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Mathematics
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Quarter 2 - Module 7:
Solves Routine and Non-routine Word
Problems Involving Addition and/or
Subtraction of Fractions

Department of Education Republic of the Philippines

Mathematics – Grade 4
Alternative Delivery Mode
Quarter 1 - Module 7: Solves Routine and Non-routine Word Problems Involving Addition
and/or Subtraction of Fractions
First Edition, 2020
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Published by the Department of Education – Division of Valencia City
Schools Division Superintendent: Rebonfamil R. Baguio

Development Team of the Module

Author: Mailyn M. Niepez, T-I

Editor: Cyrene Mae F. Tunog, T-I

Reviewers: Margie M. Bayagna, PSDS

Joy L. Rosalita, MT-I
Mary Ann L. Flores, T-I

Illustrator: Jordan L. Subalan, T-I

Layout Artists: John Rimmon I. Taquiso

Management Team:
Chairperson: Rebonfamil R. Baguio
Schools Division Superintendent

Co-Chairperson: Eugene I. Macahis, Jr.

Asst. Schools Division Superintendent

Members: Jayvy C. Vegafria, CID Chief ES

Lorelie V. Gamutan, EPS – Mathematics
Analisa C. Unabia, EPS – LRMS
Joan Sirica V. Camposo, Librarian II
Israel C. Adrigado, PDO II

Printed in the Philippines by:

Department of Education - Division of Valencia City
Office Address: Lapu-lapu Street, Poblacion, Valencia City 8709
Telefax: (088) 828-4615
Website: deped-valencia.org

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 4
Mathematics
Quarter 2 - Module 7:
Solves Routine and Non-routine Word
Problems Involving Addition and/or
Subtraction of Fractions

This instructional material was collaboratively developed

and reviewed by educators in the public schools. We encourage
teachers and other education stakeholders to email their
feedback, comments, and recommendations to the Department
of education at [email protected].

We value your feedback and recommendations.

Department of Education Republic of the Philippines

2
What This Module is About

This module is a grasp of series of activities which will help you

learn, understand and value the importance of problem solving in our
daily lives.

It is about solving problem that involves addition and subtraction

of fraction. The activities provided in this module will give you an
opportunity to broaden your knowledge and skills about the concept.
You will be engaged to different situation and activities that will help you
develop your critical thinking skills. The activities are made easy and
interactive to suit your style of learning, the more you engage yourself
to the activities, the more you learn.

What I Need to Know

In going through this learning adventure, you are expected

to solve routine and non-routine problems involving addition and/or
subtraction of fractions using appropriate problem-solving strategies
and tools.

How to Learn from this Module

For you to achieve the objectives cited above, you are to do

the following:
• Take your time reading the lessons carefully.

• Follow the directions and/or instructions in the activities and

exercises diligently.

• Answer all the given tests and exercises.

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 What I Know

Before you start your learning adventure, let’s check your

knowledge about solving problem involving addition or subtraction of
fraction.

Direction:

A.Read and understand each problem, then choose the letter of the
correct answer.
! #
_____1. Krizza ordered slice of ube cake and slice of chocolate
" $
cake. How many slices of cake did Krizza buy?
% & #'
a. b. c.
#! #! #!

!
A sales agent sells of his product on Saturday and Sunday. From
$
#
Monday to Friday he also sells of his product. What was the total
"
sales of the agent for the week?

_____ 2. What operation are you going to use to solve the above
problem?
a. Subtraction b. Addition c. Multiplication

_____ 3. What will be the number sentence in solving the above

problem?
! # ! # ! #
a. − = 𝑛 b. + = 𝑛 c. 𝑥 = 𝑛
$ " $ " $ "

_____ 4. What was the total sale of the agent for the week?
## #' -
a. b. c.
#! #! #!

. &
Jeff jogged kilometer while Jonathan jogged kilometer. Who
% #!
jogged longer? By how many kilometers?

_____ 5. Who jogged longer?

a. Jeff b. Jonathan c. none of them

4
_____ 6. What is the answer to the above problem?
# ! $
a. b. c.
#! iv #! #!

- #
Lyka cooked kilogram of fish ball, her sister ate of it. How much
#' $
fish ball was left to Lyka?

_____ 7. What operation is used to solve the problem?

a. Addition b. Subtraction c. Multiplication

_____ 8. How much fish ball was left to Lyka?

#& #/ #-
a. b. c.
$' $' $'

$ "
_____ 9. Mother bought meter of pink cloth and meter of green
. #.
cloth to make a curtain. How many meters of cloth did mother have?
#! #$ #"
a. meters b. meters c. meters
#. #. #.

. !
_____ 10. Ervin hiked kilometer. Jericho hiked kilometer. Who
& $
covered a longer distance? How much longer?
# !
a. Ervin by b. Jericho by c. none of them
!# !#

5
z

Lesson Solving Word Problem

1 Involving Addition or
Subtraction of Fraction

What’s In

Change the following dissimilar fraction to similar fraction.

$ #
1. , = __________
. $

" $
2. , = __________
/ %

! $
3. , = __________
. "

" #
4. , = __________
. !

# #
5. , = __________
- !

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 What’s New

$
Kris baked a banana cake for her family. Her brother ate , while her
#'
#
sister ate . Who ate more? How much more?
"
To solve the problem, what steps are we going to use?
_____________
_____________
_____________
_____________

What is It

To understand and solve the above problem we follow these steps:

A. Understand
• Know what is asked:
o Who ate more?
o How much more?
• Know the given facts:
$
o ate by her brother
#'
#
o ate by her sister
"
B. Plan
• Determine the operation to be use
o Subtraction
• You can draw illustration to figure out the
problem.
• Write the number sentence

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 1
3 6 20
=
10 20

1 5
=
4 20

C. Solve

• By finding the LCD of 4 and 10, that is 20 you

are able to change the fraction to similar
fractions.
3 6
=
10 20
6 5 1
− =
1 5 20 20 20
=
4 20

D. Check and Look Back

• Who ate more?

% .
o Using the illustration is bigger than .
!' !'
Her brother ate more
• How much more?
#
o Her brother ate part more than her
!'
sister.

What’s More

.
1. Marlon painted his poultry house using liter of green paint
%
!
and liter of yellow paint. What color of paint was used more
$
than the other? How much more of it was used than the other?

8
 Answer the problem with the following steps:

Understand:
• What is asked? ________________________________

• What are the given? ____________________________

Plan:
• What operation to be used? ______________________

• What is the number sentence? ____________________

• How will you illustrate? (Don’t forget the LCD or LCM)

Solve:

Check and Look Back:

#
2. Tito bought a piece of plywood, of it was used for the ceiling
!
#
and for the wall in his room. How much plywood did he use
"
in all?

Answer the problem with the following steps:

Understand:
• What is asked? ________________________________

• What are the given? ____________________________

Plan:
• What operation to be used? ______________________

• What is the number sentence? ____________________

• How will you illustrate? (Don’t forget the LCD or LCM)

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Solve:

Check and Look Back:

3. Samantha and Antonio bought 5 kilograms of pechay from the

.
market. They gave kilogram to their aunt. How many
%
kilograms of pechay did they bring home?

Answer the problem with the following steps:

Understand:
• What is asked? ________________________________

• What are the given? ____________________________

Plan:
• What operation to be used? ______________________

• What is the number sentence? ____________________

• How will you illustrate? (Don’t forget the LCD or LCM)

Solve:

Check and Look Back:

!
4. Rudy used meter of stick for his wind mill while Anton
/
$
used meter. How long did Anton use than Rudy?
%

Answer the problem with the following steps:

Understand:

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 • What is asked? ________________________________
• What are the given? ____________________________

Plan:
• What operation to be used? ______________________

• What is the number sentence? ____________________

• How will you illustrate? (Don’t forget the LCD or LCM)

Solve:

Check and Look Back:

# !
5. Rica ate slice of pandan cake and slice of chocolate
. "
cake. How many slices of cake did Rica eat?

Answer the problem with the following steps:

Understand:
• What is asked? ________________________________

• What are the given? ____________________________

Plan:
• What operation to be used? ______________________

• What is the number sentence? ____________________

• How will you illustrate? (Don’t forget the LCD or LCM)

Solve:

Check and Look Back:

What I Have Learned

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Write True if the statement is correct and False if incorrect.

_____ 1. To understand the problem, you should find out what is asked
in the problem.

_____ 2. Finding the LCD is not necessary in solving a problem

involving dissimilar fractions.

_____ 3. To plan the correct operation to be used and make the number
sentence is very important in problem solving.

_____ 4. The given information in the problem are used as hints to find
the answer to the problem.

_____ 5. To check and look back is a waste of time in problem solving.

What I Can Do

Read and answer the following problems.

# !
1. Mother plans to buy kilogram of chicken and kilogram of beef.
! .
How many kilograms of meat does she plan to buy?
. $
2. Marly has 2 pieces of lace each measuring, meter and meter.
!' "
How long are the pieces of lace if put together?
" #
3. Carlo bought kilogram of rambutan, his brother Jia ate of it.
#! "
How many kilograms of rambutan was left to Carlo?
. #
4. Caila mixed cup of flour and cup of sugar for baking. How many
% !
cups of dry ingredients did she used?
& #
5. Hannah bought kilogram of rice. She cooked for lunch. How
- !
many kilograms of rice was left?

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 Post Assessment

Direction: Read each situation carefully, then answer the following

questions. Choose the letter of the correct answer.
In her sari-sari store, Mrs. Marla display 1 gallon of gasoline. During
#
noon time of it was sold to a motorcycle driver, and in the afternoon,
!
#
she sold to another costumer. How much gasoline did Mrs. Marla sell
"
for the day?

_____ 1. What is asked in the problem?

a. The cost of gasoline per gallon.
b. The total amount of gasoline sold for the day.
c. Who buys the gasoline
_____ 2. What are the given to solve the problem?
a. 1 gallon of gasoline
b. Sold to a motorcycle driver
# #
c. sold during noon time and sold in the afternoon
! "
_____ 3. What operation are you going to use to solve the problem?
a. Addition
b. Subtraction
c. Division
_____ 4. What could be the number sentence?
# # # # # #
a. 𝑥 = 𝑛 b. − = 𝑛 c. + = 𝑛
! " ! " ! "

_____ 5. How much gasoline did Mrs. Marla sell for the day?
$ ! !
a. b. c.
" % /

$ #
Carla washed of her laundry yesterday and another of it this
. "
morning. How much laundry did she has in all?

_____ 6. What operation is used to solve the problem?

a. Subtraction b. Addition c. Multiplication
_____ 7. How much laundry did Carla wash?
#& #/ #-
a. b. c.
!' !' !'

13
 #-
A fruit vendor display kilogram of papaya in his table. After the
!'
$
whole day of selling he only sold kilogram of his papaya. How many
.
kilograms of papaya was left to the vendor?

_____ 8. What operation will be used to solve the problem?

a. Addition
b. Subtraction
c. multiplication

_____ 9. What will be the number sentence?

#- $
a. − =𝑛
!' .
#- $
b. + =𝑛
!' .
#- $
c. 𝑥 =𝑛
!' .

_____10. How many kilograms of papaya was left to the vendor?

!! & #'
a. b. c.
!. !' !'

Additional Activities

Read and solve each problem.

! !
1.Father bought a pizza. Tess ate and Lotis ate . How much of the
. #'
pizza was left?
& !
2.A gasoline tank was full. After travelling from Vigan, it is now full.
#! "
How much gasoline was used in travelling?
-
3.Alma cut meter from a spool of ribbon 5 meters long. How many
#'
meters of ribbon were left?
#'
4.Cristy used liter of cooking oil this morning to fry fish. This
#!
!
afternoon, she used to fry kikiam. How much more oil did she used
$
this morning than in the afternoon?
/ !
5.A water tank was full. After watering the plants, it is now full.
!' #'
how much water was used in watering the plants?

14
 15
What’s More
1.Asked: what color of paint was used more than the other?
. !
Given: % 𝑙𝑖𝑡𝑒𝑟 𝑜𝑓 𝑔𝑟𝑒𝑒𝑛 𝑝𝑎𝑖𝑛𝑡, $ 𝑙𝑖𝑡𝑒𝑟 𝑜𝑓 𝑦𝑒𝑙𝑙𝑜𝑤 𝑝𝑎𝑖𝑛𝑡
Operation: Subtraction
. !
Number sentence: % − $ = 𝑛
. ! . " #
Solve: % − $ = % − % = %
Check and Look Back: Green paint was used more than the yellow
#
paint by % liter.
2. Asked: How many plywood did he used in all?
# #
Given: ! 𝑓𝑜𝑟 𝑡ℎ𝑒 𝑐𝑒𝑖𝑙𝑖𝑛𝑔, " 𝑓𝑜𝑟 𝑡ℎ𝑒 𝑤𝑎𝑙𝑙
Operation: Addition
# #
Number sentence: ! + " = 𝑛
# # ! # $
Solve: ! + " = " + " = "
$
Check and Look Back: Tito used " of his plywood.
What’s New
Understand
Plan
Solve
Check and Look Back
What I Know
1.c
What’s In
2. b
- .
1. , #. #. 3. b
#! #! 4. a
2. !" , !"
5. a
/ #. 6. c
3. !' !'
,
/ . 7. b
4. #' , #' 8. a
! -
5. #/ , #/ 9. b
10. a
Answer Key
 16
Post Assessment
1.b 6. b
2. c 7. a
3. a 8. b
4. c 9. a
5. a 10. b
What’s I can Do
2.Asked: How long are the pieces of lace if put together?
. $
Given: !' 𝑚𝑒𝑡𝑒𝑟𝑠, " 𝑚𝑒𝑡𝑒𝑟𝑠
Operation: Addition
. $
Number sentence: + = 𝑛 !' "
. $ . #. !'
Solve: !' + " = !' + !' = !' 𝑜𝑟 1
Check and Look Back: Marly has 1-meter lace.
3. Asked: How many kilograms of rambutan left to Carlo?
" #
Given: #! 𝑘𝑖𝑙𝑜𝑔𝑟𝑎𝑚𝑠, " 𝐽𝑖𝑎 𝑎𝑡𝑒
Operation: Subtraction
" #
Number sentence: #! − " = 𝑛
" # " $ #
Solve: #!
− = " #!
− #!
= #!
#
Check and Look Back: ! kilogram of rambutan was left to Carlo
What’s I can Do
1.Asked: How many kilograms of meat does mother plan to buy?
# !
Given: ! 𝑘𝑖𝑙𝑜𝑔𝑟𝑎𝑚 𝑜𝑓 𝑐ℎ𝑖𝑐𝑘𝑒𝑛, . 𝑘𝑖𝑙𝑜𝑔𝑟𝑎𝑚 𝑜𝑓 𝑏𝑒𝑒𝑓
Operation: Addition
# !
Number sentence: + = 𝑛 ! .
# ! . " -
Solve: ! + . = #' + #' = #'
-
Check and Look Back: Mother plans to buy #' 𝑘𝑖𝑙𝑜𝑔𝑟𝑎𝑚𝑠 of meat
What I have learned
1.True
2. False
3. True
4. True
5. False
Reference:

Tabilan, A., I. J. Arce., R. Pascua., Calayag, N., L. Dacuba.,

D. Borias., Buemia, R., M. Colao., l. Morandante.,Danao, A., l.
Gonzaga.,I. Briones and J. A Daganta (2015) Mathematics –
Grade 4 Teachers Guide., Department of Education

Tabilan, A., I. J. Arce., R. Pascua., Calayag, N., L. Dacuba.,

D. Borias., Buemia, R., M. Colao., l. Morandante.,Danao, A., l.
Gonzaga.,I. Briones and J. A Daganta (2015) Mathematics –
Grade 4 Learners Materials., Department of Education

For inquiries and feedback, please write or call:

Department of Education – Division of Valencia City

Lapu - Lapu Street, Poblacion, Valencia City 8709

Telefax: (088) 828 - 4615

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