Learning Strand 3 – Mathematical and Problem-Solving Skills

Alternative Learning System 2.0

First Edition, 2021

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: Ms. Mala Epra B. Magnaong
Chief Education Supervisor, CLMD
: Dr. Ray Butch D. Mahinay
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Master Teacher (SHS), Division of Cagayan de Oro City
Reviewer : Dr. Marino Dal
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 Learning Strand 3
Mathematical and Problem-Solving Skills
ALS K to 12 Basic Education Curriculum

This instructional material was collaboratively developed and reviewed by

implementers of the Alternative Learning System and teachers in the formal schools of
DepEd Region X, with the technical support from DepEd ALS Task Force and Smart
Communications.

We encourage teachers and other education stakeholders to email their feedback,

comments, and recommendations to region10@deped.gov.ph.

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Department of Education ● Republic of the Philippines

 ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO

ACTIVITY SHEET FOR LEARNING STRAND 3: MATHEMATICAL AND PROBLEM-SOLVING SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL Basic Literacy Lower Elementary Advanced Elementary Junior High School Senior High School
LAS TITLE Reading, Writing and Counting Money Values LAS NO. 1 SCORE
LEARNING
COMPETENCY
Reads and Writes Money Values (pesos and centavos).

I. CONCEPT NOTES

• Money is an essential commodity that serves as a medium of exchange.

• We use the symbol ₵ for centavos and ₱ for pesos.
• The following are the different money values
The Philippine Coins The Philippine Bills

EXAMPLES

The value of one ₱5-

coin and one 25 ₵-
coins is ₱5.25. It is
read as “five pesos
and twenty-five
centavos.”

The value of one ₱500.00-bill

and one ₱50.00-bills is
₱550.00. It is read as “five
hundred fifty pesos.”

II. EXERCISES

Write the following amount in numerals using ₵ and ₱. (10 pts)

1. Fifty centavos ________________________________
2. Sixty pesos ________________________________
3. Ten pesos and five centavos ____________________
4. Seven hundred twenty-five pesos and ten centavos __________________________
5. One thousand five hundred eighty-one pesos and five centavos________________
 ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO

ACTIVITY SHEET FOR LEARNING STRAND 3: MATHEMATICAL AND PROBLEM-SOLVING SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL Basic Literacy Lower Elementary Advanced Elementary Junior High School Senior High School
LAS TITLE Ranking of Set of Objects Using Ordinal Numbers LAS NO. 2 SCORE
LEARNING
COMPETENCY
Use ordinal numbers to rank sets of objects in everyday life.

I. CONCEPT NOTES

• An Ordinal Number is a number that expresses the placement or arrangement of

something.
• It is used in ranking set of objects or simply the order of the objects.
• Majority of the ordinal numbers end in "th" except for the first three numbers:
• one ⇒ first (1st) • six ⇒ sixth (6th)
• two ⇒ second (2nd) • seven ⇒ seventh (7th)
• three ⇒ third (3rd) • eight ⇒ eighth (8th)
• four ⇒ fourth (4th) • nine ⇒ ninth (9th)
• five ⇒ fifth (5th) • ten ⇒ tenth (10th)

EXAMPLE
During the quarterly recognition Dina is the first honor, Judy is second
honor and Billy is third honor.

II. EXERCISES

Below are figures of a person with different heights. Rank the following person
from the shortest to the tallest human figure. Write the your answer on the box provided.
(10 pts)
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ALTERNATIVE LEARNING SYSTEM

REGION X- NORTHERN MINDANAO

ACTIVITY SHEET FOR LEARNING STRAND 3: MATHEMATICAL AND PROBLEM-SOLVING SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL Basic Literacy Lower Elementary Advanced Elementary Junior High School Senior High School
LAS TITLE Reading and Writing Roman Numbers LAS NO. 3 SCORE
LEARNING Read and write Roman numbers.
COMPETENCY Change Roman numbers to equivalent Hindu-Arabic numbers or vice versa.

I. CONCEPT NOTES

 Roman numeral is a symbol used in the ancient Roman system of numerical

notation.
 The symbols are in the Hindu-Arabic numeral system
1 5 10 50 100 500 1000
I V X L C D M

 Rules
o When a symbol appears after a larger (or equal) symbol it is added
VI = V + I = 5 + 1 = 6
o But if the symbol appears before a larger symbol it is subtracted
IX = X − I = 10 − 1 = 9

EXAMPLE
Change 2011 to roman numerals.

Solution:
2000 + 10 + 1 = MMXI
2000 = 1000+1000 = M + M = MM
10 = X
1= I

II. EXERCISES

Convert the following according to what is required. Write the your answer on the
space provided. (10 pts)
A. Convert to Roman Numerals

_______1) 38 _______2) 99 ______3) 126 ______4)945 ______5) 3484

B. Convert to Arabic Numerals

_______6) MMXXXIV

_______7) CMXCIX

_______8) DCCLXXXVII

_______9) XLVIII

_______10) CDXLII
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ALTERNATIVE LEARNING SYSTEM

REGION X- NORTHERN MINDANAO

ACTIVITY SHEET FOR LEARNING STRAND 3: MATHEMATICAL AND PROBLEM-SOLVING SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL Basic Literacy Lower Elementary Advanced Elementary Junior High School Senior High School
LAS TITLE Addition and Subtraction of 2 to 6 Digit Whole Numbers LAS NO. 4 SCORE
LEARNING
COMPETENCY Adds and subtracts 2-to 6-digit whole numbers with regrouping.

I. CONCEPT NOTES

 Regrouping is a method of grouping according to place value

 Use regrouping in subtraction, if the subtrahend digit place is less than the
minuend.

EXAMPLES

1. Add 238 and 22.

= 200 + (30+20) + (8+2)
238 + 22
= 200 + 50 + 10
200 + (30+8) 20 + 2 = 200 + (50+10)
= 200 + 60 = 260

2. Subtract 351 from 1982.

(minuend) (subtrahend)
1982 - 351 = 1000+(900-300)+(80-50)+(2-1)
1000 + 900+ (80+2) 300 + (50+1) = 1000+600+30+1
= 1631

II. EXERCISES

Perform the indicated operations by regrouping. Show your solution. (10 pts)

1. Find the sum of 5647 and 3253.

2. Find the difference of 4869 and 1345.

 ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO

ACTIVITY SHEET FOR LEARNING STRAND 3: MATHEMATICAL AND PROBLEM-SOLVING SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL Basic Literacy Lower Elementary Advanced Elementary Junior High School Senior High School
LAS TITLE Solving One-Step Problem in Addition LAS NO. 5 SCORE
LEARNING
COMPETENCY
Solving one – step problem in addition.

I. CONCEPT NOTES
There are steps to follow when solving word problems.
1. Read, understand, and analyze the 5. Write the equation or number
. problem carefully.
sentence for the problem.
2. Identify the given information. 6. Solve for the answer.
3. Find out what is being asked. 7. Write the answer with the correct
4. Know the operation to be used label.

EXAMPLE
Zarah owns a store. One day, she sold ₱85.00 worth of umbrella and ₱95.00
worth of slipper. How much did she earn?

Let us try to solve the problem.

1. What are given? 4. What is the number sentence?
₱85.00- amount of umbrella ₱85.00 + ₱95.00 = n
₱95.00- amount of slipper 5. Write the solution.
2. What is asked? ₱85.00
The amount Zarah earned from selling. + ₱95.00
3. What is the operation to be used? ₱180.00
Addition
Thus, Zarah earned from selling is P180.00.

II. EXERCISES
Solve the problems and follow the steps. ( 5 pts. Each)
1. Lito counted all the applications in his tablet. He counted 43 applications in all. He also
counted 23 applications in his phone. How many applications does he have in all?
Given:___________________________________
Asked:___________________________________
Operation:________________________________
Number sentence:_________________________
Solution:_________________________________
2. A farmer sold 46 apples on Monday, 87 apples on Tuesday, and 86 apples on
Wednesday. How many apples did he sell in three days?
Given:____________________________________
Asked:____________________________________
Operation:_________________________________
Number sentence:___________________________
Solution:___________________________________
 ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO

ACTIVITY SHEET FOR LEARNING STRAND 3: MATHEMATICAL AND PROBLEM-SOLVING SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL Basic Literacy Lower Elementary Advanced Elementary Junior High School Senior High School
Solving Daily Problems 2 to 4 – Digit Numbers Involving
LAS TITLE LAS NO. 6 SCORE
Addition and Subtraction
LEARNING Solve problems involving two steps / multiple steps (2-to-4 digit numbers) using two to four fundamental
COMPETENCY operations.

I. CONCEPT NOTES
Steps in solving 2 to 4 Digit numbers:
• Read and analyze the problem.
• Identify what is asked.
• Identify the operations to be used.
• Give the equation.
• Perform the operation inside the parentheses.
• Perform the remaining operation.
• Label the final answer.

EXAMPLE
Mark bought a pair of shoes for ₱525.00 and a T-shirt for ₱250.00. How
much change did he receive if he had given ₱1,000.00 to the cashier?

Solution:
• What are given?
₱525.00 amount of pair of shoes, ₱250.00 amount of T-shirt, and
₱1,000.00 cash amount
• What are the operations to be used?
Addition and subtraction
• What is the equation?
₱1,000.00 – (₱525.00 + ₱250.00 )= n
• Solve for n.
Perform first the operation inside the parentheses.
₱525.00+ ₱250.00 = ₱775.00
• Perform the remaining operation.
₱1,000.00 – (₱525.00 + ₱250.00 )= n
₱1,000.00 – ₱775.00 = n
₱225.00 = n

Thus, Mark received ₱225.00 change from the cashier.

II. EXERCISES
Solve the problems and follow the steps. (10 points)
1. Marie had ₱2,000.00 in her wallet. She spent ₱550.00 on food and ₱800.00 on
transportation. How much of her money was left?

2. Marina baked 500 pieces of hot cake. She sold 105 pieces in the first hour and 155
in the next hour. How many pieces of hot cake does she still need to sell?
 ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO

ACTIVITY SHEET FOR LEARNING STRAND 3: MATHEMATICAL AND PROBLEM-SOLVING SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL Basic Literacy Lower Elementary Advanced Elementary Junior High School Senior High School
Principle of PMDAS or GMDAS (Parentheses/Group,
LAS TITLE LAS NO. 7 SCORE
Multiplication, Division, Addition and Subtraction)
LEARNING Simplify a series of operations on whole numbers involving more than two operations using the PMDAS or
COMPETENCY GMDAS rule.

I. CONCEPT NOTES

There are times a series of operations are found in a single mathematical expression. For
example, an expression may include addition, subtraction, multiplication and division.
Which operation will you perform first?
Just remember the PMDAS rule.
• PMDAS: Parentheses, Exponent, Multiplication, Division, Addition and Subtraction

1. Do all operations within Parentheses, brackets or braces, starting from the innermost
then outward.
2. Find the value of all Exponent or powers from left to right.
3. Do all Multiplications and/ or Divisions as they appear from left to right.
4. Do all Additions and/ or Subtractions from left to right.

EXAMPLE
Evaluate 𝟏𝟏𝟏𝟏𝟏𝟏 ÷ 𝟐𝟐 – ( 𝟖𝟖 + 𝟒𝟒 ) × 𝟐𝟐𝟐𝟐 + 𝟕𝟕

Solution:
124 ÷ 2 – ( 8 + 4 ) × 22 + 7 Do operations in parenthesis (𝟖𝟖 + 𝟒𝟒 ) = 𝟏𝟏𝟏𝟏
124 ÷ 2 – 12 × 22 + 7 Find the value of powers 𝟐𝟐𝟐𝟐 = 𝟒𝟒
124 ÷ 2 – 12 × 4 + 7 Divide, 𝟏𝟏𝟏𝟏𝟏𝟏 ÷ 𝟐𝟐 = 𝟔𝟔𝟔𝟔;
62 – 48 + 7 Then multiply 𝟏𝟏𝟏𝟏 × 𝟒𝟒 = 𝟒𝟒𝟒𝟒
14 + 7 Subtract: 𝟔𝟔𝟔𝟔 – 𝟒𝟒𝟒𝟒 = 𝟏𝟏𝟏𝟏
21 Add: 𝟏𝟏𝟏𝟏 + 𝟕𝟕 = 𝟐𝟐𝟐𝟐

II. EXERCISES
Evaluate the following: (2 pts each)

1. 25 – 18 ÷ 6 + 5 × 8
2. 62 ÷ 2 – 5 + 8 × 9
3. 894 – 880 ÷ 40 – 22
4. 73 – 42 ÷ 6 – 9 × 3
5. ( 3 + 9 ) − 8 ÷ ( 5 – 1 ) × 2
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ALTERNATIVE LEARNING SYSTEM

REGION X- NORTHERN MINDANAO

ACTIVITY SHEET FOR LEARNING STRAND 3: MATHEMATICAL AND PROBLEM-SOLVING SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL Basic Literacy Lower Elementary Advanced Elementary Junior High School Senior High School
LAS TITLE Fundamental of Fractions LAS NO. 8 SCORE
LEARNING
COMPETENCY Identify the different kinds of fractions.

I. CONCEPT NOTES

 A fraction names a part of a whole.

 A fraction has the following parts:
numerator
fraction bar
denominator

 Fraction bar- is a horizontal line which separates the numerator and the denominator.
 Numerator- is the number above the fraction bar. It tells the number of parts taken or
considered.
 Denominator- is the number below the fraction bar. It tells the total number of parts
into which a whole is divided.
 Similar Fractions- are fractions with the same denominator.
 Dissimilar Fractions- are fractions with different denominator

EXAMPLE
Similar Fractions Dissimilar Fractions

II. EXERCISES
Identify the fractions below if they are similar or dissimilar fractions. Write the word
SIMILAR or DISSIMILAR. ( 2 pts each)

___________1.

__________2.

___________3.

__________4.

___________5.
✓

ALTERNATIVE LEARNING SYSTEM

REGION X- NORTHERN MINDANAO

ACTIVITY SHEET FOR LEARNING STRAND 3: MATHEMATICAL AND PROBLEM-SOLVING SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL Basic Literacy Lower Elementary Advanced Elementary Junior High School Senior High School
LAS TITLE Fractions in Real Life Problems LAS NO. 9 SCORE
LEARNING
COMPETENCY Compare fractions using the symbols ˃,˂ or =.

I. CONCEPT NOTES

 Two fractions with the same denominators, the fraction with the greater numerator is
the greater fraction.
 Two fractions with the same numerators and different denominators, the fraction with
the smaller denominator is the greater fraction.
 When the numerator of a fraction is equal to its denominator, the fraction is equal to 1.

EXAMPLES
1. Benedict cut a piece of paper into fourths. He used three-fourths
in making an airplane. He put one-fourth of the paper away.
Which is bigger, the part of paper used in making the airplane or
the part that was left?
The shaded part is . The parts that are not shaded are .

Three parts are more than one part is greater than .In symbols, .
2. When two fractions have the same denominators, the fraction with the bigger
numerator is greater fraction.
because .
3. The first is circle is divided into three equal parts. The
second is divided into 6 equal parts.

Two parts of each circle are shaded. From the figure, we see that

II. EXERCISES
Compare the following fractions. Write the symbol ˂, ˃, or =. (2 pts each)
1.

2.

3.

4.

5.
 ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO

ACTIVITY SHEET FOR LEARNING STRAND 3: MATHEMATICAL AND PROBLEM-SOLVING SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL Basic Literacy Lower Elementary Advanced Elementary Junior High School Senior High School
LAS TITLE Fractions in Lowest Term LAS NO. 10 SCORE
LEARNING
COMPETENCY
Simplify the fractions into its lowest terms.

I. CONCEPT NOTES

• Fraction is said to be in lowest terms if the greatest common factor (GCF) of the
numerator and denominator is 1.
• To simplify a fraction, divide both the numerator and the denominator by their GCF.

EXAMPLES
1. The fractions at the right
𝟏𝟏 𝟐𝟐 𝟑𝟑 𝟒𝟒
, , ,
𝟐𝟐 𝟒𝟒 𝟔𝟔 𝟖𝟖
are equivalent
fractions. But which of these
fractions is in lowest terms?

Solution:
𝟏𝟏 𝟏𝟏÷𝟏𝟏 𝟏𝟏
The greatest common factor that can divide the terms of is 1. =
𝟐𝟐 𝟐𝟐÷𝟏𝟏 𝟐𝟐
𝟐𝟐 𝟐𝟐÷𝟐𝟐 𝟏𝟏
The greatest common factor that can divide the terms of
𝟒𝟒
is 2.
𝟒𝟒÷𝟐𝟐
= .
𝟐𝟐
𝟑𝟑 𝟑𝟑÷𝟑𝟑 𝟏𝟏
The greatest common factor that can divide the terms of is 3. =
𝟔𝟔 𝟔𝟔÷𝟑𝟑 𝟐𝟐
𝟒𝟒 𝟒𝟒÷𝟒𝟒 𝟏𝟏
The greatest common factor that can divide the terms of
𝟖𝟖
is 4.
𝟖𝟖÷𝟒𝟒
= .
𝟐𝟐
𝟏𝟏
Thus, the lowest term among the given equivalent fractions is .
𝟐𝟐

𝟏𝟏𝟏𝟏
2. Find the lowest term of the fraction
𝟐𝟐𝟐𝟐
.
Solution:
Divide both numerator and Find the factors and greatest common
denominator with GCF 8 factor (GCF):
16÷8 2 Factors of 16 are 1, 2,4,8,16
24÷8
=3 Factors of 24 are 1, 2, 3, 4, 6, 8,12,24
𝟏𝟏𝟏𝟏 𝟐𝟐 Greatest Common Factor (GCF)=8
Thus, the lowest term for is .
𝟐𝟐𝟐𝟐 𝟑𝟑

II. EXERCISES
Simplify the given fractions into its lowest term. (2 pts each)

𝟐𝟐 𝟏𝟏𝟏𝟏 𝟖𝟖 𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏

1. 2. 3. 4. 5.
𝟔𝟔 𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏 𝟑𝟑𝟑𝟑 𝟐𝟐𝟐𝟐
✓

ALTERNATIVE LEARNING SYSTEM

REGION X- NORTHERN MINDANAO

ACTIVITY SHEET FOR LEARNING STRAND 3: MATHEMATICAL AND PROBLEM-SOLVING SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL Basic Literacy Lower Elementary Advanced Elementary Junior High School Senior High School
LAS TITLE Addition and Subtraction Dissimilar Fractions LAS NO. 11 SCORE
LEARNING
COMPETENCY Add and Subtract similar and dissimilar fractions.

I. CONCEPT NOTES

 To add/subtract dissimilar fractions, follow these steps:

1. Change all unlike fractions (dissimilar fractions) into like fractions (similar fractions).
a. Find the Least Common Denominator (LCD) using the common multiple of
the denominators.
b. Use the LCD as new denominator.
c. Find the equivalent fractions using the LCD as denominator.
2. Add/subtract the similar fractions.
3. Express the answer in lowest terms.

EXAMPLES
1. Add
Step 1. Change to similar fractions b. LCD as new denominator
a. Least Common Denominator ⬚ ⬚
Common Multiple 𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏
c. Find the equivalent fractions using
the new denominator 12
𝟏𝟏 𝟔𝟔 𝟓𝟓 𝟓𝟓
and
𝟐𝟐 𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏
Step 2. Add the similar fractions Step 3. Express the answer in
lowest terms
𝟏𝟏𝟏𝟏
is already in lowest term
𝟏𝟏𝟏𝟏
2. Subtract
Step 1. Step 2.
𝟏𝟏𝟏𝟏 𝟑𝟑 𝟏𝟏𝟏𝟏
𝟐𝟐𝟐𝟐 𝟐𝟐𝟐𝟐 𝟐𝟐𝟐𝟐
Equivalent Fractions using 26
Step 3.
and
𝟏𝟏𝟏𝟏
is already in lowest term
𝟐𝟐𝟐𝟐

II. EXERCISES
Perform the indicated operations and reduce to lowest term. (10 pts)

1. 2. 3. 4. 5.
✓

ALTERNATIVE LEARNING SYSTEM

REGION X- NORTHERN MINDANAO

ACTIVITY SHEET FOR LEARNING STRAND 3: MATHEMATICAL AND PROBLEM-SOLVING SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL Basic Literacy Lower Elementary Advanced Elementary Junior High School Senior High School
LAS TITLE Addition and Subtraction Similar Fractions LAS NO. 12 SCORE
LEARNING
COMPETENCY Add and Subtract similar and dissimilar fractions.

I. CONCEPT NOTES

 To add similar fractions, add the numerators and write the sum over the common
denominator. Express the answer in simplest form.
 To subtract fractions with like denominators, subtract the numerators and write the
difference over the common denominator. Express the answer in lowest terms.

EXAMPLES
1. Add

Solution:
𝟐𝟐
𝟒𝟒
+ 𝟏𝟏
𝟒𝟒
𝟑𝟑
𝟒𝟒

2. Subtract

Solution: 𝟐𝟐
𝟓𝟓
𝟏𝟏
- 𝟓𝟓
𝟏𝟏
𝟓𝟓

II. EXERCISES
Perform the indicated operations and reduce to lowest term. ( 2 pts each)

1. 2. 3. 4. 5.
✓

ALTERNATIVE LEARNING SYSTEM

REGION X- NORTHERN MINDANAO

ACTIVITY SHEET FOR LEARNING STRAND 3: MATHEMATICAL AND PROBLEM-SOLVING SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL Basic Literacy Lower Elementary Advanced Elementary Junior High School Senior High School
LAS TITLE Multiplication of Fractions LAS NO. 13 SCORE
LEARNING
COMPETENCY Multiply fractions including mixed numbers.

I. CONCEPT NOTES

 To multiply fractions, follow these steps:

1. To get the product of the numerator, just multiply the numerators.
2. To get the product of the denominator, just multiply the denominators.
3. To get the product mixed numbers,
a. Change the mixed numbers to improper fractions
b. Rewrite the whole number as fraction form with denominator 1
c. Multiply the fractions.
4. Express the product in simplest form.

EXAMPLES
1. Multiply

Solution:
is in lowest term

2. Find the product of

Solution:
a. Convert the mixed number to improper fraction
+
x
b. Rewrite the whole number as fraction form with denominator 1

c. Multiply the fractions

or 7 is the lowest term

II. EXERCISES
Perform the indicated operations and reduce to lowest term. (2 pts each)

1. 2. 3. 4. 5.
✓

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ACTIVITY SHEET FOR LEARNING STRAND 3: MATHEMATICAL AND PROBLEM-SOLVING SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL Basic Literacy Lower Elementary Advanced Elementary Junior High School Senior High School
LAS TITLE Division of Fractions LAS NO. 14 SCORE
LEARNING
COMPETENCY Divide fractions.

I. CONCEPT NOTES

 To divide fractions, follow these steps:

1. Get the reciprocal of the divisor (the fraction after ) or just simply invert the
divisor.
2. Multiply the fractions.
3. Express the quotient in simplest form.

EXAMPLES
1. Solve

Solution:
Step 1. Find the reciprocal of the divisor.

reciprocal is

Step 2. Multiply the fractions.

Step 3. Express the quotient in simplest form.

is in lowest term

2. Find the quotient of and

Solution:
reciprocal is

is in lowest term

II. EXERCISES
Perform the indicated operations and reduce to lowest term. (2 pts each)

1. 2. 3. 4. 5.
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NAME DATE
SCHOOL/CLC DISTRICT
LEVEL Basic Literacy Lower Elementary Advanced Elementary Junior High School Senior High School
Applications of Fractions and Mixed Numbers in Real Life
LAS TITLE LAS NO. 15 SCORE
Problems
LEARNING
COMPETENCY Solve real-life problems involving fractions and mixed numbers.

I. CONCEPT NOTES
We can use fractions and Mixed numbers in real life like slicing a pizza, cutting lumber
in carpentry, cooking and baking measurement.

EXAMPLE

𝟏𝟏 𝟐𝟐
Edris rode her bike for of a mile on Sunday and of a mile on Monday. How many
𝟓𝟓 𝟓𝟓
miles did she ride altogether?

Solution:

𝟏𝟏 𝟐𝟐 𝟑𝟑 𝟑𝟑
𝟓𝟓
+ 𝟓𝟓 = 𝟓𝟓 Thus, Edris rode her bike for
𝟓𝟓
of a mile altogether.

II. EXERCISES

Solve the following problems. Show your solution. (10 pts)

𝟏𝟏
1. Two best of friends had a total of 24 dragon fruits. The first friend ate of the dragon
𝟑𝟑
𝟏𝟏
fruits. The second friend ate of the dragon fruits. How many dragon fruits did they eat
𝟒𝟒
altogether?

𝟐𝟐
2. Samantha sold 25 books out of 100 books in a bookstore. Emilie sold of books in the
𝟓𝟓
same bookstore. Who sells less?

𝟑𝟑
3. Jason has a piece of rope that is of a foot in length. He needs to cut pieces that are
𝟒𝟒
𝟏𝟏
of foot long. How many pieces can Jason cut?
𝟏𝟏𝟏𝟏
✓

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ACTIVITY SHEET FOR LEARNING STRAND 3: MATHEMATICAL AND PROBLEM-SOLVING SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL Basic Literacy Lower Elementary Advanced Elementary Junior High School Senior High School
LAS TITLE Factors of a Number (up to 100) LAS NO. 16 SCORE
LEARNING
COMPETENCY Identify factors of a given number up to 100.

I. CONCEPT NOTES

 "Factors" are the numbers we can multiply together to get another number.
 A number can have many factors.

EXAMPLES
1. Find the factors of 6.

Thus, 2 and 3 are factors of 6.

2. What are the factors of 12?

, 3 and 4 are factors of 12
, 2 and 6 are also factors of 12 and
, 1 and 12 are factors of 12
Thus, the factors of 12 are 1, 2, 3, 4, 6 and 12 (itself).

II. EXERCISES

Complete the table to find the missing factors. (10 pts)

Number Factors

8 1 2 8

16 1 4 16

32 1 2 8 32

48 1 3 4 12
✓

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NAME DATE
SCHOOL/CLC DISTRICT
LEVEL Basic Literacy Lower Elementary Advanced Elementary Junior High School Senior High School
LAS TITLE Multiples of a Number (up to 100) LAS NO. 17 SCORE
LEARNING
COMPETENCY Identify multiples of a given number up to 100.

I. CONCEPT NOTES

 Multiple is the result of multiplying a number by a positive integer.

EXAMPLES
Find the multiples of 4.

Thus, the multiples of 4 are 4, 8, 12, 16, 20, and 24

II. EXERCISES

Encircle all the multiples of the given number from the corresponding selection placed
in the rectangle. (10 pts)

8 9 12 18 26 36 42 50 57 59
1. 6

2. 8 20 44 48 49 53 61 70 80 86 87

3. 10 24 40 42 50 60 64 87 88 91 100
✓

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NAME DATE
SCHOOL/CLC DISTRICT
LEVEL Basic Literacy Lower Elementary Advanced Elementary Junior High School Senior High School
LAS TITLE Greatest Common Factor (GCF) Using Listing Method LAS NO. 18 SCORE
LEARNING
COMPETENCY Find the common factors and the greatest common factor (GCF) of two numbers using listing method.

I. CONCEPT NOTES

 Greatest Common Factor (GCF) is the biggest factor that is common to two or more
numbers.

EXAMPLE
Listing method:

Find the GCF of 40 and 24.

Solution:

Thus, the greatest common factor (GCF) is 8.

II. EXERCISES

Find the factors and the greatest common factor (GCF) of each pair of numbers. (10 pts)

24 = 6=
1. 36 = 2.
8=
GCF = __________ GCF = __________

12 =
3. 18 =
GCF = __________
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NAME DATE
SCHOOL/CLC DISTRICT
LEVEL Basic Literacy Lower Elementary Advanced Elementary Junior High School Senior High School
Greatest Common Factor (GCF) Using Continuous
LAS TITLE LAS NO. 19 SCORE
Division Method
LEARNING Find the common factors and the greatest common factor (GCF) of two numbers continuous division
COMPETENCY method.

I. CONCEPT NOTES
Continuous Division Method
• Write the number horizontally
• Think of prime numbers by the given prime numbers.
• Divide the given numbers by the given prime numbers.
• Write the quotient below the dividend.
• Continue the process until none of the numbers have a common divisor except 1.

EXAMPLE
Continuous Division Method:
Find the GCF of 48 and 54.
Solution:
48 54
2 48 54
3 24 27
8 9

𝑮𝑮𝑮𝑮𝑮𝑮 = 𝟐𝟐 𝒙𝒙 𝟑𝟑 = 𝟔𝟔 Thus, the greatest common factor is 6.

II. EXERCISES

Fill in the missing number of each box and solve the GCF. (10 pts)

3 63 81 2 63 108
1. 21 24 2.
18 30 36
7 8 9 2 6 12 18
𝑮𝑮𝑮𝑮𝑮𝑮 = ____________
3 5 6 9
𝑮𝑮𝑮𝑮𝑮𝑮 = ____________
✓

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NAME DATE
SCHOOL/CLC DISTRICT
LEVEL Basic Literacy Lower Elementary Advanced Elementary Junior High School Senior High School
LAS TITLE Least Common Multiple (LCM) Using Listing Method LAS NO. 20 SCORE
LEARNING
COMPETENCY Find the least common multiple (LCM) of two numbers using listing method.

I. CONCEPT NOTES

 Least Common Multiple (LCM) is the smallest common multiple of two or more
numbers.

EXAMPLE
Listing method:

Find the LCM of 10, 12 and 15.

Solution:

Thus, the least common multiple (LCM) is 60.

II. EXERCISES

Find the multiples and the least common multiple (LCM) of each pair of numbers. (10 pts)

3= 5=
1. 4= 2.
8=
LCM = __________ LCM = __________

15 =
3. 21 =
LCM = __________
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ACTIVITY SHEET FOR LEARNING STRAND 3: MATHEMATICAL AND PROBLEM-SOLVING SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL Basic Literacy Lower Elementary Advanced Elementary Junior High School Senior High School
LAS TITLE Common Factors of Numbers Using Divisibility Rules LAS NO. 21 SCORE
LEARNING
COMPETENCY
Use divisibility rules for 2, 3, 4,5,6,7,8,9,10,11, and 12.

I. CONCEPT NOTES
Divisible means when dividing a number by a another number the answer is a
whole number without a remainder.
Divisibility Rules
A number is divisible by 3, 6, and 9
3 If the sum of the digits is divisible by 3
6 If the number is divisible by 2 and 3
9 If the sum of the digits is divisible by 9

EXAMPLE
Is 819 divisible by 2, 3, 6 and 9?
Solution:
𝟖𝟖𝟖𝟖𝟖𝟖 = 𝟖𝟖 + 𝟏𝟏 + 𝟗𝟗 = 𝟏𝟏𝟖𝟖
The sum of the digits is 18 which is divisible by 3 and 9.
Thus, 819 is divisible by 3 and 9.

II. EXERCISES
Choose what number of fish is divisible by the following given numbers then write your
answer in the space right after the number. ( 2 pts each)

3
6 9
1.) 783549 - _________

2.) 265914 - _________

3.) 181206 - _________

4.) 216327 - _________

5.) 749061 - _________

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NAME DATE
SCHOOL/CLC DISTRICT
LEVEL Basic Literacy Lower Elementary Advanced Elementary Junior High School Senior High School
LAS TITLE Place Value and Value of Digits in a Decimal LAS NO. 22 SCORE
LEARNING
COMPETENCY
Identify the place value and value of the digits of a decimal.

I. CONCEPT NOTES

• A decimal place value chart helps to find the place value of the digits in a decimal
number.
• First, write the number in a decimal place value chart. Then, look at the place of the
digit and find its place value.
• The decimal point is read “and”.
• In reading a place value chart, the numbers on the left side before the decimal point
are whole numbers. It ends in “s” while the numbers after the decimal point are decimal
numbers and it ends in “ths”.

5, 5 5 2 . 5 7 2 9 2 6
Thousands Millionths
Hundreds Hundred Thousandths
Tens Ten Thousandths
Ones
Thousandths
Hundredths

Tenths
EXAMPLE
What is the value and place value of 4 in 32.346?
The value of 4 is four hundredths and the place value is hundredths place.

II. EXERCISES

Fill in the table below with the corresponding number symbol, value and place value of the
underlined word digit. Choose your answers in the corresponding column below. (10 pts)

Symbol Value Place value

5.310 five hundredths tenths place
25.05 one tenths ten thousandths place
100.1 three tenths hundredths place

Symbol Value Place value

a. Five and three hundred __________ __________ _____________
ten thousandths

b. Twenty-five and five __________ __________ _____________

hundredths

c. One hundred and one tenths __________ __________ _____________

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NAME DATE
SCHOOL/CLC DISTRICT
LEVEL Basic Literacy Lower Elementary Advanced Elementary Junior High School Senior High School
LAS TITLE Rounding-Off of Decimals LAS NO. 23 SCORE
LEARNING
COMPETENCY
Round-off of decimals.

I. CONCEPT NOTES

• In rounding numbers, look at the digit at the right of the number to be rounded.
• If it is 1, 2, 3, or 4, retain the digit.
• Replace other digits that follow with zeros.
• If it is 5, 6, 7, 8, or 9, add one to the digit to be rounded.
• Replace with zeros the digit after it.

EXAMPLE
1. Round 1.362 to the nearest hundredths.
1.362 1.360
➢ 6 is at the hundredths place.
➢ The next number is 2.
➢ Since 2 is less than 5 and so 6 remains the same.
2. Round 25.378 to the nearest tenths
25.378 25.400
➢ 3 is at the tenths place.
➢ The next number is 7.
➢ Since 7 is more than 5 and so we increase 3 to 4.

. II. EXERCISES
Read and analyze the given questioned then encircle the letter of your answer. (10 pts)
A. Round-off the decimal
1. 128.456 to nearest hundredths
a) 128.4 b) 128.400 c) 128.460 d) 128.500
2. 13.03 to nearest tenths
a) 13.00 b) 13.10 c) 13.04 d) 13.05
B. Word Problem
3.) Abel wants to spend about ₱27 to buy a snack. Which price is closer to ₱27 when
rounded to the nearest peso?
a) ₱26.18 b) ₱26.49 c) ₱26.51 d) ₱27.76
4.) Based on the latest United Nations Population Division estimates World Population
life expectancy at birth for both sexes is 73.2 years. The average life expectancy in the
Philippines is 69.3 years. About how much higher is the World Population life expectancy
than the Philippines? Round your answer to the nearest whole number.
a) 4 years b) 2 years c) 1year d) None of the above
5.) Emma is 1.71 meter tall. How tall is Emma when rounded to nearest tenth of a meter?
a) 1.8 m b) 1.9 m c) 1.71 m d) 1.7 m
✓

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NAME DATE
SCHOOL/CLC DISTRICT
LEVEL Basic Literacy Lower Elementary Advanced Elementary Junior High School Senior High School
LAS TITLE Conversion of Decimals into Fractions LAS NO. 24 SCORE
LEARNING
COMPETENCY Convert decimals into fractions and vice versa.

I. CONCEPT NOTES
Steps on how to convert Decimals into Fractions
1. Write down the decimal divided by 1.
2. Multiply both top and bottom by 10 for every number after the decimal point.
(for example, if there are two numbers after the decimal point, then use 100, if
there are three then use 1000, etc.).
3. Simplify or reduce the fraction to its lowest term.

EXAMPLES
1. Convert 0.25 into fractions
STEP 1 STEP 2 STEP 3

2. Convert into fractions

Divide the numerator by the denominator

. II. EXERCISES
Express each decimal as a fraction or vice versa (10 pts).
1)

2)

3)

4)

5)
✓

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ACTIVITY SHEET FOR LEARNING STRAND 3: MATHEMATICAL AND PROBLEM-SOLVING SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL Basic Literacy Lower Elementary Advanced Elementary Junior High School Senior High School
LAS TITLE Conversion of Fractions into Decimals LAS NO. 25 SCORE
LEARNING
COMPETENCY Convert decimals into fractions and vice versa.

I. CONCEPT NOTES
Steps on how to convert Fractions into Decimals
 Divide numerator (top number) by the denominator (bottom number)
 If you get a remainder put in a decimal and a zero, keep dividing
 Keep adding zeroes and dividing until you no longer have a remainder

EXAMPLE
1. What is in decimal form?
Solution:
0.625
8 5.000
-48
20
-16
40
- 40
0
Thus, . .

.II. EXERCISES

Change the following fraction to decimal. (10 pts)

1.

2.

3.

4.

5.
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NAME DATE
SCHOOL/CLC DISTRICT
LEVEL Basic Literacy Lower Elementary Advanced Elementary Junior High School Senior High School
Addition of Decimals for Routine and Non-Routine
LAS TITLE LAS NO. 26 SCORE
Problems Using Appropriate Strategies
LEARNING
COMPETENCY Adding decimals for routine and non-routine problems using appropriate strategies.

I. CONCEPT NOTES
To add decimal numbers
1.) Arrange the digits in columns and align the decimal points.
2.) Insert zeros in empty decimal place values (if needed) so that all of the numbers
have the same number of decimal places.
3.) Add same as basic addition of numbers.
4.) Place the decimal point between the digits vertically aligned to all the addends.

EXAMPLE
1. Nayah bought a pair of shoes for P795.75 and a pair of socks for P89.90. What
was the total cost of the 2 items?

Solution:
We add PhP795.75 and Php89.90 to get the total amount of the 2
items.Line up the decimal point ₱795.75
+ ₱89.90

Add as with whole number ₱795.75

+ ₱89.90
885.65
Therefore, the total amount of the two items was ₱885.65

. II. EXERCISES
Solve the following word problems. (10 pts)
1. ALS learners of Bonifacio District joined a tree planting activity program. They planted
Narra seeding cost PhP1,230.67 and Gmelina seedling cost PhP2,987.35 How much
seedlings did they plant in all?

2. Mr. Largo bought 1.2m, 5.15m, 6.015m and 2.116m of steel bars for the repair of his
fence. How long are the steel bars?

3. Marie is buying materials for her school portfolio. The store is selling supplies such as
clear book for PhP149.25, a pack of colored papers for PhP86.25 and accessories
forP50.61.What would be the total cost of all the items she bought?
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ACTIVITY SHEET FOR LEARNING STRAND 3: MATHEMATICAL AND PROBLEM-SOLVING SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL Basic Literacy Lower Elementary Advanced Elementary Junior High School Senior High School
Subtraction of Decimals for Routine and Non-Routine
LAS TITLE LAS NO. 27 SCORE
Problems Using Appropriate Strategies
LEARNING
COMPETENCY
Subtracting decimals for routine and non-routine problems using appropriate strategies.

I. CONCEPT NOTES
To subtract decimal numbers
1.) Arrange the digits in columns and align the decimal points.
2.) Insert zeros in empty decimal place values (if needed) so that all of the numbers
have the same number of decimal places.
3.) Subtract same as basic subtraction of numbers.
4.) Place the decimal point between the digits vertically aligned to subtrahend and
minuend.

EXAMPLE
1. What is the difference between 12.5 and 3.756?

Solution:
To subtract 3.756 from 12.5, put 2 zeros after 12.5 so that it will have the
same decimal places as 3.756. Thus, 12.5 become 12.500

01 14 9 10
12.500
- 3.756
8.744
Therefore, the difference is 8.744.

. II. EXERCISES
Solve the following word problems. (10 pts)
1. Jose weighs 48.5 kilograms. Juan weighs 47.25 kilograms. How much heavier is Jose
than Juan?

2. Mother had P500 in her wallet. After buying at the grocery she had only P116.50 left.
How much did she spend?
✓

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NAME DATE
SCHOOL/CLC DISTRICT
LEVEL Basic Literacy Lower Elementary Advanced Elementary Junior High School Senior High School
LAS TITLE Multiplication of Decimals up to Two Decimal Places LAS NO. 28 SCORE
LEARNING
COMPETENCY Multiplying decimals up to 2 decimal places.

I. CONCEPT NOTES
To multiply decimal numbers
a. Ignore the decimal point and multiply as if they are whole numbers
b. Place the decimal point in the product based on the total number of decimal places in the
factors.
c. Count the number of decimal places from the right.

EXAMPLES
1. 4 x 1.2 =___________

1.2
1.2 1.2 1 decimal place
1.2 x 4
+ 1.2
Answer 4.8 4.8 1 decimal place

2. Multiply 42.25 x 12
1
42.25 2 decimal places
x 12 0 decimal places
8450
+ 4225
Answer 507.00 2 decimal places

. II. EXERCISES
Solve the following problems. (10 pts)
1. 39.6 2. 6.9 3. 4.6
x 3.5 x 2.4 x 2.4

4. 2.2 5. 16.2
x 1.2 x 0.4
✓

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NAME DATE
SCHOOL/CLC DISTRICT
LEVEL Basic Literacy Lower Elementary Advanced Elementary Junior High School Senior High School
LAS TITLE Division of Decimals up to Four Decimal Places LAS NO. 29 SCORE
LEARNING
COMPETENCY Divide decimals up to 4 decimal places by 0.1, 0.01 , 0.001.

I. CONCEPT NOTES
To divide decimal numbers
a. When dividing decimals by 10,100, or 1000, move the decimal point in the
dividend to the left based on the number of zeros in the power of 10
b. When dividing decimals by 0.1, 0.01 ,0.001, move the decimal point in the
dividend to the right based on the number of zeros in the of 10

EXAMPLES
Move the decimal point one decimal place to the left
Move the decimal point two decimal places to the left
Move the decimal point three decimal places to the left

Move the decimal point one decimal place to the right

Move the decimal point two decimal places to the right
Move the decimal point three decimal places to the right

. II. EXERCISES
Divide the following as indicated. (10 pts)
1.
2.
3.
4.
5.
✓

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ACTIVITY SHEET FOR LEARNING STRAND 3: MATHEMATICAL AND PROBLEM-SOLVING SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL Basic Literacy Lower Elementary Advanced Elementary Junior High School Senior High School
Division of Decimals by Whole Number and Another
LAS TITLE LAS NO. 30 SCORE
Decimal
LEARNING
COMPETENCY
Divide decimals by whole number and another decimal.

I. CONCEPT NOTES
To divide a decimal by a whole number
a. Place the decimal point in the quotient directly above the decimal point in the
dividend.
b. Divide by whole numbers.
c. Insert zeros to the dividend when needed.

To divide a decimal by another number

a. Move the decimal points in the dividend and divisor to the right.
b. Put the decimal point in the quotient directly above the decimal point in the dividend.

EXAMPLES
1. Divide 34.75 ÷ 5
Solution:
a. Place the decimal point directly above the decimal point in the dividend.
.

b. Divide c. Check: Apply the rule in multiplication

6.95 42
5 34.75 6.95
- 30 x 5
47 34.75
- 45
25
- 25
0
2. Find the quotient of 5.92 and 0.08
Solution:
7.4
Divide 59 by 8 0.8 5.9 2
- 5.6 multiply the quotient 7 by 8
Divide 32 by 8 32
-32 multiply the quotient 4 by 8
0

. II. EXERCISES
Divide and check. Show your solution (10 pts)
1) 3 4.41 2) 2 19.6 3) 8 17.000 4) 0.7 4.41

5. Find the quotient of 5.92 and 0.8

✓

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NAME DATE
SCHOOL/CLC DISTRICT
LEVEL Basic Literacy Lower Elementary Advanced Elementary Junior High School Senior High School
LAS TITLE Terminating and Non-Terminating Decimals LAS NO. 31 SCORE
LEARNING
COMPETENCY Differentiates term in terminating from repeating, non-terminating decimal quotient.

I. CONCEPT NOTES

 Fractions can be changed to decimals by dividing the numerators by the

denominators.
 Terminating Decimals are division of decimals with remainder zero and it ends
or terminates.
 Non-Terminating Decimals are division of decimals whose remainder is not
zero and the remainder keeps on repeating indefinitely. Three dots (…) indicate
that the decimal is non-terminating.

EXAMPLES
1. Is terminating or non-terminating? 2. Is terminating or non-terminating?
Solution: Solution:
0.375
8 3.000 0.888…
-24 9 8.000
60 -72
-56 80
40 - 72
- 40 80
0 - 72
8
Thus, is terminating decimal. Thus, is non-terminating decimal.

.II. EXERCISES
Change the following fraction to decimal. State whether the decimals terminating or
non-terminating. (10 pts)

Decimal Terminating/Non-terminating

1. ___________ ________________________

2. ___________ ________________________

3. ___________ ________________________

4. ___________ ________________________

5. ___________ ________________________
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ACTIVITY SHEET FOR LEARNING STRAND 3: MATHEMATICAL AND PROBLEM-SOLVING SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL Basic Literacy Lower Elementary Advanced Elementary Junior High School Senior High School
Addition and Subtraction Involving Application of
LAS TITLE LAS NO. 32 SCORE
Decimals (Summative Test)
LEARNING
COMPETENCY
Solve problem in daily life involving decimals.

I. CHECKING OF UNDERSTANDING
Directions: Encircle the letter of the correct answer. (15 points)

1. Find the sum of 0.45 and 0.738.

a. 1.188 b. 1.988 c. 1.991 d. 0.999
2. Add 0.17 + 4.632 + 7.3.
a. 12.012 b. 12.102 c. 12.201 d. 11.102
3. Subtract 6.432 from 15.
a. 8.156 b. 8.6519 c. 8.516 d. 8.568
4. Take away 0.631 from 9.6.
a. 8.969 b. 8.6519 c. 6.969 d. 5.969
5. From 6.21 take away 0.836.
a. 3.374 b. 4.374 c. 6.969 d. 5.374
6. Find the sum of these decimals 1.03 + 0.683 + 6.11
a. 8.623 b. 7.823 c. 6.623 d. 5.623
7. Take away 2.43 from 84.
a. 80.57 b.81.57 c. 71.57 d.81.75
8. 80 – (12.12 + 15.10) = N.
a. 50.78 b. 51.78 c. 52.78 d. 53.78
9. Subtract 0.483 from 25.
a. 24.157 b. 24.571 c. 24.517 d. 24.715
10. Find the difference of 9.1 – 0.632.
a. 8.468 b. 7.468 c. 6.468 d. 5.468
11. (3.043 + 0.11) – (0.15 + 0.362) = N.
a. 2.541 b. 2.641 c. 2.741 d. 2.841

Rhyl bought a pen worth of P50.25. He gave P300 to the cashier.

How much was his change?
12. What is asked for?
a. Amount of change c. Amount of money
b. Amount of expenses d. mount of box
13. What is operation to be used?
a. Addition b. subtraction c. multiplication d. division
14. What is the number sentence?
a. P50.25 – P300 = N c. P300 – P50.25 = N
b. P50.25 + P300=N d. P300 + P50.25 = N
15. What is the correct answer?
a. 249.75 b. 239.75 c. 294.75 d. 249.25
 ALTERNATIVE LEARNING SYSTEM
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ACTIVITY SHEET FOR LEARNING STRAND 3: MATHEMATICAL AND PROBLEM-SOLVING SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL Basic Literacy Lower Elementary Advanced Elementary Junior High School Senior High School
Multiplication and Division Involving Application of
LAS TITLE LAS NO. 33 SCORE
Decimals (Summative Test)
LEARNING
COMPETENCY
Solve problem in daily life involving decimals.

I. CHECKING OF UNDERSTANDING
Directions: Encircle the letter of the correct answer. (15 points)

1. Which of the following the product of 0.8 and 0.4

a. 0.032 b. 0.32 c. 0.0032 d. 3.2
2. If you multiply 0.5 and 0.3 how many decimal places should there be in the product?
a. 4 b. 3 c. 2 d. 1
3. What is the product of 0.3 x 0.25
a. 0.075 b. 00.75 c. 0.75 d. 0.00075
4. P14.75 x =P 147.50. What should be in the box
a. 10 b. 100 c. 1000 d. 10000
5. Which is the product 100 x 1.25?
a. 125000 b. 12500 c. 1250 d. 125
6. Find the quotient of 45.98 ÷ 1.21
a. 0.038 b. 0.38 c. 0.08 d. 38
7. 120.48 ÷ 15.06 = N. What is N?
a. 0.8 b.0.08 c. 8 d.0.008
8. 80 – (12.12 + 15.10) = N.
a. 50.78 b. 51.78 c. 52.78 d. 53.78
9. 81.63 divided by 25 is ___
a. 3.2652 b. 3.2562 c. 3.2256 d. 3.5622
10. If you divide 9.56 by 32 the quotient is _________.
a. 0.27859 b. 0.29875 c. 0.28975 d. 0.27589

Mrs. Raagas bought 8.25 meters of cloth for the cross stitch project of her pupils.
If each project measures 0.25 meter, how many pupils were given?

11. What is asked for?

a. Number of pupils given c. amount of money collected
b. Number of meters bought d. amount of money each pupil paid
12. What are given in the problem?
a. 0.25 and 8.25 b. 8.25 and 25 c. 0.25 and 825 d. 8.25 and 0.25
13. What is the process to be used?
a. Addition b. subtraction c. multiplication d. division
14. What is the number sentence?
a. 8.25 – 0.25 = N c. 8.25 + 0.25 = N
b. 8.25 ÷ 0.25 =N d. 8.25 x 0.25 = N
15. What is the correct answer?
a. 330m b. 33m c. 310m d. 332m
 ALTERNATIVE LEARNING SYSTEM
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ACTIVITY SHEET FOR LEARNING STRAND 3: MATHEMATICAL AND PROBLEM-SOLVING SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL Basic Literacy Lower Elementary Advanced Elementary Junior High School Senior High School
LAS TITLE Fundamental of Ratio and Proportion (Ratio) LAS NO. 34 SCORE
LEARNING
COMPETENCY
Read and write ratios in words, colon and in fraction.

I. CONCEPT NOTES

• A ratio is a comparison of two numbers by division.

• To write ratios, use the word to, a colon, or a fraction bar.

EXAMPLES

John read 5 books in 6 days. Write the ratio of books to days.

𝟑𝟑
words: 3 to 4 colon: 3:4 fraction:
𝟒𝟒

II. EXERCISES

Write ratios using words, colon and in fraction form. (10 pts)

a. 3 shuttlecock in a can _______ ________ _______

b. 1 clock holds two batteries _______ ________ _______

c. 8 chalks in a box _______ ________ _______

d. 10 lemons make 3 glasses of juice _______ ________ _______

e. 6 chairs around 1 table _______ ________ _______

✓

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ACTIVITY SHEET FOR LEARNING STRAND 3: MATHEMATICAL AND PROBLEM-SOLVING SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL Basic Literacy Lower Elementary Advanced Elementary Junior High School Senior High School
LAS TITLE Equivalent Ratios and Value in Fractions LAS NO. 35 SCORE
LEARNING Convert ratios to fractions and vice versa.
COMPETENCY Identify equivalent ratios.

I. CONCEPT NOTES

 The ratio in fraction form .

 Two fractions are equivalent if their cross product is equal.
 We can use cross products to find out if the two ratios are equal.
 The process of multiplying the means and extremes is called getting the cross
products.

EXAMPLES
1. What is in ratio form?

in ratio is

6
2. Is equivalent to ?
6 3
Solution: X
Find the product. 2 = 1
6
.
Since, their cross product is equal. Thus, and are equivalent ratios.

II. EXERCISES

Identify which of the following shows equal ratios. Write YES if it is equal ratio, NO if it
is not, on the blank provided. (10 pts)

1. __________

2. __________

3. __________

4. __________

5. __________
✓

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ACTIVITY SHEET FOR LEARNING STRAND 3: MATHEMATICAL AND PROBLEM-SOLVING SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL Basic Literacy Lower Elementary Advanced Elementary Junior High School Senior High School
LAS TITLE Simplifying Ratios To Its Lowest Term LAS NO. 36 SCORE
LEARNING
COMPETENCY Simplify ratio to lowest term.

I. CONCEPT NOTES

 The ratio should always be expressed in its simplest form.

 In reducing a ratio to its lowest terms, think of a common divisor for the given ratio.
 If the ratio has no common divisor except 1, there is no need to reduce the ratio to its
lowest term. It is in its simplest form already.

EXAMPLE
Change 12: 24 to lowest term.

 Find the GCF of the given ratios by listing factors

Factors of 12 = 1,2,3,6,12… 12 ÷ 12 = 1
Factors of 24= 1,2,4,6,8,12, 24 24 ÷ 12 = 2

Therefore, the lowest term of is

II. EXERCISES

Express each ratio to its lowest term. (10 pts)

1.
2.
3.
4.

5.
 ALTERNATIVE LEARNING SYSTEM
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ACTIVITY SHEET FOR LEARNING STRAND 3: MATHEMATICAL AND PROBLEM-SOLVING SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL Basic Literacy Lower Elementary Advanced Elementary Junior High School Senior High School
LAS TITLE Application of Ratio and Proportion (Summative Test) LAS NO. 37 SCORE
LEARNING
COMPETENCY
Solve daily life problems involving ratio and proportion.

I. CHECKING OF UNDERSTANDING
Directions: Encircle the letter of the correct answer. (10 points)

1. There are two diamonds to ______ (hearts).

a. 4 b. 3 c. 2 d. 1

2. What is the ratio of set A to that of the set B? A B

a. 6 rectangles to two right triangles
b. 3 right triangles to 6 rectangles
c. 6 rectangles to 3 right triangles
d. 2 right triangles to 1 rectangle

3. Write “four to seven” in ratio using a colon.

a. 4 = 7 b. 4 ∶ 7 c. 4 ≠ 7 d. 4.7

4. Give the ratio of vowels to consonants in the word “ MATHEMATICS”

a. 7: 3 b. 7: 4 c. 3 ∶ 7 d. 4 ∶ 7

A certain cookie recipe calls for 4 cups of brown sugar and 5 cups of flour.

5. What is the ratio of sugar to flour?

𝟓𝟓
a. 5: 4 b. c. 4: 5 d. 4 ∶ 4
𝟒𝟒

6. What is the ratio of flour to sugar?

𝟒𝟒
a. 5 ∶ 4 b. c. 4 ∶ 5 d. 5: 5
𝟓𝟓

7. It is a comparison between two numbers.

a. proportion b. ratio c. fraction d. percent

8. In 𝟐𝟐 ∶ 𝟑𝟑 = 𝟒𝟒 ∶ 𝟔𝟔, what do you call 3 and 4?

a. extreme b. ratio c. set d. means

9. What do you call 2 and 6 in number 8?

a. means b. ratio c. extreme d. set

10. Which of the following is not a proportion?

a. 6: 3 = 8: 4 b. 1: 9 = 2: 16 c. 5: 10 = 2: 4 d. 8: 10 = 4: 5
✓

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ACTIVITY SHEET FOR LEARNING STRAND 3: MATHEMATICAL AND PROBLEM-SOLVING SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL Basic Literacy Lower Elementary Advanced Elementary Junior High School Senior High School
LAS TITLE Application of Direct Proportion LAS NO. 38 SCORE
LEARNING Solve problems involving direct proportion.
COMPETENCY Find a missing term in a proportion.

I. CONCEPT NOTES

 Direct proportion is defined as one quantity increases, the other quantity increases at
the same rate and vice versa.

EXAMPLE
In the relief operations for typhoon victims, 120 families in the evacuation
center had consumed 1500 kilos of NFA rice for 3 weeks. If there were only 1000
kilos of NFA rice, how long will the families consume this volume of rice?.

Solution:

Thus, 1000 kilos of NFA rice will be consumed

in 2 weeks

II. EXERCISES

Apply the direct proportion in answering the following problems. (10 pts)

1. Iris can type 165 words in 2 minutes. How many words can she type in 8 minutes?

2. Five men can produce 20 armchairs in 1 day. How many armchairs can be made by 7
men in a day?

3. Five bags of flour with equal weight 35 kg. How many bags of flour are needed to
weight 56 kg.
 ALTERNATIVE LEARNING SYSTEM
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ACTIVITY SHEET FOR LEARNING STRAND 3: MATHEMATICAL AND PROBLEM-SOLVING SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL Basic Literacy Lower Elementary Advanced Elementary Junior High School Senior High School
LAS TITLE Application of Direct Proportion LAS NO. 39 SCORE
LEARNING Solve problems involving inverse proportion.
COMPETENCY Find a missing term in a proportion.

I. CONCEPT NOTES

• It is an Inverse proportion if one quantity increases at the same rate as another

quantity decreases at the same rate, then both are inversely proportional to each other.

EXAMPLE
If an emergency pack of food can last for 6 days for 20 men, how long will
the food last if there are 15 men?

Solution:
The food will last shorter with more men, implying an inverse proportion.
Let the number of days be D.

First quantity Second quantity

We have D days = for 15 men

and 6 days for 20 men
𝑫𝑫 𝟐𝟐𝟐𝟐
=
𝟔𝟔 𝟏𝟏𝟏𝟏
𝟏𝟏𝟏𝟏 × 𝑫𝑫 = 𝟔𝟔 × 𝟐𝟐𝟐𝟐

𝟏𝟏 𝟏𝟏
(𝟏𝟏𝟏𝟏𝟏𝟏) = (𝟏𝟏𝟏𝟏𝟏𝟏) 𝟏𝟏𝟏𝟏
𝟏𝟏𝟏𝟏

𝟏𝟏𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏𝟏𝟏
=
𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏
𝑫𝑫 = 𝟖𝟖
Therefore, the food can last for 8 days if there are 15 men.

II. EXERCISES
Apply the inverse proportion in answering the following problems. (10 pts)

1. If an emergency pack of food cans last 32 days for 30 men, how long will the food last
if there are 40 men?

2. It takes Fresco 20 minutes to ride his bicycle at 20kph from home to the grocery store.
To shorten his travel time to 16 minutes for the same distance, how fast should he
cycle?

3. 12 learners took 20 minutes to arrange the chairs at the assembly hall. Assuming that
all the pupils worked at the same rate, how long would 15 pupils do the same job?
 ALTERNATIVE LEARNING SYSTEM
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ACTIVITY SHEET FOR LEARNING STRAND 3: MATHEMATICAL AND PROBLEM-SOLVING SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL Basic Literacy Lower Elementary Advanced Elementary Junior High School Senior High School
LAS TITLE Application of Partitive Proportion LAS NO. 40 SCORE
LEARNING Solve problems involving partitive proportion.
COMPETENCY Find a missing term in a proportion.

I. CONCEPT NOTES

• Partitive Proportion is when a whole is divided into parts that are proportional to the
given ratio.

EXAMPLE
A glass of jar has 64 chocolate milk. Ian, Jeff, April will share the
chocolates in the ratio 𝟏𝟏: 𝟏𝟏 ∶ 𝟐𝟐. How much chocolate milk will each one of them
get?

Solution:
Let n be the number of chocolate milk each of them will get.
Let 2n be the number of chocolate milk one of them with two parts will get

Write the ratio 𝟏𝟏 ∶ 𝟏𝟏 ∶ 𝟐𝟐 as 𝒏𝒏: 𝒏𝒏: 𝟐𝟐𝟐𝟐.

𝟏𝟏 + 𝟏𝟏 + 𝟐𝟐 = 𝟒𝟒
𝒏𝒏 + 𝒏𝒏 + 𝟐𝟐𝟐𝟐 = 𝟔𝟔𝟔𝟔
𝟒𝟒 𝒏𝒏 = 𝟔𝟔𝟔𝟔
𝒏𝒏 = 𝟏𝟏𝟏𝟏

Since, 𝟐𝟐𝒏𝒏 = 𝟐𝟐 𝒙𝒙 𝟏𝟏𝟏𝟏 = 𝟑𝟑𝟑𝟑, then 𝒏𝒏: 𝒏𝒏: 𝟐𝟐𝟐𝟐 = 𝟏𝟏𝟏𝟏: 𝟏𝟏𝟏𝟏: 𝟑𝟑𝟑𝟑.
Thus, Ian and Jeff will both have 16 pieces chocolate milk each, while April
will have 32 pieces chocolate milk.

II. EXERCISES
Apply the partitive proportion in answering the following problems. (10 pts)

1. How much prize will each winner get if a cash prize of ₱45,000.00 will be divided in the
ratio of 𝟏𝟏 ∶ 𝟑𝟑 ∶ 𝟓𝟓 ?

2. In an orchard of 1800 trees, there are mangoes, guavas and avocados in a ratio of
𝟕𝟕 ∶ 𝟑𝟑 ∶ 𝟐𝟐. How many trees of each kind are there?

3. Ratio is 𝟏𝟏 ∶ 𝟔𝟔 ∶ 𝟖𝟖; amount to be shared is ₱52,500.00.

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ACTIVITY SHEET FOR LEARNING STRAND 3: MATHEMATICAL AND PROBLEM-SOLVING SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL Basic Literacy Lower Elementary Advanced Elementary Junior High School Senior High School
LAS TITLE Percent and Percentage LAS NO. 41 SCORE
LEARNING
COMPETENCY
Explain the meaning of percent and percentage and its practical application in everyday life.

I. CONCEPT NOTES

• Percent means hundredths or per hundred. The symbol for percent is (%).
• Percentage is the number or amount that represents a part of a whole.

EXAMPLE

There were 100 applications who took the

qualifying examination. Only 40 passed the test.

• The large square is divided into 100 small

squares.
𝟏𝟏
• Each small square is , or 1% of the
𝟏𝟏𝟏𝟏𝟏𝟏
large square.
• Thirty- four of the small squares are shaded.
• The shaded part is 40% of the large square

II. EXERCISES

Answer the following. (10 pts)

1. What percent of the 2. Shade 85% of a whole

large square are the .
shaded parts below? .
__________________
.

3. Write the percent of 72 ripe mangoes out of 100

mangoes in the basket.____________
.
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ACTIVITY SHEET FOR LEARNING STRAND 3: MATHEMATICAL AND PROBLEM-SOLVING SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL Basic Literacy Lower Elementary Advanced Elementary Junior High School Senior High School
LAS TITLE Conversion of Percent to Decimal and Vice Versa LAS NO. 42 SCORE
LEARNING
COMPETENCY
Convert percent to decimals and vice versa.

I. CONCEPT NOTES

• Recall that a certain part of a whole can be expressed in three different ways –
as a percentage, as a fraction, and as a decimal.

EXAMPLES
1. Express 17% as a decimal.
1 17
• 17% = 17 × 100 = 100 = 0.17 or
• Move the decimal point two places to the left and put % sign.
17% = 17. % = 0.17

2. Express 0.75 in percent.

• 0.75 × 100 = 75 then put % sign
Thus, 0.75 = 75% or
• Move the decimal point two places to the right and put % sign.
0.75 = 75%

II. EXERCISES

Answer the following. (10 pts)

A. Express the following percentage to decimal.

1. 25% _______________
2. 75% _______________
3. 30% _______________

B. Express the following decimal to percentage.

4. 0.55 _______________
5. 0.03 _______________
.
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ACTIVITY SHEET FOR LEARNING STRAND 3: MATHEMATICAL AND PROBLEM-SOLVING SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL Basic Literacy Lower Elementary Advanced Elementary Junior High School Senior High School
LAS TITLE Conversion of Percent to Fraction and Vice Versa LAS NO. 43 SCORE
LEARNING
COMPETENCY
Convert percent to fractions and vice versa.

I. CONCEPT NOTES

• A percentage could also mean “per one hundred”.

• Indicated by the symbol % (percent).
• It is a fraction whose denominator is 100.

EXAMPLES
𝟕𝟕
ͳǤ 7% = 𝟏𝟏𝟏𝟏𝟏𝟏

Note that fractions should be expressed in its simplest form.

12 3×4 3 𝟑𝟑
2. 12% = = = ×1 =
100 25×4 25 𝟐𝟐𝟐𝟐

II. EXERCISES

Answer the following. (10 pts)

A. Change the following percentages as fractions in their simplest form.

a. 35% _______________

b. 20% _______________

c. 50% _______________

B. Express the following fractions to percentage. The first one is done for you.

9 9 9 9 100 900
a. = ×100= 𝑥𝑥 100 = 𝑥𝑥 = = 90%
10 10 10 10 1 10

3
b. _______________
4
1
c. 2 _______________
4

.
 ALTERNATIVE LEARNING SYSTEM
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ACTIVITY SHEET FOR LEARNING STRAND 3: MATHEMATICAL AND PROBLEM-SOLVING SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL Basic Literacy Lower Elementary Advanced Elementary Junior High School Senior High School
LAS TITLE Application of Percent and Percentages LAS NO. 44 SCORE
LEARNING Solve daily life problems involving percent and percentages.
COMPETENCY Demonstrate knowledge and skills on percent and percentage in solving real-life problems.

I. CONCEPT NOTES

• There are so many applications of percentages but majority deals with money
matters.
• Some of the problems include commissions, discounts, interest, profits and
others.
• It can be solved using the formula
𝑷𝑷 = 𝑩𝑩 × 𝒓𝒓
where P = percentage amount
B = base, this represents the whole or original amount
r = rate (it should be expressed in decimal form)

EXAMPLE
Hanz went to the mall to buy a pair of Sneakers shoes for his daily workout
routine at Php 7,725.00. In addition to that selling price is a 3% Value Added Tax.
How much does he have to pay altogether?

Solution:
Step 1. Solve for P (percentage amount of 3% value added tax)
P = is the percentage amount of value added tax at a rate of 3%
B = the original price of Sneakers shoes which is Php 7,725.00
r = is the rate of value added tax, 3% (convert to decimal 0.03)
𝑷𝑷 = 𝑩𝑩 × 𝒓𝒓
𝑷𝑷 = Php 7,725.00 × 0.03
𝑷𝑷 = Php 231.75 percentage amount of 3% value added tax
Step 2.The total amount that Hanz paid with value added tax.
𝑻𝑻𝑻𝑻𝑻𝑻𝑻𝑻𝑻𝑻 𝒂𝒂𝒂𝒂𝒂𝒂𝒂𝒂𝒂𝒂𝒂𝒂 𝒑𝒑𝒑𝒑𝒑𝒑𝒑𝒑 = price of shoes + amount of 3% value added tax
𝑻𝑻𝑻𝑻𝑻𝑻𝑻𝑻𝑻𝑻 𝒂𝒂𝒂𝒂𝒂𝒂𝒂𝒂𝒂𝒂𝒂𝒂 𝒑𝒑𝒑𝒑𝒑𝒑𝒑𝒑 = Php 7,725.00 + Php 231.75
𝑻𝑻𝑻𝑻𝒕𝒕𝒂𝒂𝒂𝒂 𝒂𝒂𝒂𝒂𝒂𝒂𝒂𝒂𝒂𝒂𝒂𝒂 𝒑𝒑𝒑𝒑𝒑𝒑𝒑𝒑 = 𝐏𝐏𝐏𝐏𝐏𝐏 𝟕𝟕, 𝟗𝟗𝟗𝟗𝟗𝟗. 𝟕𝟕𝟕𝟕
Thus, the amount Hanz paid altogether is 𝐏𝐏𝐏𝐏𝐏𝐏 𝟕𝟕, 𝟗𝟗𝟗𝟗𝟗𝟗. 𝟕𝟕𝟕𝟕.

II. EXERCISES

Solve the following word problem. (10 pts)

1. In a department store, a Php 3,000.00 maong pants is marked, “save 25%.” What is
the sale price of the maong pants?

2. John Voight decided to sell their family house at Php 450,000.00. How much will he
have after he pays their agent a 3% commission?
 ALTERNATIVE LEARNING SYSTEM
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ACTIVITY SHEET FOR LEARNING STRAND 3: MATHEMATICAL AND PROBLEM-SOLVING SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL Basic Literacy Lower Elementary Advanced Elementary Junior High School Senior High School
LAS TITLE Principles of Geometric Shapes LAS NO. 45 SCORE
LEARNING Describe the geometric shapes at home and work place, shape of furniture and shape of the roof.
COMPETENCY Apply the principles of geometric shape in daily life situations.

I. CONCEPT NOTES

• Geometric shapes are defined as a figure or area closed by a boundary which is

created by combining the specific amount of curves, points, and lines.
• There are different geometric shapes such as triangle, circle, squares, rectangles
polygons and etc.

EXAMPLES
2D Geometric Shapes 3D Geometric Shapes

II. EXERCISES

Identify geometric shapes found in the picture and described how it was used. (10 pts)

PICTURE GEOMETRIC SHAPE USAGE

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ACTIVITY SHEET FOR LEARNING STRAND 3: MATHEMATICAL AND PROBLEM-SOLVING SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL Basic Literacy Lower Elementary Advanced Elementary Junior High School Senior High School
LAS TITLE Differentiation of Symmetrical and Asymmetrical Shapes LAS NO. 46 SCORE
LEARNING
COMPETENCY
Differentiate symmetrical from asymmetrical shapes in furniture, houses and buildings.

I. CONCEPT NOTES

• Symmetry is the quality of being made up of exactly similar parts of facing each other
or around an axis.

• Asymmetric is the irregularity or imbalance in the spatial pattern or shape or

arrangement of an object or figure. It does not match up perfectly when folded into half.

EXAMPLE

II. EXERCISES

Draw a line of symmetry for each picture .Identify if it is symmetrical or asymmetric

figure. Write your answer on the space provided. (10 pts)

1. ______________ 2. _______________ 3. _______________

4. _______________ 5. _________________
 ALTERNATIVE LEARNING SYSTEM
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ACTIVITY SHEET FOR LEARNING STRAND 3: MATHEMATICAL AND PROBLEM-SOLVING SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL Basic Literacy Lower Elementary Advanced Elementary Junior High School Senior High School
LAS TITLE Tessellation of Plane Using Different Shapes LAS NO. 47 SCORE
LEARNING Tessellate the plane using triangles, squares, and other shapes.
COMPETENCY Identify real objects that are examples of tessellation such as tiles, roof.

I. CONCEPT NOTES

• Tessellation (or tilling) it is created when a shape is repeated over and over again
covering a plane without any gaps or overlaps.
• It is when you fit individual tiles together with no gaps or overlaps to fill a flat space
like ceiling, wall, roof and floor.

EXAMPLES

Triangle Hexagon Rectangle

s s
II. EXERCISES (10 points)

A. Write “YES” in the box that shows tessellation and “NO” if not.

B. Identify the pattern used on the tessellated objects. Draw the pattern on the blanks
provided.

C. Tessellate and color each polygon 10 times in

the graphing paper.
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ACTIVITY SHEET FOR LEARNING STRAND 3: MATHEMATICAL AND PROBLEM-SOLVING SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL Basic Literacy Lower Elementary Advanced Elementary Junior High School Senior High School
LAS TITLE Representation of Points, Lines and Planes LAS NO. 48 SCORE
LEARNING
COMPETENCY
Represent point, line, and plane using concrete and pictorial models.

I. CONCEPT NOTES
The following are the basic elements of geometry.

Term Description Name Diagram

It names a location
Point and has no size. It is A capital point P
represented by dot. P

It is a straight path that

Line extent ends in two A lower case letter or ℓ
opposite directions two points on the line
Y Z
without end. ℓ, ⃡𝑌𝑌𝑌𝑌 𝑜𝑜𝑜𝑜 ⃡𝑍𝑍𝑍𝑍
It contains infinite
points.
It is a flat surface that A script capital letter
Plane has no thickness and or three points not on E F
extends forever a line Q G
Plane Q or EFG

II. EXERCISES

A. True or False: Write” T” in the blank if the statement is true and” F” if false. (5 pts)
________1. Plane is a flat surface that has thickness and extends forever.
________2. Point is represented by dot.
________3. Line contains infinite points.
________4. Line has mathematical symbol of 𝐴𝐴𝐴𝐴 .
________5. Point shows location and it has no size.
B. Matching Type: Match Column A with Column B. Connect the element that
represents its concrete or pictorial models.

Column A Column B

Grain of sand
POINT
Strings

LINE Blackboard

PLANE Sheet of paper

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ACTIVITY SHEET FOR LEARNING STRAND 3: MATHEMATICAL AND PROBLEM-SOLVING SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL Basic Literacy Lower Elementary Advanced Elementary Junior High School Senior High School
LAS TITLE Subsets of a Line LAS NO. 49 SCORE
LEARNING
COMPETENCY
Illustrate subsets of a line.

I. CONCEPT NOTES
In geometry, a line is a perfectly straight one-dimensional figure extending
infinitely in both directions.
Example ℓ or ⃡𝐴𝐴𝐴𝐴 , ⃡𝐵𝐵𝐵𝐵
A B

There are two subsets, or subcategories, of lines in geometry: line segments

and rays.

Line Segment- It is a part of a line. The points on each side of the line segment
are referred to as the endpoints. The endpoints represent the begging and end of the
line. To name a line segment use both endpoints and put a line on top.

Example or ̅̅̅̅ , 𝐷𝐷𝐷𝐷

𝐶𝐶𝐶𝐶 ̅̅̅̅
C D

Ray- It is the part of the line in which consists of a fixed point called the
endpoints. The endpoint is the starting point and the arrow determines the direction of
the ray.

Example
or 𝐸𝐸𝐸𝐸 , 𝐹𝐹𝐹𝐹
E F

II. EXERCISES

A. Illustrate the given geometric terms below. Write your answers in the space provided.
(4 pts)
1. Ray 𝑄𝑄𝑄𝑄 ____________ 3. ̅̅̅̅
𝐾𝐾𝐾𝐾 ____________

2. 𝑀𝑀𝑀𝑀 ____________ ⃡
4.𝑆𝑆𝑆𝑆 ____________

B. Study the diagram on the right side. (6 pts)

K C
1. Name two lines. D
_______, __________
2. Name two line segments. H B J I
_______, __________
E
3. Name two rays. A
_______, __________ G
F
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ACTIVITY SHEET FOR LEARNING STRAND 3: MATHEMATICAL AND PROBLEM-SOLVING SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL Basic Literacy Lower Elementary Advanced Elementary Junior High School Senior High School
LAS TITLE Types of Angle LAS NO. 50 SCORE
LEARNING Draw different types of angles found in the objects used in daily life,e.g., right angles, acute angles, obtuse
COMPETENCY angles and straight angles.

I. CONCEPT NOTES

• When two rays cross at one point it creates a

figure called Angle. An angle is represented by
the symbol ∠.
• Rays are the two straight side of the angle.
• Vertex is the corner point of an angle wherein the
two rays meet.

Types of Angles

• Acute Angle – angle that measures less than 90°.

• Right Angle – angle that measure exactly 90°.
• Obtuse Angle – angle that measures greater than 90° but less than 180°.
• Straight Angle – angle that measure exactly 180°.
• Reflex Angle – angle that measures greater than 180° but less than 360°.
• Full Angle – angle that measure exactly 360°.

EXAMPLES

Acute Right Obtuse

Full
Straight
Reflex

II. EXERCISES

A. Draw and name the types of angles found in the objects. Write your answers on the
space provided. (10 points)
 ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO

ACTIVITY SHEET FOR LEARNING STRAND 3: MATHEMATICAL AND PROBLEM-SOLVING SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL Basic Literacy Lower Elementary Advanced Elementary Junior High School Senior High School
LAS TITLE Measurement of Angles LAS NO. 51 SCORE
LEARNING Measure angles found in geometric shapes using a protractor, e.g.: sawing of lumber, laying of floor
COMPETENCY tiles, drawing pie graphs, following a sewing pattern, constructing furniture and welding metals.

I. CONCEPT NOTES

• Degree is one of the units to measure the circularity or rotation of an angle.

• The complete rotation of an angle is 360° and a half-circle is 180°.
• Therefore, a quarter circle or called right angle is 90°.
• Protractor is commonly used to measure angles.
How to Measure Angle using
Protractor
• On the VERTEX of the angle align
the center point of the protractor.
• On the zero line of the protractor
line up one side of the angle.
• To read the degrees it must be
based where the other side crosses The figure above shows that the one
the number scale. side of the angle (right ray) is line up
in the zero of the inner scale set of
numbers, so it is read from the inner
scale set of numbers.
II. EXERCISES

Perform the following: (10 points)

A. Find the measure of each figure and classify what type of angle it belongs to. Write the
answer on the space provided.

Measure:________ Measure:________ Measure:________

Type:____________ Type:____________ Type:____________

B. Measure the angles found in the objects using protractor.

1. 2. 3. 4.
Measure:______ Measure:______ Measure:______ Measure:______
Type:_________ Type:_________ Type:_________ Type:_________
 ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO

ACTIVITY SHEET FOR LEARNING STRAND 3: MATHEMATICAL AND PROBLEM-SOLVING SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL Basic Literacy Lower Elementary Advanced Elementary Junior High School Senior High School
Conversion of Angle Measurements from Degree to
LAS TITLE LAS NO. 52 SCORE
Radian and Vice Versa
LEARNING
COMPETENCY
Convert the given measurement of an angle to unit degrees or radians.

I. CONCEPT NOTES

• Degree is a unit commonly used when measuring an angle. The symbol for
degrees is “°”.
• The measure of an angle is a number representing the spread of the two arms of
the angle.
• 360° is equivalent to one (1) revolution (r), given either a number of degrees or a
number of revolutions, the other “unit” can be found by using equivalent ratios.
Steps on converting degrees to radian:
𝝅𝝅
1. Multiply the number of degrees by 𝟏𝟏𝟏𝟏𝟏𝟏°.Since, 1 degree is equivalent to
𝝅𝝅
(𝟏𝟏𝟏𝟏𝟏𝟏°) radians.
2. Apply operations needed. Carry out the multiplication process.
3. Simplify and find the largest number that can evenly divide into the
numerator and denominator of each fraction and use it to simplify
each fraction.

• One radian (𝝅𝝅) is the measure of the central angle whose arc length is the same
as the radius of the circle.

Steps on converting radian to degree:

1. Know that 𝝅𝝅 is equal to 180 degrees.
𝟏𝟏𝟏𝟏𝟏𝟏°
2. Multiply the radians by to convert to degrees.
𝝅𝝅

EXAMPLES
1. Convert 15° to radian

Solution:
𝝅𝝅 𝝅𝝅
𝟏𝟏𝟏𝟏° = 𝟏𝟏𝟏𝟏° ( ) =
𝟏𝟏𝟏𝟏𝟏𝟏° 𝟏𝟏𝟏𝟏

𝟓𝟓𝟓𝟓
2. Convert to degree.
𝟏𝟏𝟏𝟏

Solution:
𝟓𝟓𝟓𝟓 𝟓𝟓𝟓𝟓 𝟏𝟏𝟏𝟏𝟏𝟏° 𝟓𝟓(𝟏𝟏𝟏𝟏𝟏𝟏°)
= ( ) = = 𝟓𝟓(𝟏𝟏𝟏𝟏°) = 𝟕𝟕𝟕𝟕°
𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏 𝝅𝝅 𝟏𝟏𝟏𝟏

II. EXERCISES

Convert the following measurement. Show your solution. (10 pts)

1) 25° to radian 2) 52° to radian 3) −30° to radian

𝝅𝝅 𝟏𝟏𝟏𝟏𝟏𝟏 𝟓𝟓𝟓𝟓
4) to degree 5) to degree 6) to degree
𝟓𝟓 𝟔𝟔 𝟒𝟒
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ACTIVITY SHEET FOR LEARNING STRAND 3: MATHEMATICAL AND PROBLEM-SOLVING SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL Basic Literacy Lower Elementary Advanced Elementary Junior High School Senior High School
LAS TITLE Classification of Triangles LAS NO. 53 SCORE
LEARNING
COMPETENCY
Classify triangles according to measure of its angles and sides.

I. CONCEPT NOTES

• Triangle is a polygon having 3 sides and 3 angles.

• The sum of the 3 angles of a triangle is equal to 180º.
• It can be classified by sides and by angles.
Classification by
Figure Description
Sides

Equilateral All sides are congruent.

Isosceles Only 2 sides are congruent.

Scalene No congruent sides.

Classification by
Figure Description
Angles

It has 3 acute angles which

Acute
measures less than𝟗𝟗𝟗𝟗°.

It has 1 obtuse angle which

Obtuse measures more than 𝟗𝟗𝟗𝟗°
but less than 𝟏𝟏𝟏𝟏𝟏𝟏° .

It has 1 right angle which

Right
measures𝟗𝟗𝟗𝟗°.

II. EXERCISES

In the space provided, mark (✓) if the statement is correct and mark () if not. (10 pts)

__________1. A scalene triangle has no equal sides.

__________2. The sides and angles of equilateral triangle are all equal.
__________3. Obtuse triangle has an angle less than 90º.
__________4. Right triangle has an angle measures 90º.
__________5. All angles of an acute triangle are measures less than 90º.
 ALTERNATIVE LEARNING SYSTEM
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ACTIVITY SHEET FOR LEARNING STRAND 3: MATHEMATICAL AND PROBLEM-SOLVING SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL Basic Literacy Lower Elementary Advanced Elementary Junior High School Senior High School
LAS TITLE Relationship of Triangles and Quadrilaterals LAS NO. 54 SCORE
LEARNING
COMPETENCY
Relate triangles to quadrilaterals.

I. CONCEPT NOTES

• Triangle is a polygon having 3 sides and 3 angles.

• The sum of the 3 angles of a triangle is equal to 180º.
• It can be classified by sides and by angles.
• The area of the triangle is one-half the product of its base and height. Its base and the
height must be measured perpendicular to each other.
1
Formula: A = 2
× 𝑏𝑏 × ℎ height

base

• Quadrilateral- is a four-sided polygon and has four angles. height

Formula: A= 𝑏𝑏 × ℎ base

• Relationship of triangles and quadrilaterals:

Both are closed plane figures and made of straight lines.
Both have sides and angles.
The sum of the angles of the triangle is equal to 180° while quadrilateral is equal
to 360°.
Therefore, the angle measurement of triangles is half of the angle measurent of a
quadrilateral.

II. EXERCISES

True or False: In the space provided, write true if the statement is correct and false
if not. (10 pts)

__________1. Triangle is a polygon having 3 sides and 2 angles.

__________2. Quadrilateral is a four-sided polygon and has four angles.
__________3. The sum of the angles of the triangle is 180º.
__________4. Both triangles and quadrilaterals are closed plane figures and made of
straight lines.
__________5. The angle measurement of triangles is half of the angle measurement
of a quadrilateral.
 ALTERNATIVE LEARNING SYSTEM
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ACTIVITY SHEET FOR LEARNING STRAND 3: MATHEMATICAL AND PROBLEM-SOLVING SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL Basic Literacy Lower Elementary Advanced Elementary Junior High School Senior High School
LAS TITLE Circles and Related Terms LAS NO. 55 SCORE
LEARNING
COMPETENCY
Identify the terms related to a circle.

I. CONCEPT NOTES
The given point is
The distance across the called the center. ∙ 𝑿𝑿
circle through its center
is the diameter. 𝑨𝑨𝑨𝑨
തതതത The distance from the
center to any point on the
A circle is its radius. തതതത
𝑿𝑿𝑿𝑿

A segment which D
endpoints lie on the
circle is called a chord. C The distance around
തതതത
𝑫𝑫𝑫𝑫 X the circle or the
E perimeter of the circle is
B called the
F
circumference.
G
A secant is a line that
intersects the circle in two A tangent to a circle is a line coplanar
തതതത
points. 𝑫𝑫𝑫𝑫 with the circle that intersects the circle in
exactly one point. തതതതത
(𝑭𝑭𝑭𝑭) ̅
F is the point of tangency.

II. EXERCISES

Answer the following. (10 pts)

Refer your answer to the circle on the left, ʘP

C (circle P)
O
1. Name the center of the circle.
B 2. Name a chord that is also a diameter.
P
3. Name three radii.
M 4. Name a secant.
5. Name the tangent line.
A D
 ALTERNATIVE LEARNING SYSTEM
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ACTIVITY SHEET FOR LEARNING STRAND 3: MATHEMATICAL AND PROBLEM-SOLVING SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL Basic Literacy Lower Elementary Advanced Elementary Junior High School Senior High School
LAS TITLE Construction of Models of Different Solid Figures LAS NO. 56 SCORE
LEARNING
COMPETENCY
Makes models of different solid figures-cube, prism, pyramid, cone and sphere-using plane figures.

I. CONCEPT NOTES

• Solid figures are three-dimensional figures.

• A three-dimensional object has length, width and height.
• Moreover, they may have faces, edges and vertices.
Face is the flat surface of a solid figure.
Edge is formed when two faces meet. An edge is a straight line segment.
Vertex is a point where edges meet.

EXAMPLES
edge

face

Cube vertex Pyramid

II. EXERCISES

Can you think of other objects that may represent the figures below? Draw it in the box
provided on the right side. (10 pts)
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ACTIVITY SHEET FOR LEARNING STRAND 3: MATHEMATICAL AND PROBLEM-SOLVING SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL Basic Literacy Lower Elementary Advanced Elementary Junior High School Senior High School
LAS TITLE Familiarization of Conversion Units of Length LAS NO. 57 SCORE
LEARNING Convert smaller units of length to bigger units and vice versa e.g., millimeter to centimeter, centimeter to
COMPETENCY meter, meter to kilometer.

I. CONCEPT NOTES

• The basic unit of length for metric measure is the meter (m). Other commonly used
units include the kilometer (km), the centimeter (cm), and the millimeter (mm).

kilometer X 1000 meter X 100 centimeter X 10 millimeter

kilometer ÷ 1000 meter ÷ centimeter ÷ 10 millimeter

Metric Units of Length

1 centimeter (cm) = 10 millimeters (mm)

1 meter (m) = 100 centimeters (cm)
1 kilometer (km) = 1000 meters (m)

EXAMPLES
1.) Change 4m to cm
1 meter = 100 cm
So we multiply by 100
4 x 100 = 400
4m = 400 cm

2. Change 6,000 m to km
1 km = 1000 m
So we divide by 1000
6,000 ÷ 1,000 = 6
6 km = 6000 m

II. EXERCISES

Convert to the units shown. (10 pts)

1) 3m = ___________ cm 4. 10cm = mm

2) 300cm = __________m 5. 3000m = ___________km

3) 100cm = __________mm
 ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO

ACTIVITY SHEET FOR LEARNING STRAND 3: MATHEMATICAL AND PROBLEM-SOLVING SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL Basic Literacy Lower Elementary Advanced Elementary Junior High School Senior High School
Familiarization of Conversion Units of Weights and
LAS TITLE LAS NO. 58 SCORE
Mass
LEARNING
COMPETENCY
Convert smaller units of weight/mass to bigger units and vice versa.

I. CONCEPT NOTES

• It is required to convert the units while solving many problems.

• To carry out the required calculations, mathematical conversion is needed.
• Points to remember:
To convert bigger units to a smaller unit multiply.
To convert a smaller unit to a bigger unit divide.
1000 grams (g) = 1 kilogram (kg).

EXAMPLES
1. Convert 2000 grams to kilograms
Solution:
Since gram is smaller unit than kilograms, divide 1000 in the conversion to
get the kilogram:

𝟐𝟐𝟐𝟐𝟐𝟐𝟐𝟐
= 𝟐𝟐 Thus, 2000 grams = 2 kilograms.
𝟏𝟏𝟏𝟏𝟏𝟏𝟏𝟏

2. Convert 3 kilograms to grams

Solution:
Since kilogram is bigger unit than gram, multiply 1000 in the conversion to
get the grams:
𝟑𝟑 × 𝟏𝟏𝟏𝟏𝟏𝟏𝟏𝟏 = 𝟑𝟑𝟑𝟑𝟑𝟑𝟑𝟑 Thus, 3 kilograms = 3000 grams.

II. EXERCISES

Convert the following unit as indicated. (10 points)

1. 3000 g = ______kg
2. 4 kg = ______g
3. 5000 g = ______kg
4. 5 kg = ______g
5. 6 kg = ______g
 ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO

ACTIVITY SHEET FOR LEARNING STRAND 3: MATHEMATICAL AND PROBLEM-SOLVING SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL Basic Literacy Lower Elementary Advanced Elementary Junior High School Senior High School
Conversion of Standard Unit of Weights from English to
LAS TITLE LAS NO. 59 SCORE
Metric System and Vice Versa
LEARNING
COMPETENCY
Convert standard units of weight / mass from the English to the metric system and vice – versa.

I. CONCEPT NOTES

• A kilogram is equivalent to 1000 grams.

• One pound is approximately 0.45 kilogram and 1 kilogram is approximately 2.2
pounds.
Metric Conversion Factors
Symbol When you know Multiply by To find Symbol
oz ounces 28 grams g
lb pounds 0.45 kilogram kg
g grams 0.035 ounces oz
kg kilograms 2.2 pounds lb
lb pounds 16 ounces oz

EXAMPLES
Convert the following:
1. 62 kg = _____ lb 3. 130 lb = _____ oz
Solution: Solution:
Multiply the given kilogram by 2.2 Multiply the given pound (lb) by 16
𝟔𝟔𝟔𝟔 × 𝟐𝟐. 𝟐𝟐 = 𝟏𝟏𝟏𝟏𝟏𝟏. 𝟒𝟒 𝟏𝟏𝟏𝟏𝟏𝟏 × 𝟏𝟏𝟏𝟏 = 𝟐𝟐𝟐𝟐𝟐𝟐𝟐𝟐
Thus, 62 kg = 136.4 lb. Thus, 130 lb = 2080 oz.

2. 26.5 oz = _____ g 4. 160 lb = _____ kg

Solution: Solution:
Multiply the given ounce (oz) by 28 Multiply the given pound (lb) by 0.45
𝟐𝟐𝟐𝟐. 𝟓𝟓 × 𝟐𝟐𝟐𝟐 = 𝟕𝟕𝟕𝟕𝟕𝟕 𝟏𝟏𝟏𝟏𝟏𝟏 × 𝟎𝟎. 𝟒𝟒𝟒𝟒 = 𝟕𝟕𝟕𝟕
Thus, 26.5 oz = 742 g. Thus, 160 lb = 72 kg.

II. EXERCISES

Convert the following unit as indicated. (10 points)

1. 150 lb = __________kg
2. 30.5 oz =__________g
3. 145 lb = __________oz
4. 136 oz =__________lb
5. 75 kg =__________lb
 ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO

ACTIVITY SHEET FOR LEARNING STRAND 3: MATHEMATICAL AND PROBLEM-SOLVING SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL Basic Literacy Lower Elementary Advanced Elementary Junior High School Senior High School
Problem Solving Involving Mass and Weight in Daily
LAS TITLE LAS NO. 60 SCORE
Life Problems
LEARNING
COMPETENCY
Solves everyday problems using knowledge and skills on weight/mass.

I. CONCEPT NOTES
Many cases wherein weight and cost are directly related. For instance, many grocery
items or products are priced according to their weight. The heavier a product or the more
contents it has, the more expensive it is.

EXAMPLES
Oroquieta City public market sells chicken at ₱95.00 per kilo. If a customer bought
₱380.00 worth of chicken, how many kilos did he/she buy?

Solution:
Step by Step
STEP 1: Write down the given facts in the problem
• A kilo of chicken cost ₱95.00
• The customer bought ₱380.00 worth of chicken
STEP 2: What is asked in the problem
• Find out how many kilos of chicken the customer bought.
STEP 3: Write a number sentence that will give you the answer you are looking
for.
• (x) will represent the number of kilos bought.
₱95(x) = ₱380
STEP 4: Solve for the unknown.
To solve for (x), divide both sides of the equation by ₱95.
₱95(x) = ₱380

₱95(x) = ₱380
₱95 ₱95

X = 4 kilos
STEP 5: Make a conclusion
• The customer bought 4 kilos of chicken.

II. EXERCISES

Read and solve the following problems using the step-by-step procedure. (10 points)
1) Arman harvested 20 kilograms of eggplant in his ALS garden. An ALS teacher
offering him ₱10.00 per kilo for his harvest. How many kilograms of eggplant sold if
the ALS teacher paid him ₱130.00?

2) If a family consumes 2 kilograms of rice a day, how many days would it take to
consume 30 kilograms of rice?
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ACTIVITY SHEET FOR LEARNING STRAND 3: MATHEMATICAL AND PROBLEM-SOLVING SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL Basic Literacy Lower Elementary Advanced Elementary Junior High School Senior High School
LAS TITLE Relating Time to Distance and Volume of Work LAS NO. 61 SCORE
LEARNING
COMPETENCY
Relate time to distance and volume of work .

I. CONCEPT NOTES

• Knowledge about time can help you solve problems related to speed, distance and
volume of work.
The formula in finding the distance: distance = speed x time.
• Time is very important to people.
• That is why people stick to a schedule or manage their time so they can do all the
things they have to every single day.

EXAMPLES
1. ALS learners went to Cagayan de Oro City for an educational trip and got there
in 6 hours traveling at 40 km/hr. How far was Cagayan de Oro City from their
hometown?
Solution:
Given: time = 6 hrs. distance = speed x time
speed = 40 km/hr. = 40 km/hr. x 6 hrs.
distance = 240 km
Unknown: distance = ? km

Therefore, Cagayan de Oro City is 240 km away from the

ALS learners’ hometown.
2. A boy ALS learner can make 3 clay pots in 1 hour. How many clay pots can
he make in three hours?

Solution:
Given: output = 3 clay pots 3 – clay pots in 1 hour
time = 1 hours x 3 – total number of hours
9 – total number of clay pots
Unknown: in 3 hours
Number of clay pots he can make
in three hours = ? clay pots

Therefore, he can make 9 clay pots in 3 hours.

II. EXERCISES

Read and solve the following problems. (10 points)

1. A boy walks an average speed of 2 km/hr. It took him 2 hours to reach the school. How
far was the school from his home?

2. A farmer can plant 20 Falcata seedlings in 30 minutes. How many falcata seedlings
can the farmer plants in one hour?
 ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO

ACTIVITY SHEET FOR LEARNING STRAND 3: MATHEMATICAL AND PROBLEM-SOLVING SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL Basic Literacy Lower Elementary Advanced Elementary Junior High School Senior High School
Solving Routine and Non-Routine Problems Involving
LAS TITLE LAS NO. 62 SCORE
Perimeter
LEARNING
COMPETENCY
Solving routine and non-routine problems involving perimeter.

I. CONCEPT NOTES
You will encounter these perimeter word problems often in math. Many of them will require
familiarity with basic math, algebra skills, or a combination of both to solve the problems. Mathematicians
have put many of these perimeter measurements into formulas, to speed up calculations. Here are a few,
where P is the perimeter:

Triangles
For a triangle with sides a,
b, c:
P=a+b+c
Squares
For a square with
sides s:
P=4×s
Rectangles
For a rectangle with
Example
sides l and w (length and
width):
1. Mrs.PCruz
= 2l + put
2w a border around a 5-foot by 6-foot rectangular bulletin board.
How many feet of border did she use?

Solution:

Given: Formula of a Perimeter Rectangle:

P = 2l + 2w
Let P = 2L + 2W
Length (L) = 5 feet
= 2(5) + 2(6)
Width (W) = 6 feet
= 10 + 12
= 22 feet of border that Mrs. Cruz used

II. EXERCISES

Solve the following problems. (5 points each)

1. Tim’s garden is shaped like a square whose side is 9 meters. What is the length of the
fence which surrounds the garden?

2. The length and width of a rectangle are two consecutive numbers. If the perimeter is
30 cm, then its width is ______cm.
 ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO

ACTIVITY SHEET FOR LEARNING STRAND 3: MATHEMATICAL AND PROBLEM-SOLVING SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL Basic Literacy Lower Elementary Advanced Elementary Junior High School Senior High School
Solving Routine and Non-Routine Problems Involving
LAS TITLE LAS NO. 63 SCORE
Circumference
LEARNING
COMPETENCY
Solving routine and non-routine problems involving circumference.

I. CONCEPT NOTES
A circle is a closed curve formed by a set of points on a plane that are the same
distance from its center. The circumference of a circle is the distance around the
circle. It is sometimes called the perimeter of a circle.

Circumference of a Circle: 𝐶𝐶 = 𝜋𝜋𝜋𝜋 where, d is the diameter

𝐶𝐶 = 2𝜋𝜋𝜋𝜋 where, r is the radius

Example

A circular mat has a diameter of 53 cm. Lily wants to sew a decorative braid
around the mat. How many centimeters of braid does she need?

Solution:

Given: Formula for Circumference of a Circle:

diameter (d) = 53 cm 𝐶𝐶 = 𝜋𝜋𝜋𝜋
𝜋𝜋 = 3.14
= 3.14(53𝑐𝑐𝑐𝑐)
= 166.42𝑐𝑐𝑐𝑐
= 166.4 cm of braid

II. EXERCISES

Solve the following problems. (5 points each)

1. A bicycle trail in the shape of a circle has a diameter of 3 miles. Michelle biked around
the trail 4 times. About how far did Michelle bike?

2. The first Ferris wheel was built in 1893 in Chicago. Its diameter was 250 feet. What
was the actual circumference of the Ferris wheel?
 ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO

ACTIVITY SHEET FOR LEARNING STRAND 3: MATHEMATICAL AND PROBLEM-SOLVING SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL Basic Literacy Lower Elementary Advanced Elementary Junior High School Senior High School
LAS TITLE Area of a Circle LAS NO. 64 SCORE
LEARNING
COMPETENCY
Find the area of circle.

I. CONCEPT NOTES
The area of a circle is written as

𝐴𝐴 = 𝜋𝜋𝑟𝑟 2 where, A is the area

r is the radius

Example

Find the area of a circle whose radius is equal to 3 inches.

Solution:
Formula for Area of a Circle:
Given:
𝐴𝐴 = 𝜋𝜋𝑟𝑟 2
Radius (r) = 3 in
= 3.14(3 𝑖𝑖𝑖𝑖)2
𝜋𝜋 = 3.14
= 3. 14(3 𝑖𝑖𝑖𝑖)(3 𝑖𝑖𝑖𝑖)
= 3. 14(9 𝑖𝑖𝑖𝑖2 )
A = 28.26 in2

II. EXERCISES

Solve the following problems. (2 points each)

1. The radius of a circle is 4 inches. What is the area of the circle?
r=4i
n

2. The diameter of a circle is 9 centimeters. What is the area of the circle?

r=9c
m

3. The diameter of a circle is 12 inches. What is the area of the circle?

r=12i
n

4. The radius of circular rug is 4 feet. What is the area of the circle?

r=4feet

5. The diameter of bicycle wheel is 20 inches. What is the area of the wheel?

d=20in
 ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO

ACTIVITY SHEET FOR LEARNING STRAND 3: MATHEMATICAL AND PROBLEM-SOLVING SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL Basic Literacy Lower Elementary Advanced Elementary Junior High School Senior High School
Solving Area Using Square Objects to Cover a
LAS TITLE LAS NO. 65 SCORE
Rectangular Table
LEARNING
COMPETENCY
Solve the area using square objects to cover a rectangular table.

I. CONCEPT NOTES
There is a lot of obvious mathematics in designing and sewing: measuring fabric,
grading patterns, and in calculating seam allowances. When you get down to it,
sewing is applied geometry.

Example

Lina is covering a 48 in. by 24 in. rectangular table with a

square cloth of side length 60 inches. She decided to make
the cover wider of 5 extra inches in all sides. How much cloth is
needed to cover the table? What is the dimension of the unused
cloth?

Solution:
L = 48 + 5(2) = 48 + 10 = 58
W = 24 + 5(2) = 24 = 10 = 34

Thus, the Area of cloth = 58 in x 34 in = 1, 974 in²

L = 60 – 58 = 2
W = 60 – 34 = 26 so, the dimension of the unused cloth is 2 in by 26 in.

II. EXERCISES

Solve the following problems. (5 points each)

1. A carpenter has built a rectangular table and wants to tile the surface. If the table
measures 360 cm by 1960 cm, what is the largest square tile that he can use without
any cutting? How many squares along the length of the table and how many squares
along the width of the table can be tiled?

2. Pablo is making a rectangular table and wants to cover it with glass on the flat the
surface. What is the area of the glass if the table’s length is 6 ft. and width is 3 ft.?
 ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO

ACTIVITY SHEET FOR LEARNING STRAND 3: MATHEMATICAL AND PROBLEM-SOLVING SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL Basic Literacy Lower Elementary Advanced Elementary Junior High School Senior High School
LAS TITLE Surface Area of Cube and Prism LAS NO. 66 SCORE
LEARNING
COMPETENCY
Solving surface area of cube and prism.

I. CONCEPT NOTES
Surface area is the total area of all the faces of a figure. Using the formula for the area
of different 2-dimensional figures, you can derive the surface of a space figure by adding the
areas of all its faces.

❖ The surface area of a cube, since it has 6 equal faces, it is calculated using this
formula:
SA = 6s2

Examples:
1.

8 cm SA = 6s2
= 6(8cm)2
= 6(64cm2)
SA = 384cm2

❖ The surface area of a prism is calculated using this formula:

SA = 2(l x w) + 2(l x h) + 2(w x h)

2. 8 cm
4 cm
10 cm SA = 2(l x w) + 2(l x h) + 2(w x h)
= 2(8cm x 4cm) + 2(8cm x 10cm) + 2(4cm x 10cm)
= 2(32cm2) + 2(80cm2) + 2(40cm2)
= 64cm2 + 160cm2 + 80cm2
SA = 304 cm2

II. EXERCISES

Solve for the surface area of the cube and prism. (10 points)

8 cm
1. 6 cm 2. 3.
5 cm 12 in 16 cm
8 cm

14 cm
8 cm

m
 ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO

ACTIVITY SHEET FOR LEARNING STRAND 3: MATHEMATICAL AND PROBLEM-SOLVING SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL Basic Literacy Lower Elementary Advanced Elementary Junior High School Senior High School
LAS TITLE Conversion of Units of Volume LAS NO. 67 SCORE
LEARNING
COMPETENCY
Convert smaller units of volume to bigger units and vice versa.

I. CONCEPT NOTES
There are units commonly used for volume such as liter (l) and milliliter (mL). However,
it varies in the dimensions of the object given. Thus, there is a need to convert the units of
volume.

Below is the measurements of volume including its corresponding conversion.

Measurements of Volume
1000 cubic millimeters (𝑚𝑚𝑚𝑚3 ) = 1 cubic centimeter (𝑐𝑐𝑐𝑐3 )
1000 cubic centimeters (𝑐𝑐𝑐𝑐3 ) = 1 cubic decimeter (𝑑𝑑𝑑𝑑3 )
1000 cubic decimeters (𝑑𝑑𝑑𝑑3 ) = 1 cubic meter (𝑚𝑚3 )
1 liter (L) = 1 𝑑𝑑𝑑𝑑3 = 1000 𝑐𝑐𝑐𝑐3 = 1000 milliliters (mL)

Examples:

1. If 1 cm3 is equal to 1000 mm3, how many cubic millimeters are there in 4 cm3?
1000𝑚𝑚𝑚𝑚3
4𝑐𝑐𝑐𝑐3 𝑥𝑥 = 4000𝑚𝑚𝑚𝑚3
1𝑐𝑐𝑐𝑐3

2. If 1 L is equal to 1000 cm3, how many liters are there in 5000 cm3?
5 1𝑙𝑙
5000 𝑐𝑐𝑐𝑐3 𝑥𝑥 = 5𝑙𝑙
1000 𝑐𝑐𝑐𝑐3
3. If 1 cubic meter is equal to 1000 cubic decimeter, how many cubic meters are there
in 10000 cubic decimeter?
10 1 𝑚𝑚3
10000 𝑑𝑑𝑑𝑑3 𝑥𝑥 = 10 𝑚𝑚3
1000 𝑑𝑑𝑑𝑑3

II. EXERCISES

Convert the following measurements. (2 points each)

1. 8 l = _____ mL

2. 4000 cm3 = ______ dm3

3. 10000 cm3 = _____ l

4. 5000 mm3 = _____ cm3

5. 18 m3 = ______ dm3
 ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO

ACTIVITY SHEET FOR LEARNING STRAND 3: MATHEMATICAL AND PROBLEM-SOLVING SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL Basic Literacy Lower Elementary Advanced Elementary Junior High School Senior High School
LAS TITLE Volume of Cube and Prism LAS NO. 68 SCORE
LEARNING
COMPETENCY
Solve the volume of cube and prism using its formula.

I. CONCEPT NOTES
In order to tell the amount of space occupied by a solid, we have to measure its volume.
Each solid figure has its own formula in finding its volume. For the volume of cube and prism,
we follow these formulas:

➢ Since a cube has equal measurement of its sides, we simply calculate its volume
through this:
𝑉𝑉 = 𝑠𝑠 3

Let all sides of the cube = s

So, Volume = s x s x s

➢ For the volume of a rectangular prism, simply multiply the length, width and
height of a figure.
𝑉𝑉 = 𝑙𝑙𝑙𝑙ℎ

• Basically, we can say that the volume of the prism is

Volume = Area of the Base x height

Examples:
1. Solve for the volume of the cube.

5 cm = 53
𝑉𝑉 = 125 𝑐𝑐𝑐𝑐3

2. Solve for the volume of the prism using the formula derived.
𝑉𝑉 = 𝑙𝑙𝑙𝑙ℎ
5 cm
= (7)(3)(5)
3 cm
𝑉𝑉 = 105 𝑐𝑐𝑐𝑐3
7 cm

II. EXERCISES

Solve for the volume of cube and prism. (5 points each)

1. 2. 5 cm

3 cm
7cm
12 cm
 ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO

ACTIVITY SHEET FOR LEARNING STRAND 3: MATHEMATICAL AND PROBLEM-SOLVING SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL Basic Literacy Lower Elementary Advanced Elementary Junior High School Senior High School
Conversion of Temperature from Fahrenheit to Celsius
LAS TITLE LAS NO. 69 SCORE
and Vice Versa
LEARNING
COMPETENCY
Convert standard unit of temperature from Fahrenheit to Celsius and vice versa.

I. CONCEPT NOTES
Temperature can be expressed in various scale. It could be through Celsius or
Fahrenheit. Each scale has its uses; thus, we need to convert them.

These are the formulas in converting Celsius to Fahrenheit and Vice Versa:
9
Celsius to Fahrenheit --- (℃ × ) + 32 = ℉
5

5
Fahrenheit to Celsius --- (℉ − 32) × =℃
9
EXAMPLES:
Convert the following.
a. Convert 30 ℃ to Fahrenheit
9
(℃ × ) + 32 = ℉
5
6 9
(30℃ × ) + 32
5
(6 × 9) + 32
54 + 32
86℉

b. Convert 50 ℉ to Celsius
5
(℉ − 32) × = ℃
9
5
(50℉ − 32) ×
9
2 5
18 × = 2 × 5
9
10℃

II. EXERCISES
Convert the following from Celsius to Fahrenheit and vice versa. (2 points each)

1. 70℃ _____________ ℉ 4. 77℉ _______________ ℃

2. 18℃ _____________ ℉ 5. 104℉ _______________℃
3. 24℃ _____________ ℉
 ALTERNATIVE LEARNING SYSTEM
REGION X- NORTHERN MINDANAO

ACTIVITY SHEET FOR LEARNING STRAND 3: MATHEMATICAL AND PROBLEM-SOLVING SKILLS

NAME DATE
SCHOOL/CLC DISTRICT
LEVEL Basic Literacy Lower Elementary Advanced Elementary Junior High School Senior High School
LAS TITLE Exponent in GEMDAS LAS NO. 70 SCORE
LEARNING Interpret and explain the Grouping, Exponent, Multiplication, Division, Addition and Subtraction
COMPETENCY (GEMDAS) rule.

I. CONCEPT NOTES
GEMDAS Rule is a way to simplify and evaluate complicated numerical expressions.

G - Grouping Symbols (braces {},parenthesis (),brackets[ ])

E - Exponent
M - Multiplication
D - Division
A - Addition
S - Subtraction

Example:
Simplify the numerical expression below using the GEMDAS Rule.

• {4 x [7 + (9 – 5 + 2)] + 23}
= {4 x [7 + (9 – 5 + 2)] + 23} Do the operations inside the grouping symbols
Start from the innermost bracket
= [4 x (7 + 6) + 2 ] 3

= (4 x 13 + 23) Simplify the exponents

= 4 x 13 + 8 Multiply
= 52 + 8 Add
= 60

II. EXERCISES
Simplify the following numerical expressions using GEMDAS rule. ( 2 points each)

1. 50 ÷ (4 − 2) + 22 2. 14 × (10 − 4)2 3. 11 + 6 × (5 − 3)2

4. 9 × (2 + 4)2 − 3 5. {8 × [2 + (10 − 4 + 2)] + 32 }

 Learning Strand 3
Mathematical and Problem-Solving Skills
ALS K to 12 Basic Education Curriculum

KEY TO CORRECTION

Department of Education ● Republic of the Philippines