DEPARTMENT OF EDUCATION
Schools Division of Bulacan
Calumpit South District
Pungo Elementary School
Pungo, Calumpit, Bulacan
This Strategic Intervention Material (SIM) in Mathematics is
intended for use by Grade V learners. It is created to provide
better understanding to solves routine and non-routine
problems involving multiplication without addition or subtraction
of fractions using appropriate problem-solving strategies and
tools.
This SIM provides activities that would make the learners
eager to learn.
Different activities are made fun so that learning would be
fun as well!
I. GUIDE CARD ……………………. 4
II. ACTIVITY CARDS
Activity Card 1 …………………. 9
Activity Card 2 …………………. 10
Activity Card 3 …………………. 11
Activity Card 4 …………………. 12
III. ASSESSMENT CARD ………… 14
IV. ENRICHMENT CARD ………... 15
Hi I’m Teacher Angela. I will guide you
on this path. Everytime you see me, I have
information to tell you which may help you
learn from this learning material. All you need
to do is relax, take a pen and enjoy learning.
Good luck!
Learning Competencies:
Solves routine and non-routine problems involving multiplication without
addition or subtraction of fractions using appropriate problem-solving
strategies and tools M5NS –Ih-92.1
First, let’s read and understand the problem.
Matthew has 3 gallons of paint. He used 3/4
of the paint to paint the wall of his room. How
many gallons of paint did he used?
To find the answer of this problem, we
could use this basic step.
1. Understand
o Read and understand the problem.
o Know what is asked for in the problem.
How many gallons of paint did he used?
o Find necessary information.
3 gallons of paint
3/4 of paint were used
2. Plan
o Determine the operation to be used.
Multiplication
o Write the number sentence.
In words: What is 3 of 3?
4
As a number sentence: 3 x 3 = ?
4
An illustration can help you solve this problem.
4. Solve
o Solve using the operation.
There are nine-fourths in total:
So, 3 x 3 = 9 .
4 4
3. Check and Look Back
o See if your answer makes sense.
o State the complete answer.
Therefore. Matthew used 9 gallons of
4
1
paint or 2 gallons of paint.
4
Study this problem.
Three-fourths of a pan of Crema de Fruta was
placed on the table. Your little brother decided
to eat 1/3 of the Crema de Fruta in the pan.
How much of the whole pan of Crema de Fruta
did your little brother eat?
1. Understand 2. Plan
o Know what is asked.
The amount of Crema de o Determine the operation to
Fruta my little brother ate. be used.
Multiplication
o The given facts are:
o Write the number sentence,
3/4 of the pan of Crema de 3x1 =N
Fruta; 4 3
My little brother ate 1/3 of the
Crema de Fruta in the pan.
4. Check and Look Back
3. Solve
o See if your answer
makes sense.
o Solve using the operation.
o State the complete
3x1 3
= answer.
4 3 12
My little brother ate 1 of
Which can be reduce to
4
1 the
4
Whole pan of Crema de
Fruta.
Here are some Key Ideas and Glossary of Terms
that will help you in Multiplying Fractions.
To multiply a fraction by another fraction, multiply the
numerators and the denominators.
Simplify the product whenever possible.
Common factors appearing in the numerator and
denominator of any of the two fractions being multiplied can
already be cancelled even before multiplying.
A Fraction is a number that represents part of a whole.
Numerator the top number in a fraction.
The bottom number in a fraction is called Denominator.
Represents a part The number on
of a whole. the top is called
the numerator.
The number on the When something is
bottom is called broken up into a
the denominator. number of parts.
F T O C R I N A
____ ____ ____ ____ ____ ____ ____ ____
Complete the table with the correct answer. Write
your answer in the space.
Good luck!
What are the steps in solving a word problem? Write 1 to
4 on each blank to indicate your answer.
__________ Plan
__________ Solve
__________ Understand
__________ Check and Look Back
Do you have fun? Well, more activities to come. Keep
on going!
Draw a picture and solve.
b. 2 of 6
3
a. 1 of 5
2 6
Draw any shapes or table to show
your answer.
Be creative!
Key:
Less than half = Black One half = Gray More than half = Blue
Good Job!
Now that your done with all the activities. Let’s
assess your knowledge.
Read and solve each problem. Write your answer on
the Answer Sheet.
Mrs. Bowen made four different cakes for sale. Each cake
was of the same size. At the market, she cut the Cake into 6 equal
slices, the Chocolate Cake into 5 equal slices, the Strawberry Cake
into 3 equal slices, and the Mango Peach Cake into 4 equal slices.
Hannah, Tyrone, Tandy, and Roby bought one slice of cake
but ate only a portion of that slice. Each chose a different kind of
cake.
Hannah bought the largest slice available and ate 1/4 of it.
Tyrone bought the smallest slice available and ate 3/4 of it.
The slice Tandy bought was bigger that the slice of Roby
bought. Tandy ate 1/2 of her slice.
Roby ate 2/3 of his slice.
Let us see how far you learned at this point. Answer
the assessment above on your Assessment Sheet.
Give your best.
Congratulations! You have come this far. This is your final
activity.
Give your best.
Read and answer the problem carefully.
Label your answer.
Write your answer to your Answer Sheet.
a. Brian has 4 liters of paint. He used 58 of it to paint the doghouse.
How many liters of paint was used for the dog house?
b. Luisa help her mother cleaning their house. He finished cleaning
after 5/6 of an hour. If she spends 2/7 of it sweeping the floor,
what part of an hour did she spend sweeping the floor?
Retrieve from:
https://www.mathsisfun.com/fractions_multiplication.html
Retrieve from:
https://www.ducksters.com/kidsmath/fractions_introduction.php
Retrieve from:
https://www.coloringsquared.com/worksheet/fraction-
multiplication-cat
c. Luisa help her mother cleaning their house. He finished
cleaning after 5/6 of an hour. If she spends 2/7 of it sweeping
the floor, what part of an hour did she spend sweeping the
floor?
This material was conceptualized by the
Curriculum and Implementation Division (CID)
Learning Resource Management and Development System (LRMDS)
Department of Education
Schools Division of Bulacan
Calumpit South District
PATRICIA ANGELA L. IBE
Writer / Layout Artist / Illustrator
MICHELLE M. SOLLESTRE
Principal II
JENNIFER QUINTO
District Supervisor, Calumpit South District
ANASTACIA N. VICTORINO, Ph.D.
Filipino, Division Education Program Supervisor
GLENDA S. CONSTANTINO JOANNARIE C. GARCIA
Project Development Officer II Librarian 8
RAINELDA M. BLANCO, Ph.D.
LRMDS, Division Education Program Supervisor II
GREGORIO C. QUINTO JR., Ed.D.
Chief, Curriculum and Implementation Division
ZENIA G. MOSTOLES Ed. D., CESO V
Schools Division Superintendent
This Strategic Intervention Material (SIM) in Mathematics is
intended for use by Grade V learners. To give better knowledge
to solves routine and non-routine problems involving
multiplication without addition or subtraction of fractions using
appropriate problem-solving strategies and tools, this SIM is
made.
Many fun activities in this SIM are provided.
Learning Resource Management and Development Center (LRMDC)
Curriculum Implementation Division (CID)
Department of Education
Regional Office III
School Division of Bulacan
