CHAPTER FRACTION, DECIMALS AND PERCENTS

1
Name: __________________________________ Week/Date: One/ ______________
Grade & Section: ____________________________ Teacher: _____________________
Lesson 1.1 Fractions
Time Frame: 1 week
Learning Outcomes of the Lesson at the end of the lesson, the student is able to:
 Define a fraction
 Define and differentiate proper fraction, improper fraction, and mixed numbers
 Change improper fraction to mixed number and vice versa
 Solve situational problems involving fraction.

Introduction:
Fractions are not just there to give you a headache. Actually, you probably already used
fractions without even knowing it. And without fractions, you wouldn't be able to tell time or
cook with recipes.
Fractions are numbers that aren't whole, and mean just like they sound: a fraction, or a
part of something bigger. Fractions have two numbers, a numerator (the part) and
a denominator (the whole). When you first learned fractions, you probably did not see a point to
having to learn them, but did you know that fractions are so useful, you already use them in your
everyday life?
Consider a survey on favorite lunch meals of one hundred male and female students. The
results were tabulated as follow:
RICE MEALS PASTA SANDWICHE BISCUITS TOTAL
S
MALE 28 8 10 2 48
FEMALE 20 12 13 7 52
TOTAL 48 20 23 9 100

From the table above, we can see that 48 out of 100 students prefer rice meal, 20 out of
100 prefer pasta, 23 out of 100 prefer sandwiches, and 9 of 100 prefer biscuits. On the other
hand, we can also see that, out of 100 students, there are 48 male and 52 female students. We can
conveniently write these numerical representations as follows:
48
Students who prefer rice meals: 48 out of 100 = ,
100
20
Students who prefer pasta: 20 out 100 = ,
100
23
Students who prefer sandwiches: 23 out of 100 = ,
100
9
Students who prefer biscuits: 9 out of 100 = ,
100
 48
Number of male students: 48 out of 100 = , and
100
52
Number of female students: 52 out of 100 = ,
100
48 20 23 9 ,∧52
These numbers , , , are called fraction
100 100 100 100 100

Numerator

2
5

Denominator

When a whole quantity is divided into parts, these parts are called fractions. A fraction is
a
written in the forum , where a and b are whole numbers but b cannot be zero. The number
b
on top, a, is called numerator, and the number below, b, is called denominator.

2
The fraction means the units is divided into five parts and that two of the five parts are
5
2
taken. Moreover, also means 2 ÷5 .
5
Example 1.1.1
In a class of 40 students, 23 are girls. We can name the part of the class that are girls as
23
.
40
These are two categories of fraction:
1. If the numerator is less than the denominator, it is called a proper fraction. It means
that the fraction names a number less than 1 unit.
2. If the numerator is greater than or equal to the denominator, it is called an improper
fraction. It means that the fraction names a number greater than or equal to 1 unit.
But an improper fraction can be transformed to a mixed number. A mixed number is
the sum of a whole number and a proper fraction. Simply divided the numerator by
the denominator. If there is a nonzero remainder, write the remainder over the
denominator.
Example 1.1.2
42
Change to mixed number or whole number
3
Solution:
42
42 ÷ 3=14 → =14
3
Example 1.1.3
53
Change to mixed number or whole number
4
Solution:
53 1
53 ÷ 4=13 with remainder 1 → =13
4 4

To change a mixed number to an improper fraction, multiply the denominator by the whole
number and add the numerator. Write the sum over the denominator to form the improper
fraction.

Example 1.1.4
2
change 4 to improper fraction
3
Solution:
2 14
4 ×3+2=14 , → 4 =
3 3
Also, if the denominator of a fraction is one, it is equal to the numerator

Example 1.1.5
3
change 2 to improper fraction
8
Solution:
3 19
2 ×8+3=19 , →2 =
8 8
Example 1.1.6
25 1
Which of the following fraction is bigger, or 3 ?
8 8
Solution:
1 25
3 ×8+ 1=25 , →3 =
8 8
None of them is bigger because they are equal.
Example 1.1.7
2 1 1 5
Which among 1 , 2 , 3 , is equal to
3 3 3 3
Solution:
5
Let us change the given mixed fractions to improper fraction to see which is equal to .
3
2 5
1 ×3+2=5→ 1 =
3 3
1 7
2 ×3+1=7 → 2 =
3 3
1 10
3 ×3+1=10 → 3 =
3 3

2 5
Therefore, 1 is equal to
3 3

Example 1.1.8
Dexter saved ninety-five 25 – centavo coins for Pondo ng Pinoy. How much in pesos did he
save?
Solution:
Since four 25 – centavo coins is P 1.00, then 95 ÷ 4=23 with remainder 3, and so
95 3
=23 =P 23.75
4 4
Example 1.1.9
A piece of wood measures 12 feet. If a carpenter needs to cut it to have 5 pieces of wood, how
long will each piece be in inches?
Solution:
Since there are 12 inches in one foot, 12 feet is 12 ×12=144 inches. To know how long will
144 4
each piece be, we have 144 ÷ 5=28 with remainder 4. Thus, =28 inches is the length of
5 5
each piece of wood.
Example 1.1.10
A cake was served at the table. Danica ate 1 slice of cake, while Luigi ate 2 slices. If there were
initially 4 equal slices of cake, what fraction of the cake remained?
Solution:
Since the total number of slices is 4, it would be the denominator. Subtract the slices of cake
eaten by Danica and Luigi from the total number of slices, thus, 4− (2+1 )=4−3=1
1
Therefore, the remaining part of the cake is
4
EXERCISES:
A. Identify whether each fraction is proper fraction, an improper fraction, or a mixed
number.
 6 14
1. ________ 6. ________
7 17

11 86
2. ________ 7. 9 ________
4 87

24 113
3. ________ 8. ________
2 17

4 34
4. 2 ________ 9. ________
9 34

126 1
5. ________ 10. 4 ________
137 17

B. Encircle the fraction that does not belong to the set.

1 4 6 10
11. , , ,
3 5 7 9

11 6 3 2
12. , , ,
7 5 4 2

4 1 7 1
13. , 2 ,6 ,11
5 3 8 3

13 6 11 4
14. ,3 , ,
25 7 22 18

1 2 11 2
15. 6 , 13 , , 1
5 3 5 5

C. Change the following improper fractions into mixed numbers, and vice versa.

710 1
16. ____________ 21. 93 ____________
6 5

129 11
17. ____________ 22. 78 ____________
6 13

54 7
18. ____________ 23. 13 ____________
13 22
 113 3
19. ____________ 24. 51 ____________
26 10

121 12
20. ____________ 25. 101 ____________
38 17

D. Solve each of the following problems.

26. Daru missed 7 questions on the 20-item quiz. What part of the quiz was he correct?

27. One lunch break in the school cafeteria, 19 students had rice meals, 14 had pasta, and 7 had
sandwiches. If there were 45 students in the cafeteria, what part of them were having pasta?
What part of them were not having lunch?

28. A realtor sold 77 condominium units from the 300-unit condominium building in Makati
City. What part of it are sold? What part of it are not sold?

29. Teresita, a rice dealer, has 75 sacks of Sinandomeng rice in her storage room. On a certain
day, she sold 950 kilos. If one sack has 50 kilos, what part of her stock was sold? How many
sacks are left in the storage room?

30. Grade 11 students were able to raise P7,550.75 in the Pondo ng Pinoy drive. Pondo ng Pinoy
collects only 25-centavo coins. How many 25-centavo coins were collected?

31. In a packaging division, there are 42 packaging machines. At any given time, 6 of the
machines are turned off for tune up. What fraction of the machines are operating at one time?

32. Feliz is ready to print her 83-page thesis paper for her adviser and four panelists. She also
wants to keep a copy each for herself and for her parents. Is one ream of bond paper
enough? What part of one ream will be used for printing? (One ream is 500 sheets.)

33. Mrs. Mercado gave a test in her Math class of 55 students. In one of the items, 12 students
got the correct answer. What part of the class tailed to answer the item correctly?

34. Loombands are colorful rubber bands that can be made into an accessory. Because of its
1
popularity, Jam decided to buy a set of loombands including 4200 pieces of bands. If of
8
the bands are red, how many bands are not red?

2
35. Carlo spends of a day in working on his research. If he finished doing his research after
3
two more days, how many hours did it take Carlo to work on it? (Assume that he had consistent
working rate.)

Lesson 1.2 Simplifying Fractions

 Learning Outcomes of the Lesson at the end of the lesson, the student is able to:
 Express fraction in lowest terms, and
 Determine whether the given pairs of fractions are equivalent

Introduction:
Sometimes, simplifying a fraction, or reducing the fraction, can help give more information
about a problem.

A required measurement which is the result of adding, subtracting, multiplying or

dividing fractions is not always expressed as simple as possible. Measurements can be read with
ease when the fraction is given in lowest terms.
A fraction can be simplified if the numerator and denominator can be divided by the
same number other than 1. When the numerator and the denominator have no other factor except
1 (that is, cannot be divided by the same number other than 1), the fraction is already in lowest
term.

When we simplify a fraction, we are writing another fraction that is equal to the original; it is just
written in another way.

45
To get a visual idea of what this means, look at the example below of
50

We could change the way we view this by just getting rid of some of the lines.

45 9
Here we can see that is the same as .
50 10

Nine-tenths is an easier way to think about the information. It is also easier to convert to a
percent or work with in other ways.

However, drawing a diagram can be a tedious way to simplify a fraction. There are other
methods.

32
Example: Simplify 80

In order to simplify, we need to find common factors. Because both of the numbers are even, we
could start by dividing by 2.
Now you might notice that 4 divides into both 16 and 40 without a remainder, so we can divide
again.

We check our numbers again, and can see that 4 and 10 still have another common factor of 2.
So, we divide again.

Finally, we have simplified the fraction to lowest terms. We know this because 2 and 5 are
relatively prime, or they have no other common factors besides 1. This means that the fraction
cannot be reduced again.

If you don't like dividing this way, you can also use the upside-down division.

64
Example: Simplify the fraction 120

Place both numbers in the upside-down division.

Next, we will divide both numbers by a common factor. It doesn't matter what number you start
with, as long as it is a factor of both numbers. If you have trouble coming up with a factor and
both numbers are even, you can always start by dividing by 2.

32 and 60 still have common factors, so we will repeat the steps until there are no more common
factors.
The numbers at the bottom are relatively prime because they have no other common factors
besides 1. At this point, the fraction has been simplified to lowest terms. The numbers at the
bottom form the new fraction. The first number becomes the numerator and the second number
becomes the denominator.

64 8
So the fraction reduced to lowest terms is equal to .
120 15

EXERCISES:
A. Write each fraction in its simplest form.
25 50
1. ______________ 6. 40 ______________
200 250

48 18
2. ______________ 7. 18 ______________
64 36

56 133
3. ______________ 8.
72 152
______________
 39 60
4. ______________ 9.
57 140
______________

52 121
5. ______________ 10. ______________
130 11

B. Solve each of the following problems. Express your answer in lowest terms.

11. Juliana answered 42 items correctly on an 80-item quiz, while her sister Angela answered 21
items correctly on a 40-item quiz. Do they have the same portion of correct answers?

12. A 10-centavo coin is what fractional part of a peso?

13. If a regular employee works for 40 hours per week, what fraction of the day does he work?

14. One kilometer is 1000 meters. What fraction of a kilometer is 750 meters?

15. Alvin, an HR Director, has 12 employees in his department. There are still 3 positions to be
filled up. What fraction of the entire staff are still available?

16. Veronica is 18 years old, and she takes 500 mg of Vitamin C per day. The recommended
dose for her 11-year old sister Julia is 250 milligrams. What part of Veronica's dosage does Julia
take?

27. Clarissa is a promodizer at a supermarket. It takes her 2 hours in promoting products to the
costumers. What part of the day does she work?

28. Ms. Velasco's class has 22 girls and 14 boys. What is the fraction of the girls in her class?

29. Mike has read 22 books. Ten of these books were mystery books. What part of the books
were mystery books?

30. There were 8 slices of egg pie in which 2 sisters ate one slice each. Afterwards, their brother
1
came and ate of the pie that was left. How many slices of egg pie did the brother eat?
3

Lesson 1.3 Addition and Subtraction of Fraction

Learning Outcomes of the Lesson at the end of the lesson, the student is able to:
 Perform addition and subtraction on fraction, and
 Solve problems involving addition and subtraction of fractions.
Introduction:
Before we get started, here is some important terminology that will help you understand
the concepts about working with fractions in this section.
product: the result of multiplication
factor: something being multiplied – for 3 ×2=6, both 3 and 2 are factors of 6
2
numerator: the top part of a fraction – the numerator in the fraction is 2.
3
2
denominator: the bottom part of a fraction – the denominator in the fraction is 3
3
Adding Fractions
When you need to add or subtract fractions, you will need to first make sure that the
fractions have the same denominator. The denominator tells you how many pieces the whole has
been broken into, and the numerator tells you how many of those pieces you are using.
The “parts of a whole” concept can be modeled with pizzas and pizza slices. For
1
example, imagine a pizza is cut into 4 pieces, and someone takes 1 piece. Now, of the pizza is
4
3
gone and remains. Note that both of these fractions have a denominator of 4, which refers to
4
the number of slices the whole pizza has been cut into. What if you have another pizza that had
5
been cut into 8 equal parts and 3 of those parts were gone, leaving ?
8

How can you describe the total amount of pizza that is left with one number rather than
two different fractions? You need a common denominator, technically called the least common
multiple. Remember that if a number is a multiple of another, you can divide them and have no
remainder.
One way to find the least common multiple of two or more numbers is to first multiply
each by 1,2,3,4etc. For example, find the least common multiple of 2 and 5

First, list all Then list all the

the multiples multiples of 5:
of 2:
2 ⋅1=2 5 ⋅1=5
2 ⋅2=4 5 ⋅2=10
2 ⋅3=6 5 ⋅3=15
2 ⋅4=8 5 ⋅4=20
 2 ⋅5=10 5 ⋅5=25

The smallest multiple they have in common will be the common denominator for the two!

EXAMPLE

Describe the amount of pizza left using common terms.

3 5
Rewrite the fractions and as fractions with a least common denominator.
4 8
Find the least common multiple of the denominators. This is the least common denominator.
Multiples of 4 :4 ,8 , 12 ,16 ,24
Multiples of 8 :8 , 16 , 24
The least common denominator is 8 the smallest multiple they have in common.
3
Rewrite with a denominator of 8. You have to multiply both the top and bottom by 2 so you
4
don’t change the relationship between them.
3 2 6
× =
4 2 8
5
We don’t need to rewrite since it already has the common denominator.
8
Answer
6 5
Both and have the same denominator, and you can describe how much pizza is left with
8 8
common terms.
6 5 11 3
+ = =1
8 8 8 8
To add fractions with unlike denominators, first rewrite them with like denominators. Then, you
know what to do! The steps are shown below.
ADDING FRACTIONS WITH UNLIKE DENOMINATORS
Find a common denominator.
Rewrite each fraction using the common denominator.
Now that the fractions have a common denominator, you can add the numerators.
Simplify by canceling out all common factors in the numerator and denominator.
Simplifying a Fraction

Often, if the answer to a problem is a fraction, you will be asked to write it in lowest terms.
This is a common convention used in mathematics, similar to starting a sentence with a capital
letter and ending it with a period. In this course, we will not go into great detail about methods
for reducing fractions because there are many. The process of simplifying a fraction is often
called reducing the fraction. We can simplify by canceling (dividing) the common factors in a
fraction’s numerator and denominator. We can do this because a fraction represents division.
 6
For example, to simplify you can rewrite 6and 9 using the smallest factors possible as follows:
9
6 2× 3
=
9 3× 3
Since there is a 3 in both the numerator and denominator, and fractions can be considered
division, we can divide the 3 in the top by the 3 in the bottom to reduce to 1.
6 2× 3 2× 1 2
= = =
9 3× 3 3 3

Rewriting fractions with the smallest factors possible is often called prime factorization.
Example.
2 1
Add + Simplify the answer.
3 5
Solution:
Since the denominators are not alike, find a common denominator by multiplying the
denominators.3 ×5=15
Rewrite each fraction with a denominator of 15
2 5 10
× =
3 5 15
1 3 3
× =
5 3 15

Add the fractions by adding the numerators and keeping the denominator the same. Make sure
the fraction cannot be simplified.
10 3 13
+ =
15 15 15
Answer:
2 1 13
+ =
3 5 15

You can find a common denominator by finding the common multiples of the denominators. The
least common multiple is the easiest to use.
 EXAMPLE

3 2
Add + . Simplify the answer.
7 21
Solution:
Since the denominators are not alike, find the least common denominator by finding the least
common multiple (LCM) of 7 and 21.
Multiples of 7 :7 , 14 , 21 ,28 ,35
Multiples of 21 :21 , 42 ,63 , 84
Rewrite each fraction with a denominator of 21.
3 3 9
× =
7 3 21

2
21
Add the fractions by adding the numerators and keeping the denominator the same. Make sure
the fraction cannot be simplified.
9 2 11
+ =
21 21 21

Answer
3 2 11
+ =
7 21 21

You can also add more than two fractions as long as you first find a common
denominator for all of them. An example of a sum of three fractions is shown below. In this
example, you will use the prime factorization method to find the LCM.

EXAMPLE

3 1 5
Add + + . Simplify the answer and write as a mixed number.
4 6 8
What makes this example different than the previous ones? Use the box below to write down a
few thoughts about how you would add three fractions with different denominators together.
Since the denominators are not alike, find the least common denominator by finding the least
common multiple (LCM) of 4, 6, and 8.

4=2 × 2
6=3 ×2
8=2× 2× 2
LCM:2 ×2 ×2 ×3=24
Rewrite each fraction with a denominator of 24.
3 6 18
× =
4 6 24

1 4 4
× =
6 4 24

5 3 15
× =
8 3 24

Add the fractions by adding the numerators and keeping the denominator the same.
18 4 15 37
+ + =
24 24 24 24
Write the improper fraction as a mixed number and simplify the fraction.
37 13
=1
24 24
Answer
3 1 5 13
+ + =1
4 6 8 24
Subtracting Fractions
When you subtract fractions, you must think about whether they have a common denominator,
just like with adding fractions. Below are some examples of subtracting fractions whose
denominators are not alike.

EXAMPLE

1 1
Subtract − . Simplify the answer.
5 6
Show Solution
The fractions have unlike denominators, so you need to find a common denominator. Recall that
a common denominator can be found by multiplying the two denominators together.
5 ×6=30
Rewrite each fraction as an equivalent fraction with a denominator of 30.
1 6 6
× =
5 6 30
 1 5 5
× =
6 5 30

Subtract the numerators. Simplify the answer if needed.

6 5 1
− =
30 30 30
Answer
1 1 1
− =
5 6 30

The example below shows how to use multiples to find the least common multiple, which will be
the least common denominator.

EXAMPLE

5 1
Subtract − Simplify the answer.
6 4
Solution
Find the least common multiple of the denominators—this is the least common denominator.
Multiples of 6 :6 , 12 ,18 ,24
Multiples of 4 :4 ,8 , 12 ,16 ,20
12 is the least common multiple of 6 and 4.
Rewrite each fraction with a denominator of 12.
5 2 10
× =
6 2 12
1 3 3
× =
4 3 12

Subtract the fractions. Simplify the answer if needed.

10 3 7
− =
12 12 12
Answer
5 1 7
− =
6 4 12
EXERCISES
A. Add. Write each answer in simplest form.

2 1 5 6
1. + =¿ ________________ 6. 3 + 5 =¿ ________________
7 7 14 7

7 2 21 11 5
2. + =¿ ________________ 7. + + =¿
12 12 40 16 24
________________

2 1 11 10 6
3. 2 + 4 =¿ ________________ 8. + +5 =¿
5 5 15 25 35
________________

12 1 12 21 35
4. + =¿ ________________ 9. + + =¿
5 10 16 72 80
________________

21 11 2 5 15
5. + =¿ ________________ 10. 23 +12 + 3 =¿ _______________
35 63 9 27 45

B. Subtract. Write each answer in simplest form.

5 3 53 6
11. − =¿ ________________ 16. 13 −5 =¿
7 7 84 7
_______________

7 1 1 11 5
12. − =¿ ________________ 17. 32 −10 − =¿
9 3 5 16 24
_______________

1 11 10 6
13. 14−4 =¿ ________________ 18. 23 −8 −5 =¿
5 15 25 35
_______________
 1 7 1 3 35
14. 8 −3 =¿ ________________ 19. 16 −10 − =¿
5 10 2 8 80
________________

21 5 2 6 5
15. − =¿ ________________ 20. 23 −12 −3 =¿
45 63 81 27 72
______________

C. Solve each of the following problems.

2
21. A Batangueño who is studying in Manila budgets his weekly allowance. He spends
5
of his
1 7
allowance on food, on school supplies, on transportation, and the rest he saves. If
10 20
his
allowance is P2, 500, how much does he spend on each?

1 1 5
22. Aling Purita bought kilo of kasim, 1 kilos of chicken, and kilo of liver
2 8 24
chicken for her
adobo. How many kilograms of meat does her adobo have?

23. A barangay captain wants to use a vacant lot measuring 326 square meters to build a
1 3
playground. They plan to allot of the lot for a badminton court and of it for food
4 8
stalls.
How much of the area is left for the playground equipment?

24. Jimmy and Trisha raised funds amounting P5, 400 for the upcoming Foundation Day
in their
1
school. Two-thirds of the funds were collected by Jimmy and of the funds were
3
collected
by Trisha. How much did Jimmy and Trisha raise individually?

3 7
25. Mr. Garcia planted 5 acres of wheat and 2 acres of corn. How many more acres of wheat
7 9
did he plant than corn?
Prepared by:

Jeffrey B. Masicap

Checked by:

ROMALYN V. CABABAT
School Principal

Approved by:

LEA S. LONTOC Ed D.
School President/ Director

REFERENCES
Business Math copyright 2016 by Vibal Group Inc. and Leah M. Lundag, Brian Roy C.
Lopez, and Keneth Adrian P. Dagal

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