Lesson 6: Creating Problems involving Multiplication

with or without Addition/Subtraction of Fractions

Elicit
Solve the following story problems. Then identify the different parts of a word
problem.
A. Mang Jose is a carpenter. He made a table whose length and width measure
3
5
2
m by
m. What was the area of the plywood he needed for the
5
6
table?
B. Jamillah received a certain amount of money from her mother. On the first
1
store, she spent
of her money to buy a handkerchief. Then on the next
4
1
store, she spent
of what remained to buy merienda and saved the rest. If
3
she saved P20, how much did she receive from her mother?
Reflect::What is the difference of the two word problems above? What are the different parts
of a word problem?

Engage
Refer to the picture below. What can you see on the picture? Can you create a story
problem involving multiplication of fractions with addition or subtraction?
(illustrate a woman who is mixing flour, sugar, water, and milk to bake a cake.)

Reflect: What do you want to know about creating problems involving multiplication and
other operations?

Explore
Study the problem involving multiplication of mixed fractions that can be made
using the given facts below.
Scenario
Given Information
Question/s
3 5
3
Buying and sharing some
Ask
about
the number of
5 ,2 ,2
kilos of rice to the calamity
kilos of rice.
4 6
4
victims

27

Carla bought a number of kilos of rice. He set aside 5

packed the remaining into bags with 2

5
6

3
4

kilos for his family. Then he

kilos each to be shared to earthquake victims.

3
kilos left. How many kilos of rice did he buy?
4
What information is needed to
construct and answer routine
problems involving multiplication
Where is this information in the problem?
with or without addition and
subtraction of fractions?
1. State a scenario that uses
Faizal bought a number of kilos of rice. He
multiplication with addition and
3
set aside 5
kilos for his family. Then he
subtraction of fractions or whole
4
numbers. Use keywords for
5
2
packed
the
remaining
into
bags
with
multiplication, addition or
6
subtraction.
kilos each to be shared to earthquake victims.
3
He had 15 bags of rice and 2
kilos left.
4
3 5
3
2. Use related fractions as given.
5 ,2
, 2
4 6
4

He had 15 bags of rice and 2

3. Pose a question that require getting

the product and sum or difference
of two or more fractions or mixed
fractions.

How many kilos of rice did he buy?

4. Use a strategy in solving the

problem and/or number sentence.

Work backwards to know the number of kilos

or rice.
3
5
3
2 +(15 2 )+5 =N
4
6
4

5. Show the solution to the problem.

3
5
3
2 +(15 2+15 )+ 5 =N
4
6
4
3
25
3
2 + 30+ +5 =N
4
2
4
3 50 3
30+2+5+( + + )=N
4 4 4
3 50 3
37+( + + )=N
4 4 4
56
37+
=37+ 14=51
4

( )

28

6. State the answer to the problem.

Faizal bought 51 kilos of rice.

Using the given information above, what kind of scenario can you use in writing
your own story problem?
Now examine again the problems you constructed under ENGAGE. Based on
what you learned, how will you improve your problems? How will you make it into a
non-routine problem? Talk with your seatmate about this.

Explain
Explain the following ideas about creating problems involving multiplication of
fractions with/without addition or subtractions of fraction and mixed numbers.
A. To create a word problem involving multiplication of fractions and mixed fractions.
1. State a scenario that uses multiplication with addition and subtraction of fractions
or whole numbers.
2. Use keywords that denote multiplication, addition or subtraction.
3. Pose a question that require getting the product and sum or difference of two or
more fractions or mixed fractions.
4. Give a restriction or limit to make the problem become a non-routine.
B. To answer the problem involving multiplication of fractions and mixed fractions.
1. Use a strategy and/or number sentence to solve the problem such as working
backwards, using a table, etc.
2. Show the complete solution to the problem.
3. Write the answer to the problem in a complete sentence.

Elaborate
Use the situations on the pictures below to write one problem involving
multiplication only and another problem involving multiplication with addition
and/or subtraction. Use your calculator to compute for the answers. Show your
complete solution to your problem.
1. (Picture of the fish port: the vendors are having an auction.)
2. (Pictures of the farm: the farmers are harvesting their crops.)

Evaluate
A. Study the word problem below. Choose the letter of the best answer in each item.

29

Maria bought

3
4

dozen of siopao for her family. When her daughter came home, she

1
2
of the siopao. After an hour, her son arrived from school and she gave
of
3
5
the remaining and three more. Then, she and her husband ate what was left. (put this inside a
box)
1. What is the scenario in the story?
A. Maria baked some siopao.
C. Maria bought some siopao.
B. Maria ordered some siopao.
D. Maria divided some siopao equally.
2. Which is not a relevant information in this problem?
1
2
A.
of dozen of siopao C.
of the remaining
3
5
3
1
B. 3
dozen of siopao
D.
of the siopao
4
3
3. Which of the following is unknown in the problem?
A. The number of siopao Maria bought.
B. The part of the siopao taken by her son.
C. The part of the siopao taken by her daughter.
D. The numbers of siopao taken by the daughter and son.
B. Read the following questions below. Explain which of the following can possible
questions to the story problem above and which is/are not.
4. How many siopao were not eaten?
5. How many siopao did the two children eat?
6. How many dozen of siopao did Maria and her husband eat?
C. Create a story problem about multiplication of fractions with or without addition or
subtraction using the given scenarios and information. Use the rubric in Appendix C as
your guide in your answers.
3
1
7. working time, 8
hours,
of the work
4
3
3
4
8. harvesting fruits, 9
kg,
are ripe
8
5
D. Form a group of 4 or 5 members. Then create two problems using the scenarios below.
Make a presentation of your work. Use the rubric in Appendix D as your guide in your
answers.
9. baking or cooking a recipe
10. area of a cloth
gave

Pause & Reflect

Are you happy with the result of your evaluation? Why?
What concepts are clear to you?
What concepts are still not clear to you?
30

What is the most desirable value or attitude that you have developed in this lesson?

Extend
A. Do the following directions.
1. Talk to someone older than you at home about the amount of main commodities
your family consume every day (e.g. rice, sugar, etc.). Then create one story
problem that involves multiplication of fractions and mixed fractions with
addition and subtraction.
2. In which part of a word problem involving multiplication of fractions is the
easiest for you to write? Why? How will you still enhance your skills in writing
story problems?
3. Use a tool or strategy to solve the problem you created.
B. Answer the following questions.
In which part of a word problem involving multiplication of fractions is the easiest for
you to write? Why? How will you enhance your skills in writing story problems?

31