7

Mathematics 7
Quarter 1 – Module 5:
Operations on Rational Numbers
Mathematics – Grade 7
Quarter 1 – Module 5: Operations on Rational Numbers
Lesson 1: Addition of Rational Numbers
Lesson 2: Subtraction of Rational Numbers
Lesson 3: Multiplication of Rational Numbers
Lesson 4: Division of Rational Numbers
First Edition, 2020

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 7

Mathematics 7
Quarter 1 – Module 5:
Operations on Rational Numbers
Lesson 1: Addition of Rational Numbers
Lesson 2: Subtraction of Rational Numbers
Lesson 3: Multiplication of Rational Numbers
Lesson 4: Division of Rational Numbers
Introductory Message
For the facilitator:

Welcome to the Mathematics 7 Module on Operations on Rational Numbers.

This module was collaboratively designed, developed, and reviewed by educators both
from public and private institutions to assist you, the teacher, or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming their
personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners in guided and independent learning
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acquire the needed 21st-century skills while taking into consideration their needs and
circumstances.

In addition to the material in the main text, you will also see this box in the body of the
module:

Notes to the Teacher

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will help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this module. You
also need to keep track of the learners' progress while allowing them to manage their
learning. Furthermore, you are expected to encourage and assist the learners as they
do the tasks included in the module.

For the learner:

Welcome to the Mathematics 7 Module on Operations on Rational Numbers.

The hand is one of the most symbolized parts of the human body. It is often used to
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What I Need to Know competencies you are expected to learn in the
module.
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What I Know check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
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What’s In the current lesson with the previous one.

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story, a song, a poem, a problem opener, an
activity, or a situation.
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What is It lesson. This aims to help you discover and
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Key at the end of the module.
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In this portion, another activity will be given
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lesson learned. This also tends to the
retention of learned concepts.
This contains answers to all activities in the
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this module.

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1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
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included in the module.
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5. Finish the task at hand before proceeding to the next.
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We hope that through this material, you will experience meaningful learning and
gain a deep understanding of the relevant competencies. You can do it!

What I Need to Know

This module was designed and written with you in mind. It is here to help you master the
operations (addition, subtraction, multiplication, and division) on rational numbers in Grade 7
Mathematics. The scope of this module permits it to be used in many different learning situations.
The language used recognizes the diverse vocabulary level of students. The lessons are arranged
to follow the standard sequence of the course. But the order in which you read them can be
changed to correspond with the textbook you are now using.

The module is about:

● Operations on Rational Numbers

After going through this module, you are expected to:

1. determine the rules on operations of rational numbers;
2. perform the four fundamental operations on rational numbers;
3. use concrete models in illustrating operations on rational numbers;
4. solve real-life problems involving rational numbers; and
5. appreciate the importance and usefulness of the lesson in everyday life.
 What I Know

Write the letter of the correct answer on a separate sheet of paper.

1. What do you call the number that can be written in the form , where a and b are
integers and b is not equal to 0?
A. Real B. Integer C. Rational D. Irrational

𝟐𝟎
2. What is the simplest form of 𝟐𝟒 ?
𝟓 𝟏𝟎
A. B. C. 𝟔 D. 𝟏𝟔
𝟑 𝟐
3. What is 𝟒 of 𝟑
?
A. B. 2 C. D.

4. Find the quotient of 1 ÷ 2.

A. B. C. D.

5. Which of the following statements is true?

A. The sum of positive and negative rational numbers is always positive.
B. The difference between positive and negative rational numbers is always negative.
C. The product of two negative rational numbers is always negative.
D. The quotient of two positive rational numbers is always positive.

6. Which of the following rational numbers has a negative result?

A. − B. + C. ( − ) (− ) D. ÷ (− )

7. The value of + (− ) + is ______.

A. − B. 0 C. D.

8. What is the product of 𝑎𝑛𝑑 − ?

A. B. − C. D. −

9. Subtract from .

A. B. C. − D. −

10. Subtract − from .

A. B. 1 C. -1 D. 0
 11. Find the sum of 2 and -1 .
A. B. − C. D. −

12. An empty truck weighs 1 tons. The weight limit of a small bridge is 3 . By how many
tons is the truck under the limit when it carries 1 tons load?
A. B. − C. D. −

13. Peter eats 1 cups of rice every meal. How many cups of rice can he consume in 3
meals?

A. 4 B. 4 C. 3 D. 3

14. One tray cake requires 3 of flours. How many cups of flour are needed to make 5 trays
of cake?

A. 16 B. 17 C. 18 D. 19

15. Gelo buys of the whole Buko pie. He will divide this into his 3 sisters equally.
What part of the whole Buko pie will each sister receive?
A. B. C. D.
 Lesson

1 Addition of Rational Numbers

We use rational numbers when sharing a pizza or anything. Rational Numbers are used
when getting precise calculations for different quantities. The study of this concept is very helpful
in understanding higher mathematics.

What’s In

Activity 1: Give the sum of the following integers using the number line below.

1. 5 + 3 = 2. (-2) + (-1) =
Since the integers are both
positive, they have the same
3. 5 + (-5) = 4. (-4) + 2 = direction, that is, to the right
of zero on the number line and
must be added, (5 + 3), giving
us the sum of 8.

What’s New

Using linear or area models, find the sum of the following rational numbers:

1. + + =
𝟑
𝟒

2. + + =
?

Since and are dissimilar fractions, we need to

give its equivalent fractions by getting their Least + =
Common Denominator (LCD) to make them the
same or similar.
𝟓
𝟔
So equivalent to and is equivalent to , giving
𝟓
the sum .
𝟔
 What is It

General Rule:
If and are rational numbers, then:
𝒂𝒅 𝒃𝒄
+ = + =
𝒃𝒅

To add rational numbers there are Three Simple Steps:

5
Example 1: − SIMILAR FRACTIONS Fractions with the same
8 + denominators

− + ← Step 1: Make sure that the denominators

are the same.

-5 + 7 = 2 → ← Step 2: Add the numerators, but that

answer over the denominator.

or Step 3: Simplify the fraction. (if needed)

←

A number composed
Example 2: 𝟑
2 + ( −1 1 ) MIXED FRACTIONS of an integer and a
5 5 fraction.

6 ← Step 1: Make sure that the mixed fractions

+ ( −5 ) are transformed into improper fractions.

Step 2: Add the numerators, put the

17 + (-6) = ← answers over the same denominator.

Step 3: Simplify the fraction by dividing the

1
or 2 ← numerator by the denominator and put it
5
back to mixed form. (if needed)

Example 3: + DISSIMILAR FRACTIONS Fractions with different

denominators.

1 + 1 = ?
3 6 Step 1: The denominators are different.
← See how the slices are different sizes?
We need to make them similar before we
can continue adding them since it’s a rule
that we convert dissimilar fractions into
similar fractions before we proceed to
addition.
Step 2: The number "6" is twice as much as
x2 "3", so to make the denominators of the
← fractions the same, multiply the numerator
+ = 2/6 + 1/6 and denominator of the first fraction by 2.
 Important: multiply both numerator and
denominator by the same number, to
keep the value of the fraction the same.

+ = = ←
Step 3: Add the numbers in the numerator
and put the answer over the same
← denominator.
=

Step 4: Simplify the fraction.

Example 4: 6 + (−3 )

+ (− ) ← Step 1: Change to improper fractions.

25x3 −10𝑥4 ← Step 2: Convert to equivalent fractions.

+
4𝑥3 3𝑥4

75 −40 ← Step 3: Simplify.

+
12 12
35 𝟏𝟏
𝑜𝑟 𝟐 ← Step 4: Add like fractions.
12 𝟏𝟐

Example 5: 3/4 + 2/5

Another way of adding rational numbers is by applying the “butterfly method”:

Step 1: Write the fractions side-by-side as

usual and draw two wings along the
diagonals made by the numerator of one
fraction and the denominator of the other
fraction and draw an antenna on each wing.

Step 2: As suggested by the wings, that

looks like a multiplication sign, multiply the
numbers in each wing, and put the product
in the antenna for the wing.

Step 3: Think or say: “This poor butterfly

needs a body.” To give it a body, connect the
bottom parts of the wings with a body-like
loop and multiply the two denominators it
connects, putting the product inside the
body.
 Step 4: Add the numbers in the antennae in
keeping with what is being done to the
fractions and put the result over the number
in the body.

Step 5: If necessary, reduce or simplify the

result.

What’s More

Activity 1.
A. Add the following rational numbers and simplify if needed.
1. + = 2. + = 3. 2 + 3 = 4. 2 + 3 + (−5 ) =

B. Solve the given word problem below.

5. Human bones are living tissues, minerals, and the rest water. What fraction of the
human bone is water?

What I Have Learned

How do we add rational numbers?

____________________________________________________________________________
____________________________________________________________________________.

What I Can Do

A shop keeper sold 7 kg, 2 kg and 3 kg of sugar to three customers in a day. Find the total
weight of sugar on that day?

Assessment 1

A. Write the letter of the best answer on a separate sheet of paper.

1. What is the sum of and ?

a. b. c. d.
 1 2
2. What is 3 increase d by 7 ?
4 4
a. 10 b. 10 c. 4 d. −

3. 5 is added to 3 .
a. 5 b. 7 c. 4 d. 8

4. 1 + -5 ( =
5
a. −4 b. 4 c.−3 d. 5
12

B. Give the number asked for.

5. Angel bought 6 meters of silk, 3 meters of satin and 8 meters of velvet. How many meters
of cloth did she buy?
7
a. −18 b. 11 c. 18 d. −11
10

Lesson
Subtraction of Rational
2 Numbers
The subtraction of rational numbers is one of the most important topics on rational
numbers. Understanding the basic operations on rational numbers is an essential tool in solving
problems and in studying higher fields of Mathematics. Hence, let us focus and do the activities
required for us to better understand these lessons.

What’s In

Suppose Joshua is celebrating his birthday today. His father bought 2 boxes of pizza,
each divided into 8 equal slices. Joshua invited his 4 playmates to celebrate with him. Initially,
four slices were reserved for his sisters. What part of the remaining pizza slices should Joshua
give his playmates so that they would all have an equal number of slices? Represent your answer
in fraction form and give its corresponding decimal form.

1/8
 What’s New

Activity 1: You want to sell cupcakes at a market. You get paid 2/5 of total sales, but you
have to pay 1/4 of total sales for the stall. How much do you get?

We need to subtract from . − =?

− =? ← Make the denominators of the fractions the

same. Multiply the numerator and
denominator of 2/5 by 4.
←
← Multiply the numerator and denominator
- =?
of 1/4 by 5.
− = = Now, do the calculations.

Answer: you get to keep 3/20 of total sales.

What is It

General Rule:

If and are rational numbers, then:

𝒂𝒅 𝒃𝒄
- = - = 𝒃𝒅

There are 3 simple steps to subtract rational numbers:

Example 1: - ← Step 1: Make sure that the denominators

are the same.
-5 - 7 = -12 → ← Step 2: Subtract the numerators. Put the
answer over the same denominator.

or -3 Step 3: Simplify the fraction. (if needed)

←

Example 2: 𝟑
2- 2
5
Step 1: Make sure that the mixed fractions are
+ ( − 11
5
) ←
transformed into improper fractions and the
sign of the second fraction is changed.

17 + (-11) = ←
 Step 2: Subtract the numerators, put the
answers over the same denominator.
or 1 ←
Step 3: Simplify the fraction by dividing the
numerator by the denominator and put it back to
mixed form. (if needed)

Example 3: -

1/3 - 1/6 = ?
Step 1: The denominators are different. See
how the slices are divided into different sizes?
← We need to make them similar or the same
before we continue subtracting them since it’s a
rule that we convert dissimilar fractions into
similar fractions before we proceed to
subtraction and follow the rules in subtracting
x2 integers. Step 2: The number "6" is twice as
much as "3", so to make the denominators the
− = 2/6 - 1/6 ← same we can multiply the numerator and
denominator of the first fraction by 2.

Important: you multiply both numerator and

denominator by the same number,
to keep the value of the fraction the same.

2/6 - 1/6 = = 1/6 ← Step 3: Subtract the numerators and put them
over the same denominator.
1/6 ←
Step 4: Simplify the fraction.
𝟏 𝟏
Example 4: 𝟔 𝟒 - (−𝟑 𝟑 )

6 + (−3 ) → − (− ) ← Step 1: Change to improper fractions.

25x3 −10𝑥4 ←
− Step 2: Convert to equivalent fractions.
4𝑥3 3𝑥4
← Step 3: Add like fractions.
−( )
115 𝟕 ← Step 4: Simplify.
𝑜𝑟 𝟗
12 𝟏𝟐
Example 5: 3/4 - 2/5

BUTTERFLY METHOD:

Step 1: Write the fractions side-by-side as

-- -- usual and draw two wings along the
diagonals made by the numerator of one
fraction and the denominator of the other
fraction and draw an antenna on each wing.

Step 2: As suggested by the wings, that

looks like a multiplication sign, multiply the
-- numbers in each wing, and put the product
in the antenna for the wing.

Step 3: Think or say: “This poor butterfly

needs a body.” To give it a body, connect the
bottom parts of the wings with a body-like
-- loop and multiply the two denominators it
connects, putting the product inside the
body.

Step 4: Subtract the numbers in the

antennae in keeping with what is being done
7 to the fractions and put the result over the
20 number in the body.

Step 5: If necessary, reduce or simplify the

result.

What’s More

Activity 1.
A. Subtract the following. The final answer must be in the simplest form.

1. - = 2. 9 -3 = 3. 2 - = 4. - (- )=

B. Solve the given word problem below.

5. After boiling, the 17 liters of water was reduced to 9 liters. How much water has
evaporated?
 What I Have Learned

How do we subtract rational numbers?

____________________________________________________________________________
____________________________________________________________________________.

What I Can Do

Paul bought 25 kg of rice and he used 1 ¾ kg on the first day, 4 ½ kg on the second day.
Find the remaining quantity of rice left?

A. Do as indicated and express your answer in the simplest form.

1. Find the difference between and .

4 4 7 7
a. − b. c. d. −
11 11 11 11
2. Subtract 3 from 7 .

a. 3 b. 2 c. 4 d. 5

3. Decreased 2 by 1 .

a. 1 b. 3 c. 5 d. 5

4. 7 diminished by 4 .

a. 3 b. 3 c. 3 d. 3

B. Give the number asked for.

5. Last week, Janelle spent of her weekly allowance on snacks, on school materials, and of
the remainder of the transportation. If she saved the rest of her allowance, what fraction of her
allowance did she save?

a. − b. c. d. −
 Lesson
Multiplication of Rational
3 Numbers
The idea of multiplication of rational numbers is existing already in everyone’s daily
life. We have been experiencing this, like eating a certain part of the whole food. Let us
say, you have eaten a certain part of your favorite cake. But, we are not just simply aware
of this.

What’s In
Lets us recall some lessons you have studied in previous years.

1. Multiply integers:
a. If we multiply two integers with the unlike sign, then the sign of the answer is
negative. Examples: (-2) x 3 = -6 8 x (-5) = - 40
b. If we multiply two integers with like the sign, then the sign of the answer is
positive. Examples: 4 x 5 = 20 (-5) x (-6) = 30
2. Change mixed number into improper fraction.
𝟑 numerator 1. Multiply the whole number part by the given
Whole denominator.
𝟓 denominat
2. Add the numerator to the product.
or
3. The resulting sum as the new numerator then
𝟑 𝟓𝒙𝟐 𝟑 𝟏𝟑
a. 𝟐 → = copy the denominator.
𝟓 𝟓 𝟓
𝟐 𝟕𝒙𝟒 𝟐 𝟑𝟎
b. 𝟒 → =
𝟕 𝟕 𝟕
3. Simplify fraction. 1. Determine the greatest common factor of
𝟒 𝟏𝒙𝟐𝒙𝟐 the numerator and the denominator.
a. = 2. Divide the numerator and the denominator
𝟖 𝟏𝒙 𝟐 𝒙 𝟐 𝒙 𝟐
by their greatest common factor or GCF.
GCF 2 x2 = 4
÷ 𝟏 𝟒𝟏 𝟏
Then, = = or =
÷ 𝟐 𝟖𝟐 𝟐

b. = GCF = 3 =
 What’s New
How can we solve some problems in our real-life situation?

𝟏 𝟏
1. John’s favorite dessert is an egg pie. He eats of (half) of the pie. What part
𝟑 𝟐
of the whole egg pie belongs to John?

𝟐 𝟑
2. Juan bought a rectangular pizza. He gave of of the pizza to his sister. What
𝟑 𝟓
part of the pizza was received by his sister?

What is It
We can be able to solve the given word problems above using the rule in the
multiplication of rational numbers.
To find the product of rational numbers, simply multiply both numerators and
denominators.
𝒂 𝒄 𝒂𝒄
In symbol, 𝒙 = where b ≠ 0 and d ≠ 0.
𝒃 𝒅 𝒃𝒅

Let us solve the given problems using the rule in multiplying rational numbers.
𝟏 𝟏
1. John’s favorite dessert is an egg pie. He eats of (half) of the pie. What part of the
𝟑 𝟐
whole egg pie belongs to John?

𝟏 𝟏 𝟏𝒙𝟏 𝟏 Multiply both numerators and denominators.

Solution: 𝒙 → =
𝟑 𝟐 𝟑𝒙𝟐 𝟔
𝟏
of the whole egg, pie belongs to John.
𝟔

By shading:

𝟏 𝟏 𝟏 𝟏
(half) of an egg pie of of the pie of the whole pie belong to John
𝟐 𝟑 𝟐 𝟔
𝟐 𝟑
2. Juan bought a rectangular pizza. He gave of of the pizza to his sister. What part
𝟑 𝟓
of the pizza was received by his sister?

𝟐 𝟑 𝟐𝒙𝟑
Solution: 𝒙 = Multiply both numerators and denominators
𝟑 𝟓 𝟑𝒙𝟓
𝟐𝒙𝟑 𝟏 Since 3 and 3 has a GCF of 3, we can simplify
= them.
𝟑 𝟏𝒙𝟓

𝟐
=
𝟓
 𝟐
His sister received of the whole rectangular pizza
𝟓
By shading:

𝟑 𝟐 𝟑 𝟔 𝟐
of the pizza (lightly shaded) of (dark shaded)
𝟏𝟓
or of the whole pizza
𝟓 𝟑 𝟓 𝟓

Examples: Find the product.

𝟐 𝟑 𝟑 𝟔 𝟓 𝟒 𝟑 𝟐
1. 𝒙 2. 𝟒 𝒙 𝟖 3. 𝒙 4. 𝒙
𝟓 𝟕 𝟔 𝟓 𝟖 𝟓

Solutions:
𝟐 𝟑 𝟐𝒙𝟑 𝟔 𝟑 𝟔 𝟑 𝒙𝟔𝟑 𝟗
1. 𝟓 𝒙 𝟕 → 𝟓𝒙𝟕
= 𝟑𝟓
2. 𝒙 → =
𝟒 𝟖 𝟒𝟐𝒙𝟖 𝟏𝟔
since 4 and 6 has a GCF of 2, we
can simplify them

𝟓 𝟒 𝟓𝟏 𝒙 𝟒 𝟐 𝟐 𝟑 𝟐 𝟑𝒙 𝟐 𝟏 𝟑
3. 𝒙 → = − 4. 𝒙 → =
𝟔 𝟓 𝟔𝟑 𝒙 𝟓 𝟏 𝟑 𝟖 𝟓 𝟖 𝟒𝒙𝟓 𝟐𝟎
Since -5 and 5 has a GCF
Since -2 and 8 has a
of 5, while 6 and 4 has a
GCF of 2, we can
GCF of 2, we can simplify
simplify them.
them.

More Examples: Multiply more than 2 rational numbers and with whole or mixed
numbers.
𝟐 𝟔 𝟏 𝟒 𝟐 𝟏
5. −𝟑 𝒙𝟖 𝒙 𝟒 6. 𝟒 𝒙 7. 𝟐 𝒙𝟑
𝟓 𝟓 𝟒

Solutions:
𝟐 𝟔 𝟏 𝟐𝟏 𝒙 𝟔 𝟐 𝒙 𝟏 𝟐 𝟐 𝟏 𝟏
5. −𝟑 𝒙𝟖 𝒙 𝟒 →− 𝟑𝟏 𝒙 𝟖 𝟒 𝒙 𝟒
= 𝟏𝟔
→ 𝟏𝟔 𝟖
= 𝟖

𝟒 𝟒 𝟒 𝟒𝒙𝟒 𝟏𝟔 𝟏
6. 𝟒 𝒙 → 𝒙 → = 𝒐𝒓 𝟑
𝟓 𝟏 𝟓 𝟏𝒙𝟓 𝟓 𝟓

𝟐 𝟏 𝟏𝟐 𝟏𝟑 𝟏𝟐𝟑 𝒙 𝟏𝟑 𝟑 𝒙𝟏𝟑 𝟑𝟗 𝟒
7. 𝟐 𝒙𝟑 → 𝒙 = → = 𝒐𝒓 𝟕
𝟓 𝟒 𝟓 𝟒 𝟓 𝒙 𝟒 𝟏 𝟓𝒙𝟏 𝟓 𝟓
Change mixed numbers to
improper fractions
 What ‘s More

Activity 1: Do the following exercises below.

A. Write the multiplication statement for each figure.
1.

of

2.

of

B. Find the product. Final answer must be in simplest form.

𝟒 𝟕 𝟓 𝟐 𝟓 𝟏𝟐 𝟑
3. 𝒙 4. −𝟐 𝒙−𝟏 5. 𝟔 𝒙 𝟐𝟓 𝒙 − 𝟒
𝟓 𝟗 𝟏𝟎 𝟏𝟖

What I Have Learned

How can we get the product of rational numbers?

______________________________________________________________________
______________________________________________________________________
 What I Can Do

Read and analyze the given problem carefully then solve it.

𝟐 𝟏
1. Zen drinks milk to keep her healthy, every morning. She consumes of of a
𝟑 𝟐
box of milk. What part of the whole box of milk she is drinking daily?

𝟏 𝟑
2. Dexter was selling a square Bibingka. He was able to sell of in an hour. What
𝟒 𝟒
part of the whole bibingka was sold?

Assessment 3

Write the letter of the best answer on a separate sheet of paper.

𝟐 𝟒
1. What is the product of (− 𝟑 ) 𝒂𝒏𝒅 (− 𝟗 )?

A. B. − C. D. −
𝟒 𝟕
2. 𝑆𝑜𝑙𝑣𝑒 − 𝟓 𝒙 𝟖

A. B. − C.− D.
𝟗 𝟓 𝟖
3. Find the product of 𝟏𝟎
, (− 𝟏𝟐
) and − 𝟗.

A. − B. C. − D.
𝟏 𝟒
4. −𝟓 𝟑 is multiplied to 𝟒 𝟓.

A. 20 B. −20 C. −25 D.−25

𝟏
5. Suppose, your family consumes 𝟐 𝟐 kilograms a day. How many kilograms of rice will your
𝟏
family consume in 𝟏 𝟐 days?
A. 3 B. 3 C. 2 D.2
 Lesson
Division of Rational
4 Numbers
One of the most important lessons is the division of rational numbers. This topic
will play an important factor in our study of higher mathematics. This will give us enough
information to make our future mathematics easy to deal with. Hence, let us focus and
do the activities required for us to better understand these lessons.

What’s In
Let us try to answer real-life problems by cutting and shading.

𝟏
1. Mommy Lou buys Buko pie for a family snack. She needs to give an equal
𝟐
share for her 4 children. What part of the whole Buko pie will each receive?

𝟏 𝟏
of Buko pie of a pie cut into 4 equal slices Each child gets of the whole Buko pie
𝟐 𝟐

𝟑
2. Peter shared of his baked macaroni to his 2 friends. What part of the baked
𝟒
macaroni did each of his friends get?

𝟑 𝟑
of baked macaroni 𝑐𝑢𝑡 𝑖𝑛𝑡𝑜 2 equal pieces Each one gets of the whole baked
𝟒 𝟒
macaroni
 What’s New

How can we solve this in another way?

𝟏
1. Mommy Lou buys Buko pie for a family snack. She needs to give an equal
𝟐
share for her 4 children. What part of the whole Buko pie will each receive?

𝟑
2. Peter shared of his baked macaroni to his 2 friends. What part of the baked
𝟒
macaroni did each of his friends get?

What is It

To divide rational numbers, take the reciprocal of the second fraction (or the divisor) then
multiply it to the first fraction given.

𝒂 𝒄 𝒂 𝒅 𝒂𝒅
In symbol, ÷ → 𝒙 = where b, c, and d are not equal to zero.
𝒃 𝒅 𝒃 𝒄 𝒃𝒄

𝟏
1. Mommy Lou buys Buko pie for a family snack. She needs to give an equal share
𝟐
for her 4 children. What part of the whole Buko pie will each receive?

𝟏 𝟏 𝟏 𝟒 𝟏 𝟏 𝟏
of Buko pie ÷𝟒 ÷ → 𝒙 =
𝟐 𝟐 𝟐 𝟏 𝟐 𝟒 𝟖

She needs to divide 𝟒 𝟒

equally to her 4 children 4= The reciprocal of
𝟏 𝟏
𝟑
2. Peter shared of his baked macaroni to his 2 friends. What part of the baked
𝟒
macaroni did each of his friends get?

𝟑 𝟑 𝟑 𝟐 𝟑 𝟏 𝟑
of Buko pie ÷𝟐 ÷ → 𝒙 =
𝟒 𝟒 𝟒 𝟏 𝟒 𝟐 𝟖

He needs to divide 𝟐 The reciprocal of

𝟐
equally to his 2 friends 2= 𝟏
𝟏
 We can follow these steps in dividing rational numbers:
1. Change the operation from division to multiplication and get the reciprocal of the
divisor.
2. Give the product in the simplest form with the correct sign.
Recall a. If we divide two integers with the unlike sign, then the sign of the answer is negative.
Examples: (-6) ÷ 3 = - 2 40 ÷ (-5) = - 8
b. If we divide two integers with like the sign, then the sign of the answer is positive.
Examples: 20 ÷ 5 = 4 (-15) ÷ (-5) = 3

Examples: Find the quotient.

𝟑 𝟏 𝟏𝟎 𝟓 𝟒 𝟕 𝟓 𝟒
1. ÷ 2. ÷ − 3. − 𝟐 ÷ − 4. 𝟓 ÷𝟑
𝟖 𝟒 𝟏𝟏 𝟐𝟐 𝟓 𝟏𝟓 𝟔 𝟖
Solutions:
Given (Change the mixed number Change the operation from Give the product in the simplest
to an improper fraction if needed) division to multiplication and get form
the reciprocal of the divisor
𝟏 3 𝟒 3𝑥4 3
1. ÷ 𝒙 =
𝟒 8 𝟏 8 𝑥1 2
10 𝟐𝟐 10 22 4
2. ÷ − 𝒙− 𝑥− = − 𝑜𝑟 − 4
11 𝟓 11 5 1
𝟒
3.−𝟐 𝟓 ÷ − 𝟏𝟓 = −
𝟕 𝟏𝟒 𝟕
÷ − 𝟏𝟓 14 15 14 15 6
𝟓 − 𝑥− − 𝑥− = 𝑜𝑟 6
5 7 5 7 1

4. 5 ÷3 = ÷ 35 8 35 8 5
𝑥
6 28 𝑥 =
6 28 3

What ‘s More

Activity 1: Find the quotient. The final answer must be in the simplest form.

𝟒 𝟏𝟐 𝟏𝟎 𝟏𝟓 𝟑 𝟏𝟏 𝟐 𝟏
1. ÷ 2. − 𝟏𝟏 ÷ 𝟑𝟑 3. 2 𝟒 ÷ − 𝟏𝟐 4. 𝟑 𝟓 ÷ 𝟒 𝟒
𝟓 𝟏𝟓

Change the operation from division to

Given (Change the mixed number to an multiplication and get the reciprocal Give the product in the simplest form
improper fraction if needed) of the divisor
 What I Have Learned

How can we get the product of rational numbers?

_____________________________________________________________________________________
_____________________________________________________________________________________

What I Can Do

Read and analyze the given problem carefully then solve it.
𝟏
1. Gina bought 3 𝟐 yards of lace. She has sewn the lace around to the 4 handkerchiefs.
How many yards of lace was used to each handkerchief?
𝟑
2. Josephine has 𝟒 𝟒 kilograms of flour. She will bake 8 pieces of cupcakes. How many
kilograms are used for each cupcake??

Assessment 4

Write the letter of the best answer on a separate sheet of paper.

1. What is the quotient of ÷ ?
A. 1 B. −1 C. 1 D. −1
2. What is − is divided by ?
A. 2 B. −2 C. −1 D. 1

3. Solve 2 ÷ (− )
A. 3 B. −3 C. 3 D. −3
4. Find the quotient of −5 ÷6 .
A. B.− C. D. −
5. Along Flor bought 2 trays of eggs. She was able to make 10 packs of Leche flan. What part
of the trays of eggs was used to each pack of Leche flan?
A. B. C. D.
 Answer Key

LESSON 1

What I Know
1. C What's More Assessment 1
2. C
3. A 1. A. 1. c
4. D 2. a
2. 3. d
5. D
6. D 3. 5 4. a
7. C 4.
B. 5. c
8. B
5. of the human body is
9. A
water
10. B
11. A
12. A What I Can Do
13. B
14. D
15. A 1. 13

LESSON 2

Assessment 2
A. 1. b
What's More
2. c
1. 3. c
2. 6 4. c
B. 5. b. of
3. 2
Janelle’s allowance was
4. or 1 saved

5. 8

What I Can Do
1. 18
Lesson 3 Lesson 4
What’s More What’s more
1. ¼, ½ of ¼, 1/8 1. 1
2. 1/3, 2/3 of 1/3, 2/9 2. -2
3. 28/45 3. -3
4. 25/9 4. 4/5
5. -3/10
What I can do What I can do
1. 1/3 1. 7/8
2. 3/16 2. 19/32
Assessment 3 Assessment 4
1. A 1. A
2. C 2. C
3. B 3. B
4. D 4. D
5. A 5. A

References

Ibe, M. (1999). 1 High School Mathematics: concepts and Operations. Diwa

Scholastic Press Inc.(Third Edition).

Learners Module in Mathematics under the Department of Education

For inquiries or feedback, please write or call:

Department of Education – Schools Division Office of Quezon City

Nueva Ecija St., Bago, Bantay, Quezon City

Telephone: 8352 – 6806/ 8352 - 6809

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