give the correct ratio.

In the class of Grade Six Graciano Lopez Jaena there are 18 boys
and 24 girls.

1. Number of boys to number of girls is _____.

A. 18:24 C. 3:4
B. 8:6 D. 4:3

Page 9 of 25
Name: ____________________________________ Grade and Section: ________________
Teacher’s Name: _______________________________

2. Number of girls to total number of pupils in the class is _____.

A. 24:42 C. 8:14
B. 12:21 D. 4:7

3. Which is the simplest form of 4:18?

A. 9:2 C. 2:9
B. 3:2 D. 1:6

4. Mae got 45 correct answers out of 50-item test in Mathematics 6. Give the ratio of
the number of mistakes to the number of correct answers.

A. 1:9 C. 2:6
B. 1:4 D. 3:10

5. Which of the following ratios is proportion?

𝟑 𝟒 𝟏 𝟏
A. and 𝟗 C. 𝟐 and 𝟒
𝟕
𝟐 𝟒 𝟒 𝟖
B. 𝟑
and 𝟔 D. 𝟓 and 𝟗

References for Further Enhancement:

1.) 21st Century MATHletes 6, pages 82-91
2.) Math and Me 6, pages 128-132
3.) Growing Up with Math 6 (Third Edition), pages 129-136
4.) MTAP POEM Materials for Grade 6

Prepared by:
SHIELA MAE G. LINAS
Jose Rizal Elementary School

Page 10 of 25
Name :_____________________________ Grade and Section : __________________
Teacher : __________________________ Pasay – M6-Q2- W1-D3

DEPARTMENT OF EDUCATION, NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY
MODULE IN MATHEMATICS 6
Quarter 2 / Week 1 / Day 3

OBJECTIVE : Finds a missing term in a direct proportion.

YOUR LESSON FOR TODAY :

 A direct proportion means that when one quantity increases, the other quantity
also increases, or as one quantity decreases, the other quantity also decreases.
To find out the missing term in a direct proportion, divide the product of the
partners with known terms by the given number in the partners with a missing
term.

TRY TO DISCOVER:

Example 1.

Stephanie’s mother prepared a banana shake for the kids. She was able to make
3 glasses of banana shake for every banana. How many glasses of banana shake could
she make out of three bananas?

Let’s represent the unknown (?) as N. The problem can be expressed into a
proportion:

Page 11 of 25
Name : _______________________________ Grade and Section : _______________

Teacher : ________________________________

1:3 = 3 :N

To get the missing part of this proportion, you have to identify first the means and
the extremes.
Means

1:3 = 3:N

Extremes

Which has the missing part?

The missing number is one of the extremes. We can compute this using
multiplication and division.

Follow the steps given below.

STEP ILLUSTRATION
1. Multiply the terms of the proportion 1: 3 = 3 : N
that are partners. These are the 3x3 = 9 means
means and the extremes. Since one 1xN = ? extremes
is unknown, this is what we are going
to find out.

2. Divide the partners whose product is The product of the means is known and
known by the given number in the this is 9.The product of the extremes is
partners whose product is unknown. unknown but the given number is 1 so,
The quotient is the missing number. 9÷1 = 9 This is the missing number.

3. Check whether the identified number ×

really makes the two ratios equal.
This means that the product of the
1:3 = 3:N
means and extremes must be equal. ×

3x3 =9
1x9 = 9
Since they are equal, then N stands for 9.

Therefore, Stephanie’s mother could make 9 glasses of banana shake

out of the 3 bananas.

EXAMPLE 2

Solve for the missing number.

3 𝑛
a. 8:5 = N : 15 b.7 = 28

Page 12 of 25
 Name : ______________________________ Grade and Section: ___________
Teacher : ____________________________

Solution:
120 Solution:
7x n = 3x28
8 : 5 = N :15 7n = 64
n = 64÷7
120 n = 12

5xN = 8x15
5N = 120
N = 120÷5
N = 24

ARE YOU READY TO PRACTICE?

Did you learn something today? If you still don’t know how to do it, go back to the
given examples. If our lesson is clear to you, then you are ready for more practices,
enjoy working and learning!

PRACTICE EXERCISES 1.

Find out for the missing number.

1. 5 : 4 = : 20

2. : 2 = 10 : 20

3. 3 : 4 = 9 :

4. : 10 = 9 : 30

5. 20 : 15 = 100 :

PRACTICE EXERCISES 2:
Solve for the missing number.

1. 80 kilometers is to 2 hours = ______km is to 5 hours

2. 4 apples is to ₱90 = 16 apples is to ₱________

3. _____ meters is to 6 dresses = 40 meters is to 16 dresses

4. ₱280 is to ______ bouquets = ₱700 is to 25 bouquets

5. 5 teachers is to 225 students = _____ teachers is to 2,340 students

Page 13 of 25
 Name : ______________________________ Grade and Section: ______________

Teacher : ___________________________

POINTS TO PONDER

 Two quantities, A and B, are in direct proportion if by whatever factor A changes,

B changes by the same factor.
 To find the missing term in a direct proportion, divide the product of the partners
with known terms by the given number in the partners with a missing term.

PRACTICE EXERCISES 3.
Perform this game with relatives of your age. Find the missing term in each
proportion. Write your answer in the blank. Then circle the corresponding number
word in the grid below.

1. 24 : 9 = 8 : n n = _____

2. 32 : 30 = 16 : n n = _____

3. N : 11 = 5 : 55 n = _____
6 12
4. : n = _____
4 𝑛

7 𝑛
5. : n = _____
8 56

O N N I N E S F I F F T
T W E N T Y E I G H T H
W E L H I V V P O E H O
R T Y F I F T E E N R U
N W Z T Q A X V O U E R
B S S P M M U M N T E K
M Y C L H K R B U O A L
X U Q J C L T C T L S P
N O N E Q P E X S K D O
C R A G A T X W O M C I
F O R T Y N I N E C D E

Page 14 of 25
 Name : ______________________________ Grade and Section: ______________

Teacher : ____________________________

EVALUATION:
Find the missing term of the following proportion.
1. 3:2=9:n
2. N : 1 = 30 : 2
3. 48 : n = 18 : 12
4. N : 12 = 6 : 8
5. 25 : n = 125 : 25

Prepared by:
Angelita M. Gilo
Villamor Airbase Elem. School

References for Further Enhancement:

Lesson Guides in Math 6 2003 pp398-402
Soaring 21st Century Mathh6 pp179-180
Making Connections in Math 6 pp274-278
https://youtu.be/QzMN_N93mkU
https://youtu.be/oy9IukhFZWg

Page 15 of 25
Name: ____________________________________ Grade and Section: ________________
Teacher’s Name: _______________________________
Pasay-M6-Q2- W1-D4

DEPARTMENT OF EDUCATION, NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY
MODULE IN MATHEMATICS 6
Quarter 2/ Week 1/ Day 4

OBJECTIVE: Finds a missing term in Inverse Proportion

YOUR LESSON FOR TODAY:

 In an inverse proportion, as one term increases, the other term decreases and vice
versa.

 In an inverse proportion, the first term should correspond to the fourth term and the
third term should correspond to the second term.

Explore and Discover!

Problem Analysis #1

Ten workers can finish a piece of job in 3 days. How many days will the same
job be done if there are only 5 workers?

To solve the problem above, we need to:

Step 1: Set up the proportion. In inverse proportion, remember the relationship,

original:new=new:original. The first term of the ratio corresponds to the second term of
the second ratio and the second term of the first ratio corresponds to the first term of the
second ratio.

First ratio Second ratio

Original workers:new workers = new days:original days

10 : 5 = n : 3

1st term 2nd term 1st term 2nd term

Step 2: Solve for the missing term.

means

10:5 = n:3

extreme

5 x n = 10 x 3 Find the product of the means and the extremes.

5n = 30
5n =30 Divide both sides by 5
5 5
n=6

Page 16 of 25
Name: ____________________________________ Grade and Section: ________________
Teacher’s Name: ___________________________

Alternative Solution:
10 workers can finish a job in 3 days.
1 worker can finish a job in 10 x 3 = 30 days (since 1 worker will take more
time.)

30
Therefore, 5 workers can finish the job in days = 6 days.
5

Problem Analysis #2

Five men can finish a painting job in 18 days. If the task needs to be completed
in 10 days, how many more men will be needed?

 When solving proportion in fraction from, the numerator of the first ratio
corresponds to the denominator of the second ratio and the denominator of the first
ratio corresponds to the numerator of the second ratio.

No. of Men No. of Days

5 – original men 18 – original days
N – new men 10 – new days

Original men = new days

New men original days

5 = 10
N 18
10 x n = 5 x 18 In finding the product, use the cross-multiplication process.
10n = 90 Divide both sides by 10
10 10
N=9

Alternative Solution:
5 men can finish a painting job in 18 days.
1 man can do the painting job in 5 x 18 = 90 days (since 1 man will take
more time)
90
Therefore, n men can do the painting job in days = 9 days.
10

Problem Analysis #3:

The city government had enough rice to feed 40 families for 15 days. If
20 more families were added, how many days will be the same amount of rice
last?

To solve the problem above, we need to:

Step 1: Set up the proportion.
Original families (40) = new days (n)
new families (40+20) original days (15)

Page 17 of 25
Name: ____________________________________ Grade and Section: ________________
Teacher’s Name: ___________________________

Step 2: Solve for the missing term.

Original families = new days
New families original days

40__ = n_
40 + 20 15
40 = _n_
60 15

60 x n = 40 x 15 In finding the product, use the cross-multiplication process.

60n = 600 Divide both sides by 40

60 60

N = 10

ARE YOU READY TO PRACTICE?

I think you have learned something today. Do you or not really understand our lesson?
If not you go back to our examples. Are you excited to do more exercises?
Ready…set…solve…enjoy doing the activities.

Practice Exercises 1
A. Read and solve the following inverse proportions.
1. Three men working together can finish a house repair job in 10 days. How many days will 5
men working at the same rate finish the same job?

2. There are 15 orphans in an orphanage who can consume the supply of food in 20 days. How
long will 30 orphans consume the same supply of food?

3. A tank can be completely drained in 24 minutes, if 4 valves at the bottom are opened. How
many valves are to be opened to drain it in 16 minutes?

4. A road contractor takes 9 laborers to finish the job in 80 days. How long will 12 laborers
finish the job?

5. A Boy Scouts camp provided food for 120 scouts for 8 days. How long will it last if 96 scouts
are to attend the activity?

Practice Exercises 2
A. Complete each table.
1. The following table shows a certain amount of food consumed by different number of men
(x) in different number of days (y).

No. of Men (x) 2 4 6 8 10 12

No. of Days (y) 60 30

Page 18 of 25
Name: ____________________________________ Grade and Section: ________________
Teacher’s Name: ___________________________

2. The table shows the different times in hours taken by different number of workers to finish
a job.

No. of Workers (x) 1 2 3 4 5 6

Time Taken (y) 60 30

B. Read and solve the following inverse proportion.

1. If 12 girls can decorate the auditorium for a program in 6 hours, how long will it take 9 girls
to do it?

2. An elevator has a capacity of 9 persons each weighs 50 kgs. How many persons with the
same weight of 45 kg can ride on the elevator?

3. Twenty men can paint a building in 8 weeks. How many men are needed if the job will be
done in just 4 weeks?

Practice Exercises 3
A. Read and solve the following inverse proportion.
1. If three farmers can plow 4 hectares in 9 days, how long will 9 farmers do it?
2. A stock of food is enough to feed 30 orphans for 12 day. How many days will the food last
if 10 more orphans added?

3. A man working for 24 days could finished a piece of work thereby earning Php 650 a day.
What would be his earning per day if he had finished it in 16 days?

4. Mr. Baccud has enough money to pay 12 workers in 15 days. If he removed 3 workers,
how long can he pay them at the same rate?

5. If 5 computers can encode 1000 clients in 3 days, how many computers are needed if the
same number of clients is to be encoded in 5 days?

Page 19 of 25
Name: ____________________________________ Grade and Section: ________________
Teacher’s Name: ___________________________

Evaluation:

Directions: Read each item carefully. Write the letter of the best answer on your answer
sheets.

1. Kevin can clean 25 cars in 6 hours. If 2 of his friends came to help him, how many hours
will they finish the job?

A. 8 B. 6 C. 4 D. 2
B.

2. Maryette walks at a rate of 3 kph and takes her 240 minutes to reach home. By how much
must she increase her speed to reduce the time of her travel to 90 minutes?

A. 2 B. 4 C. 5 D. 8

3. If 40 trays are needed to pack 320 eggs in batches of 8, how many trays are needed if the
eggs are packed in batches of 10?

A. 22 B. 32 C. 42 D. 52

4. In a housing project it is estimated that it would take a workforce of 44 men to complete

the job in 20 days. If 4 men will leave the job and there are no replacements, how long
would the project take?

A. 42 B. 32 C. 22 D. 12

5. In a factory, 150 people working for 6 hours a day can assemble 300 personal computers.
If 30 more workers are employed, how many more computers can be assembled in a day?

A. 330 B. 340 C. 350 D. 360

Prepared by:

REMIGIO A. BACCUD
Kalayaan Elementary School

References for further enhancement:

Click the link below
https://www.youtube.com/watch?v=WpDYCq14Oes
https://www.youtube.com/watch?v=oTR5HCvfwvg

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Name: ____________________________ Grade and Section: __________________
Teacher’s Name: _________________________

Pasay– M6-Q2-W1-D5

DEPARTMENT OF EDUCATION, NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY

MODULE IN MATHEMATICS 6
Quarter 2 / Week 1/ Day 5

OBJECTIVE: Finds a missing term in partitive proportion.

YOUR LESSON FOR TODAY:

To finds a missing term in partitive proportion:

a. List down the ratio.
b. Put n (greatest common factor of each term in the given ratio) to each
term of the ratio and set them as addends.
c. Form a mathematical sentence by equating the addends to the given
total.
d. Solve for the value of n.
e. Get the value of each term.
f. Check the answers by adding the value of each term.

TRY TO DISCOVER!

Mother has 5 yards of cloth. She will sew a dress for each of her twins: Abby and
Allyssa. Abby is bigger than Allyssa. Abby’s dress will consume 3 parts of the cloth while
Allyssa’s dress will consume the remaining 2 parts of the cloth. How many yards does each girl
will consume?

a. Who will sew a dress for each of her twins?

_________________________________________
b. How many parts does each twin have?

_____________________________________________
c. Why does Abby’s dress consume more cloth than Allyssa?

_____________________________________________
d. Why do you think their mother will sew them a dress?

____________________________________________

To find the number of yards each girl consumes:

Solution Number 1: (Using Illustration)

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Name: ____________________________ Grade and Section: __________________
Teacher’s Name: _________________________

5 yards

Alice Alice Alice Allyssa Allyssa

1 part 1 part 1 part 1 part 1 part

Alice (3 parts) = 3 yards

Allyssa (2 parts) = 2 yards

Solution Number 2:

Step 1: List down the ratio.

3:2

Step 2: Put n (greatest common factor of each term in the given ratio) to each term of
the ratio and set them as addends.
3n + 2n

Step 3: Form a mathematical sentence by equating the addends to the given total.
3n + 2n = 5

Step 4: Solve for the value of n.

3n + 2n = 5
5n = 5
n=5÷5
n=1

Step 5: Get the value of 3n and 2n.

3n = 3 x 1 = 3 2n = 2 x 1 = 2

Step 6: Check the answers by adding them.

3+2=5

Example Number 2:

Mr. Garcia wants to distribute Php1 800 to his 3 children Zia, Gina, and Cindy in
the ratio 2:3:4, respectively. How much money will each child receive?

If the ratio of the shares is 2:3:4, we can consider Php1 800 as made up of 9
equal parts.

2 1800200
2
Zia’s share is 9 x Php1 800 = Php400
x = 400
9 1 1

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Name: ____________________________ Grade and Section: __________________
Teacher’s Name: _________________________

3 3 1800200
Gina’s share is 9 x Php1 800 = Php600 x = 600
9 1 1

4
Cindy’s share is 9 x Php1 800 = Php800
4 1800 200
x = 800
91 1

Example Number 3:

The difference between two numbers is 50. If they are in the ratio 11:6, what
are the numbers?

Solution: 11:6 = 50
11n - 6n = 50 Note: We used subtraction this time because it
5n = 50 stated in the problem that it is difference of two
n = 50 ÷ 5 numbers not sum.
n = 10

11n = 11 x 10 = 110 6n = 6 x 10 = 60

To check:
110 – 60 = 50

ARE YOU READY TO PRACTICE?

Is today’s lesson clear to you? If not, go back to our discussion. Try to solve problem
involving partitive proportion. If our lesson is clear to you, then you are now ready for
more practices… enjoy working and learning!

PRACTICE EXERCISE 1:

A. Using the illustration find the value of each term.

A carpenter cut 12 m of wood in a ratio 3:2:1. What is the measurement of each

wood?

1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m 1m

a. 3 parts = _________________________
b. 2 parts = _________________________
c. 1 part = _________________________

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 Name: ____________________________ Grade and Section: __________________
Teacher’s Name: _________________________

B. Complete each step to find the missing terms.

The sum of three numbers is 240. If their ratio is 5:4:3, what are these numbers?
Step 1: List down the ratio.
_________________________________________________________________________
Step 2: Put n to each term of the ratio and set them as addends.
__________________________________________________________________
Step 3: Form a mathematical sentence by equating the addends to the given total.
__________________________________________________________________
Step 4: Solve for the value of n.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Step 5: Get the value of each term.
__________________________________________________________________
Step 6: Check the answers.
_________________________________________________________________________

PRACTICE EXERCISE 2:

Find the missing term in each problem of each child.

Andy: _____________

How will you divide 540 in the ratio 2:3:5? What is the middle number?

Bernard: ___________

The sum of two numbers is 480.

What is the bigger number if their ratio is 5:7?

Carlo: _____________

The ratio of their weekly allowance is 9:7 with a difference of Php200. How much
is the smaller allowance?

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Name: ____________________________ Grade and Section: __________________
Teacher’s Name: _________________________

PRACTICE EXERCISE 3:

Find the missing term in each problem:

1. Lina decides to divide her 6-hour break in cleaning her room, doing her portfolio,
and reading in the ratio 3:1:2, respectively. How many hours does she spend for
each activity?
a. cleaning her room ___________________________
b. doing her portfolio ___________________________
c. reading ____________________________________

2. Mr. Lopez donated 495 boxes of A4 bond papers in three schools in the ratio
2:4:5. How many bond papers did each school get?
a. School 1 (2 parts) _____________________________
b. School 2 (4 parts) _____________________________
c. School 3 (5 parts) _____________________________

3. What is the measurement of the biggest angle in a triangle with a ratio of 2:3:4?
_______________________________________________________________________

Before you continue with the next exercises, REMEMBER that:

A partitive proportion is a proportion of a quantity being distributed or divided unequally into two
or more parts.

To find the missing term in a partitive proportion: Add the quantities in the ratio then divide the
whole number or total by the sum then multiply the quotient to each of the quantity in the ratio.

Let’s continue with your final challenge!

EVALUATION:

Read the following carefully. Write the letter of the correct answer.
1. During a homeroom PTA meeting, two candidates got a ratio of 4:5 votes. If there were
45 parents present, how many votes did the winner get?
A. 4 C. 20
B. 5 D. 25

2. The sum of the ages of three teachers is 100. How old is the youngest if the ratio of their
ages is 2:3:5?
A. 60 C. 30
B. 50 D. 20

3. The difference between their scores is 20. If their scores are in the ratio 3:4, what is the
lowest score?
A. 100 C. 60
B. 80 D. 40
4. Nerie, Nelwen and Noemi received Php1 500 from their aunt. If they agreed to divide this
in the ratio 5:4:6, respectively. How much did Noemi receive?
A. Php100 C. Php500
B. Php400 D. Php600

5. They had a group project. The three boys agreed to share the expenses in the ratio
6:7:8. If their project cost a total of Php210, how much was the smallest share?
A. Php80 C. Php60
B. Php70 D. Php50
Prepared by:

Nancy A. Mendoza PZES

References:
Math XSEED pages 13 - 14
Growing Up with Math pages 133 – 136
Math Made Easy pages 207 – 210
Conceptual Math and Beyond pages 138 - 141
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