6

Mathematics
Modules
Quarter 2 – Weeks 1 – 4
6
Mathematics
Quarter 2 - Module 1:
Ratio and Proportion
Mathematics - Grade 6
Alternative Delivery Mode
Quarter 2 - Module 1: Ratio and Proportion
Second Edition, 2021

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.)
included in this module are owned by their respective copyright holders. Every effort has been
exerted to locate and seek permission to use these materials from their respective copyright
owners. The publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education

OIC-Schools Division Superintendent: Carleen S. Sedilla CESE
OIC-Assistant Schools Division Superintendent: Jay F. Macasieb DEM, CESE

Development Team of the Module

Writer: Narcisa F. Alacapa

Editor: Patricia Ulynne F. Garvida

Reviewer: Michael R. Lee

Layout: Ma. Fatima D. Delfin and Michiko Remyflor V. Trangia

Management Team: Neil Vincent C. Sandoval

Chief, Curriculum Implementation Division

Michael R. Lee
Education Program Supervisor, Mathematics

Printed in the Philippines by the Schools Division Office of Makati City through the
support of the City Government of Makati (Local School Board)

Department of Education - Schools Division Office of Makati City

Office Address: Gov. Noble St., Brgy. Guadalupe Nuevo

City of Makati, Metropolitan Manila, Philippines 1212
Telefax: (632) 882 5861 / 882 5862
E-mail Address: [email protected]

2
 What I Need to Know

This module was designed and written with you in mind. It is here to help you
master Ratio and Proportion. The scope of this module uses different engaging learning
situations that is within your ability and grade level expectations to ensure
understanding and mastery of the skills. The lessons are presented through illustrations
and real life problems that will help students relate Mathematics to their daily
experiences. This module consists of the following most essential learning
competencies:

 Expresses one value as a fraction of another given their ratio and vice versa; and
 Defines and illustrates the meaning of ratio and proportion using concrete or
pictorial models.

After studying this module, you should be able to:
1. express the ratio of two numbers;
2. visualize the ratio of two given sets of objects;
3. express the ratio of two numbers by using either a colon (:) or a fraction; and
4. form ratio and proportion for a group of objects or numbers.

What I Know

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

1. What is the ratio of circle to triangle?

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

2. What is the ratio of hexagon to square?

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

3. What is the ratio of stars to the total number of shapes?

A. 1:1 C. 1:4
B. 2:2 D. 2:4
C.

4. The table shows how many of each type of movies are being shown at a theater. What
is the ratio of both drama and thriller movies to the total number of movies?
A. 5 is to 9 Type Number
B. 5 is to 4 Thriller 2
C. 4 is to 5 Action 5
D. 4 is to 10 Drama 2
Comedy 1

3
5. What is the ratio of the number of shaded squares to the total number of squares?
A. 8:16
B. 4:8
C. 1:2
D. 8:8

6. What is the ratio of the number of vowels to the number of consonants in the English
Alphabet?
A. 5:26 B. 5:27 C. 5:21 D. 5:28

7. What is the ratio of 3 days to days of a week?

A. 3:1 B. 1:3 C. 3:7 D. 7:3

8. The model below represents the number of lightbulbs in Katie’s home.

The shaded lightbulbs represent the number of
lightbulbs that are burnt out. Which ratio is
equivalent to the ratio of burnt out lightbulbs to
working lightbulbs?
A. 5:12 B. 7:12 C. 5:7 D. 7:5

9. Here is a group of faces. What is the ratio of

smiling faces to sad faces?
A. 13:20
B. 20:13
C. 7:13
D. 13:7

10. Express 5 girls to 15 boys as a ratio in lowest term.

A. 1:5 B. 1:3 C. 3:5 D. 5:3

Lesson

1 Ratio and Proportion

We often compare quantities. For instance, we compare the number of girls to

the number of boys in a class, the amount of water in one container to the amount of
water in another, and so on. These comparisons are called ratios. Although we have
not been aware of it, we frequently use this concept in our everyday lives. Ratio can be
written in different forms. The most common forms are the colon and fraction forms.
Since Ratio is also a fraction, how do we know that a ratio is in simplest form? To know
this, let us recall how to simplify fraction in lowest term.

What’s In

Reducing Fraction to Lowest Term How do you know

when a fraction is in
its lowest term?
Let us try the GCF method!
Do 4 and 12 share any factors other than 1?
The factors of 4 are 1, 2, and 4.
The factors of 12 are 1, 2, 3, 4, 6, 12.

4
4 and 12 have two common factors: 2 and 4.
Divide the numerators and denominators by the greatest common factor, which is 4.

4 4 1 4 1
÷ = So therefore, =
12 4 3 12 3

Reduce the following fractions to lowest term:

8
Try this! 1. =
24

9
2. =
12

12
3. =
15

14
4. =
20

10
5. =
18

What’s New

Ratio is a comparison of two quantities. Two equal ratios form a proportion. The
two numbers being compared are called terms. Ratios and proportion can be written in
three different ways: word form, colon form, and fraction form.
Let us try.

TEAM A TEAM B

Two teams of young boys are playing a game. Team A is composed of 3 boys
while Team B is composed of 5 boys.
How do you compare the number of players in Team A and Team B? What is the
ratio of the number of boys in Team A to the number of boys in Team B?

Word form 3 is to 5
Fraction form 3
5
Colon form 3:5

Remember this: The order of the ratio is very important, once you change the order of
the ratio, the meaning changes.

5
Can you find the ratio of the following illustrations?
What is the ratio of dragonflies to roses? Simplify your answers.

Activity 1

Word form

Fraction form

Colon form

Activity 2
What is the ratio of dogs to cats?

Word form

Fraction
form

Colon form

Activity 3
What is the ratio of turtles to fish?

Word form

Fraction
form

Colon form

What is It

Another use of ratio is to express rate.

Rate shows how one quantity changes in
relation to another.

6
 A tree is 3 meters high. A pole is 150 cm long. What is the ratio of the height of
the tree to the length of the pole?

This example illustrates the need to use the same unit. Thus, we first change 3
meters to 300 cm. (100 cm = 1 m)

Why did we use 300? Where did it come from?

In this example, we need to know measurement conversion chart. (You can search it
on Google.)

Height of tree = 300 The ratio is 2 : 1

Length of the pole = 150

Try this!

Find the ratio of the following. Simplify and use the chart below to answer.
10 centimeter(cm) 1 decimeter
1. 30 minutes to 1 hour
10 decimeter(dm) 1 meter(m)
2. 10 days to 2 weeks 100centimeter 1 meter
3. 6 months to 2 years 1000 meter 1 kilometer(km)
4. 20 days to 1 year
5. 8 hours to 1 day 7 days 1 week
6. 45 seconds to 1 minute 24 hours 1 day
7. 7 days to 2 weeks 30days 1month
8. 300 grams to 1 kilogram 365 days 1 year
9. 50 centimeters to 2 meters 12 months 1 year
10. 20 centimeters to 1 decimeter 60 seconds 1 minute
60 minutes 1 hour

What’s More

A. Study the illustrations carefully. Give the ratio of each item in colon and fraction
form. Simplify your answers.

7
 Colon Form Fraction Form
1. boys to girls
2. girls to boys
3. children’s table to teacher’s
blackboard
4. blackboard to total number of chairs
5. boys to total number of pupils

A. Express each of the following as a ratio in lowest term using colon.

1. 5 teachers to 60 pupils
2. 24 men to 36 women
3. 15 vases to 90 flowers
4. 14 apples to 18 oranges
5. 16 chairs to 4 tables.

What I Have Learned

 Ratio is a comparison of two quantities. It

can be written in word form, colon form, and
fraction form.
 To change a ratio to its simplest form, divide
both terms of the ratio by their greatest
common factor (GCF).
 Another use of ratio is to express rate. Rate
shows how one quantity changes in relation
to another.

What I can Do

A. Read the situations below, and then find their ratios. Use colon form and
simplify your answer.

Saint Michael School has one principal, 25 teachers, 600 pupils—250 boys
and 350 girls.

1. What is the ratio of the principal to the pupils?

2. What is the ratio of the teachers to boys?
3. What is the ratio of boys to girls?
4. What is the ratio of the teachers to the pupils?
5. What is the ratio of the principal to the teachers?

B. Find the ratio/proportion for the following. Use any of the ways of writing
them.

1. There are 10 buses at a station. If each bus has 6 wheels, what is the ratio
of buses to wheels?
2. There are 3 caimito trees and 4 mango trees in Mang Tino’s orchard. While
in Mr. Muñoz’ orchard, there are 6 caimito trees and 8 mango trees. Give
the ratio of the mango to caimito trees.

8
 Assessment

Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.

1. What is the ratio of sad faces to happy faces?

A. 8:9 C. 9:7
B. 7:9 D. 9:8

2. What is the ratio of cows to horses?

A. 3:7 C. 3:6
B. 4:3 D. 6:3

3. What is the ratio of party hats to balloons?

A. 6:7 C. 6:8
B. 7:6 D. 8:6

4. What is the ratio of spoons to forks?

A. 4:7 C. 4:6
B. 6:4 D. 7:4

5. In a fruit bowl, there are 4 apples, 2 bananas, and 5 oranges.

What is the ratio of oranges to all the fruits?
A. 5:7 C. 5:11
B. 7:5 D. 11:5

6. There are 3 boys and 4 girls from the 6th grade marching band. What is the ratio
of boys to girls?
A. 4:3 B. 3:4 C. 3:5 D. 5:3

7. What is the ratio of votes for yellow to green?

A. 2:27 C. 12:9
B. 1:18 D. 2:18

8. What is the ratio of apples to total number of fruits?

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

9
9. What is the ratio of the number of shaded squares to the non-shaded squares?
A. 8:16 C. 1:1
B. 4:8 D. 8:10

10. What is the ratio of the number of vowels to the total number of letters in the
English Alphabet?
A. 5:26 B. 5:27 C. 5:21 D. 5:28

Additional Activities

Use the diagram to answer the questions below.

Give the ratio of the following:

Colon Form Fraction Form

1. Circles to squares
2. Rectangles to triangles
3. Squares to triangles
4. Circles to total number
of squares and rectangles
5. Triangles to circles
6. Rectangles to total
number of circles and
triangles

10
6
Mathematics
Quarter 2 - Module 2:
Finding a Missing Term
in a Proportion, and
Solving Problems Involving Direct
Proportion, Partitive Proportion, and
Inverse Proportion
Mathematics - Grade 6
Alternative Delivery Mode
Quarter 2 - Module 2: Finding a Missing Term in a Proportion, and Solving Problems
Involving Direct Proportion, Partitive Propotion, and Inverse Proportion
Second Edition, 2021

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.)
included in this module are owned by their respective copyright holders. Every effort has been
exerted to locate and seek permission to use these materials from their respective copyright
owners. The publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education

OIC-Schools Division Superintendent: Carleen S. Sedilla CESE
OIC-Assistant Schools Division Superintendent: Jay F. Macasieb DEM, CESE

Development Team of the Module

Writer: Catalina P. Ramos

Editor: Patricia Ulynne F. Garvida

Reviewer: Michael R. Lee

Layout: Ma. Fatima D. Delfin and Michiko Remyflor V. Trangia

Management Team: Neil Vincent C. Sandoval

Chief, Curriculum Implementation Division

Michael R. Lee
Education Program Supervisor, Mathematics

Printed in the Philippines by the Schools Division Office of Makati City through the
support of the City Government of Makati (Local School Board)

Department of Education - Schools Division Office of Makati City

Office Address: Gov. Noble St., Brgy. Guadalupe Nuevo

City of Makati, Metropolitan Manila, Philippines 1212
Telefax: (632) 882 5861 / 882 5862
E-mail Address: [email protected]

2
 What I Need to Know

This module was designed and written with you in mind. It is here to help you
master the steps in finding the missing term in a proportion and solving problem
involving direct proportion, partitive proportion, and inverse proportion. 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 involved
two lessons, namely:
 Finding the missing term in a proportion; and
 Solving problems involving direct proportion, partitive proportion, and inverse
proportion
After going through this module, you are expected to:
1. find the missing term in a proportion; and
2. solve problems involving direct proportion, partitive proportion, and inverse
proportion.

What I Know

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

1. Tommy had 55 cards. He gave 10 cards to Benjie, 25 cards to Jasper, and the
rest of the cards to Simon. Find the ratio of Benjie’s cards to Jasper’s cards to
Simon’s cards.
A. 2:5:4 B. 5:4:2 C. 2:4:5 D. 5:2:4

2. Find the missing term in the proportion, 6:n = 4:10.

A. 12 B. 15 C. 18. D. 20

𝑛 6
3. What is n in = ?
12 9
A. 8 B. 12 C. 16 D. 18

4. If Ralf can bike 45 kilometers in 3 hours, what will be his average rate of
biking?
A. 9 km/h B. 12 km/h C. 15 km/h D. 20 km/h

5. There are 54 tickets to be shared and divided to Section X and Section Y in the
ratio 4:5. How many tickets will Section Y receive?
A. 20 B. 24 C. 30 D. 34

6. If 7 men can build a house in 36 days, in how many days will 9 men build a
house?
A. 18 B. 20 C. 24 D. 28

7. If a mason can make 12 hollow blocks in 3 hours, find the number of hollow
blocks can he make in 8 hours.
A. 32 B. 42 C. 64 D. 96

3
 8. The ratio of the length of a playground to its width is 5:4. Find its length if the
width is 20 meters.
A. 15 B. 25 C. 30 D. 35

9. If 60 persons can consume a certain amount of food in 2 months, in how many

months can 15 persons consume the same amount of food?
A. 8 B. 12 C. 15 D. 18

10. Ara and Mina shared a sum of money with the ratio of 2:5. If Ara got ₱190,
what was the original amount of money?
A. ₱556 B. ₱565 C. ₱656 D. ₱665

Lesson  Finding the Missing Term in a Proportion

1  Solving Problems Involving Direct Proportion,

Partitive Proportion, and Inverse Proportion

Proportions are related to ratios in that they tell you when two ratios are equal to
each other. In the real world, ratios and proportions are used on a daily basis. Like
cooks, they use them when following recipes. For example, I have a recipe that calls
one part of sugar to four parts of water. In ratio form, the amount of sugar to water is
1:4. To make a bigger batch of recipe, I use proportions to increase my batch. I can
double it by doubling the ratio to 2:8. My two ratios 1:4 and 2:8 are equal.
Many problems in our real world are best answered using the concepts of ratio
and proportion. In this module, you will learn the steps in finding a missing term in a
proportion and solving problems involving direct, partitive, and inverse proportion.

What’s In

Mother went to the market to buy eight green mangoes for her four girls.

How many girls are there?

 There are four girls.
How many mangoes are there?
 There are 8 mangoes.

We can express the number of girls to the number of mangoes as 4:8. If all the
girls got equal number of mangoes, how many did each girl get. This can be shown as:

This means that 1 girl for every 2 mangoes or expressed in ratio as 1:2.

So, the ratio of the girls to the mangoes can be expressed in two ways:

4 to 8 or 4 : 8 1 to 2 or 1 : 2

4
 What do you notice about the two ratios? Are they equal?
Let’s find out.
4 1
4 : 8 = 1 : 2 can be written also as = .
8 2
Each part of a proportion is a term

First Term Fourth Term

4:8=1:2

SecondTerm Third Term

The first and the fourth terms are called extremes while the second and the
third terms are called means. If the product of the means is equal to the product of the
extremes, the two ratios are equal and called a proportion.
In Extremes , 4 x 2 = 8 (extremes) , 8 x 1 = 8 (means)

4:8=1:2
Means

Since the product of the means and the product of the extremes are equal, then
the two ratios formed a proportion.

What’s New

Finding a Missing Term in a Proportion and Solving Problems Involving Direct,

Partitive, and Inverse Proportion
A proportion is a statement in which two given ratios are equal. If A, B, C, and
D represent the four terms that can form a proportion, a general way to write the
proportion is A:B = C:D or A/B = C/D. In this general form of proportion, we call A and
D (first and last terms) as the extremes of the proportion while B and C (second and
third terms) are the means.
Let's take a look at this problem.

Jewel's mother sold each slice of watermelon for ₱12.

How much would be the cost of 9 slices of watermelon?

= ₱12

= ?
5
 If we are going to write the problem in the form of a proportion, that would be
written as 1 :12 = 9 : n, where n represents the amount of 9 slices of watermelon.

What is It

In the problem mentioned above, we formed this proportion:

1 : 12 = 9 : n

What do you notice with the proportion?

There is a missing term in the proportion and that is one of the extremes.
To find the missing term in a proportion, we can use cross products. The product
of the means is equal to the product of the extremes.

1 : 12 = 9 : n
1 x n = 12 x 9
n = 108
Therefore, the amount of 9 slices of watermelon is ₱108.
Let us have other examples.
3 : 8 = n : 24 n : 20 = 5 : 4
8 x n = 3 x 24 n x 4 = 20 x 5
8n = 72 4n = 100
8𝑛 72 4𝑛 100
= =
8 8 4 4
n =9 n = 25

We have different types of proportion problems. In solving a proportion problem,

we have to set first the proportion then find the missing term.

A. Direct Proportion - an increase or decrease in one quantity

produces the same rate of increase or decrease on the
other quantity.

Example: A car is able to travel 240 km in 3 hours. How far can

it travel in 5 hours?
km km h
Solution: 240 : 3 = hn : 5
3 x n = 240 x 5
3n = 1 200
3 = 3
n = 400
A car can travel 400 km in 5 hours.

This means that the number of hours increases, so the

number of kilometers increases.

6
B. Partitive Proportion - a whole is divided into parts that is proportional to
the given ratio.

Example: Rjay and Rod divide ₱585 in the ratio 2:3, respectively.
How much will each one receive?

Solution 1: First, get the sum of the terms of the ratio, 2 + 3 = 5, then, get
the amount of each share.
2 2 117
5
of 585 = 5 x 585 = 2 x 117 = ₱234 – Rjay’s share
1

117
3 3
5
of 585 = 5
x 585 = 3 x 117 = ₱351 – Rod's share
1
Solution 2: Let n be the greatest common factor of the two numbers.
2n + 3n = 585

5n = 585
5 5
n = 117
2 x 117 = ₱234 – Rjay's share

3 x 117 = ₱351 – Rod's share

C. Inverse Proportion – a change in one produces a change in the other in

an opposite direction. That is, an increase in one quantity
produces a decrease in the other quantity, or a decrease in
one quantity produces an increase in the other quantity.

Example: If 12 men can do a piece of work in 5 days, in how many days will
20 men complete the same work?
Solutions: 1. Using indirect setup 2. Using direct setup
Original No.of Men = New No.of Days men:days = men:days
New No. of Men Original No.of Days 12:5 = 20:n
12 = n (12)(5) = 20n
20 5 60 = 20n
20n = (12)(5) 20 20
20n = 60 n=3
20 20
n=3
Twenty (20) men can finish the work in 3 days.
In this case, the number of days to finish the same work decreases
because the number of men increases.

Let us try to answer the following problems.

1. The ratio of the length of a playground to its width is 5:4. Find its length if
the width is 20 meters.
Solution: L W L W
5 : 4 = n : 20
4 x n = 5 x 20
4n = 100
4 4
n = 25
The length of the playground is 25m.
2. A contractor has enough money to pay 8 workers for 15 days. If he wants
to finish the same work in 10 days, how many men can he pay?

7
 Solution 1:
Original No. of Days = New No.of Workers
New No. of Days Original No. of Workers
15 = n
10 8
10n = (15) (8)
10n = 120
10 10
n = 12
The contractor has to pay 12 workers to finish the work in 10 days.

3. A rope is cut into 3 parts in the ratio 2:4:6. The length of the shortest part
is 48 cm. What is the length of the longest part?
Solution: Let n is the common factor of the three lengths.
Since one of the lengths is given which is 48 is the shortest
part, we can find the common factor.
2𝑛 48
2n = 48 , = , n = 24
2 2
The Common Factor is 24. Therefore, the length of the
longest part is: 6n = 6 x 24 = 144

What’s More

Activity 1. Find the missing term in each proportion.

1. 6.
n : 10 = 9 : 30 8 : 30 = n : 15

2. 7.
3 : n = 12 : 48 n : 8 = 16 : 32

3. 8.
n : 15 = 9 : 5 7 : n = 21 : 27

4. 9.

8:n=6:9 n : 4 = 24 : 6

5. 10.

12 : 15 = 4 : n n : 8 = 5 : 20

Activity 2. Solve each problem.

1. Fourteen men can build a house in 8 days. How many men will be needed to finish
the house in 7 days?
Solution/Answer:

8
2. The ratio of teachers to pupils in a certain school is 1:45. How many students are
there if there are 14 teachers?
Solution/Answer::
3. Three numbers are in the ratio of 2:3:7. What is the largest number if the sum is
288?
Solution/Answer:
4. If 60 persons can consume a certain amount of food in 2 months, in how many
months can 15 persons consume the same amount of food?
Solution/Answer:
5. A store has T-shirts for sale at “3 for ₱294”. At this rate, how much will 5 T-shirts
cost?
Solution/Answer:

What I Have Learned

 A proportion is a statement in which two given ratios are equal. If A,

B, C, and D represent the four terms that can form a proportion, a
general way to write the proportion is A:B = C:D or A/B = C/D. In
this general form of proportion, we call A and D (first and last terms)
as the extremes of the proportion while B and C (second and third
terms) are the means.
 The product of the means is equal to the product of the extremes.
 To find the missing term in a proportion, we can use cross products.
 There are different types of proportion problems.
a. Direct Proportion – an increase or decrease in one
quantity produces the same rate of increase or
decrease on the other quantity.
b. Partitive Proportion – a whole is divided into parts that is
proportional to the given ratio.
c. Inverse Proportion – a change in one produces a change in
the other in an opposite direction. That is, an increase
in one quantity produces a decrease in the other
quantity, or a decrease in one quantity produces an
increase in the other quantity.

What I Can Do

A.

n:12 = 7:6 Let's do more.

1
Find the missing term in 6 n:21 = 8:12
. each proportion. Write the .
answer in the
arrowhead.

2
5
.
.
3 4
.8:n = 3:9 12:36
. = n:21
9
B. Solve each problem.

1. There are 90 animals in Jungkoo’s farm. The ratio of chickens to goats

to cows to carabao is 4:2:3:1. How many chickens are there?

Answer: ______________________________________________________________

2. The ratio of girls to boys in a class is 3:5. How many girls are there if
there are 30 boys?

Answer: ______________________________________________________________

3. The ratio of mangoes to guavas in a box is 4:5. If there are 180 fruits
in the box, how many guavas are there?

Answer: ____________________________________________________________

4. If 6 men can plow a field in 4 days, how long will 8 men do it?

Answer: ____________________________________________________________

5. The ratio of Math books to Science books in a class is 8:5. How many
Science books are there if there are 560 Math books?

Answer: ___________________________________________________________

Assessment

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

1. Find the missing term in the proportion, 4:5 = 12:n.

A. 9 B. 11 C. 13 D. 15

2. Three pieces of mangoes cost ₱45. How many mangoes can you buy with ₱180?
A. 12 B. 15 C. 18 D. 20

9 6
3. What is n in 𝑛
= 10
?
A.11 B. 13 C. 15 D. 17

4. If 8 men can finish a certain work in 15 days, in how many days will 12 men can
finish the work?
A. 8 B. 10 C. 12 D. 15

5. Forty balloons have to be divided between Group A and Group B in the ratio of
3:5. How many balloons will Group B receive?
A. 15 B. 20 C. 25 D. 30

10
6
Mathematics
Quarter 2 - Module 3:
Percentage, Rate, and Base
Mathematics - Grade 6
Alternative Delivery Mode
Quarter 2 - Module 3: Percentage, Rate, and Base
Second Edition, 2021

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.)
included in this module are owned by their respective copyright holders. Every effort has been
exerted to locate and seek permission to use these materials from their respective copyright
owners. The publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education

OIC-Schools Division Superintendent: Carleen S. Sedilla CESE
OIC-Assistant Schools Division Superintendent: Jay F. Macasieb DEM, CESE

Development Team of the Module

Writer: Fredelyn G. Calanag

Editor: Patricia Ulynne F. Garvida

Reviewer: Michael R. Lee

Layout: Ma. Fatima D. Delfin

Management Team: Neil Vincent C. Sandoval

Chief, Curriculum Implementation Division

Michael R. Lee
Education Program Supervisor, Mathematics

Printed in the Philippines by the Schools Division Office of Makati City through the
support of the City Government of Makati (Local School Board)

Department of Education - Schools Division Office of Makati City

Office Address: Gov. Noble St., Brgy. Guadalupe Nuevo

City of Makati, Metropolitan Manila, Philippines 1212
Telefax: (632) 882 5861 / 882 5862
E-mail Address: [email protected]

2
 What I Need to Know

This module was carefully written to help you acquire the necessary skills needed in
finding the percentage or rate or percent in a given problem. Likewise, it would be easy for
you to determine the percentage, rate, and base in order for you to solve problems by using
different problem-solving strategies. 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 has one lesson: Finding the Percentage or Rate or Percent in a
Given Problem

After going through this module, you are expected to:

1. find the percentage when the base and the rate are given;
2. find the rate when the percentage and the base are given;
3. find the base when the rate and percentage are given; and
4. solve routine and non-routine problems.

What I Know

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

1. 6 is 25% of 24. What is the base in the problem?

A. .25 B. 6 C. 24 D. 25%

2. In 50% of 36 is 18, what is the percentage in the problem?

A. .50 B. 18 C. 36 D. 50%

3. 6 out of what number is 8%. What will you solve for?

A. Base B. Percent C. Percentage D. Rate

4. What is 60% of 50?

A. 0.3 B. 3 C. 30 D. 300

5. 36 is 75% of what number?

A. 48 B. 36 C. 27 D. 18

6. What percent of 45 is 9?
A. 4.05 B. 5 C. 5% D. 20%

7. What percent of an hour is 30 minutes?

A. 5% B. 25% C. 50% D. 75%

8. In a class, 26 or 65% are girls. How many pupils are there?

A. 66 B. 40 C. 26 D. 14

9. In a school, 90% of the students enrolled online. If there are 1 500 students,
how many enrolled online?
A. 1 350 B. 1 300 C. 1 250 D. 1 200

3
 10. Susan gave 20% of what she received on her birthday to the frontliners in
their barangay. If she gave ₱1 000.00 as donation for the frontliners, how much
did she receive on her birthday?
A. ₱5 000 B. ₱4 000 C. ₱3 000 D. ₱2 000

Lesson

1 Percentage, Rate, and Base

A percent is a ratio whose second term is 100. Percent means parts per hundred.
The word comes from the Latin phrase per centum, which means per hundred. In
mathematics, we use the symbol % for percent.
Example 1:

Example 2:

In this lesson, you will learn about the three elements in a percent problem,
namely: Percentage (P), Rate (R), and Base (B). In a problem, you have to identify the given
and the missing element using the guide below:
The base usually follows “of”;
The percentage usually follows “is”;
The rate is usually followed
Re by a “%” symbol;
“of” means to “multiply”;
“is” means “=”; and
“What” identifies the missing element.

Examples on how to identify rates:

What is 10% of 460? (rate is given)
10% of what number is 46? (rate is given)
46 is what percent of 460? (rate is missing)
Examples on how to identify bases:
What is 25% of 48? (base is given)
12 is what percent of 48? (base is given)
12 is 25% of what number? (base is missing)
Examples on how to identify percentages:
36 is 30% of what number? (percentage is given)
30% of what number is 36? (percentage is given)
30% of 120 is what number? (percentage is missing)

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 What’s In

Changing Percent to Decimal

Divide by 100 or simply move the decimal point 2 places to the left.

Changing Decimal to Percent

Multiply by 100 or simply move the decimal point 2 places to the right.

Let’s Try These

Exercise Set C
Identify the Percentage (P). Rate (R), and Base (B).
Write N to represent the missing element.
Problem Percentage Rate Base
1. 20% of what number is 8.
2. 16 is what percent of 20?
3. What is 23% of 100?
4. What percent of 150 is 30?
5. 120 is 75% of what number?

What’s New

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How do you find the percentage when the rate and the base are given?
There are two methods on how to find the percentage—using percent proportion and using
the formula.
Percent Proportion
𝑷𝒂𝒓𝒕 𝑷𝒆𝒓𝒄𝒆𝒏𝒕 𝑷𝒆𝒓𝒄𝒆𝒏𝒕𝒂𝒈𝒆 (𝒊𝒔) 𝑹𝒂𝒕𝒆 𝑷 𝑹
= = =
𝑾𝒉𝒐𝒍𝒆 𝟏𝟎𝟎 𝑩𝒂𝒔𝒆 (𝒐𝒇) 𝟏𝟎𝟎 𝑩 𝟏𝟎𝟎

Equation or Formula
𝑷𝒆𝒓𝒄𝒆𝒏𝒕𝒂𝒈𝒆 = 𝑹𝒂𝒕𝒆 ∙ 𝑩𝒂𝒔𝒆 𝑷 = 𝑹𝑩
𝑷𝒆𝒓𝒄𝒆𝒏𝒕𝒂𝒈𝒆 𝑷
𝑹𝒂𝒕𝒆 = 𝑹=𝑩
𝑩𝒂𝒔𝒆
𝑷𝒆𝒓𝒄𝒆𝒏𝒕𝒂𝒈𝒆 𝑷
𝑩𝒂𝒔𝒆 = 𝑩=𝑹
𝑹𝒂𝒕𝒆

or use the PRB Triangle to help you remember the formula in finding the missing element.

Let’s solve the problem below.

Problem: What is 12% of 600?

To solve the problem, identify the given and the missing/unknown element.

Given: Rate = 12% Unknown: Percentage

Base = 600 Use N to represent the missing part.

Solution:

Method 1. Using Percent Proportion Method 2. Using the Formula

How do you find the base when the percentage and the rate are given?

Problem: 12 is 30% of what number?

To solve the problem, identify the given and the missing/unknown element.

Given: Percentage = 12 Unknown: Base

Rate = 30% Use N to represent the missing part.

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Solution:
Method 1. Using Percent Proportion Method 2. Using the Formula

How do you find the rate when the percentage and the base are given?

Problem: 60 is what percent of 120?

To solve the problem, identify the given and the missing/unknown element.

Given: Percentage = 60 Unknown: Rate

Base = 120 Use N to represent the missing part.
Solution:

Method 1. Using Percent Proportion Method 2. Using the Formula

What is It

How do you solve problems involving finding the percentage?

Problem: In a certain public school in Makati City, 96% enrolled online while the
remaining percent enrolled offline. If there were 1 500 enrollees, how many were able to
enroll online? How many enrolled offline?
What elements are given in the problem and what is the missing part? What will
you solve for?

Given: Rate= 96% Base: = 1 500 Unknown: Percentage

How will you solve the problem? What strategy will you use?

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Method 1. Percent Proportion Method 2. Formula

How will you write your final answer?

Therefore, 1 440 students enrolled online.

If 1 440 students enrolled online, how many students enrolled offline?

Method 1 Method 2

Answer: There are 60 students who enrolled offline.

Is your answer reasonable or not?

How do you solve problems involving finding the rate?

Problem: Of the 40 students who enrolled in Mrs. Castro’s class, 28 prefer modular
distance learning. What percent of her students prefer modular distance learning?
What elements are given in the problem and what is the missing part?

What will you solve for?

Given: Base= 40 Percentage: = 28 Unknown: Rate

How will you solve the problem? What strategy will you use?

Method 1. Percent Proportion Method 2. Formula

How will you write your final answer?

Answer: 70% of her students prefer modular distance learning.

Is your answer reasonable or not?

How do you solve problems involving finding the base?

Problem: Mang Amador, a utility worker, was one of those who lost their jobs due to
quarantine to prevent the spread of the coronavirus disease. Because of this, he spent
part of his savings in buying the basic needs for his family while unemployed. If he spent
₱5 000 or 40% of his savings, how much was his savings?

8
What elements are given in the problem and what is the missing part?

What will you solve for?

Given: Rate= 40% Percentage: = PhP5 000 Unknown: Base

How will you solve the problem? What strategy will you use?

Method 1. Percent Proportion Method 2. Formula

How will you write your final answer?

Answer: Mang Amador was able to save ₱12 500.
Is your answer reasonable or not?

What’s More

Exercises
Set D Set E

Set F Set G

What I Have Learned

1. To find the percentage when the base and the rate are given, change percent (%)
to a decimal and multiply it by the base. (P=RB)
2. To find the base when the percentage and the rate are given, divide the percentage
by the rate, where rate is expressed as decimal.

9
 3. To find the rate when the percentage and the base are given, divide the percentage
by the base and multiply the quotient by 100.
4. To solve routine and non-routine problems involving finding the percentage, rate,
and base, use the appropriate problem-solving strategy or tool and check whether
the answer is reasonable or not.

What I Can Do

A. Solve the following percentage problems.

B. How will you solve the problems below?
Problem: A computer unit is on a promo price of 15 % less than the selling price. If the
selling price of the computer unit is PhP25 000.00, how much will I pay the cashier? How
much will I save?

Assessment

Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper.
____1. In 20% of 50 is 10, what is the base in the problem?
A. 50 B. 10 C. 0.20 D. 20%
____2. In 24 is 6% of 400, what is the rate in the problem?
A. 400 B. 24 C. 6% D. 0.06
____3. 75 is 50% of 150. What is the percentage in the problem?
A. 75 B. 0.50 C. 150 D. 50%
____4. In the problem, 98 is 20% of n, what is the missing element?
A. Percentage B. Rate C. Base D. Percent
____5. What percent of 90 is 18?
A. 0.02% B. 0.2% C. 20% D. 25%

Additional Activities

Try to remember the following percent and their equivalent to help you solve
common percentage problems easily.

Complete the table.

Given Number 5% 10% 50% 75% 150%
200
600

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6
Mathematics
Quarter 2 - Module 4:
Percent of Increase/Decrease,
Commission, Sales Tax, and
Simple Interest
Mathematics - Grade 6
Alternative Delivery Mode
Quarter 2 - Module 4: Percent of Increase/Decrease, Commission, Sales Tax, and
Simple Interest
Second Edition, 2021

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.)
included in this module are owned by their respective copyright holders. Every effort has been
exerted to locate and seek permission to use these materials from their respective copyright
owners. The publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education

OIC-Schools Division Superintendent: Carleen S. Sedilla CESE
OIC-Assistant Schools Division Superintendent: Jay F. Macasieb DEM, CESE

Development Team of the Module

Writer: Fredelyn G. Calanag

Editor: Patricia Ulynne F. Garvida

Reviewer: Michael R. Lee

Layout: Ma. Fatima D. Delfin and Michiko Remyflor V. Trangia

Management Team: Neil Vincent C. Sandoval

Chief, Curriculum Implementation Division

Michael R. Lee
Education Program Supervisor, Mathematics

Printed in the Philippines by the Schools Division Office of Makati City through the
support of the City Government of Makati (Local School Board)

Department of Education - Schools Division Office of Makati City

Office Address: Gov. Noble St., Brgy. Guadalupe Nuevo

City of Makati, Metropolitan Manila, Philippines 1212
Telefax: (632) 882 5861 / 882 5862
E-mail Address: [email protected]

2
 What I Need to Know

This module was carefully written to help you acquire the necessary skills needed in solving
percent problems, such as percent of increase/decrease, which includes discounts, original price,
rate of discount, sale price, and marked-up price. Likewise, finding the commission, sales tax, and
simple interest will also be discussed. 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 has four lessons, namely:
1. Finding the Percent of Increase/Decrease (Discounts, Original Price, Rate of
Discount, Sale Price, and Marked-up Price);
2. Finding the amount of Commission, Rate of Commission, Total Sales, and Total
Income;
3. Finding the amount of Sales Tax, Rate of Sales Tax, and Selling Price; and
4. Finding the amount of Simple Interest.

After going through this module, you are expected to solve problems involving:
1. percent of increase/decrease (discount and marked-up price);
2. amount of commission;
3. amount of sales tax; and
4. amount of simple interest.

What I Know

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

____1. The number of recoveries from the coronavirus disease increased from 80 to 128.
What is the percent increase in the number of recoveries?
A. 48% B. 50% C. 60% D. 70%

____2. In a certain private school, the number of enrollees dropped from 1 500 to 1 200.
What is the percent decrease in the enrollment?
A. 8% B. 10% C. 18% D. 20%

____3. A ₱225 discount was given to an item on sale which costs ₱450. What was the rate of
discount?
A. 50% B. 40% C. 30% D. 20%

____4. Tasha, an online seller, wants to make a profit of 8% on all items that she sells online.
How much profit will she get from an item that costs ₱75?
A. ₱80 B. ₱60 C. ₱8 D. ₱6

____5. Solve for the total sales of a product if a sales agent earned a commission of ₱1
500.00 at 15% commission rate.
A. ₱5 000 B. ₱10 000 C. ₱15 000 D. ₱20 000

Lesson

1 Percent of Increase/Decrease
In Module 3, you were taught how to find the percentage (P), rate (R), and base (B). In this
module, you will use your acquired knowledge and skills in solving problems related to PRB.

3
 Let’s recall the PRB triangle.

Examine how we could use these triangles in finding the percent increase/decrease.

Therefore:
% increase = amount of increase ÷ original price
% decrease = amount of decrease ÷ original price
But before dividing, find the amount of increase/decrease .

Let’s try to solve the problems below.

Problem Situation 1: The price of a surgical face mask increased from ₱8.00 to ₱15.00 per piece.
What is the percent increase in the price of the face mask?

Given: ₱8.00 original price

₱15.00 new price
Find: Percent increase in the price.
Solution:
Step 1. Find the difference in the price.

The increase in price is ₱7.00

Step 2. Solve for percent increase (7 is what percent of 8?)

Method 1: using the formula Method 2: using proportion

Answer: 87.5% is the percent increase in the price of the face mask.

Problem Situation 2: An ordinary face shield was sold for ₱50.00. But because of increased supply
in the market, the price dropped to ₱35.00. What is the percent decrease in the price of the face
shield?

Given: ₱50.00 original price

₱35.00 new price

Find: The decrease in price.

Percent decrease in the price.
Solution:
Step 1. Find the difference in the price.

The decrease in price is ₱15.00

4
 Step 2. Solve for percent decrease (15 is what percent of 50?)

Method 1: using the formula Method 2: using proportion

Answer: The percent decrease in the

price is 30%.

(For your Activity, answer Exercise Set A of What’s More.)

What’s In

How do you solve problems involving discounts?

Let’s use the triangle as a guide in solving discount problems.

Therefore,

How do you solve for the sale price?

Let us solve the problem below.

Problem Situation: During a sale, a book priced at ₱450.00 is being sold at 20% discount. How much
is the discount? What is the sale price?
Given: ₱450.00 original price
20% rate of discount
Find: 20% of ₱450
What is the sale price?

Solution:
Step 1. Find the discount.

5
 Method 1: using the formula Method 2: using proportion

Step 2. Find the sale price.

Method 1: Method 2:

Answer: Discount = ₱90 and Sale Price = ₱360

(For your Activity, answer Exercise Set B of What’s More.)

What’s New

How do you solve for the marked-up price?

Let’s use the triangle as a guide in solving problems involving marked-up price.

Let’s solve the problem below.

Problem Situation: Mr. Palma wants to make a profit of 15% on a mountain bike he bought for
₱11 000. What is the marked-up price of the mountain bike?

Given: Rate of profit = 15%

Marked price = ₱11 000
Find: 15% of ₱11 000
What is the marked-up price?

Solution:
Step 1. Solve for the profit
Method 1. Using the formula Method 2. Using proportion

6
Step 2. Solve for the marked-up price

Method 1. Using the formula Method 2. Using proportion

Answer: Profit = ₱1650

Marked-up price = ₱12 650
(For your Activity, answer Exercise Set C of What’s More.)

Lesson

2 Commissions
How do you solve problems involving commissions?
There are two methods, which you could use in solving commission problems.
Method 1. Use the triangle below to derive the formula.

Method 2. Use proportion

Let’s solve this problem.

Problem Situation: A computer salesman earns 5% commission on sales. If he sells a computer unit
for ₱25 000.00, how much commission will he get?
Given: Total sales = ₱25 000
Rate of commission = 5%

Find: 5% of ₱25 000

Solution:
Method 1. Using the formula Method 2. Using proportion

Answer: The computer salesman will receive a commission of ₱1 250.

(For your Activity, answer Exercise Set D of What’s More.)

7
 Lesson

3 Sales Tax

What is It

How do you solve problems involving sales tax?

To solve problems involving sales tax, we could use two methods, namely: using the formula and using
proportion.
Method 1. Use the triangle below to derive the formula.

Method 2. Use proportion.

To solve for the actual price:

Let’s solve the problem below.

Problem Situation: Clarence bought a computer table worth ₱1 400 plus 8% tax. What is the actual
price of the computer table?

Given: Tax rate = 8%

Selling price = ₱1 400
Find: 8% of ₱1 400
What is the actual price?

Solution:
Step 1. Solve for the sales tax

Method 1. Using the formula Method 2. Using proportion

Step 2. Solve for the actual price

8
Answer: The actual price of the computer table is ₱1 512.
(For your Activity, answer Exercise Set E of What’s More.)

Lesson

4 Simple Interest

How do you solve problems involving simple interest?

We can derive the formula using the triangle below.

Let’s solve the problem below.

Problem Situation: Mr. Del Mundo deposited ₱5 000 in the bank at an interest of 6% per annum or per
year. How much interest will his money earn at the end of 2 years?
Given: Principal = ₱5 000
Interest Rate = 6%
Time = 2 years
Find: 6% of ₱5 000
The interest of his money deposited in the bank.
Solution:

If you want to know the total amount of money in the bank, add the interest and the deposited amount
or the principal amount.
₱5 000 + ₱600 = ₱5 600
Answer: The interest of the money deposited by Mr. Del Mundo is ₱600.
(For your Activity, answer Exercise Set F of What’s More.)

9
 What’s More

Activity: Solve for the answer.

Set A Set B Set C

Set D Set E Set F

What I Have Learned

1. Percent increase is the profit or gain in any business.

2. Percent decrease is loss in any business.
3. Discount refers to the reduction in the original price.
4. Marked-up price is the price of an item after the desired profit has been added to the original
price.
5. Commission is the amount of money a person is paid by the owner or company for selling
something or providing services.
6. Sales tax is the amount added to the original price charged by the government so it can
raise funds and provide public services.
7. Interest is the amount paid for the use of money borrowed. It is also paid for money
deposited in the bank.

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