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Business Math Quarter 1 Module 3 1

BS Accountancy (National University (Philippines))

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Business Math
Quarter 1 – Module 3:
Solving Problems with
Fractions, Decimals,
and Percentage

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Business Math – Grade 11

Alternative Delivery Mode
Quarter 1 – Module 3: Solving Problems with Fractions, Decimals, and Percentage
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer : Jeremy M. Flores

Editor : Renato R. Salandanan, EdD
Reviewer : Hanny B. Castro
Illustrator : Jeremy M. Flores
Layout Artist : Jeremy M. Flores
Cover Design : LRMDS - Bataan

Management Team:
Schools Division Superintendent : Romeo M. Alip, PhD, CESO V
OIC-Asst. Schools Division Superintendent: William Roderick R. Fallorin
Chief Education Supervisor, CID : Milagros M. Peñaflor, PhD
Education Program Supervisor, LRMDS : Edgar E. Garcia, MITE
Education Program Supervisor, AP/ADM : Romeo M. Layug
Education Program Supervisor, Math : Danilo C. Caysido
District Supervisor, Abucay : Ruel D. Lingad, EdD
Division Lead Book Designer : Rogelio M. Olegario
District LRMDS Coordinator, Abucay : Charito D. Corpus
School LRMDS Coordinator : Jerome C. Matic
School Principal : Soledad V. Llarina
District Lead Layout Artist, Math : Jaycee G. Salandanan
District Lead Illustrator, Math : Joanna Marie S. Pineda
District Lead Evaluator, Math : Mary Leyza B. Deldoc-Pinzon

Printed in the Philippines by Department of Education – Schools Division of Bataan

Office Address: Provincial Capitol Compound, Balanga City, Bataan
Telefax: (047) 237-2102
E-mail Address: [email protected]

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Business Math
Quarter 1 – Module 3:
Solving Problems with
Fractions, Decimals,
and Percentage

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Introductory Message
For the facilitator:

Welcome to the Business Math – Grade 11 Alternative Delivery Mode (ADM)

Module on Solving Problems with Fractions, Decimals, and Percentage!

This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, the teacher or

facilitator in helping the learners meet the standards set by the K to 12 Curriculum

while overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and

independent learning activities at their own pace and time. Furthermore, this also

aims to help learners acquire the needed 21st century skills while taking into

consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the

body of the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this

module. You also need to keep track of the learners' progress while allowing them to

manage their own learning. Furthermore, you are expected to encourage and assist

the learners as they do the tasks included in the module.

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For the learner:

Welcome to the Business Math – Grade 11 Alternative Delivery Mode (ADM)

Module on Solving Problems with Fractions, Decimals, and Percentage!

Business Math is a mathematical tool intended to deliver an utmost

understanding about money and information needed to make good financial
decisions. It does not only concentrate on the essentials of business finances, such
as owning or operating a business, but it also provides an avenue where people in
every walks of life learn the significance of managing their personal finances. Getting
familiar with the concepts of Business Math leads to making a better decision with
your money!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning resource while being an active
learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled into process
what you learned from the lesson.

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What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

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What I Need to Know

This module is made to help you enhance your critical and logical thinking in
solving problems involving fractions, decimals, and percentage. This will also help
you establish a more comprehensive skills in converting numerical figures from one
form to another.

Our goal in this module is to help you validate your skills in solving problems
involving fractions, decimals, and percentage. Together, we review, demonstrate, and
illustrate the skills you have developed and enhance from the previous modules.

At the end of this module, you are expected to solve problems involving:
(ABM_BM11FO-Id-5)

A. Fractions;
B. Decimal; and
C. Percentage.

What I Know

DIRECTIONS: On a separate sheet of paper, write only the letter corresponding to

your final answer. Please do not write anything on the module.

25
1. What is of 350?
72
A. 121.52 B. 121.53 C. 121.54 D. 121.55

4
2. What is of 215?
9
A. 92 B. 94 C. 96 D. 98

1
3. What is of 129?
3
A. 43 B. 44 C. 45 D. 46

5
4. What is of 12%?
12
A. 0.03 B. 0.04 C. 0.05 D. 0.06

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3
5. What is of 1%?
4
A. 0.0025 B. 0.0050 C. 0.0075 D. 1.0075

6. A class is composed of 32 boys and 12 girls. What is the percentage of girls from
the total class size?
A. 72.72% B. 37.5% C. 27.27% D. 26.67%

7. Carlo bought 5 apples and 7 oranges for his Lola Anita. What is the percentage
of apples from oranges?
A. 00.14% B. 41.67% C. 58.33% D. 71.43%

8. Nico is constructing a stick house for his project. He needs to cut the length of
each stick from 11.69 centimeters to 5.83 centimeters. How long does Nico need
to cut from the sticks in percentage?
A. 25.62% B. 49.87% C. 50.12% D. 99.48%

9. Angela has finished reading 38 pages of her favorite book which has a total of
124 pages. Express the number of pages Angel has read in fraction form.
12 19 16 29
A. B. C. D.
69 62 92 61

10. Jenny spends 3.75 hours a day watching her favorite Korean Telenovela. How
much time does she spend each day watching in fraction form?
3 5 5 15
A. B. C. D.
75 32 16 32

11. Teddy got 87% in his Quarterly Assessment for Physical Education and Health.
If there are 65 questions in the assessment, how many correct answers did
Teddy get?
A. 56 B. 57 C. 58 D. 59

12. Eloisa will celebrate her birthday next week. She asked her classmates which
do they prefer to eat, spaghetti or carbonara. 72% of her classmates preferred
spaghetti. If she has 50 classmates, how many of them preferred to eat spaghetti
on her birthday?
A. 32 B. 34 C. 36 D. 38

13. What is 12.5% of 125?

125 12.5 8 8
A. B. C. D.
8 125 125 12.5

14. What is 2.04% of 1,250?

A. 25.5 B. 26.5 C. 27.5 D. 28.5

15. What is 16.95% of 543?

A. 92.036 B. 92.037 C. 92.038 D. 92.039

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You did great on our pre-assessment!

This is just the beginning. We are going to further

enhance your skills in analyzing and solving problems
involving fractions, decimals, and percentage.

Are you ready? Let’s get the ball rolling!

Lesson Solving Problems with

Fractions, Decimals, and
1 Percentage
Previously, we learned about the applications of fractions, decimals, and
percentage in real-life situations. Most of us are unaware that we are actually
applying them in our day-to-day lives. For instance, how much are we going to spend
in transportation or food if we only have P1,000.00 per week?

In this lesson, we will further enhance our understanding on fractions,

decimals, and percentage by solving problems involving them. The exercises and
word problems in the next pages will surely be of great help in achieving our objective
for this module.

First, let’s have a drill.

What’s In

Your class plans to go on a Summer Outing. One of the tasks of your Class
Secretary is to identify the snack that your class wants to have on your outing. She
asked you one by one and each of you must have only one choice. At the end of the
day, the result was:

Spaghetti 15
Carbonara 10
Hotdog Waffle 7
Chicken Sandwich 12

How are you going to compute for the percentage

of those who like each item on the snack list? Can you
express the numbers of fraction form? Why is it
important to determine the snack that your class
wants?

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What’s New

DIRECTIONS: On a separate sheet of paper, copy and answer the questions that
follow the procedures below. You need to perform each task or step
to get the right answer. Please do not write anything on the module.

1. Identify your daily activities during your Summer Vacation. List them down on
the sheet of paper where you will copy and answer the questions below.

2. Opposite each activity, write the number of hours you spend for each activity.

For example:

ACTIVITY NUMBER OF HOURS

Sleeping 6
Eating 2
Personal Care 1.5
Baby Sitting 4
Cooking 2
Cleaning the House 3
Watching TV 5.5
TOTAL 24

Note: The total number of hours must always be 24 because there are 24
hours in a day.

Questions:

1. Among your daily activities, which consumed most of your time?

2. How will you express the number of hours in each activity in terms of fraction
and percent forms?
3. Why do you think is it important for you to determine the number of hours per
day you spent in each activity?

You’re doing great in our exercises!

On the next pages, we have more discussions and
activities on solving problems involving fractions,
decimals, and percentage.

Keep your focus!

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What is It

On the previous modules, you learned about the conversion of fractions,

decimals, and percentage in different format. Also, you learned their applications in
real-life situations. With the help of this module, you can further enhance your
problem-solving skills in fractions, decimals, and percentage.

Let’s discuss and solve some word problem.

SOLVING PROBLEMS WITH FRACTIONS

EXAMPLE 1

5
What is of 276?
12

How do you understand the question above? What further explanation can
you do about it?

5
In the question above, 276 is the whole value, while is the fraction value. It
12
is like saying, there are 276 Senior High School Students inside the gymnasium and
5
of them are Grade 11 Students.
12

When dealing with this kind of problem, you need to convert first the fraction
value to decimal form and multiply the resulting quotient with the whole value.

Step 1: Convert the fraction value to decimal form.

5 ÷12 = 0.4167

Step 2: Multiply the whole value with the decimal form obtained above.

276 x 0.4167 = 115

𝟓
Therefore, 115 is of 276.
𝟏𝟐

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EXAMPLE 2

3
What is of 480?
20

3
In the question above, 480 is the whole value, while is the fraction value. It
20
3
is like saying, there are 480 apples in the storage room and of them are green
20
apples.

When you want to know the number of green apples in the storage room, you
need to convert first the fraction value to decimal form and multiply the resulting
quotient with the whole value.

Step 1: Convert the fraction value to decimal form.

3 ÷20 = 0.15

Step 2: Multiply the whole value with the decimal form obtained above.

480 x 0.15 = 72

𝟑
Therefore, 72 is of 480.
𝟐𝟎

EXAMPLE 3

The total travel time from Balanga City to Baguio City is 240 minutes. If Paulo
3
is already travelling of the total travel time, how many minutes did he already
8
travelled?

From the statement above, you are required to compute for the number of
3
minutes Paulo has already travelled after he consumed of the total travel time.
8

Step1: Convert the fraction value of the time Paulo has already travelled to
decimal form.

3 ÷ 8 = 0.375

Step 2: Multiply the total travel time with the decimal form obtained above.

240 x 0.375 = 90

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Therefore, Paulo already travelled for 90 minutes.

EXAMPLE 4

5
Marise is budgeting her allowance for the week, which is P1,500.00. If she
14
of her allowance is allotted for transportation, how much is her budget for her
transportation expenses?

Can you help Marise compute for her budget for transportation? How are you
going to do that?

Step 1: Express the fraction value of Marise’s budget allotted for her
transportation expenses in decimal form.

5 ÷ 14 = 0.3571

Step 2: Multiply the amount of weekly allowance with the decimal value
obtained above.

1,500 x 0.3571 = 535.65

Therefore, Marise’s weekly budget for her transportation expenses

in P535.65.

SOLVING PROBLEMS WITH DECIMALS

Solving problems with decimals is as simple as solving problems with

fractions. The only difference is that, you do not need to convert or express the
fraction value in decimal form because it is already in decimal form.

EXAMPLE 1

What is 0.75 of 985?

In the question above, 985 is the whole value, while 0.75 is the decimal value.
It is like saying, there are 985 flowers in the garden and 0.75 of them are red.

Since you already have the decimal value, proceed in multiplying the whole
value with the given decimal value to know the number of red flowers in the garden.

Step 1: Multiply the whole value with the given decimal value.

985 x 0.75 = 738.75

Therefore, 738.75 is 0.75 of 985.

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EXAMPLE 2

What is 3.14 of 5?

In the question above, 5 is the whole value, while 3.14 is the decimal value.

To know the required value, simply multiply the whole value with the given
decimal value.

Step 1: Multiply the whole value with the given decimal value.

5 x 3.14 = 15.7

Therefore, 15.7 is 3.14 of 5.

EXAMPLE 3

The distance between Balanga City and Tagaytay City is 187.7 kilometers.
Aldrin has already travelled 0.625 of the distance. How far has Aldrin gone from
Balanga City?

From the statement above, you are required to compute for the distance Aldrin
has already travelled from Balanga City going to Tagaytay City.

Step 1: Multiply the distance between the two cities with the distance Aldrin
has gone from Balanga City.

187.7 x 0.625 = 117.31

Therefore, Aldrin has travelled 117.31 kilometers from Balanga

City.

EXAMPLE 4

Trisha wants to make her younger sister a new dress. She needs 0.38 of the
cloth their mother bought. If their mother bought 4.5 yards of cloth, how much cloth
does Trisha needs for the new dress?

You are required to determine how much of the cloth their mother bought does
Trisha need to make a new dress for her younger sister.

Step 1: Multiply the decimal value of the cloth Trisha needs for the new dress
by the total length of cloth their mother bought.

4.5 x 0.38 = 1.71

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Therefore, Trisha needs 1.71 yards of cloth for her sister’s new
dress.

SOLVING PROBLEMS WITH PERCENTAGE

Just like in solving problems with fractions, you need to convert or express
first the percentage in decimal form, before getting the required value.

EXAMPLE 1

What is 50% of 350?

In the question above, you are asked to compute for the value which is
equivalent to 50% of 350. As mentioned earlier, to determine the required value, you
need to convert or express the percentage in decimal form first before computing for
the required value.

Step 1: Express the percent value in decimal form.

50 ÷ 100 = 0.5

Step 2: Multiply the given value with the product obtained above.

350 x 0.5 = 175

Therefore, 175 is the 50% of 350.

EXAMPLE 2

What is 32.86% of P25,843.75?

The statement above indicates that you are required to compute for the value
which is equivalent to 32.86% of the total amount, P25,843.75.

Step 1: Express the percent value in decimal form.

32.86 ÷ 100 = 0.3286

Step 2: Multiply the given value with the product obtained above.

25,843.75 x 0.3286 = 8,492.26

Therefore, P8,492.26 is the 32.86% of P25,843.75.

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EXAMPLE 3

A merchandise shop offers 25% discount to its customers as they celebrate its
anniversary. If Justin’s total bill in purchasing merchandise is P2,754.95, how much
is his discount?

It is very often that we see businesses offering discounts to their customers.

It can be discounts because of an occasion or because the customer is a frequent
buyer or guest of a business. In the statement above, you are asked to compute for
the amount of discount Justin gets from purchasing merchanded worth P2,754.95.

Step 1: Express the percent value of discount in decimal form.

25 ÷ 100 = 0.25

Step 2: Multiply the amount of merchandise purchased with the product

obtained above.

2,754.95 x 0.25 = 688.74

Therefore, Justin gets P688.74 discount.

EXAMPLE 4

A result of survey shows 11% of the total population belongs to the 60 and
Above age group. If the total population is 321,654, how many individuals belongs
to the 60 and Above age group?

The statement above asked you to compute for the total number of individuals
who belong to the 60 and Above age group based on the percentage from the result
of the survey.

Step 1: Express the percent value of the population belonging to the 60 and
Above age group in decimal form.

11 ÷ 100 = 0.11

Step 2: Multiply the total population with the product obtained above.

321,654 x 0.11 = 35,381.94

Therefore, there are 35,382 individuals belong to the 60 and Above

age group.

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That’s it! We’re done with the discussion and I guess

you’re now ready to take some activities.

Below is an activity which I know you can surely answer

with flying color. What are you waiting for? Do good in your
activity.

What’s More

DIRECTIONS: On a separate sheet of paper, compute what is/are asked below. Show
your complete solutions and box in your final answers. Please do not
write anything on the module.

DAILY ACTIVITIES NUMBER OF HOURS

1
Sleeping
3
5
Eating
96
3
Cleaning the House
32
Studying Online 25%
Watching TV 18.75%
Playing Mobile Games 8.33%
TOTAL 24

Compute for the number of hours for each daily activity.

What I Have Learned

The activity on the previous page surely helped you

remember the things we have discussed.

Let me further check if you can recall the process we

discussed in this module.

Here we go!

DIRECTIONS: On a separate sheet of paper, copy and answer

the following questions. Please do not write anything on the module.

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1. How will you solve problems involving fractions?

2. How will you solve problems involving decimals?

3. How will you solve problems involving percentage?

What I Can Do

DIRECTIONS: On a separate sheet of paper, copy and answer the questions below.
Show your complete solutions and box in your final answers. Please
do not write anything on the module.

Eloisa, a Canteen Manager of a manufacturing company in Bataan, conducted

a survey about preferred canteen snacks among the company’s employees.

Note: The total number of employees participated in the survey is 500.

Questions:

1. From the survey result, which is the most preferred canteen snack?

2. From the survey result, which is the least preferred canteen snack?

3. Compute for the percentage of each canteen snack item preferred by employees
from the total number of employees who participated in the survey.

4. Express your answers in item number 4 in fraction form.

5. Why do you think it is important to know the preferred snack of employees?

10

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That’s cool! You’re having fun with our

activities!

I think it’s time to evaluate what you have learned

from our discussion and activities.

Have your pen and papers ready. Goodluck!

Assessment

DIRECTIONS: On a separate sheet of paper, write only the letter corresponding to

your final answer. Please do not write anything on the module.

2
1. What is of 56?
7
A. 14 B. 15 C. 16 D. 17

3
2. What is of 200?
4
A. 150 B. 160 C. 170 D. 180

4
3. What is of 100%?
8
A. 0.3 B. 0.4 C. 0.5 D. 0.6

6
4. What is of 795%?
28
A. 1.7035 B. 1.7036 C. 1.7037 D. 1.7038

5. What is 13% of 2,021?

A. 2.6273 B. 26.273 C. 262.73 D. 2627.3

6. What is 1.05% of 1,303?

A. 13.66 B. 13.67 C. 13.68 D. 13.69

7. There are 266 males and 323 females in a barangay. What is the percentage of
males from females in the said barangay?
A. 82.35% B. 54.84% C. 45.16% D. 12.14%

8. Gina spent P5,700.00 of her savings to buy a new oven. If she has P8,500.00
savings, what percentage of her savings did she spend in buying new oven?
A. 57% B. 67% C. 75% D. 85%

9. Joshua needs popsicle sticks for his miniature project. He needs to reduce the
length of each stick from 12 inches to 7.5 inches. What percent of the length of
the sticks does Joshua need to remove?
A. 26.5% B. 37.5% C. 62.5% D. 73.5%

11

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10. April and May decided to make ice candies. The total amount of ingredients is
132.00. If May shared 45% of the total amount, which amount is equivalent to
her share?
A. P49.40 B. P59.40 C. P69.40 D. P79.40
11. Jeffrey got 89% in his driving license examination. If there are 100 questions in
the examination, how many correct answers did Jeffrey get?
A. 86 B. 87 C. 88 D. 89

12. Andrea wants to bake cupcakes for her nieces and nephews this coming
Saturday. She asked them which do they prefer, chocolate cupcakes or banana
cupcakes. 71% of them preferred chocolate cupcakes. If she has 14 nieces and
nephews, how many of them preferred chocolate cupcakes?
A. 10 B. 11 C. 12 D. 13

13. The distance between Balanga City and Olongapo City is 47.7 kilometers. After
20 minutes of travelling, Mark already reached 23.8 kilometers from Balanga
City. How far did Mark travel from Balanga City in fraction form?
23.8 47.7 238 477
A. B. C. D.
47.7 23.8 477 238

14. Bernie loves reading books. He has finished reading 88 pages of his new book
which has a total of 128 pages. Express the number of pages Bernie has read
in fraction form.
10 11 12 13
A. B. C. D.
15 16 17 18

15. Abby loves travelling. She saves P5,000.00 from her P32,000.00 monthly
earnings for her travels. How much time does she saves each month in fraction
form?
3 5 7 9
A. B. C. D.
32 32 32 32

Additional Activities

DIRECTIONS: On a separate sheet of paper, copy and answer the questions that
follow the procedures below. You need to perform each task or step
to get the right answer. Please do not write anything on the module.

Assume that you will celebrate your birthday next month and your budget for
your birthday celebration is P20,000.00.

1. List two (2) personal items you want to buy on your birthday as gift for yourself.
For example: a pair of shoes and a new bag.

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2. List down the food (menu) you want to serve to your guests on your birthday. For
example: spaghetti, pansit guisado, puto, ice cream, orange juice, cupcakes, and
coffee jelly.

3. On a table form, create a budget allotment for your birthday. Express your budget
in both percent and fraction forms.

For example:

ITEM / FOOD AMOUNT PERCENTAGE FRACTION

𝟕
Pair of Shoes 5,600.00 28%
𝟐𝟓
𝟑
New Bag 1,200.00 6%
𝟓𝟎
𝟏
Spaghetti 2,000.00 10%
𝟏𝟎
𝟑
Pansit Guisado 1,500.00 7.5%
𝟒𝟎
𝟑
Puto 750.00 3.75%
𝟖𝟎
𝟐𝟗
Ice Cream 1,450.00 7.25%
𝟒𝟎𝟎
𝟏
Orange Juice 500.00 2.5%
𝟒𝟎
𝟕
Cupcakes 3,500.00 17.5%
𝟒𝟎
𝟕
Coffee Jelly 3,500.00 17.5%
𝟒𝟎
𝟐𝟎,𝟎𝟎𝟎
TOTAL 20,000.00 100% or 1
𝟐𝟎,𝟎𝟎𝟎

4. Why is it important for us to make a budget?

Congratulations! We have successfully accomplished

our mission for this module!

I will see you on our next mission!!

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Answer Key

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References
Lopez, B., Martin-Lundag, L. and Dagal, K., 2016. Business Math (Teacher's
Manual). Quezon City: Vibal Group, Inc.

Lopez, B., Martin-Lundag, L. and Dagal, K., 2016. Business Math (Textbook).
Quezon City: Vibal Group, Inc.

"Convert Percents To Fractions". Mathsisfun.Com, 2020.

http://www.mathsisfun.com/converting-percents-fractions.html.

"Decimal To Fraction: 3 Easy Steps — Mashup Math". Mashup Math, 2020.

http://www.mashupmath.com/blog/decimal-to-fraction.

"Introduction To Decimals". Mathgoodies.Com, 2020.

http://www.mathgoodies.com/lessons/decimals/introduction.

"Introduction To Percentages". Mathsisfun.Com, 2020.

http://www.mathsisfun.com/percentage.html.

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For inquiries or feedback, please write or call:

Department of Education – Region III,

Schools Division of Bataan - Curriculum Implementation Division
Learning Resources Management and Development Section (LRMDS)

Provincial Capitol Compound, Balanga City, Bataan

Telefax: (047) 237-2102

Email Address: [email protected]

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