6 6

Mathematics
Quarter 4 – Module 5:
Solving Routine and
Non-Routine Problems Using
 Data Presented in a Pie Graph

CO_Q4_Mathematics 6_Module 5
Mathematics – Grade 6
Alternative Delivery Mode
Quarter 4 – Module 5: Solving Routine and Non-Routine Problems Using Data
Presented in a Pie Graph
First Edition, 2020

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Published by the Department of Education

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

Development Team of the Module

Author: Oscar B. Mascuñana

Editors: Mae Joy M. Tan, Susana L. Lutero, Nora B. Rebadomia,

Mary Jane O. Amante, Ma. Pinky C. Arquio, Susan T. Dela Torre

Reviewers: Ivy Joy A. Torres, Ma. Theresa L. Tabotabo,

Jem Rymon S. Chien, Mae Joy M. Tan

Illustrator: Eldiardo E. Dela Peňa

Layout Artists: Eldiardo E. Dela Peňa, Peter A. Alavanza

Management Team: Ramir B. Uytico Pedro T. Escobarte, Jr.

Elena P. Gonzaga Donald T. Genine
Adonis A. Mosquera Clarissa G. Zamora
Fevi S. Fanco Ivy Joy A. Torres
Jason R. Alpay Mae Joy M. Tan
Jem Rymon S. Chien Ethel S. Gali

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Department of Education – Region VI

Office Address: Duran Street, Iloilo City

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E-mail Address: [email protected]
 6

Mathematics
Quarter 4 – Module 5:
Solving Routine and Non-Routine
Problems Using Data Presented
in a Pie Graph

Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners, can
continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you step-by-step
as you discover and understand the lesson prepared for you.
 Pre-tests are provided to measure your prior knowledge on lessons in each
SLM. This will tell you if you need to proceed on completing this module or if you
need to ask your facilitator or your teacher’s assistance for better understanding of
the lesson. At the end of each module, you need to answer the post-test to
selfcheck your learning. Answer keys are provided for each activity and test. We
trust that you will be honest in using these.

In addition to the material in the main text, Notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how they
can best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on any part of
this SLM. Use a separate sheet of paper in answering the exercises and tests. And
read the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering the
tasks in this module, do not hesitate to consult your teacher or facilitator.

Thank you.
 What I Need to Know
This module was designed and written with you in mind. It is here to help you
master the skills in solving routine and non-routine problems using data presented
in a pie graph. The scope of this module allows you to use it in many different
learning situations. The language used recognizes your diverse vocabulary level.
The lessons are arranged to follow the standard sequence of your course. But the
order in which you read them can be changed to match with the textbook you are
now using.
After going through this module, you are expected to solve routine and non-routine
problems using data presented in a pie graph. (M6SP-IVf-4.6)
 What I Know

Read the situation presented below. Then, refer to the pie graph in answering
the questions that follow. Write the letter of your answer on your answer sheet.

The pie graph below shows the percent of book donations that Escalante
Central Elementary School has received from its stakeholders. The school has
received a total of 2,500 books in five subject areas.

Book Donations from Stakeholders

1. How many are Mathematics books has the school received?

A. 675 B. 775 C. 875 D. 975

2. How many English books are donated?

A. 250 B. 350 C. 450 D. 550

3. How many are Science and Araling Panlipunan books?

A. 500 B. 1000 C. 1500 D. 2000

4. How many more Mathematics books were donated to Escalante Central

Elementary School than Science books?
A. 175 B. 250 C. 375 D. 450

5. What learning area received the highest number of books?

A. Araling Panlipunan C. Mathematics
 B. English D. Science

Solving Routine and

Lesson
Non-Routine Problems
1 Using Data Presented in a
Pie Graph
In the previous lesson, you have learned how to construct a pie graph based
on a given set of data and interpret it. This time, we will focus on how to solve
routine and non-routine problems using data presented in a pie graph.

What’s In

Using the information below, construct a pie graph to show how Marlon
budgets his time each day. Write your answer on your answer sheet.

In school : 6 hours
Household chores : 5 hours
Assignment : 2 hours
Leisure/Sports : 3 hours
Sleep and Rest : 8 hours
 What’s New

Study the problem below.

Mengie’s flower shop has five

(5) varieties of flowers . Her shop has
350 flowers in all. The pie graph on
the right shows the percent of flowers
in each variety. How many percent of
flowers are tulips? How many are the
tulip flowers?

What is It

To solve the above problem, a Four-Step Plan can be used.

Step 1: Understand

a. Know what is asked.

The problem asked for the percent and the number of tulip flowers

b. Know the given facts:

5 varieties of flowers
350 is the total number of flowers
30% are roses, 14% are carnation, 27% are anthurium, 3%
are orchids

Step 2: Plan

a. Plan the operation/s to be used.

Addition, Subtraction, and Multiplication

b. Formulate the equation/s

 Let N = percent of tulips
Y = number of tulips

Equation for the first question:

100% – (30% + 14% + 27% + 13%) = N

Equation for the second question:

N x 350 = Y

Step 3: Solve

Question Number 1:
100% - (30% + 14% + 27% + 13%) = N
100% - 84% = N
N = 16%
Complete answer: 16% are tulip flowers

Question Number 2:
16% x 350 = Y
0.16 x 350 = 56
Y = 56
Complete answer: There are 56 pieces of tulip flowers.

Therefore, there are 56 tulip flowers which comprise 16% of all the flowers in
Mengie’s shop.

Step 4: Check and Look Back

Question Number 1:
Add 30%, 14%, 27%, 13%, 16%, the answer will be 100%.

Question Number 2:
Divide 56 by 350, and the answer is 0.16.

Follow-up Questions:

1. How many are roses?

The pie graph shows that 30% of the 350 flowers of Mengie in her
flower shop are roses.
Let N = the number of pieces of roses

30% of 350 = N
0.30 x 350 = N
N = 105
Thus, there are 105 pieces of roses.
 2. How many orchids and anthurium flowers are there?
In the graph presented, 13% of the flowers are orchids and 27% of the
flowers of Mengie’s flower shop are anthurium.
Let N = the number of pieces of orchids and anthurium.

(13% + 27%) of 350 = N

40% of 350 = N
0.40 x 350 = N
N = 140
So, there are 140 pieces of orchids and anthurium.

3. How many pieces are carnation flowers?

The graph shows that 14% of flowers at Mengie’s flower shop are
carnations.
Let N = the number of pieces of carnation flowers.

14% of 350 = N
0.14 x 350 = N
N = 49
Therefore, there are 49 pieces of carnation flowers.

What’s More

Read the situation presented below then, answer the following questions.
Write the letter of your answer on your answer sheet.

The pie graph shows how the 300 Grade Six pupils go to school.
1. How many Grade VI pupils go to school by foot or by walking?
A. 129 C. 149
B. 139 D. 159

2. How many pupils in Grade VI prefer to ride on a bus or jeepney in going to

school?
A. 3 C. 9
B. 6 D. 12

3. How many Grade VI pupils go to school by riding on a bicycle and pedicab?

A. 50 C. 70
B. 60 D. 80

4. How many more pupils prefer to ride on a tricycle than on a pedicab in going
to school?
A. 45 C. 105
B. 60 D. 150

5. How do half of the Grade VI pupils go to school?

A. by riding a tricycle and by walking
B. by riding a tricycle and a pedicab
C. by riding a bicycle and by a jeepney or bus
D. by riding a bicycle and a pedicab
 What I Have Learned

To solve routine and non-routine problems using data presented in a pie

graph, you may follow the 4-step plan.

1. Understand – Know what is asked in the problem.

2. Plan – What operation to be used in the problem and its equation.
3. Solve – Show your solutions.
4. Check and Look back – Check and review your answer. Complete your
answer with proper label.

What I Can Do

Read and understand the situation presented below then answer the questions
that follow. Write your answer in your answer sheet.

The monthly family’s budget of Mr. Himongala is ₱18,500.00. It is presented

in the pie graph on the right.
 1. How much is allotted for food?

2. How much does the family save in a month?

3. What part of the budget has the biggest allocation? What is the least
allocated?

4. If the monthly savings is added to the education budget, how much will it
be?

5. How much more budget is allocated in transportation expenses than on the

education budget?

6. Do you think Mr. Himongala’s budget for savings is a wise decision? Why or
why not?

Assessment

Read and understand the given situation below. Then, refer to the pie graph
in answering the questions that follow. Write your answer on your answer sheet.
 The graph shows the percent of various age groups in Barangay Matiwasay.
It has an estimated population of 33,500.

1. How many percent of the population are 71 years old and above?

2. How many people are in the 31 to 50 years old group?

3. What group has the greatest number of people? How many are they?

4. How many people are under 10 years old group?

5. If 51 to 70 years old group is added to the 31 to 50 years old group, how

many will they be?

Additional Activities
 Read the situation below and answer the following questions. Write your answer
on your answer sheet.

Judith’s income is ₱22,500.00 a month. She makes a pie graph on her

expenses.

1. How much money does Judith spend for house rent?

2. How much is her expenses for food?

3. How much more money is spent for house rent than the transportation?

4. What percent of her total expenses is the bills?

5. How much does Judith save for a month?