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PRELIM – PRE-MIDTERM

MODULE 1, 2 & 3 

NAME: SUNNY ROSE A. PADEN 

SUBJECT: TEACHING MATHEMATICS IN THE INTERMEDIATE GRADES(EED6) 

COURSE/YEAR: BEED II

REMEDIOS C. MAGHANOY
Professor

 
 MODULE 1

What I need to know

WHOLE NUMBERS

are a set of numbers including all natural numbers and 0. They are a part of real numbers that
do not include fractions, decimals, or negative numbers. Counting numbers are also considered as
whole numbers. Natural numbers along with zero (0) are referred to as whole numbers. We know
that natural numbers refer to a set of counting numbers starting from 1, 2, 3, 4 and so on. In simple
words, whole numbers are a set of numbers without fractions, decimals, or even negative integers. It
is a collection of positive integers and zero. Or we can say that whole numbers are the set of non-
negative integers. The primary difference between natural and whole numbers is the presence of zero
in the whole numbers set.

are the set of natural numbers along with the number 0. The set of whole numbers in
mathematics is given as {0, 1, 2, 3, ...} which is denoted by the symbol W.

            W = {0, 1, 2, 3, 4, …}

  Here are some facts about whole numbers, which will help you understand them better:

  All natural numbers are whole numbers.

  All counting numbers are whole numbers.

All positive integers including zero are whole numbers.

  All whole numbers are real numbers.(https://www.cuemath.com)

What I Know
Direction: Put a check / if you know how to solve that problems and x if no.

1. ___________Place value
2. ___________Reading and writing whole numbers
3. ___________Rounding whole numbers
4. ___________Adding, subtracting, multiplying, and dividing whole numbers
5. ___________Long division
6. ___________Solving word problems about whole numbers

LESSON 1 – MULTI-DIGIT MULTIPLICATION

Abstraction
What is it

MULTIPLICATION 
  the act or process of multiplying : the state of being multiplied. 2a : a mathematical operation
that at its simplest is an abbreviated process of adding an integer to zero a specified number
of times and that is extended to other numbers in accordance with laws that are valid for
integers.(https://www.merriam-webster.com/dictionary/multiplication)
 is an operation that represents the basic idea of repeated addition of the same number. The
numbers that are multiplied are called the factors and the result that is obtained after the
multiplication of two or more numbers is known as the product of those numbers.
Multiplication is used to simplify the task of repeated addition of the same
number.(https://www.cuemath.com/about-us/)
  is one of the four basic arithmetic operations, alongside addition, subtraction, and division.
Multiplication essentially means the repeated addition of groups of equal sizes.
(www.cuemath.com)

Multiplication Formula

The multiplication formula is expressed as, Multiplicand × Multiplier = Product; where:

 Multiplicand: The first number (factor).
 Multiplier: The second number (factor).
 Product: The final result after multiplying the multiplicand and multiplier.
 Multiplication symbol: '×' (which connects the entire expression)
Let us understand the multiplication formula with the help of the following expression.
7(multiplicand) × 5 (multiplier) = 35 (product)
Using this basic concept of multiplication let us learn how to solve multiplication problems.
(www.splashlearn.com)

How to Solve Multiplication Problems?

While solving multiplication problems, one-digit numbers can be multiplied in a simple way by
using the multiplication tables, but for larger numbers, we split the numbers into columns using their
respective place values, like ones, tens, hundreds, thousands, and so on. There are two types of
multiplication problems:
 Multiplication without regrouping
 Multiplication with regrouping
Let us understand the two cases with the help of examples.

Multiplication Without Regrouping

Multiplication of two numbers without regrouping involves smaller numbers where there is no need
to take a carry-over to the next higher place value. It is the basic level that could help a learner
understand the basics of multiplication before moving on to the higher level of problems including
regrouping. Let us understand this with the help of the example given below.
Example: Multiply 3014 by 2.
Solution:
 Step 1: Start with the digit in ones place. (2 × 4 = 8)
 Step 2: Multiply 2 with the digit in tens place. (2 × 1 = 2)
 Step 3: Now, multiply 2 with the digit in hundreds place. (2 × 0 = 0)
  Step 4: Now multiply 2 with the digit in thousands place. (2 × 3 = 6)
 Step 5: 3014 × 2 = 6028.
Th H T O
3014
×2
6028

Multiplication With Regrouping

Multiplication of more than two numbers with regrouping involves numbers with a 2-digit product.
In this type of multiplication, we need to take a carry-over to the next higher place value. Let us
understand this with the help of the example given below.
Example: Multiply 2468 with 8
Solution: Let us multiply 2468 × 8 using the steps given below and try to relate them with the figure
given after the steps.
 Step 1: Start with the digit in ones place, that is, 8 × 8 = 64 ones which means 6 tens 4
ones. Now, carry 6 tens to the tens column.
 Step 2: Multiply 8 with the digit in the tens place, that is, 8 × 6 = 48 tens. Now, we will
add this to the carry-over. This means, 48 + 6 (carry-over from step 1) = 54. Carry 5 to
the hundreds column.
 Step 3: Multiply 8 with the digit in the hundreds place, that is, 8 × 4 = 32 hundreds. Now,
let us add this to the carry-over from the previous step. This means, 32 + 5 (carry-over
from step 2) = 37. We will again carry 3 to thousands column.
 Step 4: Multiply 8 with the digit in the thousands place, that is, 8 × 2 = 16 thousands. So,
let us again add this to the carry-over, that is, 16 + 3 (carry-over from step 3) = 19
 Step 5: Therefore, the product of 2468 × 8 = 19744.

Multiplication Using Number Line

Multiplication on a number line means to apply the multiplication operation on a given set of
numbers through a number line. A number line is a visual representation of numbers on a straight
line. We know that multiplication is also known as repeated addition. So, to perform multiplication
on a number line, we start from zero and move towards the right side of the number line for the given
number of times.

Example:

Multiply 3 × 5 using a number line.

Solution: Observe the following number line to see the working of 3 × 5 = 15. We will start from 0
and move towards the right of the number line We will form 3 groups of 5 equal intervals. This will
take us to 15.

The above number line shows 3 times 5 is 15. The representation can also be written as 5 + 5 + 5 =
15. The multiplication statement is expressed as, 3 × 5 = 15.
Multiplication Word Problems

Multiplication word problems can be easily solved by carefully observing the situation and
identifying the solution. Let us understand the theory behind the real-life multiplication word
problems with the help of an interesting example.
Example: A box contains 245 fruits. Find the number of fruits in 4 such boxes using the
multiplication formula.
Solution: To solve such multiplication word problems the easiest way is to note down the given
parameters and then solve.
Given:
The total number of fruits in one box = 245
The number of boxes = 4
Total number of fruits in 4 such boxes = 245 × 4.

Step 1: Start with the digit in ones place. Multiply 4 × 5 = 20. Now carry 2 to the tens column.
Step 2: Multiply 4 with the digit in tens place, that is, 4 × 4 = 16. Now, add this to the carry-over
from the previous step. 16 + 2 (carry-over from step 1) = 18. From this, carry 1 to the hundreds
column.
Step 3: Multiply 4 with the digit in hundreds place, 4 × 2 = 8 hundreds. 8 + 1 (carry-over from step
2) = 9.
Step 4: Therefore, the product of 245 × 4 = 980.

HTO
12
245
×4
980
Therefore, the total number of fruits in 4 such boxes = 245 × 4 = 980
(https://www.cuemath.com/numbers/multiplication/)

Let’s Practice!!!
A. Multiplying Multi- Digit Numbers

1. 124 2. 436 3. 570 4. 834 5. 765

x 34 x 23 x 62 x 45 x 63
 B. Direction: Write your answer in the blank and write the figure into the following words.

1. ________ -
2. ________ -
3. ________ -
4. ________ -
5. ________ -

C. Direction: Complete the solutions in Multiplying the 3 digits and 2 digits and fill the box
to complete the figures of your answer.

1. 2. 3.

D. Problem Solving:
Direction: Writes the solution of your answer.

1.  There are 226 pencils in a packet. How many pencils are there in 42 such packets?

2. A bicycle costs $ 215. How much will be paid for 87 such bicycles? 

3. The monthly salary of a man is ₱ 2,625. What is his annual income by salary? 
4. A chair costs $ 452 and a table costs $ 1750. What will be cost of 15 chairs and 30 tables? 

LESSON 2
Division of 3 to 4 Digit Numbers by 1 to 2 Digit Numbers
What is it
DIVISION
-  is one of the four basic operations of arithmetic, the ways that numbers are combined to
make new numbers. The other operations are addition, subtraction, and
multiplication. (Wikipedia)
-  is one of the four basic mathematical operations, the other three being addition, subtraction,
and multiplication. In simple words, division can be defined as the splitting of a large group
into smaller groups such that every group will have an equal number of items. It is an
operation used for equal grouping and equal sharing in math. Let us learn about division
operation in math in detail in this article.
-  is the process of repetitive subtraction. It is the inverse of the multiplication operation. It is
defined as the act of forming equal groups. .(www.cuemath.com)
-
Parts of Division
Parts of division mean the name of the terms associated with the division process. There are
four parts of the division, which are dividend, divisor, quotient, and remainder. Let us look at an
example of division given below and understand the meanings of these four parts of the division.
Here, when we divide 105 by 8, we get the values of a divisor, dividend, quotient, and remainder.
Look at the table below to understand the meaning of these terms.

Terms Descriptions Values

Dividend The number that is to be divided 105

The number of equal groups that are to be made, or the number

Divisor 8
by which we divide the dividend

Quotient The value/answer obtained after performing the division 13

Remainde
The remaining or left out value that is not a part of any group 1
r

In the above image, it is written that "Dividend = Divisor × Quotient + Remainder". This equation
satisfies the above values but will it be satisfying for values of dividend, divisor, quotient, and the
remainder in every division? Let's find out.

What I know

A. Direction: Divide the given numbers and put in the table of terms the values of your
equation.

DIVIDEND DIVISOR QUOTIENT REMAINDER

1.) 742 ÷ 5 = ___________

2.) 350 ÷ 25 = __________
3.) 908 ÷ 7 = ___________

B. Find the quotient with remainder.

 1. 958 ÷ 4 = _______________ 2. 447 ÷ 9 = ________________
3. 586 ÷ 7 = _______________ 4. 361 ÷ 2 = ________________
5. 784 ÷ 8 = _______________ 6. 208 ÷ 4 = ________________
7. 278 ÷ 3 = _______________ 8. 504 ÷ 6 = ________________
9. 347 ÷ 8 = _______________ 10. 93 ÷ 6 = ________________

C. Find the quotient.

____ _____ _____

1.) 20√ 1,260 2.) 12√ 780 3.) 15√ 1,425

_____ _____ _____

4.) 18√ 1,782 5.) 25√ 2,000 6.) 11√ 341

What’s more!!
In multi-digits division follow these steps.

 First, take as many digits of the dividend that the divisor has. If the digits of the dividend are
smaller than the divisor, take one more digit of the dividend.
For example, if we want to divide 5738 / 73, the first thing we have to do is take the first two
digits from the dividend, 57, but as 57 is less than 73, so we have to take another digit from
the dividend; therefore, it is 573.

 Second, divide the first number of the dividend (or the first two if we have to take another
digit) into the first number of the divisor and test if it divides evenly. If it does not divide
evenly, test with the previous number.

If we follow the previous example, we have to divide 57 by 7. Since 8 x 7 = 56, we will try
with 8. We multiply 73 x 8 = 584 and since 584 is greater than 573, the 8 does not divide
evenly, thus we have to try it with the previous number.

73 x 7 = 511 and since 511 is smaller than 573, the 7 divides evenly and we will be able to
subtract 573 – 511 = 62

 Third, bring down the next digit and divide like in the last step until there are no more digits.

Follow along with our example of division with double-digits. The next number we have to
drop down is the 8. In order to do this, we must divide 628 by 73.

We take the new first two digits, 62, and we have to divide them by 7. Since 8 x 7 = 56, we
write 8 in the quotient and multiply 73 x 8 = 584. As 584 is smaller than 628, we can
continue on to subtracting 628 – 584 = 44. As there are not any more numbers to bring down,
we have finished the division. The solution is 78 with a remainder of 44.

You can learn more about division in our previous post  how to solve double-digit division .
(smartick.com)

D. Problem Solving

1. ₱5,876 are distributed equally among 26 men. How much money will each person get?
2.  89 people have been invited to a banquet. The caterer is arranging tables. Each table can seat
12 people. How many tables are needed?

3. If 9,975 kg of wheat is packed in 95 bags, how much wheat will each bag contain?

4. Mark baked 195 cookies and divided them equally into 13 packs. How many cookies did
Mark put in each packet?

5. A bus can hold 108 passengers. If there are 12 rows of seats on the bus, how many seats are
in each row? 
 Lesson 3
ORDER OF OPERATIONS
What is it
ORDER OF OPERATIONS
- More than one operation may occur in a numerical expression. If the operations
were performed in different orders, different answers would result.
For instance, consider 2 + 4 x 5. Different results could occur depending on the order of operations
performed.

The Order of Operations is a rule that is applied to ensure that only one answer is possible for a set of
operations.
Step 1     Do all operations inside parentheses.
Step 2     Simplify expressions containing exponents.
Step 3     Do multiplication and division as they occur from left to right.
Step 4     Do addition and subtraction as they occur from left to right.
 
The order is easier to remember if you turn it into an acronym, P E M D A S:

 Parentheses
 Exponents
 Multiplication
 Division
 Addition
 Subtraction

 People have also made up a phrase using the first letter of each word:
"Please Excuse My Dear Aunt Sally" 
 
 
Let’s Practice!!
A. Evaluate the expressions

1. 5 (8 - 4) ÷ 4 – 2 = 2. 16 (8 - 4) – 5 = 3. 8 + 2 – 3 x 2 =
 4. 8 + (2 – 3) x 2 = 5. 10 x (2 + 3) ÷ 4 + 6 =

B. Find the missing operations.

1. (5__3)__ 2 = 4
2. 3___(4 __ 2) = 6
3. 6 ___ 4 ___ 2 = 3
4. 2 x (__ + 2) ___6 = 2
5. 6 + (4 x 5) – 8 = ___
6. (4 x ___) + ___ – 10 = 12
7. (5 __ 3) + (__ x 3) = ____
8. 4 + (2 2 + 3) x 4 = ____
9. 4 2 + 5 x 6 = _____
10. 10 x (4 – 2) ÷ 4 = _____

C. Problem Solving
Direction: Write the numerical expression each of the problem.

1. Sylvia bought 4 bunch of bananas for 25 Pesos each and 1 apple for 20 pesos? How
much it costs?

2. Martha pays 20 Pesos for materials to make earrings. She makes 10 earrings and sells 7
for 5 Pesos and 3 for 2 Pesos. find Martha's profit?
 3. The price of a shirt is 100 Pesos. The store manager gives a discount of 50 Pesos. A man
and his brother bought 4 shirts and then share the cost with his brother. find the price
paid by each brother?

4. John bought 3 pants for 200 Pesos each and paid with a 1,000 Pesos bill. Find how much
money John gets back from the cashier?

5. Peter withdrew 1000 Pesos from his bank account today. He uses 500 Pesos to fix his
car. Then, he divides the money into 5 equal parts and gave away 4 parts and kept 1 part
for himself. Finally, he took his wife into the restaurant and spent 60 dollars on meals.
Find how much money Peter left?

LESSON 4 - EXPONENTIAL NOTATION

What is it

EXPONENTIAL NOTATION
 -  is a method of simplifying the writing and handling of very large or very small numbers. In
exponential notation, a number usually is expressed as a coefficient between one and ten
times an integral power of ten, the exponent.(www.usna.edu.com)

- is composed of a base and an exponent. It is a “shorthand” way of writing repeated

multiplication, and indicates that the base is a factor and the exponent is the number of times
the factor is used in the multiplication.(http//;content.nroc.org.)

EXAMPLES OF EXPONENTIAL NOTATION

(slideplayer.com)

EXPONENTIAL FORM TO STANDARD FOR

(toppr.com)

Let’s Practice!!!
A. Write the standard form.

1. 36 = ________
2. 43 = ________
3. 55 = ________
4. 102 = _______
5. 202 = _______
6. 73 = ________
 7. 65 =________
8. 113 =________
9. 96 = ________
10. 28 =________

B. Write into expanded form.

1. 36 = _________________________________
2. -(3ab)4 = ______________________________
3. 55 = _________________________________
4. (5x)5 = ______________________________
5. −32 =_______________________________

C. Evaluate and solve.

105  /  53
1 b.
 
92  −  156  
1 a.  
   
   
   
   
 
 

62  −  71 151  ×  43
2 a.   2 b.  
   
   
   
   
   
   

72  +  24 41  +  52
3 a.   3 b.  
   
   
   
   
   
   

189  ×  61 1001  −  052

4 a.   4 b.  
   
   
   
   
   
   

22  ×  91
5 a.   134  ×  81
  5 b.  
   
   
   
   
 
 
 

D. Complete the table of the exponential notation.

EXPONENTIAL STANDARD
BASE EXPONENT EXPANDED FORM
FORM FORM
5 3 5X5X5 125

-(10) (10) (10) -(10)4 -10000

8 6 86

-7 -(7)5 -16807

4 4 44

REFLECTION
 MODULE 2

NUMBER THEORY
Introduction:
- Number theory or, in older usage, arithmetic is a branch of pure mathematics devoted
primarily to the study of the integers. It is sometimes called
"The Queen of Mathematics “.
- The older term for number theory is arithmetic. By the early twentieth century, it had
been superseded by "number theory “.
- The word "arithmetic" is used by the general public to mean "elementary calculations“ (+, -,
*, /).It has also acquired other meanings in computer science, as floating point arithmetic.
(slideshare.com)
LESSON 1
PRIME AND COMPOSITE NUMBERS
Prime numbers - are numbers greater than 1. They only have two factors, 1 and the number itself.
This means these numbers cannot be divided by any number other than 1 and the number itself
without leaving a remainder.

Numbers that have more than 2 factors are known as composite numbers.
Examples and Non-examples of Prime Numbers

Difference Between Prime Number and Composite Number

The Sieve of Eratosthenes
In third century BCE, the Greek mathematician Eratosthenes found a very simple method of finding
the prime numbers. 

Follow the given steps to identify the prime numbers between 1 and 100.
Step 1: Make a hundred charts. 
Step 2: Leave 1 as it is neither a prime number nor a composite number.
Step 3: Encircle 2 and cross out all its multiples as they are not prime. 
Step 4: Encircle the next uncrossed number, which is 3, and cross out all its multiples. Ignore the
previously crossed out numbers like 6, 12, 18, and so on.
Step 5: Continue the process of encircling the next uncrossed number and crossing out its multiples
till all the numbers in the table are either encircled or crossed out, except 1.

There are 25 prime numbers between 1 and 100.

- Terms Related to Prime Numbers

- Co-Primes: Two numbers are said to be co-prime if they have only one common factor, that
is, 1. It is not necessary for these numbers to be prime numbers. For example, 9 and 10 are
co-primes. Let’s verify.
-

- Note that pairs of any 2 prime numbers are always co-primes. This is because, out of their
two factors, the common factor can only be 1. So, (3, 5), (11, 19) are some examples of co-
primes.
- Twin-Primes: A pair of prime numbers are known as twin primes if there is only one
composite number between them. For example, (3, 5), (5, 7), (11, 13), (17, 19), etc
Some Facts about Prime Numbers

 2 is the smallest prime number.

 2 is the only prime number that is even.
  2 and 3 are the only consecutive prime numbers.
 Except for 0 and 1, a whole number is either a prime number or a composite number.
 All odd numbers are not prime numbers. For example, 21, 39, etc.
 No prime number greater than 5 ends in a 5.
 Sieve of Eratosthenes is one of the earliest methods of finding prime numbers.
 Prime numbers get rarer as the number gets bigger.
 There is no largest prime number. The largest known prime number (as of September
2021) is 282,589,933 − 1, a number that has 24,862,048 digits when written in base
10. By the time you read this, it may be even larger. (www.splashlearn.com)

COMPOSITE NUMBERS
– are numbers that have more than two factors. These numbers are also called composites.
Composite numbers are just the opposite of prime numbers which have only two factors, i.e. 1
and the number itself. All the natural numbers which are not prime numbers are composite
numbers as they can be divided by more than two numbers. For example, 6 is a composite
number because it is divisible by 1, 2, 3 and even by 6.
Fact: Any even number which is greater than 2 is a composite number.

Is 0 a Composite Number?
Zero (0) is considered as neither prime nor a composite number because it does not have any factors.

Composite Numbers Examples

The examples of composite numbers are
6, 14, 25, 30, 52, etc, 
In all the above examples, we can see the composite numbers have more than two factors. There are
a number of composite numbers we can list out of a set of natural numbers from 1 to 1000 or more.
Let us see the list of composite numbers in the next section.

Properties of Composite Numbers

The properties of composite numbers are easy to remember.

 Composite numbers have more than two factors

 Composite numbers are evenly divisible by their factors
 Each composite number is a factor of itself
 The smallest composite number is 4
 Each composite number will include at least two prime numbers as its factors (Eg. 10 = 2 x 5,
where 2 and 5 are prime numbers)
 Composite numbers are divisible by other composite numbers also

How to Find the Composite Number?

The procedures to find whether a given number is prime or composite:

 Find all the factors of the positive integer

 A number is said to be prime if it has only two factors, 1 and itself
  If the number has more than two factors, then it is a composite

Example: Find if 14 is a composite number. Let us find the factors of 14.

14÷1 = 14

 14÷2 = 7
 14÷7 = 2
 14÷14 = 1
As we can see, the factors of 14 are 1,2,7 and 14, so it is a composite number.

Types of Composite Numbers

There are two main types of composite numbers in Maths which are:

 Odd Composite Numbers or Composite Odd Numbers

 Even Composite Numbers or Composite Even Numbers

Odd Composite Numbers

- All the odd integers which are not prime are odd composite numbers. Examples of composite odd
numbers are 9, 15, 21, 25, 27, 31, etc.

Even Composite Numbers

-All the even integers which are not prime are even composite numbers. Examples of even composite
numbers are 4, 6, 8, 10, 12, 14, 16, etc.

Smallest Composite Number

- 4 is the smallest composite number.

Why?
1 is not a composite number because the sole divisor of 1 is 1. The positive integers 2 and 3 are
prime numbers because it can be divided by only two factors, one and itself. Hence 2 and 3 are not
composite.
But in the case of number 4, we have more than two factors. The divisors of 4 are 1,2,4. So this
number satisfies the condition of a composite number as mentioned above. After 4, 6 is the next
composite positive integer, which has factors 1, 2, 3 and 6.
Hence, 4 is the smallest composite number (Proved).

Important Notes on Composite numbers

 Smallest Composite Number = 4

 Smallest Prime Number = 2
 Smallest Odd Composite Number = 9
 Two-digit Smallest Composite Number = 10

(https://byjus.com/maths/composite-numbers/#definition)
Let’s practice!!!
A. Identify the Prime and Composite Numbers, Write P if Prime and C if Composite.

1. 78 ______
2. 2 ______
3. 45 ______
4. 65 ______
5. 75 ______
6. 85 ______
7. 3 _______
8. 5 _______
9. 96 ______
10. 22 ______

B. Classify the given numbers as prime numbers or composite numbers.

Given Numbers: 6, 41, 83, 64, 131, 130, 227, 383, 461, 98, 23, 72, 31, 59, 155, 182, 140

PRIME COMPOSITE
C. Practice Problems on Prime Numbers, underline the correct answer.

1.Which of the following is not a prime number?

83
61
71
81

2.What is the 10th prime number?

23
29
31
37

3.How many prime numbers between 40 and 50?

1
2
3
4

4.Which is the smallest odd prime number?

1
2
3
5
5.Which of the following pairs of numbers are co-prime?

(7, 14)
(15, 27)
(25, 35)
(8, 55)

C. Fill in the table of the given composite numbers and write the factors each.

Composite numbers Factors

6 1, 2, 3, 6

14 1, 2, 7, 14

25 1, 5, 25
 30 1, 2, 3, 5, 6, 10, 15, 30

52 1, 2, 4, 13, 26, 52

D. Read and answer the following questions.

1.Is 19 prime or composite?

2.Is 1 a composite number?

3.How many composite numbers are there between 1 and 10?

4.Is 49 a composite number?

5.Is one a prime number?

6.Can a prime number be negative?

7.Why is 2 the only even prime number?

8.What is the difference between a prime and a co-prime number?

9.Which Is the largest known prime number?

10. What is the greatest prime number between 80 and 90?

LESSON 2
DIVISIBILITY RULES
Introduction:

- These rules let you test if one number is divisible by another, without having to do too much
calculation!
-  “Divisible by” Definition of Terms It means "when you divide one number by another the
result is a whole number"

EXAMPLES:
- 12 is divisible by 6, because 12 ÷ 6 = 2 15 is divisible by 3, because 15 ÷ 3 = 3 16 is not
divisible by 5, because 16 ÷ 5 = 3 r2.

DIVISIBILITY OF 0 AND 1
Each and every number is divisible by 0 except 0 itself because it is not defined i.e. 0 / 0 = not
defined otherwise the quotient is always zero.  Each and every number is divisible by 1 and the
quotient is always such the number itself.

 DIVISIBLE BY 2
If the number ends in 0, 2, 4, 6, or 8
EXAMPLES:
14 is divisible by 2, because it ends in 4 452 is divisible by 2, because it ends in 2 273 is not divisible
by 2, because it does not end in 0, 2, 4, 6, or 8.

DIVISIBLE BY 3
If the sum of the digits is divisible by 3.
EXAMPLES:
15 is divisible by 3, because 1+5=6, 6÷3=2 453 is divisible by 3, because 4+5+3=12, 12÷3=4 947 is
not divisible by 3, because 9+4+7=20, 20÷3=6r2
DIVISIBLE BY 4
If the last 2 digits are divisible by 4 or both zeroes (00).
EXAMPLES:
24 is divisible by 4, because 24÷4=6 673 is not divisible by 4, because 73÷4=18r1 528 is divisible
by 4, because 28÷4=7

Divisible by 4 (Alternate Rule) Divide the last 2 digits by 2, 2 times. If there’s no remainder, then
the number is divisible by 4. EXAMPLES: 24 is divisible by 4, because 24÷2=12, and 12÷2=6, no
remainder. 528 is divisible by 4, because 28÷2=14, and 14÷2=7, no remainder.

 DIVISIBLE BY 5
If the number ends in 0 or 5.
EXAMPLES: 99 is not divisible by 5, because it doesn’t end in 0 or 5. 875 is divisible by 5, because
it ends in 5 1,280 is divisible by 5, because it ends in 0

DIVISIBLE BY 6
If the number is divisible by BOTH 2 and 3.
EXAMPLES: 67 is not divisible by 6, because it not divisible by both 2 and 3. 682 is not divisible
by 6, because it is not divisible by 3. 978 is divisible by 6, because it is divisible by both 2 and 3.

DIVISIBLE BY 8
If the last 3 digits are divisible by 8 or all zeroes (000).
EXAMPLES: 104 is divisible by 8, because 104÷8=13 1,000 is divisible by 8, because it ends in 3
zeroes 7,808 is divisible by 8, because 808÷8=101
 Divisible by 8 (Alternate Rule) Divide the last 3 digits by 2, 3 times. If there’s no remainder, then
the number is divisible by 8.
EXAMPLES: 104 is divisible by 8, because 104÷2=52, 52÷2=26, and 26÷2=13, no remainder. 7,808
is divisible by 8, because 808÷2=404, 404÷2=202, and 202÷2=101, no remainder.

 DIVISIBLE BY 9
If the sum of the digits is divisible by 9.
EXAMPLES:
18 is divisible by 9, because 1+8=9, 9÷9=1 387 is divisible by 9, because 3+8+7=18, 18÷9=2 789 is
not divisible by 9, because 7+8+9=24, 24÷9=2r6

DIVISIBILITY RULE OF 10
We can check it easily that the number that are divisible by 10, its units place must be ‘0’ i.e. the last
digit of the number must be 0 e.g. 1346790, 6781230, 111111199995550 all numbers are ending
with 0 implies these numbers are divisible by 10
Example :
65442, 65342789, 9876543421 aren't ending with 0

 DIVISIBILITY RULE OF 11.

Divisibility rule of 11 is typical but interesting. A number is divisible by 11 if it applies these
instructions: 1. Find out all the even and odd numbers 2. Add the remaining digits together and
Subtract odd to odd and even to even. If its value is ‘0’ then the number is divisible by 11. if it is not
0 then the remainder should be a multiple of 11, then only it is divisible by 11.
Example :
6613585 is divisible by 11 because 1. (6+1+5+5) – (6+3+8) 2. 17-17 = 0,. 3.
Example :
7890 is not divisible by 11 because 4. (7+9) – (8+0) 5. 16-8 = 8, we have 8 as remainder

DIVISIBILITY RULE OF 12
The divisibility rules of 3 and 4 applies on a operation and the remainder will be ‘0’ that means the
operation is divisible by 12.
Example :
648 Add the digits 6+4+8 = 18. 18 evenly divide 3 because 3*6 = 18.That means 648 is divisible by
3. Take the unit and tenth place and divide it with 4. 48 / 4 = 12, 0 as a remainder. So it is divisible
by12.
Example :
524 Add all the digits 5+2+4 = 11, which is not divisible by 3 because 3*3 = 9 and 3*4 = 12. If one
rule is not applying so no need to check the another. It is not divisible by .

LET’S PRACTICE!!!
A. Write D If divisible by, ND if not divisible by a number.

B. Choose and underline the correct answer.

1. The number with unit digit 0, 2, 4, 6 or 8 is divisible by:

(a) 2 (b) 3 (c) 4 (d) 5

2. The number with unit digit 0 is divisible by:

(a) 5 (b) 10 (c) 15 (d) 2

3. 3681 is divisible by:

(a) 4 (b) 5 (c) 9 (d) 10

4. 1170 is not divisible by:

(a) 10 (b) 9 (c) 5 (d) 4

5. Which of the following numbers is not divisible by 2?

(a) 1086 (b) 2869 (c) 3364 (d) 7000

C. Divisibility Challenge
Direction: Use divisibility rules and circle each factor that the numbers is divisible by.

126 230 84 453

Is divisible by….. Is divisible by….. Is divisible by….. Is divisible by…..

2 3 4 5 6 2 3 4 5 6 2 3 4 5 6 2 3 4 5 6

916
648 610 342
Is divisible by…..
Is divisible by….. Is divisible by….. Is divisible by…..
2 3 4
2 3 4 5 6 2 3 4 5 6 2 3 4 5 6
5 6

D.Word problem.Use divisibility rules, Circle the right answer.

1. Josie is organizing 2,304 blocks into bins at the toy store. She needs to put the same number of
blocks in each bin without any leftover blocks. How many bins could Josie use for the blocks?

6 10 5

2. A farmer picked 246 pineapples. He needs to divide the pineapples into baskets to sell at the
market. The farmer wants to put the same number of pineapples in each bag with no pineapples left
over. How many pineapples could the farmer put in each bag?

10 6 4 5
3. The students at Logan's school need to form teams for field day. Each team must have the same
number of students, and every student at the school must be on a team. If there are 830 students at
Logan's school, how many teams could the students form?

3 6 4 5

4.Lena wants to arrange 7,254 roses into vases. How many roses could she put in each vase without
having any leftover roses?

5 10 2 4

5. A warehouse holds 1,605 shoeboxes. Each aisle holds the same number of boxes. How many
aisles could there be?

2 10 5 6
C. Check divisibility rules, Fill in the box with YES and NO.

Lesson 3 - Greatest Common Factor (GCF)

LESSON 3
Greatest Common Factor (GCF)
- The GCF (Greatest Common Factor) of two or more numbers is the greatest number among
all the common factors of the given numbers. The GCF of two natural numbers x and y is the
largest possible number that divides both x and y without leaving any remainder. To calculate
GCF, there are three common ways- division, multiplication, and prime factorization.

Example: Let us find the greatest common factor of 18 and 27.

Solution:

First, we list the factors of 18 and 27 and then we find out the common factors.

Factors of 18: 1, 2, 3, 6, 9, 18

Factors of 27: 1, 3, 9, 27

The common factors of 18 and 27 are 1, 3, and 9. Among these numbers, 9 is the greatest (largest)
number. Thus, the GCF of 18 and 27 is 9. This is written as: GCF(18, 27) = 9.

A factor of a number is its divisor as well. Hence the greatest common factor is also called
the Greatest Common Divisor (or) GCD. In the above example, the greatest common divisor (GCD)
of 18 and 27 is 9 which can be written as:

GCD (18, 27) = 9.

How to Find GCF?

Following are the three methods for finding the greatest common factor of two numbers:

 Listing out common factors

 Prime factorization
 Division method
GCF by Listing Factors

In this method, factors of both the numbers can be listed, then it becomes easy to check for the
common factors. By marking the common factors, we can choose the greatest one amongst all of
them. Let's look at the example given below:

Example: What is the GCF of 30 and 42?

Solution:

 Step 1 - List out the factors of each number.

 Step 2 - Mark all the common factors.
 Step 3 - 6 is the common factor and the greatest one.

Therefore, GCF of 30 and 42 = 6. This method can be used for finding GCF of three or more
numbers as well.

Finding the greatest common factor by listing factors may be difficult if the numbers are bigger. In
such cases, we use the prime factorization and division methods for finding GCF. (cuemath.com)

The "Greatest Common Factor" is often abbreviated to "GCF", and is also known as:

- the "Greatest Common Divisor (GCD)", or

- the "Highest Common Factor (HCF)" (mathisfun.com)
LET’S PRACTICE
A. Find the Greatest Common Factor of each pair of numbers.

1. 20 , 24 __________
2. 15 , 40 ___________
3. 8 , 20 ___________
4. 10 ,12 ___________
5. 15 , 12 ___________
6. 20 , 14 ___________
7. 5 , 15 ___________
8. 10 , 30 __________
9. 4 , 40 ___________
10. 24 , 40 ___________

B.Fill in the table

Direction: Here are three ways:

 find all factors of both numbers

 then find the ones that are common to both, and
 then choose the greatest.

TWO FACTORS COMMON GREATEST

NUMBERS FACTORS COMMON
FACTOR
9 AND 12

6 AND 18

12 AND 30

6 AND 24

14 AND 16

C.Match the pair of number to its Greatest Common Factor.

PAIR OF NUMBERS GREATEST COMMON FACTOR

3 , 12 15
1.

15, 30 8
2.

4
3.
5 , 10

4. 3
12, 20

5.
5
16 , 8

D. Solve real-life problems involving the GCF

1. Claude is making an art project. He has two pieces of construction paper. The first
piece is 45cm wide and the second piece is 36cm wide. He wants to cut the paper into
strips that are equal in width and are as wide as possible without any leftover. How
wide should Claude cut each strip?

2. The local recreation center held a scavenger hunt. There were 15 boys and 9 girls. The
group was divided into the greatest number of teams possible with the same number
of boys on each team and the same number of girls. How many teams were made if
each person was on a team?
 3. Odette is a physical education teacher and has 20 girls and 28 boys in her class. She
wants to create teams of the same size separately for boys and for girls. If Odette
creates the greatest number of teams possible, how many boys will be on each team?

LESSON 4
LEAST COMMON MULTIPLE

- The abbreviation LCM stands for 'Least Common Multiple'. The least common multiple
(LCM) of two numbers is the lowest possible number that can be divisible by both numbers.
It can be calculated for two or more numbers as well. There are different methods to find the
LCM of a given set of numbers. One of the quickest ways to find the LCM of two numbers is
to use the prime factorization of each number and then the product of the highest powers of
the common prime factors will be the LCM of those numbers.

What is Least Common Multiple (LCM)?

- The least common multiple is also known as LCM (or) the lowest common multiple in math.
The least common multiple of two or more numbers is the smallest number among all
common multiples of the given numbers. Let us take two numbers, 2 and 5. Each will have its
own set of multiples.

 Multiples of 2 are 2, 4, 6, 8, 10, 12, 14, 16, 18, 20, …

 Multiples of 5 are 5, 10, 15, 20, …

Now, let us represent these multiples on the number line and circle the common multiples.

Thus, the common multiples of 2 and 5 are 10, 20, ….. The smallest number among 10, 20, … is 10.
So the least common multiple of 2 and 5 is 10. It can be written as LCM (2, 5) = 10.
How to Find LCM?

LCM of numbers can be calculated using various methods. There are 3 methods to find the least
common multiple of two numbers. Each method is explained below with some examples.

 LCM by Listing Method

 LCM by Prime Factorization Method
 LCM using Division Method
LCM by Listing Method

We can find out the common multiples of two or more numbers by listing their multiples. Out of
these common multiples, the least common multiple is considered and the LCM of two given
numbers can thus be calculated. To calculate the LCM of the two numbers A and B by the listing
method, we use the steps given below:

 Step 1: List the first few multiples of A and B.

 Step 2: Mark the common multiples from the multiples of both numbers.
 Step 3: Select the smallest common multiple. That lowest common multiple is the LCM
of the two numbers.

Example: Find the least common multiple (LCM) of 4 and 5.

Solution: The first few multiples of 4 are: 4, 8, 12, 16, 20, 24, 28, 32, 36, 40, ...

And the first few multiples of 5 are: 5, 10, 15, 20, 25, 30, 35, 40, ...

We can observe that 20 is the least multiple which is common in the multiples of 4 and 5. Therefore,
the least common multiple (LCM of 4 and 5) is 20.

LCM by Prime Factorization Method

By using the prime factorization method we can find out the LCM of the given numbers. To
calculate the LCM of two numbers using the prime factorization method, we use the steps given
below:

 Step 1: Find the prime factors of the given numbers by repeated division method.
 Step 2: Write the numbers in their exponent form. Find the product of only those prime
factors that have the highest power.
  Step 3: The product of these factors with the highest powers is the LCM of the given
numbers.

Let us learn this method using the example given below.

Example: Find the least common multiple (LCM) of 60 and 90 using prime factorization.

Solution: Let us find the LCM of 60 and 90 using the prime factorization method.

 Step 1: The prime factorization of 60 and 90 are: 60 = 2 × 2 × 3 × 5 and 90 = 2 × 3 × 3 ×

5
 Step 2: If we write these prime factors in their exponent form it will be expressed as, 60 =
22 × 31 × 51 and 90 = 21 × 32 × 51
 Step 3: Now, we will find the product of only those factors that have the highest powers
among these. This will be, 22 × 32 × 51 = 4 × 9 × 5 = 180

Therefore, LCM of 60 and 90 = 180.

LCM by Division Method

In order to find the LCM by division method, we divide the numbers by a common prime number,
and these prime factors are used to calculate the LCM of those numbers. Let us understand this
method using the steps given below:

 Step 1: Find a prime number which is a factor of at least one of the given numbers. Write
this prime number on the left of the given numbers.
 Step 2: If the prime number in step 1 is a factor of the number, then divide the number by
the prime and write the quotient below it. If the prime number in step 1 is not a factor of
the number, then write the number in the row below as it is. Continue the steps until 1 is
left in the last row.

Let us learn this method using the example given below.

Example: Find the least common multiple (LCM) of 6 and 15 using the division method.

Solution: Let us find the least common multiple (LCM) of 6 and 15 using the division method using
the steps given below.

 Step 1: 2 is the smallest prime number and it is a factor of 6. Write 2 on the left of the two
numbers. For each number in the right column, continue finding out prime numbers
which are their factors.
 Step 2: 2 divides 6 but it is not a factor of 15, so we write the number 15 in the row below
as it is. Continue the steps until 1 is left in the last row. Then, we divide 3 and 15 by 3.
This gives us 1 and 3. Now, again we write 5 on the left side and we finally get 1, 1 as the
quotient in the last row.
 Step 3: Then we multiply these numbers on the left. The LCM is the product of all these
prime numbers. LCM of 6 and 15 is, 2 × 3 × 5 = 30.
 (cuemath.com)

LET’S PRACTICE
A. Find the Least Common Multiple.
NO MULTIPLE NUMBERS LCM
.
16
1 _________
10
4
2 _________
16
8
3 __________
2
7
4 __________
5
16
5 __________
10

B.Find the L.C.M. of the given numbers by division method.

1. 20 and 44______
2. 36, 24 and 40______
3. 45 and 120______
4. 84 and 90______
5. 10, 15 and 45_______
6.  70, 110, 150_______
7. 25, 30, 150________
8. 36, 60, 120________
9. 30, 150, 300_______
10. 25, 45, 105_______
11. 21, 49, 63________

C. Problem Solving on Least Common Multiple

1. A florist wants to arrange 24 bouquets of flowers in different rows. Find out in how many ways he
can arrange the bouquets with same number in each row.
2. A shopkeeper sells candles in packets of 12 and candle stands in packet of 8. What is the least
number of candles and candle stands Nita should buy so that there will be one candle for each candle
stand.

3. The high school marching band rehearses with either 6 or 10 members in every line. What is the
least number of people that can be in the marching band ?

4.there are 3 boys who step off together and their steps measure 80 cm, 85 cm, and 90 cm
respectively. If we need to find the minimum distance each should walk so that all can cover the
same distance in complete steps, we will find their LCM.
4.Boxes that are 12 inches tall are being stacked next to boxes that are 18 inches tall. What is the
shortest height at which the two stacks will be the same height?

REFLECTION

MODULE 3

FRACTIONS
 A fraction shows part of a whole. This whole can be a region or a collection. The word
fraction is derived from the Latin word "fractio" which means 'to break'. The Egyptians, being the
earliest civilization to study fractions, used fractions to resolve their mathematical problems, which
included the division of food, supplies, and the absence of a bullion currency.

In Ancient Rome, fractions were only written using words to describe a part of the whole. In India,
the fractions were first written with one number above another (numerator and denominator), but
without a line. It was the Arabs only, who added the line which is used to separate the numerator and
the denominator.

What are Fractions?

In Mathematics, fractions are represented as a numerical value, which defines a part of a whole. A
fraction can be a portion or section of any quantity out of a whole, where the whole can be any
number, a specific value, or a thing. Let us understand this concept using an example. The following
figure shows a pizza that is divided into 8 equal parts. Now, if we want to express one selected part
of the pizza, we can express it as 1/8 which shows that out of 8 equal parts, we are referring to 1 part.

It means one in eight equal parts. It can also be read as:

 One-eighth, or
 1 by 8

If we select 2 parts of the pizza, it will be expressed as 2/8. Similarly, if we are referring to 6 parts of
this pizza, we would write it as 6/8 as a fraction.

Parts of a Fraction

All fractions consist of a numerator and a denominator and they are separated by a horizontal bar
known as the fractional bar.

 The denominator indicates the number of parts in which the whole has been divided into.
It is placed in the lower part of the fraction below the fractional bar.
 The numerator indicates how many sections of the fraction are represented or selected. It
is placed in the upper part of the fraction above the fractional bar.(cuemath.com)
 ( mathsmd.com)

Types of Fractions

Based on the numerator and denominator, which are parts of a fraction, there are different types of
fractions as listed below:

Proper Fraction

Proper fractions are the fractions in which the numerator is less than its denominator. For
example, 5/7, 3/8, 2/5, and so on are proper fractions.

Improper Fraction

An improper fraction is the type of fraction in which the numerator is more than or equal to its
denominator. It is always the same or greater than the whole. For example, 4/3, 5/2, 8/5, and so on.

Unit Fraction

Fractions in which the numerator is 1 are known as unit fractions. For example, 1/4, 1/7, 1/9, and so
on.

Mixed Fraction

A mixed fraction is a mixture of a whole number and a proper fraction. For

example, :

where 5 1/3 is the whole number and 1/3 is the proper fraction, or, 2 2/5, 7 9/11, and so on.

Equivalent Fraction

Equivalent fractions are the fractions that represent the same value after they are simplified. To get
equivalent fractions of any given fraction:

 We can multiply both the numerator and the denominator of the given fraction by the
same number.
 We can divide both the numerator and the denominator of the given fraction by the same
number.
Example: Find the two fractions that are equivalent to 5/7.

Solution:

Equivalent Fraction 1: Let us multiply the numerator and the denominator with the same number 2.
This means, 5/7= (5 × 2)/(7 × 2) = 10/14

Equivalent Fraction 2: Let us multiply the numerator and the denominator with the same number 3.
This means, 5/7 = (5 × 3)/(7 × 3) = 15/21

Therefore, 10/14, 15/21, and 5/7 are equivalent fractions.

LESSON 1

CHANGING IMPROPER FRACTION TO MIXED NUMBER AND VICE VERSA

When doing some calculations on fractions such as addition, subtraction, multiplication, and
division, there is a need to convert it to the right forms that are valid for some operation. Mixed
numbers needed to be converted to improper fractions and some certain times; improper fraction will
be converted to mixed numbers. This is the topic that every student should learn perfectly in order
for the students to avoid mistakes in the future. Mastering the art of fraction conversion greatly helps
a lot. Changing improper fraction to mixed numbers and vice versa is very helpful in the field of
mathematics.
Mixed number to Improper fraction
The situation arrived when you need to add mixed numbers and a fraction. To do this, you need to
convert mixed numbers to improper fraction and then apply the standard rules in adding fractions.
There are easy simple steps to convert mixed number to improper fraction. Since the denominator
represents the total parts of a whole and mixed numbers represent the whole parts and fractions. You
need to multiply the denominator to whole number then add the numerator. The denominator is still
the same. The result would be the new improper fraction. Let’s make the steps easy to grasp by
creating the bulleted list below.

 Multiply the denominator to whole number and save the result.

 Add the result and the numerator. The sum is the new numerator.
 The denominator remains the same.
 With the new numerator and the same denominator, you have now the correct
improper fraction.
See the photo below for the working steps applied in action.
Mixed Numbers to Improper Fraction

 Improper Fraction to Mixed Numbers

When people see an improper fraction, they will be having a hard time grasping the meaning of
it but if you show it in mixed numbers, they will easily understand. 11/4 is always hard to understand
than 2¾. So mixed numbers in essence gives clarification and simplicity of the nature of complex
fractions. Mixed numbers will always be used for human readability while an improper fraction is
used mainly for mathematical operations. So how do you convert improper fraction back to mixed
numbers? You just divide the numerator to the denominator and the quotient will be the whole
number, the remainder will be the new numerator and the denominator will remain the same. So we
will make simple bulleted steps below.

 Divide the numerator to the denominator.

 The quotient will be the new whole number.
 The remainder will be the new numerator.
 The denominator will remain the same.
 You will now have the correct mixed number.
See photo below.

Improper Fraction to Mixed numbers

Converting mixed numbers and improper fractions is always easy. You just need to follow every step
above and you are good on your way.
( https://www.fractioncalc.com/changing-improper-fraction-to-mixed-number-and-vice-versa/)

LET’S PARCTICE!!!

A. Convert the improper fraction to mixed numbers.

1. 14/5 = __________2. 32/ 6 =____________ 3. 47 /6 =___________ 4. 26/ 3 =____________

5. 9 /5 =___________ 6. 19 /4 = ____________7. 15/ 10 =____________ 8. 13/ 3 = __________

9. 37/ 6 = ____________10. 18 /12 =____________

B. Identify and write IF Improper fractions and MN Mixed Numbers.

1. 2 ¾ _________
2. 10 ½ _________
3. 7 ½ _________
1
4. 2 _________
6
7
5. _________
4
13
6. _________
6
3
7. _________
2
11
8. _________
3
152
9. _________
50
6
10. _________
5

LET’S TRY!!!

C.Problem solving in fractions

1.A cookie factory uses 1/4 of a barrel of oatmeal in each batch of cookies. The factory used 1/2 of a
barrel of oatmeal yesterday. How many batches of cookies did the factory make ?
2.2 Of the students in the band, 1/4 play the flute and another 1/10 play the clarinet. What fraction of
the students in the band play either the flute or the clarinet ?

3. Rachel rode her bike for one-fifth of a mile on Monday and two-fifths of a mile on Tuesday. How
many miles did she ride altogether?

4.Stefanie swam four-fifths of a lap in the morning and seven-fifteenths of a lap in the evening. How
much farther did Stefanie swim in the morning than in the evening?
Analysis: To solve this problem, we will subtract two fractions with unlike denominators.
5.It took Nick five-thirds of an hour to complete his math homework on Monday, three-fourths of an
hour on Tuesday, and five-sixths of an hour on Wednesday. How many hours did he take to
complete his homework altogether?
Analysis: To solve this problem, we will add three fractions with unlike denominators. Note that the

LESSON 2

FRACTION IN SIMPLEST FORM

Simplest form of a fraction is the fraction, whose numerator and denominator are relatively
prime. It means the numerator (upper part or top) and denominator (lower part or bottom) of
the fraction does not have any common factor between them, apart from 1.
A fraction is a value representing a part of a whole. The simplest form is also called the reduced form
of fraction. For example, ¾ is the simplest form of a fraction that has a common factor equal to 1.
But 2/4 is not the simplest form, because 2/4 can further be simplified and written as ½. Here, we can
also say, ½ and 2/4 are equivalent fractions.

How to Find the Simplest Form of a Fraction?

A fraction is in simplest form when the top and bottom of the fraction are whole numbers that
are coprime to each other.
Finding the simplest form of any fraction is a simple method. We need to simplify the numerator and
denominator of the fraction by dividing both the numerator and denominator by the greatest common
factor that divides them completely. After division both the numerator and denominator should
remain whole numbers. This method of simplifying fractions is also known as reducing fractions.
For example, if the fraction is ac/bc, then the simplified form of ac/bc will be a/b, because the
common factor ‘c’ is divided from both numerator and denominator.
ac/bc = a/b
Steps to Find Simplest Form

-Learn the step by step method to simplify fractions here:

-Find the GCF of numerator and denominator of the fraction
-Divide the numerator and denominator by the produced GCF
-Write the simplified fraction of the given fraction
(https://byjus.com/maths/simplest-form-of-a-fraction/#:~:text=The%20fraction%20is%20said
%20to,of%206%2F12%20is%20%C2%BD.)

LET’S DO THIS

A. Write the simple and proper fraction.

B. Simplifying Proper fraction.

LET’S TRY TO ANALYZE

C. PROBLEM SOLVING

1. There are 6 pupils in a class. 2 of them are girls.

a. What fraction of the class are girls?

b. What fraction of the class are boys?

2. Mrs. Chen has 9 stalks of roses. 6 of them are red. The rest yellow.
a. What fraction of the roses are red?

b. What fraction of the roses are yellow?

c. Simplify the answer of a and b questions.

LESSON 3

ADDITION OF DISSIMILAR FRACTIONS AND MIXED NUMBERS

 Addition of fractions is a process of finding the sum of two or more fractions

• Adding two fractions with the same denominator

To add two fractions with the same denominator, keep the denominator and add the numerators.

Adding two fractions with different denominators

– To add two fractions with different denominators, convert both the fractions into their
respective equivalent fractions with the same denominators. •
example:
 

Adding whole numbers and fractions

– A mixed number is produced when adding a whole number and a fraction.

Adding fractions and mixed numbers

– To add a fraction and a mixed number, keep the whole number part and add the fractional parts like
adding two fractions.
Adding two mixed numbers
– Convert mixed numbers into improper fractions.
Then perform the addition like adding two fractions.

Adding three fractions

– Convert the fractions so that they have a common denominator before performing the addition.

(www.slideshare.com)

LET’S PRACTICE

A. Addition of fraction (like denominators).

B. Addition improper fraction. Find the missing fraction.

C. Addition of mixed fraction.

 D. Problem Solving

1. John walked 1/2 of a mile yesterday and 3/4 of a mile today. How many
miles has John walked?
 _________________________________

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LESSON 4
SUBTRACTION OF DISSIMILAR FRACTIONS AND MIXED NUMBERS

Subtracting fractions include the subtraction of two or more fractions with the same or different
denominators. Like fractions can be subtracted directly but for unlike fractions we need to make the
denominators same first and then subtract them.  In Mathematics, a fraction is a portion of a quantity
out of the whole. The whole quantity can be any number, special value or item. We can perform
different arithmetic operations on fractions such as addition, subtraction, multiplication and division.

What is Meant by Subtracting Fractions?

In Mathematics, subtracting fractions means the process of the subtraction of two fractional values.
We have learned to subtract the whole numbers. For example, the subtraction of 3 from 5 results in
2. (i.e. 5-3 = 2). Similarly, we can perform subtraction operations on fractions. Subtracting Fractions
include:

 Subtracting Fractions with Like Denominators

 Subtracting Fractions with Unlike Denominators
 Subtracting Mixed Fractions
 Subtracting Fractions with Whole Numbers
Now, let us discuss all these subtracting fractions in detail with examples.
Subtracting Fractions with Like Denominators
Subtracting fractions with like denominators means the subtraction of fractions with the same
denominator values. Follow the below steps to subtract the like fractions.
Step 1: Keep the denominator values as it is and subtract the numerator value, which will give the
result.
Step 2: If required, simplify the fraction.
Subtracting Fractions with Unlike Denominators
Subtracting fractions with unlike denominators means the subtraction of fractions with the different
denominator values. Go through the below steps to subtract the unlike fractions.
Step 1: Determine the LCM of the denominator values.
Step 2: Convert the denominator to the LCM value by multiplying the numerator and denominator
using the same number.
Step 3: Subtract the numerators, once the fractions have the same denominator values.
Step 4: Simplify the fraction, if required.

Subtracting Mixed Fractions

While subtracting mixed fractions, go through the following steps:
Step 1: Convert mixed fractions into the improper fraction.
Step 2: Now, check the denominator values

 If the fractions are like fractions, follow the procedure of subtracting fractions with like
denominators.
 If the fractions are unlike fractions, follow the procedure of subtracting fractions with unlike
denominators.
 Note:
 We can convert improper fractions into mixed fractions if required.
Subtracting Fractions with Whole Numbers
 Follow the below steps while subtracting the fractions with whole numbers:
 Step 1: Convert the whole number into the fractional form. For example, if 4 is a whole
number, convert it into a fraction as 4/1
 Step 2: Now, follow the procedure of subtracting fractions with unlike denominators.
 Step 3: Simplify the fraction, if required.(
https://byjus.com/maths/subtracting-fractions/#:~:text=Step%201%3A%20Take%20the
%20LCM,the%20resulting%20fraction%2C%20if%20necessary.)

LET’S PRACTICE!!!

A. Subtraction of fraction. (Mixed Numbers & Proper fraction)

B. Subtraction of fraction like denominators.

C. Find the missing fraction.

D. Problem Solving
1. A recipe needs 3/4 teaspoon black pepper and 1/4 teaspoon red pepper. How much more
black pepper does the recipe need?

This fraction word problem requires subtraction.

 2.A football player advances 2/3 of a yard. A second player in the same team advances 5/4 of a
yard. How much more yard did the second player advance?

Again, we need to perform subtraction to solve this problem.

3.John lives 3/8 mile from the Museum of Science. Sylvia leaves 1/4 mile from the Museum of
Science. How much closer is Sylvia from the museum?

4.Maria caught shrimp that weighted 4 2/3 pounds. If she gave 3 1/6 pounds to his friends, how
much shrimp did she have left?

LESSON 5

MULTIPLICATION OF FRACTIONS

Multiplying fractions starts with the multiplication of the given numerators, followed by the
multiplication of the denominators. Then, the resultant fraction is simplified further and reduced to
its lowest terms, if needed. Learn all about multiplying fractions in this article.

How to Multiply Fractions?

The multiplication of fractions is not like the addition or subtraction of fractions, where

the denominator should be the same. Here, any two fractions with different denominators can easily
be multiplied. The only thing to be kept in mind is that the fractions should not be in the mixed form,
they should either be proper fractions or improper fractions. Let us learn how to multiply fractions
through the following steps:

 Step 1: Multiply the numerators.

 Step 2: Multiply the denominators.
 Step 3: Reduce the resultant fraction to its lowest terms
Rules of Multiplying Fractions

While multiplying fractions, the following rules should be kept in mind:

 Rule 1: The first rule is to convert mixed fractions to improper fractions if any. Then,
multiply the numerators of the given fractions.
 Rule 2: Multiply the denominators separately.
 Rule 3: Simplify the value obtained to its lowest term.

These three rules can be applied to any two fractions to find their product. Now, let us learn
the individual cases of multiplying fractions with different types of fractions.

Multiplying Fractions with Same Denominator

Multiplying fractions with the same denominator does not change the rule of multiplication
of fractions. Fractions that have the same denominator are termed like fractions. Although addition
and subtraction of like fractions are different from the addition and subtraction of unlike fractions, in
the case of multiplication and division the method remains the same. We multiply the numerators,
then the denominators, and then the fraction is reduced to its lowest terms.

Multiplying Fractions with Different Denominators

Multiplying fractions with unlike denominators is exactly the same as the multiplication of
like fractions.

Steps of Multiplying Fractions with Whole Numbers

In order to multiply fractions with whole numbers, we use the simple rule of multiplying the
numerators, then multiplying the denominators, and then reducing them to the lowest terms.
However, in the case of whole numbers, we write them in the fractional form by placing '1' in the
denominator

Multiplying Fractions with Mixed Numbers

Mixed numbers or mixed fractions are fractions that consist of a whole number and a proper fraction,
like 2 3/4, where 2 is the whole number and 3/4 is the proper fraction. For multiplying mixed
fractions, we need to change the mixed fractions into an improper fraction before multiplying. For
example, if the number is 2 2/3, we need to change this to 8/3. Let us understand this with the help of
an example.

Example: Multiply 2 2/3 and 3 ¼ .
Solution: The following steps can be used to multiply fractions with mixed numbers.

 Step 1: Change the given mixed fractions to improper fractions, i.e., (8/3) × (13/4).
 Step 2: Multiply the numerators of the improper fractions, and then multiply the
denominators. This will give 104/12.
 Step 3: Now, reduce the resultant fraction to its lowest terms, which will make it 26/3.
 Step 4: Further, convert the answer back to a mixed fraction which will be 8 2/3 .
Multiplication of Improper Fractions
Now let us understand the multiplication of improper fractions. We already know that an improper
fraction is one where the numerator is bigger than the denominator. When multiplying two improper
fractions, we frequently end up with an improper fraction. For example, to multiply 3/2 × 7/5 which
are two improper fractions, we need to take the following steps:
 Step 1: Multiply the numerators and denominators. (3 × 7)/(2 × 5) = 21/10.
 Step 2: The fraction 21/10 cannot be reduced further to its lowest terms.
 Step 3: Hence, the answer is 21/10 which can be written as 2 1/10.
( https://www.cuemath.com/numbers/multiplying-fractions/)

LET’S PRACTICE
A. Multiplying fractions

B. Fraction Multiplication Word Problems.

At a school, there are 864 students and 80 staff members. 5/8 of the students are boys.

1. How many girls are there in the school?

2. 1/ 6 of the boys joined the basketball team and 2/9 of the boys joined the soccer team. How
many boys are there in the soccer team?
 3. The school bus service is only offered to grade 1 and 2 students. 5 /24 of the total number of
students are in grades 1 and 2. 4 /7 of the grades 1 and 2 take the school bus to school. What
fraction of all students take the school bus to school?

4. On a snowy day, only 7/12 of the students attend school. 4/5 of the students who stayed home
called to inform the school office. What was the fraction of all students that called in to
inform the school about missing school this day?

5. Every Wednesday, a meeting for all the teaching staff is held. If 13/16 of the staff members are
teaching staff, how many staff members are invited to the meeting?
C. Find the missing Fractions.

LESSON 4

DIVISIONS OF FRACTIONS

Division means sharing an item equally. We have learned about the division of whole
numbers, now let us see how to divide fractions. A fraction has two parts - a numerator and a
denominator. Dividing fractions is almost the same as multiplying them. For the division of
fractions, we multiply the first fraction by the reciprocal (inverse) of the second fraction. 
How to Divide Fractions?

We know that division is a method of sharing equally and putting into equal groups. We
divide a whole number by the divisor to get the quotient. Now, when we do division of a fraction by
another fraction, it is the same as multiplying the fraction by the reciprocal of the second fraction.
The reciprocal of a fraction is a simple way of interchanging the fraction's numerator and
denominator. Observe the following figure to learn a simple rule of dividing fractions.
In the subsequent sections, we will learn the division of fractions with fractions, whole numbers,
decimals, and mixed numbers. In every case, we will be using the same rule of dividing fractions as
given above.

For the division of fractions with whole numbers, we need to multiply the denominator of the given
fraction with the given whole number.

We have learned how to convert mixed fractions to improper fractions. For the division of fractions
with mixed numbers, we have to convert the mixed fraction to an improper fraction first and then
divide them as we divide two fractions.

We know that decimal numbers themselves are a fraction to base 10. We can represent the decimal in
the fractional form and then perform the division. For dividing fractions with decimals, follow the
steps given below:

 Convert the given decimal to a fraction.

 Divide both the fractions

We have learned how to convert mixed fractions to improper fractions. For the division of fractions
with mixed numbers, we have to convert the mixed fraction to an improper fraction first and then
divide them as we divide two fractions.(www.cuemath.com)

LET’S PRACTICE!!!

A. Dividing Fraction and Mixed Numbers.

 B. Lets do this activity. Dividing Fraction.

C. Problem Solving.

1. A computer uses 1/200 of a second to finish a math question. How many math questions can the
computer answer in 2 minutes?
 2. After a robot vacuum is fully charged, it can run for 15 minutes. It can vacuum
1/ 2 square foot every second. Can a fully charged robot clean a room that is 400 square feet without
recharging?

3. An auto shop installed a new automatic system to do paint jobs for cars. The system can paint 6
cars in 1/4 hour. How long does it take to paint one car?

4. The distance between the first and the last stop of a bus route is 1/ 3 miles. Including the first and
the last stop, there are 5 stops on this route. What is the average distance between the stops?
5. Before taking off, a plane travels at a speed of 1/4 km per second. The runway is 5 km. How
many seconds does it take the plane to get to the end of the runway?

REFLECTION