34

Lesson 12:
Relating Fraction and Ratio
Objectives: Expresses one value as fraction of another given their ratio and vice
versa. (M6NS-IIa-129).
Defines and illustrates the meaning of ratio and proportion using concrete or
pictorial models.

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.
Ina, Aina and Dana saved money from their allowance in the ratio
2:3:5 Ina Aina Dana

2
3
The Amount of money Ina saved is of the amount of money Aina saved. The amount of

money Dana saved is 5 of the amount of money Aina saved. Total amount of money saved =
3

2+3+5 = 10 units.

The ratio of the amount of money Aina saved to the total amount of money saved is 3:10.
3

10
The amount of money Aina saved is
of the total amount of money saved.
The ratio of the amount of money Dana saved to the total amount of money saved is 5:10=1:2.

The amount of money Dana saved is 1 of the total amount of money saved.
2

35
 ACTIVITY 1: “LET’S FIND IT”
Directions: Read the question in each number carefully. Encircle the letter of the correct
answer.
1. What is the ratio of heart to circle?

A. 4:5 B. 3:3 C. 2:5 D. 1:2

2. What is the ratio of circle to the total number of shapes?

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

3. What is the ratio of square to triangle?

A.5:4 B. 5:4 C. 4:4 D. 1:1

4. What is the ratio of sun to the total number of icons?

A. 1:2 C. 6:2
B. 2:4 D. 2:8

5. What is the lowest term of the ratio 5:15?

A.2:2 B. 1:3 C. 3:5 D. 1:5

36
 ACTIVITY 2: “TRY IT”

Directions: Express each of the following number phrases to fraction. Write your answer on
the blank before each number.

1. 5 tables to 10 chairs
2. 4 apples to 16 bananas
3. 5 red balloons to 35 blue balloons
4. 10 cats to 90 dogs
5. 15 red ribbons to 120 flowers

ACTIVITY 3: “YEAH! YEAH! FILL IT”

Directions: Complete the table below by writing the ratio in word form, fraction form and
colon form using the following illustrations.

Word Form Fraction Form Colon Form

1.

37
 Lesson 13: Ratio and Proportion
Objectives:
1) Defines the meaning of ratio and proportion. (M6NS- IIb-131)
2) Expresses one value as a fraction of another given their ratio and vice versa.

When two ratios are equal, they are called proportion.

1. by using fractions: 𝑎 =
It can be written in two ways:𝑐
𝑏 𝑑

2. Using a colon, a: b = c: d
When two ratios are equal, the cross products of the ratios are equal.
Example:
6:3= 2:1
4:8=2:4
5:10= 1:2
2:6= 3:9

ACTIVITY 1: LET US FIND IT

Directions: Read each question carefully. Encircle the letter of the correct answer.
1. Which of the following ratios is equivalent to 10:20?
A. 4:5 B. 2:3 C. 2:5 D. 1:2
2. What is the lowest term of the following ratio 6:12?
A 2:4 B. 1:2 C. 2:3 D. 1:3
3. Which of the following ratios are proportion?
A.2:3 = 3:3 B. 1:2=2:4 C. 3:4= 6:12 D. 5:2=15:10
4. If the ratio is equal, they are called .
A. Partitive proportion C. Inverse proportion
B. Proportion D. Direct proportion
5. What is the lowest term of the ration 5:15?
A. 2:2 B. 1:3 C. 3:5 D. 1:5
38
 ACTIVITY 2: HAPPY OR SAD

Directions: Draw HAPPY FACE if the proportion is CORRECT and SAD FACE if it is NOT
proportion.

1. 6:2 = 3:1
2. 9:3 = 3:3
3. 10:4 = 5:2
4. 15:5 = 2:1
5. 8:4 = 4:2

ACTIVITY 3: YEAH! YEAH! FILL IT

Directions: Complete each number by giving the ratio in highest terms or lowest terms to
form the proportion.

1. 4:8 = :

2. 9:12 = :

3. 12:24 = :

4. 8:12 = :

5. 10 :15 = :

39
 Lesson
14-15: Finding a missing term in a
proportion.

Objectives: 1) Recalls the meaning of proportion, means, and extremes of a

proportion. (M6NS-IIb-133)

2) State and apply the principle relating the means and extremes of a
proportion.

fractions 𝑎 =
𝑐
3) Solve for the missing term when the proportion is written as two equivalent

𝑏 𝑑

using the colon form “a: b = c: d” or using the Block Model Approach.

A proportion is an equality of two ratios.

Example: which means, 3 x 15 = 5 x 9

× =
3
9
1. 45 = 45

5
15

40
2. ×
6 8
=
9
which means, 6 x 12 = 9 x 8

12 72 = 72

41
 ACTIVITY 1: LET’S FIND IT

Directions: Look the definition of each term from the box. Choose the letter only. Write
your answer on the space provided before each number.

A. Direct proportion D. extremes

B. Partitive proportion
E. means
C. Inverse proportion

1. The second and third term in set of ratios.

2. A whole is divided into parts that is proportional to the given ratio
3. The first and last term in set of ratios.
4. 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.
5. An increase or decrease in one quantity produces the same rate of increase or
decrease on the other quantity.

ACTIVITY 2: PICK THE RIGHT SHAPE

Directions: Find the missing term in each proportion from the shapes and draw it from the
space provided.

6 8 3 2 4
1. n: 10 = 9 :30
2. n: 4 = 16: 32
3. 4: n = 12 :18
4. n: 2 = 12 :3
5. n :30 = 8: 60

42
 ACTIVITY 3: YEAH! YEAH! FILL IT

Directions: Solve each problem.

1. The ratio of the red marbles to yellow marbles in a jar is 3:5. How many red
marbles are there if the total of the marbles is 30?

2. The ratio of chocolate flavor cake to caramel cake on the table is 2:4, How
many caramel flavors cake are there if the total number of cakes is 20?

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

4. Forty flowers must be divided between yellow team and blue team in the ratio
of 2:4. How many flowers will blue team receive?

5. The ratio of black car to gray car in the parking is 5:10. How many black cars
are there if the total is 100.

43
 Lesson 16-17: Percentage, Rate or Percent and
Base

Objectives:
1) Recalls writing ratio in fraction form and changing fraction to percent.
2) Identifies the base, rate, and percentage in each problem.
3) Finds the percentage, rate or percent and base in each problem. (M6NS IId-142)

To find the percentage (P) Percentage = Rate x Base or P = B x R The base and the rate
should be known to get the percentage.

ACTIVITY 1: TRUE OR FALSE

Directions: Read each statement carefully. Write True if the statement is correct. and
if False, underline the word that makes the statement wrong and write the correct answer.

1. Is 225 is the 45 % of 500?

2. 50 % of 350 is equal to 200
3. 105 is the number that complete 15 % of 700
4. The 40% 1500 is 900
5. 3850 is the new selling price of the shoes with 45% less from the original price of
7000.
44
 ACTIVITY 2: LOOP-A-WORD

Directions: In the word search puzzle below are different words that are associated with our
lesson. They are written horizontally, vertically, and diagonally. Highlights the words with
any color of your choice.

Percentag Rate
e Percent Decimal

Base Bar model

L S A B S E A R A R T P

L T B C E R P B A N N E

A A S R C C E N B T C R

M P E R C E N T A G E C

I E S U N I R A S C P E

C R B A R M O D E L T N

E C E R T A G R R E N T

D N A L M I C A L D E A

ACTIVITY 3: I CHALLENGE YOU

Directions: Solve for the following problems and write your answer on the space provided
before each item.

1. B= 375, R= 33% solve for P?

2. P= 30, B = 700 solve for R?
3. R= 200, P= 15 solve for B?
4. P= 95, B = 1000 solve for R?
5. B= 455, R= 19% solve for P?

45
 Lesson 18: Percent of Increase and
Decrease
Objectives:

1) Analyzes percent problem.

2) Chooses an appropriate strategy in solving a specific problem. (M6NS-IIe-144)

To solve problem involving percent of Increase/Decrease, Discount and Sales price,

Commission, Sales Tax, and Simple Interest we can use the following formulas to the guide
in solving it.

ACTIVITY 1: TRUE OR FALSE

Directions: Read each statement carefully. Write True if the statement is correct and if False,
underline the word that makes the statement wrong and write the correct answer.

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

2. Commission – is the amount that remains after the commission has been deducted
from the total sales.
3. Buying Price (BP) – is the amount to be paid after the sales tax was added.
4. Time (t) – is the length of time the money has been deposited, invested, or borrowed
5. Interest (r) – is the percent of interest the principal will earn.
46
 ACTIVITY 2: MATCH IT
Directions: Look for the appropriate definition of each term in the box. Write your answer
on the blank provided before each items below.

Percent of Commission
Increase/Decrease Discount Sales tax
Sales price
Interest
1. is a percent of change where in the amount of increase or decrease is divided
by the original number?
2. is an amount of money a person receives for his/her service.
3. is the price of the item after the discount has been deducted?
4. is an amount of money earned for using another’s money over a period of
time?
5. is the amount added to the selling price or original price?

ACTIVITY 3: I CHALLENGE YOU

Directions: Solve the following problems correctly. Write your answer on the space
provided before each number.

1. Original price 100, 4. Selling price 5000

New price 250 Interest 10 %
Percent Increase? Sales tax?
2. Original price 900 5. Marked Price 250
Rate of discount 75% Rate of profit 5%
Sales price? Profit?
3. Commission Rate 8%
Commission 740
Total Sales?

47
 Lesson 19-20: Exponential Notation
Objectives: 1) Describes the exponent and the base in a number expressed in
exponential notation (M6NS-IIf-148)

2) Gives the value of numbers expressed in exponential notation. (M6NS-IIf-147)

 Exponent tells the number of times the base is used as a factor.

 Base is the number used as a factor. Exponential notation is a short way of writing
repeated multiplication having the same factor.
Example:

48
 ACTIVITY 1: MATCH IT
Directions: Give the base and exponent for each expression.
1. 94 2. 52 3. 36 4. 204 5. 176

ACTIVITY 2: WRITE IT

Directions: Write the factored form and then the answer.

1. 104 4. 77

2. 63 5. 75

3. 86

ACTIVITY 3: I CHALLENGE YOU

Directions: Express the following in exponential notation. Solve and write your answer on
the space provided.

1.5 x 5 x 5

2. 10x 10 x 10 x 10

3. 4 x 4 x 4 x 4 x 4 x 4

4. Eight to the fifth power

5. Nine to the fourth power

49
 Lesson 21-22: GEMDAS RULE
Objective: 1) Interprets and explain the Grouping, Exponent, Multiplication,
Division, Addition, Subtraction, (GEMDAS) rule. (M6NS-IIf-148)
2) Performs two or more different operations on whole numbers with or without
exponents and grouping symbols. (M6NS-IIf-149)

The acronym GEMDAS represents the order of operation which stands for the following:
Grouping symbols (parenthesis, brace and bracket.)
Exponent
Multiplication
Division
Addition
Subtraction
This means that the grouping symbols must be performed first before anything else. If there
are groupings within a grouping, the operation within the innermost grouping must be done
first. Next perform the exponent/s. Multiplication and Division are next but always choose
to perform whichever comes first from left to right. These two operations have the same
priority. This means that division may take precedence over multiplication. The last to
performed are Addition and Subtraction. These two operations also have the same priority.
Do whichever comes first from left to right.

50
 ACTIVITY 1: LET’S FIND IT
Directions: Read the question carefully. Encircle the letter of the correct answer.
1. Add the sum of 56 and 14 to the product of 8 and 5.

A. 110 B. 120 C. 102 D. 105

2. 7 x [ (55 - 30) +28]

A 317 B. 371 C. 173 D. 113

3. 5 x (30 ÷ 6 )2 + 19

A144 B. 114 C. 104 D. 140

4. (40 ÷ 5) + (10 x 5 )2

A. 2000 B. 2550 C. 2508 D. 2080

5. (56 – 26) x (100 ÷ 52)

A. 110 B. 130 C. 100 D. 120

51
 ACTIVITY 2: WORD HUNT
Directions: Highlight the words listed below. Words appears straight across, back-word
straight across, up and down and diagonally.

GROUPING SUBTRACTION BRACKET ADDITION

MULTIPLICATION BRACE PARENTHESIS DIVISION

T S U B T R U S C A E A P A N
O A D T E K C A R B R D S O O
M U L T I P B L K R A D I O I
M U L T I P L I C A T I O N S
S A T A R T T K E C S T S T I
C G R O U P I N G E T I E A V
E G O R S P I N T I O O V D I
N O I T C A R T B U S N A I D
A P A R E N T H E S I S S P P

ACTIVITY 3: YEAH! YEAH! FILL IT

Directions: Simplify the problems. Use the GEMDAS rule to evaluate the expressions.
1. 10 - [2 +( 25 /5 x2)]

2. 18 - [ (10+5 x 13) / 5

3. Subtract 20 from 100 then multiply by the quotient of 20 and 5.

4. 50 – [ 4 + (40 / 5 x 3)]

5. 33- [20 + 8 x 22)/ 4

52
 Lesson 23: Describing Set of Integers
Objectives:
1) Describes the set of integers and identify real-life situations that make use of it.
2) Represents a given situation or event by an integer (M6NS-IIg-152).
3) Identifies negative and positive integers; and
4) Applies integers to real-life situations

An integer may comprise a set of whole numbers that include zero, positive number and
negative number.
The numbers which have a plus (+) sign on them are called positive numbers. These
numbers are present on the right of zero or above zero (0).
A negative number is a contradiction of a positive number. It is written with a (-) sign.
Negative numbers are present on the left of zero or below zero (0) on a number line A
number that neither a positive nor a negative is a zero.

Example: Positive numbers

1. -10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 +1 +2 +3 +4 +5 +6 +7 +8 +9 +10

Negative numbers

ACTIVITY 1: IS IT UP OR DOWN?
Directions: Express the following as either positive or negative.
1. Losing money
2. Going down from eight floor to basement
3. Moving 2 km forward
4. Gaining 5 kg of weight
5. Withdrawing ₱5000

53
 ACTIVITY 2: WRITE IT
Directions: Identify the integers that is being describe using the number line.

1. 5 units to the right of 4

2. 4 units to the left of -2
3. 3 unit to the left side of -8
4. 6 units to the right side of 9
5. 3 units to the right of 13

ACTIVITY 3: “I CHALLENGE YOU”

Directions: Rearrange the order of each set of integers from least to greatest.

1.-10, -9, -5, 3, 5

2. 10, 2, 6, -3, -6

3. 4, 0, -4, 5, 8

4. -11, -12, 10, 7, 9

5. -9, -4, 0, -1, 5

54
 Lesson 24-25: Comparing Integers
Objectives: Compares integers with other numbers such as whole numbers,
fractions, and decimals.M6NS- IIg-152.

An integer may comprise a set of whole numbers that include zero, positive number and
negative number.
The numbers which have a plus (+) sign on them are called positive numbers. These
numbers are present on the right of zero or above zero (0).
A negative number is a contradiction of a positive number. It is written with a (-) sign.
Negative numbers are present on the left of zero or below zero (0) on a number line A
number that neither a positive nor a negative is a zero.
In comparing integers with other numbers such as whole numbers, fractions, and decimals:
1. The positive integer with the larger number is greater.
2. In a positive and a negative integer, the positive integer is greater.
3. The negative integer with the smaller number is greater.
Example:

1. 12 > 11 2. 17 > 15 3. 7 > -3 4. 3 > -1 5. -1 > -2 6. -5 > -7

ACTIVITY 1: MATCH IT
Directions: Compare each given pair of numbers by writing <, >, on the space provided
1. -9 -7 4. -30 15
2. -15 0 5. -25 -26
3. 5 8

55
 ACTIVITY 2: “COMPARE”

Direction: Compare the following pair of integers. Using greater than or lesser than.
1. -9, -8
2. +5, +7
3. -21, -24
4. +8, + 14
5. -11, -18

ACTIVITY 3: I CHALLENGE YOU

Directions: Rearrange the order of each set of integers from greatest to least.

1.-10, -9, -5, 3, 5

2. 10, 2, 6, -3, -6

3. 4, 0, -4, 5, 8

4. -11, -12, 10, 7, 9

5. -9, -4, 0, -1, 5

56