Math LG Gr4 Grayscale

Lesson Guides in Elementary Mathematics
Grade IV
Copyright © 2003
All rights reserved. No part of these lesson guides shall be reproduced in any form
without a written permission from the Bureau of Elementary Education, Department of
Education.
The Mathematics Writing Committee
GRADE 4
Region 3 Ateneo de Manila University
Evelyn H. Magpayo – Pampanga Eva Marie Guevarra

Myrna Vicente – Nueva Ecija
Ester Ramones – Tarlac Support Staff
Virgie Costales - Zambales
Ferdinand S. Bergado
Region 4 Ma. Cristina C. Capellan
Emilene Judith S. Sison
Flordeliza D. Yamo – Laguna
Julius Peter M. Samulde
Araceli C. Montoya – San Pablo City
Roy L. Concepcion
Estelita Q. del Rosario – Cavite City Myrna D. Latoza
Eric S. de Guia – Illustrator
National Capital Region (NCR)
Remylinda T. Soriano – Manila Consultants

Maria Brucal – Makati
Lina Seña – Taguig/Pateros Fr. Bienvenido F. Nebres, SJ – President,
Analee Pacaña – Pasig/San Juan Ateneo de Manila University
Ms. Carmela C. Oracion – Principal,
Bureau of Elementary Education (BEE) Ateneo de Manila University
High School
Leony M. Achacoso
Zosima C. Ventura
Project Staff
Teresita G. Inciong – Director IV

Merlita A. Nolido – Chief, Curriculum Development Division
Mirla R. Olores – Asst. Chief, Curriculum Development Division
Virginia T. Fernandez – Project Coordinator
EXECUTIVE COMMITTEE
Edilberto C. de Jesus – Secretary, Department of Education

Juan Miguel M. Luz – Undersecretary for Finance and Administration
Fe A. Hidalgo – Undersecretary for Programs and Projects
Printed in the Philippines

ISBN – 971-92775-3x
2
TABLE OF CONTENTS
Introduction............................................................................................................................. vii
Matrix .................................................................................................................................. viii
I. WHOLE NUMBERS
A. Comprehension of Whole Numbers
Numbers from 100 001 through Millions/Billions.......................................................... 1

Place Value ............................................................................................................... 4
Reading and Writing Numbers through Millions/Billions in Words ............................... 7
Rounding Off Numbers to the Nearest Tens .............................................................. 9
Rounding Off Numbers through Hundred Thousands ................................................. 13
Rounding Off Numbers to the Nearest Millions and Billions ........................................ 15
B. Comprehension of Addition
Adding Numbers through Billions without Regrouping ................................................ 18

Adding Numbers through Billions with Regrouping ..................................................... 20
Commutative Property of Addition .............................................................................. 24
Associative Property of Addition ................................................................................ 27
Identity Property of Addition ....................................................................................... 29
Estimating the Sum .................................................................................................... 32
Adding Mentally 2- to 3-Digit Numbers with Sums up to 300 ...................................... 34
Analyzing Problems ................................................................................................... 36
Solving Problems involving Addition ........................................................................... 39
Solving Mentally 1-Step Word Problems .................................................................... 43
C. Comprehension of Subtraction
Subtracting without Regrouping ................................................................................. 45

Subtracting with Regrouping ...................................................................................... 48
Subtracting Large Numbers with Zero Difficulty .......................................................... 52
Estimating the Difference of Two Numbers ................................................................. 54
Subtracting Mentally Numbers without Regrouping .................................................... 57
Analyzing Problems involving Subtraction .................................................................. 59
Solving Mentally 1-Step Word Problems involving Subtraction
without Regrouping ........................................................................................ 62
Solving Problems involving Subtraction ...................................................................... 64
Analyzing 2-Step Problems involving Addition and Subtraction including Money ......... 67
Solving 2-Step Problems involving Addition and Subtraction including Money............. 69
D. Comprehension of Multiplication
Multiplying 5- or More Digit Factors by 3- Digit Factors

with and without Regrouping .......................................................................... 72
Multiplying 5- or More Digit Factors by 4- to 5-Digit Factors
with and without Regrouping .......................................................................... 74
Multiplying Numbers having Zeros in both factors without Regrouping ........................ 77
Multiplying Numbers having Zeros with Regrouping.................................................... 80
Multiplying by Multiples of 10, 100 and 1000 .............................................................. 82
Properties of Multiplication ......................................................................................... 85
Distributive Property of Multiplication over Addition .................................................... 88
Estimating Products ................................................................................................... 92
Multiplying Mentally without Regrouping ..................................................................... 94
iii
Numbers in Exponential Form ................................................................................... 97
Numbers from Standard Form to Scientific Notation ................................................... 100
Numbers in Scientific Notation to Standard Form ....................................................... 103
Analyzing Problems.................................................................................................... 106
Solving Problems ....................................................................................................... 109
Two-Step Word Problems .......................................................................................... 111
E. Comprehension of Division
Dividing Numbers by 3- Digit Numbers

without Remainder ........................................................................................ 114
Dividing Numbers by 4- or More Digit Numbers
without or with Remainder ............................................................................. 117
Dividing Whole Numbers by 10, 100 and 1000 ........................................................... 120
Dividing Numbers with Zeros in the Dividend ............................................................. 123
Estimating the Quotients ............................................................................................ 126
Dividing Mentally without Remainder .......................................................................... 129
Analyzing Word Problems involving Division............................................................... 131
Solving 1-Step Problems involving Division................................................................. 136
Analyzing 2- to 3-Step Word Problems ....................................................................... 139
Solving 2- to 3-Step Word Problems involving Division ............................................... 141
II. RATIONAL NUMBERS
A. Comprehension of Decimals and Money
Reading and Writing Decimal Numbers ...................................................................... 144

Renaming Fractions to Decimals ................................................................................ 147
Place Value of Decimal Numbers ............................................................................... 152
Expressing/Writing Money as Pesos and Centavos ................................................... 154
Rounding Decimals .................................................................................................... 157
B. Comprehension of Addition and Subtraction of Decimals
Adding Decimal Numbers ........................................................................................... 160

Subtracting Decimal Numbers .................................................................................... 163
Adding Mixed Decimals .............................................................................................. 167
Subtracting Mixed Decimals ....................................................................................... 170
Analyzing 1-Step Word Problems involving either Addition or
Subtraction of Decimals ................................................................................. 173
Solving Word Problems ............................................................................................. 176
Analyzing 1- to 2-Step Word Problems involving Addition and
Subtraction of Decimals including Money ....................................................... 179
Solving 1- to 2-Step Word Problems .......................................................................... 182
C. Comprehension of Fractions
Identifying Proper Fractions/Improper Fractions/Mixed Form ...................................... 186

Fractions involving Regions, Sets and Number Line .................................................. 190
Similar and Dissimilar Fractions in a given Set of Fractions......................................... 194
Renaming Decimals and Whole Numbers to Fractions................................................ 198
Ordering Similar Fractions .......................................................................................... 203
Changing Improper Fractions to Mixed Forms and Vice Versa ................................... 207
Changing One (1) to Fraction Form and Vice Versa ................................................... 211
iv
D. Comprehension of Addition and Subtraction of Fraction
Adding Similar Fractions ............................................................................................ 215

Adding a Fraction and a Whole Number .................................................................... 220
Adding Similar Fractions Mentally .............................................................................. 224
Subtracting Similar Fractions ..................................................................................... 227
Subtracting Fractions from Whole Numbers ............................................................... 232
Subtracting Mentally Similar Fractions ....................................................................... 235
Solving Word Problems involving Addition of Similar Fractions
without Regrouping ....................................................................................... 239
Solving Word Problems involving Subtraction of Similar Fractions
without Regrouping ....................................................................................... 243
E. Comprehension of Multiplication of Fraction
Visualizing Multiplication of Fractions ......................................................................... 246

Fractional Part of a Number ....................................................................................... 250
Translating Expressions ............................................................................................ 254
Analyzing Word Problems .......................................................................................... 260
Solving Word Problems .............................................................................................. 265
III. GEOMETRY
A. Comprehension of Plane Figures and Angles
Kinds of Plane Figures .............................................................................................. 268

Triangles ................................................................................................................... 274
Parts of a Quadrilateral .............................................................................................. 277
Parts of a Circle ......................................................................................................... 282
Describing and Constructing Plane Figures ............................................................... 286
Parts of an Angle ....................................................................................................... 289
Different Kinds of Angles ............................................................................................ 292
Classifying Angles ...................................................................................................... 295
Congruent Angles ...................................................................................................... 298
Perimeter of a Triangle .............................................................................................. 300
Perimeter of a Polygon .............................................................................................. 303
Solving Problems on Perimeter................................................................................... 307
IV. MEASUREMENT
A. Comprehension of Area
Unit of Measures used in Measuring the Area

of a Triangle/Parallelogram ........................................................................... 309
Formula for Finding the Area of Parallelograms ......................................................... 312
Area of a Parallelogram ............................................................................................. 314
Formula for Finding the Area of a Triangle ................................................................. 318
Area of a Triangle ...................................................................................................... 321
B. Comprehension of Volume
Measuring Volume using Non-Standard Units of Measure ......................................... 324
v
V. GRAPH
A. Comprehension of Graphs
Bar Graph ................................................................................................................. 328

Constructing Bar Graph ............................................................................................. 332
vi
I N T R O D U C T I O N
The Lesson Guides in Elementary Mathematics were
developed by the Department of Education through the Bureau of
Elementary Education in coordination with the Ateneo de Manila
University. These resource materials have been purposely
prepared to help improve the mathematics instruction in the
elementary grades. These provide integration of values and life
skills using different teaching strategies for an interactive
teaching/learning process. Multiple intelligences techniques like
games, puzzles, songs, etc. are also integrated in each lesson;
hence, learning Mathematics becomes fun and enjoyable.
The skills are consistent with the Basic Education
Curriculum (BEC)/Philippine Elementary Learning Competencies
(PELC). These should be used by the teachers as a guide in their
day-to-day teaching plans.
vii
MATRIX IN ELEMENTARY MATHEMATICS
Grade IV
Multiple Intelligence
Competencies Values Integrated Strategies used
Techniques
I. WHOLE NUMBERS
A. Comprehension of Whole
Numbers
1. Read and write numbers through

millions in symbols and in words
1.1 Identify numbers from Carefulness Group and check Number writing,
100 001 through Concept development Manipulative,
millions/billions Hands-on activities
1.2 Give the place value of each Active participation Concept development Hands-on activities,
digit in a 6- or more digit Cooperation Looking for pattern Manipulative,
numbers Educated guess Writing, Charting
1.3 Read and write numbers Honesty Concept development Reading, Writing,
through millions/billions in Educated guess Speaking, Charting,
symbols Cooperative learning Hands-on activities,
Cooperative learning,
Manipulative
1.4 Read and write numbers Cooperation Concept development Reading, Writing,
through millions/billions in Hands-on activities,
words Manipulative
2. Round off numbers to the nearest

2.1 tens Cooperation Concept development Completing tables,
Educated guess Drawing, Writing
Looking for pattern
2.2 hundreds Cooperation Concept development Speaking,

2.3 thousands Friendliness Educated guess Completing tables,
2.4 ten thousands Reading, Charting
2.5 hundred thousands
2.6 millions Thriftiness Concept development Self-awareness,

2.7 billions Guess and check Hands-on activities,
Cooperative learning,
Graph, Reading
1. Add 6- or more digit numbers

with 4- or more addends with
sums through billions
1.1 without regrouping Accuracy Educated guess Logic, Writing,
Diligence Concept development Charting,
Write equation Cooperative learning,
Hands-on activities
1.2 with regrouping in: Helpfulness Concept development Logic, Diagram,

- any two or more places Write equation Hands-on activities,
- all places Guess and check Manipulative
Working backward
Cooperative learning
viii
Techniques
2. Show the properties of addition
2.1 Commutative Property Thoughtfulness Concept development Drawing, Illustration,
Use equation Hands-on activities,
Use logical reasoning Cooperative groups
2.2 Associative Property Cooperation Concept development Scientific method,

Active participation Looking for patterns Reading, Speaking,
Write equation Music appreciation,
Working back Drawing,
2.3 Identity Property Sportsmanship Educated guess Cooperative learning,

Looking for patterns Hands-on activities,
Independent study
3. Estimate the sum of 6- or more Hardwork Determine reasonable Cooperative groups,
digit addends Perseverance answers Independent study,
Concept development Reading
Estimate the answers
4. Add mentally 2- to 3- digit Appreciation of nature Guess and check Logic, Diagram,
numbers with sums up Concept development Reading, Speaking,
to 300 without regrouping Independent study
5. Application of Addition
5.1 Solve word problems

involving addition of whole
numbers including money
with sums through millions
and billions without and with
regrouping
5.1.1 Analyze the word Generosity Mental math Reading, Writing,
problem Concept development Manipulative,
5.1.1.1 Tell: Acting out the problem Cooperative groups,
- what is asked Develop formula and Hands-on activities
- what is/are given write equation
- the word clue/s Working back
- the operation
to be used
5.1.2 Transform the word Proper behavior Concept development Cooperative learning,
problem into a during programs Simplifying problems Hands-on activities,
number sentence Guess and check Speaking
5.1.3 Use the correct Working back
operation Cooperative learning
5.1.4 State the complete
answer
5.2 Solve mentally 1-step word Love for nature Concept development Cooperative groups,
problems involving addition Drawing pictures Number, Logic,
with sums up to 300 Listing Speaking, Charting,
without regrouping Simulation
C. Comprehension of Subtraction
1. Subtract 5- or more digit numbers

from 6- or more digit numbers
without and with regrouping in any
or all places and involving three or
more zeros in the minuend.
ix
Techniques
1.1 Subtract 5- or more digit Helpfulness Mental math Numbers, Logic,

numbers from 6- or more Concept development Hands-on activities,
digit numbers without Use of data resources Writing
regrouping from a story
1.2 Subtract 5- or more digit Cooperation Concept development Reading, Diagram
numbers from 6- or more Looking for pattern
digit numbers with Write equation
regrouping Working back
1.2.1 having zeros in the Thoughtfulness Cooperative learning Drawing, Speaking,
minuends and/or Concept development Logic, Reading,
subtrahend Writing equation Speaking
Guess and check
Working back
1.2.2 with three continuous Cooperation Cooperative learning Reading, Diagram
or non-continuous Concept development Drawing, Speaking
zeros in both Looking for pattern
minuends and Write equation
subtrahend and with Working back
regrouping in any or Cooperative Learning
all places
1.3 Estimate the difference of Thoughtfulness Concept development Logic, Speaking,
two numbers with four to six Guess and check Charting,
digits Cooperative learning
2. Subtract mentally numbers with Helpfulness Guess and check Logic, Puzzle,
minuends up to 300 without Simplifying problem Speaking, Game
regrouping Concept development
3. Application of Subtraction
3.1 Solve 1-step word problems Intelligent decision in Concept development Logic, Reading,
involving subtraction of voting Guess and check Hands-on activities,
whole numbers including Simplifying problem Manipulative
money without and with Write Equation
regrouping Cooperative learning
3.1.1 Analyze the word
problem
3.1.1.1 Tell: Helpfulness Concept development Logic, Speaking,
- what is asked Drawing picture Cooperative learning,
- what is/are given Write equation Hands-on activities
- the word clue/s the Simplifying the
operation to be used problem
3.1.2 Transform the word
problem into a number
sentence
3.1.3 Use the correct
operation
answer
3.2 Solve mentally 1- step word
problems involving
subtraction without
regrouping
4. Application of Addition and
Subtraction
4.1 Solve 2-step word problems
involving addition and
subtraction including money
4.1.1 Tell:
- what is asked Hardwork Write equation Cooperative Groups
- what is/are given
x
Techniques
- the word clue/s
- the hidden question
- the operation to be
used
4.1.2 Transform the word Love for books
problem into a number
sentence
operation
answer
D. Comprehension of Multiplication
1. Multiply 5- or more factors by 3-

to 5- digit factors without and
with regrouping and with zero
difficulty
1.1 Multiply 5- or more digit Conservation of trees Concept development Numbers, Logic,
factors by 3- digit factors Mental math Cooperative groups,
without and with regrouping Looking for pattern Hands-on activities,
Manipulative,
Reading, Writing
1.2 Multiply 5- or more digit Nationalism Mental computation Cooperative group,
factors by 4- to 5- digit factors Concept development Independent study
without and with regrouping Use logical reasoning
1.3 Multiply 5-or more digit factors Carefulness Mental math Cooperative groups,
having one to three zeros in Concept development Reading, Writing,
both factors without Looking for pattern Hands-on activities,
regrouping Manipulative
1.4 Multiply 5- or more digit Cooperation Concept development Cooperative learning,
factors having one to three Guess and check Reading,
zeros in both factors with Hands-on activities,
regrouping in all places. Independent study
1.5 Multiply 5- digit or more factors Health consciousness Looking for pattern Graphing, Charting,
by multiples of 10, 100 and Concept development Speaking,
1 000 Write equation Hands-on activities
2. Show the properties of Love for reading Concept development Cooperative groups,
multiplication Discovery approach Hands-on activities,
- Commutative Write equation Reading; Logic,
- Associative Writing
- Zero Property
- Identity Property
- Distributive Property of
Multiplication over Addition
3. Estimate the products of two Love of nature Concept development Charting, Nature
factors with 5- or more digits Working back Manipulative
by 2- to 3- digit numbers Guess and check
4. Multiply mentally 2- digit Health consciousness Concept development Cooperative groups,
numbers with products up to Mental math Independent study,
200 without regrouping Using estimation Reading, Logic,
Guess and check Number, Speaking,
Completing tables Puzzle
5. Write numbers in exponent form Cooperation Concept development Independent activity
Use equation
Looking for pattern
6. Write numbers in standard form Cooperation Use tables
to scientific notation and vice-
versa
xi
Techniques
6.1 Write number in standard Accuracy Concept development Independent activity,
form to scientific notation Guess and check Diagram,
Looking for pattern Hands-on activities
Write equation
6.2 Write number in scientific Cooperation Concept development Independent activity,
notation to standard form Develop formula Diagram,
Write equation Hands-on activities
Cooperative Learning
7. Application of Multiplication
7.1 Solve word problems involving Cooperation Concept development Writing, Reading,
multiplication of whole Develop formula Hands-on activities,
number including money Write equation Manipulative
7.1.1 Analyze the word Hardwork Concept development Game, Number,

problem Resourcefulness Working back Manipulative,
Write equation Hands-on activities,
7.1.1.1 Tell: Cooperative groups
- what is used
- what is/are given
- the word clue/s the
hidden question
the operation to be
used
problem into a
number sentence
operation
answer
8. Application of Multiplication and
any of Addition/Subtraction
8.1 Solve 2- step word problem Cooperation Simplifying the Reading, Speaking,
involving multiplication and problem Hands-on activities
any of addition/subtraction Modeling
E. Comprehension of Division
1. Divide 5- or more digit numbers

by 3- or more digit numbers
without or with remainder and
with zero difficulty.
1.1 Divide 4- to 5- digit numbers Helpfulness Concept development Nature, Manipulative,
by 2- to 3- digit numbers with Guess and check Hand-on activities,
zero in middle or continuous Looking for pattern Number, Logic
zero in the dividend Working back
Simplify the problem
1.2 Divide 5- or more digit Helpfulness Concept development Games, Reading,
numbers by 4- or more digit Working back Speaking, Writing,
numbers without or with Looking for pattern Hands-on activities,
remainder Manipulative
1.3 Divide whole numbers by Willingness Concept development Games, Reading,
10, 100 and 1 000 Mental math Hands-on activities,
Completing the table Writing, Manipulative
xii
Techniques
1.4 Divide 4- to 5- digit numbers Helpfulness Concept development Games, Cooperative
by 2- to 3- digit numbers with Working back groups, Number,
zeros in the middle or Looking for pattern Reading, Writing,
continuous zero in the Manipulative, Logic,
dividend Hands-on activities
2. Estimate the quotient of 4- to 5-
digit dividends by 2-digit numbers
3. Divide mentally 2-3 digit numbers
by 1-digit numbers without
remainder
4. Application of Division Neatness Simplifying the Games, Independent

problem study, Puzzle,
4.1 Solve 1- step word problems Group activity Cooperative learning,
involving division of 5- or Concept development Manipulative,
more digit numbers by 3- or Develop formula and Diagrams,
more digit numbers including write equation Hands-on activities
money
4.1.1 Analyzes the word Cooperation Modeling Games, Puzzle,
problem Simplifying the Hands-on activities,
4.1.1.1 Tell: problem Manipulative,
- what is asked Acting out the problem Cooperative learning,
- what is/are given Skit, Number, Logic,
- the word clue/s the Self awareness
operation to be activities
used
problem into a
number sentence.
operation
answer
5. Application of the Four Fairness Concept development Cooperative learning,
Fundamental Operations Sharing Guess and check Hands-on activities,
5.1 Solve 2- to 3- step word Kindness Working back Manipulative,
problems involving division and Simplifying the Diagram, Speaking
any one or two of the other problem
fundamental operations learned
including money
5.1.1 Analyze the word Kindness Concept development Numbers, Logic,
problem Use of data resources Reading, Writing,
5.1.1.1 Tell: from a story Hands-on activities
- what is asked Write equation
- what is/are given
- the word clue/s the
hidden question
the operation to be
used
problems into a
number sentence
operation
answer
xiii
Techniques
II. RATIONAL NUMBERS
A. Comprehension of Decimals
and money
1. Read and write common

fractions in decimal form
through hundredths
1.1 Visualize common Listening attentively Drawing/illustrating Manipulative,
fractions as decimals Modeling Drawing, Reading,
Concept development Completing tables
1.1.1 Use decimal
models (blocks
grid, money)
1.2 Write common fraction in
decimal form
1.3 Read and write decimal Hospitality Concept development Reading, Writing,
numbers through Looking for pattern Logic
hundredths Making an educated
guess
1.4 Rename in decimal form Cooperation Concept development Manipulative,
fractions whose Looking for pattern Reading, Games,
denominators are powers Logical reasoning Diagrams
of 10. Cooperative learning
1.5 Give the place value of Sportsmanship

each digit of a given
decimal
2. Express/write money as Thrift and Concept development Skit,
pesos/centavos economy Acting out Hands-on activities
Linguistic
3. Round decimal to the nearest Preciseness and Educated guess Reading, Logic
tenths/hundredths/ speed Looking for pattern Completing tables
thousandths Drawing tables
and Subtraction of Decimals
1. Add and subtract decimals

through hundredths with and
without regrouping
1.1 Add decimals through

hundredths without and Thoughtfulness Mental computation Completing tables,
with regrouping Concept development Puzzles
Constructing tables
1.2 Subtract decimals Health consciousness Mental computation Puzzles,
through hundredths Listing Making illustrations
without or with Modeling
regrouping
2. Add and subtract mixed
decimals with regrouping
2.1 Add and subtract mixed

decimals with
regrouping
2.2 Subtract mixed decimals
with regrouping
xiv
Techniques
subtraction of decimals
3.1 Solve word problems Accuracy and Completing tables Cooperative groups,
involving either addition cooperation Polya’s strategy Independent study,
or subtraction of decimals Reading
including money
3.1.1 Analyze the word Spending money Concept development Reading,
problem wisely Acting out Cooperative groups,
3.1.1.1 Tell what is Simplifying the Hands-on activities,
asked what is/are problem Charting, Illustrating,
given, the word Drawing, Writing
clue/s the
operation to be
used
3.1.2 Transform the
word problem into
a number
sentence
operation
answer
3.2 Solve 1 to 2 step word Industry and Acting out Cooperative groups,
problems involving thoughtfulness Looking back Skit, Reading,
addition and subtraction Polya’s strategy Writing
of decimals including Write equation
money
3.2.1 Analyze the word Thrift Concept development Puzzle, Number,

problem Polya’s strategy Logic, Reading,
3.2.1.1 Tell: Following directions Writing,
- what is asked Cooperative groups
- what is/are
given the
word clues
the hidden
question the
operation to
be used
3.2.2 Transform the

word problem into
a number
sentence
operation
answer
C. Comprehension of Fractions
1. Visualize fractions including Enjoyment in one’s Drawing pictures Geometry,

those with denominators of 10 work Looking for pattern Diagrams,
and 100. Modeling Hands-on activities
1.1 Identify proper Carefulness Drawing pictures Diagrams, Speaking,
fraction/improper Concept development Hands-on activities,
fraction/mixed forms from Writing, Reading
a given set of fractions
xv
Techniques
including those with
denominations of 10 and
100
1.1.1 Identify fractions Enjoyment in one’s Concept development Hands-on activities,
involving regions, work Looking for pattern Logic, Drawing,
sets and number Following direction Illustrating
line
1.1.2 Use fraction to
represent division
1.2 Identify similar and Cooperation Concept development Hands-on activities,
dissimilar fractions from a Drawing pictures Numbers, Logic,
given set of fractions Looking for pattern Writing,
Illustrating diagrams
1.3 Rename decimals and Wise use of leisure
whole numbers to time
fractions from a given set Speed and accuracy
of fractions
2. Order similar fractions written Sharing Looking for pattern Diagrams, Charts
in different forms from least to Concept development
greatest and vice-versa
3. Order dissimilar fractions Health consciousness Drawing pictures

written in different forms from Concept development
least to greatest and vice-
versa
3.1 Change improper fraction Cooperation Concept development Diagrams, Hands-on
to Looking for pattern activities, Logic,
mixed forms and vice- Writing, Number
versa
3.2 Change one (1) to Love and Concept development Manipulative,
fraction kindness Write equation Diagrams,
form and vice-versa Looking for pattern Hands-on activities
D. Comprehension of Addition and

Subtraction of Fraction
1. Add similar fractions and

whole
numbers without regrouping
Helpfulness Guess and check Manipulative,
1.1 Visualize addition of Work backward Games,
similar fractions Concept development Diagrams, Writing,
1.2 Add similar fraction Cooperative Groups
1.3 Add fractions and a Gratitude Use data resources Cooperative groups,
whole from a story Reading, Hands-on
number Work backward activities, Games
Drawing pictures
Concept development
1.4 Add mentally similar Attentiveness Use data resources Games, Speaking,
fraction Mental math Hands-on activities
Guess and check
using objects
2. Subtract similar fractions
without regrouping
Concept development Games, Diagrams,
2.1 Subtract similar fraction Thoughtfulness Guess and check Hands-on activities
Completing tables
2.2 Subtract a fraction from a Taking care of things Use data resources Diagrams,
whole number from a story Reading
Illustrations
xvi
Techniques
2.3 Subtract mentally similar Helpfulness Concept development Games, Speaking,
Fractions Use of data resources Hands-on activities
Subtraction of fraction
3.1 Solve word problems Cooperation Use data resources Diagrams, Writing,
involving addition of from a story Cooperative groups,
similar fractions without Drawing pictures Story telling,
regrouping Concept development Hands-on activities
Working back
3.2 Solve word problems
involving subtraction of
similar fractions without
regrouping
E. Comprehension of Fractions
1. Multiply two fractions
1.1 Visualize multiplication of Generosity Concept development Acting out, Reading,
fraction Modeling Writing,
Hands-on activities
1.2 Find a fractional part of a Cooperation Simplifying the Manipulative,
number problem Imagery
Use data resources
from a story
1.2.1 Translate Resourcefulness Use data resources Manipulative,
expressions such from story and a Completing tables
as: 1/ 2 of 2 /3 2 chart
/3 of 1/ 6
2. Multiply a fraction by another Generosity Concept development Games, Speaking,
fraction Following direction Cooperative groups,
Drawing pictures Hands-on activities,
Looking for pattern Illustrating
3. Application of Multiplication Cooperation and Concept development Contest, Hands-on
3.1 Solve word problems Sportsmanship Use of data resources activities, Logic,
involving multiplication of from a story Reading, Number,
fraction Looking back Cooperative groups
Drawing pictures
3.1.1 Analyze the word Active participation Concept development Puzzle, Reading,
problem and cooperation Guess and check Writing, Speaking,
3.1.1.1 Tell: Write equation Cooperative groups,
- what is asked Acting out Hands-on activities
- what is/are Simplifying problems
given
- the word clue/s
the operation to
be used
3.1.2 Transform the word Active participation Concept development Puzzle, Reading,
problem into a And cooperation Guess and check Writing, Speaking,
number sentence Write equation Cooperative groups,
Acting out Hands-on activities
Simplifying problems
operation
answer
III GEOMETRY
A. Comprehension of Plane
Figures and Angles
1. Draw plane figures Carefulness and Concept development Numbers, Singing,
1.1 Identify the different kinds awareness to the Drawing picture Drawing, Cooperative
xvii
Techniques
of plane figures things around us Modeling learning,
Acting out Manipulative,
Simplify problem Ecology
1.2.a Identify the parts of Orderliness Concept development Hands-on activities,

triangle Modeling Diagrams,
Manipulative,
Logic, Drawing
1.2.b quadrilateral Sportsmanship Concept development Chart, Drawing,
Modeling Cooperative learning
Drawing picture
1.3 Describe plane figures Cooperation Concept development Speaking, Reading,

according to sides, corners, and self- confidence Working back Diagrams,
shapes and their functional Simplifying the Cooperative learning,
use problem Hands-on activities
Looking for pattern
1.3.1 Describe plane
figures with 3 and
4 sides and corners
- square
- rectangle
- different types of
triangles
1.4 Construct plane figures
using ruler and compass
2. Draw different kinds of angels Modeling Drawing,
Drawing picture Cooperative learning,
2.1 Identify parts of an angle Cooperation Concept development Hands-on activities,
Simplifying problem Manipulative,
Speaking
2.2 Name different kinds of Sportsmanship Modeling Speaking, Drawing,
angles such as right angle, Drawing picture Diagram,
acute angle and obtuse Concept development Cooperative learning,
angle Guess and check Manipulative,
Hands-on activities
2.2.1 Visualize the different
kinds of angels as
acute, right obtuse
2.3 Classify angles as right, Cooperation Concept development Hands-on activities,
acute, or obtuse Drawing a picture Manipulative,
Acting out the Drawing, Cooperative
problem learning, Diagram
Guess and check
2.4 Identify congruent angels Cooperation Concept developing Hands-on activities
Modeling Manipulative,
Drawing a picture Cooperative learning,
Simplifying the Drawing, Diagram,
problem Speaking
Acting out the
problem
IV. MEASUREMENT
A. Comprehension of Perimeter
1. Find the perimeter of polygons

1.1 triangle Conservation of trees Concept development Hands-on activities,
1.2 quadrilateral Accuracy Write equation Manipulative,
1.3 pentagon, etc. Accuracy Using estimation Reading, Writing,
Develop formula Completing tables,
Illustration, Diagram,
xviii
Techniques
Cooperative groups,
Nature
2. Derive a formula for finding Accuracy Concept development Drawing, Reading,
the perimeter of polygon Write equation Diagram, Hands-on
Develop formula activities,
Cooperative groups,
Manipulative
3. Application of Perimeter
3.1 Solve word problems Cooperation Concept development Diagram, Geometry,
involving perimeter and accuracy Write equation Illustrating,
measures Polya’s strategy Independent study
B. Comprehension of Area
1. Find the area of parallelograms Cooperation and Drawing picture Speaking, Puzzle,
in square meter/centimeter sharing one’s ideas Concept development Drawing,
a. triangle Modeling Cooperative learning,
Acting out the problem Logic, Hands-on
Simplifying the activities,
problem Manipulative
b. parallelogram Sharing one’s ideas Concept development Manipulative, Puzzle,
Guess and check Hands-on activities,
Develop formula Diagram, Drawing,
Write equation Logic, Cooperative
Simplifying problem groups
1.1 Tell the unit of measure Accuracy Concept development Hands-on activities,
used for measuring the Movement,
area of triangles and Cooperative groups,
parallelograms Nature, Diagrams
1.2 Tell the unit of square
measures used for
measuring the area of a
triangle/ parallelogram
1.3 Derive a formula for Cooperation Concept development Hands-on activities,
finding the area of Educated guess Diagram, Drawing,
triangle/parallelogram Simplifying problem Speaking
1.3.1 Triangle Develop formula
1.3.2 Parallelogram Sharing one’s idea Writing equation Manipulative
and active
participation
C. Comprehension of Volume
1. Make measurement using Helpfulness and Concept development Logic, Puzzle,

non- sharing one’s idea Looking for a pattern Speaking,
standard units Modeling Manipulative, Hands-
- cubes Acting out on activities,
- marbles Listing Cooperative groups,
2. Compare among the non- Reading, Writing,
standard units of measuring Speaking
volume in terms of
consistency and accuracy
3. Approximate measurement of
volume
V. Graphs
A. Comprehension of Graphs
1. Read and interpret data Helping one another Concept development Games,
presented in a bar graph. with a cause Guess and check Manipulative,
1.1 Read the following parts of Listing Hands-on activities,
a bar graph Acting out Movements, Self-
a. title awareness,
xix
Techniques
b. legend Cooperative groups,
c. labels Graphing, Charting,
Speaking, Reading,
Writing
1.2 Interpret bar graph
2. Construct bar graph Good study habit Concept development Game, Puzzle,
Hardwork Drawing picture Manipulative, Hands-
2.1 Organize data presented Cooperation Listing on activities,
in a bar graph Cooperative groups,
Charting, Graphing,
Speaking, Reading,
Writing
2.2 Find the average of data Perseverance and Concept development Music appreciation,
presented alertness Guess and check Cooperative groups,
Listing Manipulative,
Drawing pictures Hands-on activities,
xx
Numbers from 100 001 through Millions/Billions
I. Learning Objectives
Cognitive: Identify numbers from 100 001 through millions/billions

Psychomotor: Write numbers from 100 001 through millions/billions
Affective: Practice carefulness in writing numbers through millions/billions
II. Learning Content
Skills: 1. Identifying numbers from 100 001 through millions/billions

2. Writing numbers from 100 001 through millions/billions
References: BEC – PELC I.A.1.1
textbooks in Math 4
Materials: flash cards, chart, place value chart, set of numbers written on
cards with cord
Value: Carefulness
III. Learning Experiences
A. Preparatory Activities
1. Drill
Ask for 10 volunteers. Give each a number tag. Have them wear the cord with numbers
from 0 to 9. Guide the pupils to form 3- to 6-digit numbers. Ask the pupils who are sitting to
read the numbers orally.
Example: a) 7 3 2 1 4
b) 2 4 7
c) 5 8 6 0 9
d) 8 2 7 9 5
e) 5 4 6 3 2 1
2. Review
Pick out the numbers less than 100 001 from the set of numbers posted on the houses.
634 312 123 421

45 489
8 432 10 100 7 634 99 999 138 472 24 382

6 789 436 132 100 000 436 849 89 432 94 389
3. Motivation
Start by playing “Guess What Number”. The teacher places the following statements on
the board:
a. My telephone number is “III II II - II III IIII”.
1
b. The space capsule is circling the earth every “> > > IIIIII”
c. I traveled “CDLXXIV” kilometres by motorcycle.
Do you think the sentences are easy to read and understand? Why?
What number do you think the numeral represents?
Do you think the symbols can be represented in our numeration system?
B. Developmental Activities
1. Presentation
a. Read the data.
Traffic in Metro Manila is heavy because nearly one-half of the

2 904 487 vehicles in the country are registered here.
1) What is the given number? (2 904 487)

2) How do we read it? (2 million, 904 thousand, 487)
3) How do we write it in words? (Two million, nine hundred four thousand, four hundred
eighty-seven)
4) Is the number easy to read and understand? Why? (Yes, because it is written in
standard form.)
b. Present the number in the place value chart.
MILLIONS THOUSANDS UNITS

hundreds tens ones hundreds tens ones hundreds tens ones
2 9 0 4 4 8 7
0
2 9 hundred 4 4 8
ten 7 ones
millions thousands thousands hundreds tens
thousands
1) Ask them to give the digit in the one millions place, in hundred thousands place, ten
thousands place and so on.
2) Ask them to give the expanded form then give the value of each digit.
3) Repeat the activity on billion numbers.
Example: 15 086 912 403 357 296 324 081
How many periods are there in millions?
How many digits are found in billions?
c. Present the lesson using an abacus with 12 rods. An improvised abacus may be made
using bottle caps, pieces of wood or balls for the beads, a piece of wooden board for the
stand and a thick wire or banana cue stick for the post.
Let the pupils show the number 487 293 465 on the abacus. Then ask them what digit is
represented by the beads on each rod? Present also numbers in billions place.
2. Guided Practice
Activity 1
Put a check (9) if the number is in millions and a cross (x) if it is in billions.
___a) 6 386 798
___b) 76 998 289 584
___c) 17 633 549
2
Activity 2
Write M if the number is in millions and B if it is in billions.

___a) 89 679 289 548
___b) 3 386 798
___c) 456 126 834
Activity 3
Write a number on your paper that has 11 digits.

1) 7 in the ten billions place.
2) A digit that is 5 less than 8 in the one thousands place.
3) 4 in the hundred millions place.
3. Generalization
How do you identify a number in million or in billion?
Million has three periods. It contains 7, 8 or 9 digits.

Billion has four periods. It contains 10, 11 or 12 digits.
C. Application
Read the data. Write the number words in figures.

1. One drop of blood contains about five million red blood cells.
2. The human eye can see more than seven million, five hundred thousand color differences.
3. During an average lifetime, the human heart beats about two billion, five hundred million
times.
IV. Evaluation
A. Write T if the number is in thousands, M if it is in millions and B if it is in billions.
___1) 6 034 597 ___4) 52 758 137

___2) 145 793 000 ___5) 425 010
___3) 206 000 371 148
B. Arrange the following set of numbers starting from the thousands, millions and billions place.
Rewrite them on your paper.
1) 4 759 248 804; 541 298; 532 689 012 4) 29 673 000; 127 683; 1 542 678 725
2) 205 946 101; 423 543 103 811; 988 415 5) 75 942 376 055; 24 673 503; 898 145
3) 726 054; 7 685 004 208; 8 684 452
C. Examine the given numbers below. Write them in the proper place where they should belong. Be
sure that the numbers in each column are written from the smallest to the greatest.
15 086 912 305 674 981 643 212 002
17 196 741 014 357 296 324 899 120 741 019
185 451 9 273 050 357 296 234 8 095 403 002
3
BILLIONS MILLIONS THOUSANDS
V. Assignment
Study the given numbers. Copy the number which does not belong to the group.
1) 718 345 210 340; 151 968 254; 219 742 036 4) 3 274 503; 310 608; 2 830 458
2) 50 307 501; 500 897 621 543; 15 718 260 345 5) 450 187 402; 897 500 126; 2 247 364 869
3) 258 154; 508 476; 8 696 425
Place Value
Cognitive: Give the place value/value of each digit in a 6- or more digit number
Psychomotor: Read and write numerals up to the hundred billions place
Affective: Participate actively
Skills: 1. Identifying the place value and value of each digit in a 6- or more digit number
2. Reading and writing numerals up to the hundred billions
References: BEC – PELC I.A.1.2
textbooks in Math 4
Materials: place value chart, number cards, number words, flash cards
Values: Active participation and being considerate
1. Drill
Have a drill in the form of a game.
“Number Tag Game”

a. Each group will have a set of numbers from 0 to 9.
b. Pupils will form the number given by the teacher.
The number must be less than 6 digits.
Example: 79 384
c. First group to form the digit will be the winner.
2. Review
Reading and writing numerals in the standard form using different ways.
4
“Matching Game”
Mechanics:
Divide the class into 2 groups. A representative from each group takes turn in answering
or matching the numeral with its number name or word name.
A B
37 1 thousand 3 hundreds 5 tens
6 ones
145 Thirty-seven
1 356 Eight hundred twenty-six thousand, one
hundred forty-one
24 295 1 hundred 4 tens 5 ones
826 141 20 000 + 4 000 + 200 + 90 + 5
3. Motivation
Ask the pupils why smaller pupils are seated in front while the bigger pupils are seated at
the back. Help the pupils realize that people must be considerate to get along well with
others.
1. Presentation
a. Tell the pupils that numbers are like people. They can be grouped in many ways.
b. Discuss the three ways in representing numbers in standard form.
3 765
1) word form: three thousand, seven hundred sixty-five
2) number and abbreviation form: 3th 7h 6t 5 ones
3) number and word: 3 thousands 7 hundreds 6 tens 5 ones
c. Show a place value chart which is up to the hundred billions place. Tell the pupils that our
system of numeration has digits grouped in threes, we call them PERIODS.
Billions Millions Thousands Units

Hundreds Tens Ones Hundreds Tens Ones Hundreds Tens Ones Hundreds Tens Ones
2 0 6 4 3 7 6 1 2 9 7 5
2. Group Activity
a. Groups will be given activity sheets with the data below written on it.
b. Tell them to follow the directions in answering the data.
Directions: Give the place value and the value of the underlined digits
237 987 432 142
Digit Place Value Value
c. Show more exercises in identifying the place value and value of each digit in a 6- or more
digit numeral using number cards. (This will be done orally.)
5
Give the place value and the value of the digit 6 in each numeral:
a) 864 439 d) 86 451 197
b) 826 453 e) 126 468 300
c) 682 975 f) 26 974 431 100
d. Have a game on the different skills learned for the day.

Do blackboard relay.
Divide the class in columns. Each pupil takes turn in writing the correct answer on
the board. The column with the most number of correct points wins.
Questions:
1) What is the value of 6 in 64 395?
2) What is the value of 4 in 1 462 587?
3) In the numeral 45 376 192, what digit is in the one millions place?
4) What is the standard form of sixty-five billion, one hundred four million, two hundred
thirty-seven thousand, eighty-six?
5) What is the standard form for 9m 6hth 3tth 8h 7ones?
3. Generalization
How do you tell the value of each digit in a given number?
Valuing:
Did you participate in the activities today?
Rate yourself: 5-highest and 1-lowest
C. Application
Write each digit of the given number in the place value chart.
1) 144 785
2) 27 436 192
Billions Millions Thousands Units

H T O H T O H T O H T O
1
2
IV. Evaluation
A. Give the value of each digit in the number 27 436 198.

1) 2 _____ 5) 6 _____
2) 7 _____ 6) 1 _____
3) 4 _____ 7) 9 _____
4) 3 _____ 8) 8 _____
B. Answer the following:

1.
2 6 4
7 5
a. Form the smallest number using all the digits above.
b. Form the smallest odd/even number using all the digits above.
c. Form the largest odd/even number using all the digits above.
2. Show, using drawing, that 235 has 23 tens. Explain further in words.
3. Who am I?
My tens digit is 2 times my hundreds digit. My hundreds digit is 4. My ones digit is a factor of
my tens and hundreds digit.
6
4. Use each digit once: 1 Æ 8
a. Write the greatest number possible with 5 in the hundred thousands place
b. Write the least number possible with 8 in the one millions place.
V. Assignment
Write ten numbers up to millions/billions in the standard form.
Reading and Writing Numbers through Millions/Billions in Words
Cognitive: Read and write numbers through millions/billions in words

Psychomotor: Write numbers in words correctly
Affective: Participate actively in different activities
Skill: Reading and writing numbers through millions/billions in words

References: BEC–PELC I.A.1.4
textbooks in Math 4
Materials: flash cards, charts
Value: Cooperation
1. Drill
Reading of numbers.
242 186 246 386 187 623
305 160 65 187
2. Review
Teacher will dictate these numbers and pupils will write them in their show-me-cards.
682 468 23 694
3 743 7 218
946 569
3. Motivation
How many digits has 723 964 157 368?

Can you write the number in words?
1. Presentation
The land surface of the earth is 148 892 864 square kilometres and the water
surface is 362 011 332 square kilometres.
7
a. Discuss
1) How many square kilometres is the land surface? Write it on the board.
2) How many square kilometres has the water surface? Write it on the board.
3) How many digits has the land surface area? How about the water surface area?
4) Read the numbers.
5) Write the numbers in words.
b. Read and write the word name for each numeral.

1) 389 152 247
2) 2 714 683 389
3) 1 186 792 053
4) 9 544 416 936
5) 7 110 313 425
2. Group Activities
Let’s have a contest. “Groups 1 and 2 form your line. 5 members each group.” (Infuse
the value of active participation.) Get a number card in the box and match it with the word
names in the pocket chart. Those who finish first should be commended.
a) 85 312 914 677
b) 18 000 777 283
c) 109 067 214 511
d) 87 782 570 308
e) 5 112 914 000
3. Fixing Skills/Practice
Read and answer the following:

a. The Bureau of Forest Development donated three seedlings each for school children all
over the country. The total number of seedlings was 15 223 564 821. Write this figure in
words.
b. Mrs. Luna’s shell craft factory used five hundred eighty-six million, three hundred twenty-
four thousand, three hundred eighty-two shells in one year. Write the number of shells in
symbol.
c. Zero has no value. Can we just leave the space for zero vacant? Why?
d. Is zero important in writing numbers?
e. How would you write 204 000 785 083 in words?
Valuing:
• Did you participate in the activity? How? What did you share with your group? Do you
also practice this at home? How?
4. Generalization
How are numbers written in words?
The numbers are written in words in the same way that they are read.
IV. Evaluation
A. Match the figures with the correct words
1) 3 411 789 a) Sixteen million, three hundred eighty-three thousand, one

hundred five
8
2) 16 383 105 b) Four billion, five hundred sixty-eight thousand, one hundred
seventy-two
3) 205 168 347 c) Three million, four hundred eleven thousand, seven hundred
eighty-nine
4) 3 521 681 d) Three million, five hundred twenty-one thousand, six hundred
eighty-one
5) 4 000 568 172 e) Two hundred five million, one hundred sixty-eight thousand,
three hundred forty-seven
B. Write the figure in words.
1. Increase by 5 the numeral 6 478 921 720 in the billions place to form a new number
2. Write the standard form in words of this numeral
6 000 000 + 400 000 + 70 000 + 8 000 + 500 + 20 + 3
C. Write in figures.
1. One billion, five million, five hundred twenty thousand, twenty-eight

2. Nine billion, six hundred two million, five hundred forty-one thousand, two hundred ninety-
eight
V. Assignment
Write the number in words.
a. 6 463 342 264

b. 520 175 786
c. 23 596 384 103
d. 501 000 176 330
e. 43 781 648 134
Rounding Off Numbers to the Nearest Tens
Cognitive: 1. Round off numbers to the nearest tens

2. Identify the place value of the digit in a given numeral
Psychomotor: 1. Make use of a number line to show rounded off numbers
2. Give the place value/value of the digit in a given numeral
Affective: Cooperate during group activities
Skills: 1. Rounding off numbers to the nearest tens

2. Identifying place value/value of a digit in a numeral
References: BEC–PELC I.A.2.1
textbooks in Math 4
Materials: charts, activity cards, number lines
Value: Cooperation
9
1. Drill
“Guessing Game”
Divide the class into 2 groups. Any pupil in the group takes turn in solving the given
problem. The first pupil who gives the correct answer wins. They should answer correctly as
fast as they can.
a. My ones digit is 2. My tens digit is thrice the first digit. My hundreds digit is four times the
first digit and my thousands digit is the sum of the ones and the tens digit. What number
am I?
b. My thousands digit is 9. My ten millions digit is 3. My hundreds digit is 6. The other digits
are 0. What number am I?
2. Review
Write the place value and value of the underlined digit in the following numbers.
35 492 73 985 1 591 635 469
789 143 785 19 432 156 000
3. Motivation
Ask a pupil to read a news item that shows estimation.

Examples: Last week, a company manager called for a meeting. Almost 50 employees
came.
• Did the actual number of employees attend the meeting?
• What word was used which expressed an estimate? (almost)
The population in our school is about 2 000 pupils. What word in the sentence expresses an
estimate? (about)
1. Presentation
a. Read the problem carefully then answer the questions briefly.
Rica, a Grade 4 pupil needs 27 for her school project. She did not ask money
from her parents because she has saved 30 from her daily allowance. What kind
of a girl is Rica?
1) Who is Rica? What does Rica need?

2) How much money did she need for the school project?
3) Where did she get the money?
4) How much is her savings?
5) What kind of a girl is Rica?
b. Present a number line showing numbers from 20 to 30.

Draw a ring around 27. Ask: Is 27 closer to 20 or 30?
20 21 22 23 24 25 26 27 28 29 30
10
2. Analysis/Abstraction
Looking back at the number line, is 27 nearer to 20 or 30? Number 27 is nearer to 30
than 20. So, if we round 27 to the nearest tens, it will become 30.
Valuing:
• How did you find the activity?
• What kind of a girl is Rica?
• How much did Rica need for her school project?
• How much is her savings?
• Are you like Rica? Do you also save a certain amount from your daily allowance?
3. Fixing Skills
Let the pupils group themselves into 4 and perform the activities in the activity sheet.
Emphasize the value of cooperation. Let them relate how they cooperate with other
members of their group.
Group 1
Original Number Rounded to the nearest tens

15 Æ
43 Æ
79 Æ
32 Æ
64 Æ
87 Æ
Group 2

126 Æ
342 Æ
568Æ
269Æ
644Æ
853Æ
Group 3

1 349 Æ
4 784Æ
8 632Æ
3 786Æ
7 755Æ
Group 4

16 277Æ
28 163 Æ
56 788Æ
33 154Æ
17 416 Æ
10 112Æ
11
4. Generalization
How do we round off numbers to the nearest tens?
In rounding numbers to the nearest tens, look at the digit at the right of the tens
digit. If the number is 5 or more, add 1 to the tens place, if the digit is less than 5,
retain the tens digit. Change the ones digit to zero
C. Application
Round the following to the tens place.

a. 342
b. 4 638
c. 5 419
d. 28 326
e. 49 749
IV. Evaluation
Study the number line below. Answer the following questions.
1.
20 21 22 23 24 25 26 27 28 29 30 31
a. Draw a ring around 26. Is 26 closer to 20 or 30? 26 will become ____.
b. Draw a square around 24. Is 24 closer to 20 or 30? What will happen to 24?
c. Cross out (X) 28. Is 28 closer to 20 or 30? 28 will become ____.
d. Check (9) 21. Is 21 closer to 20 or 30? How will 21 be rounded to the nearest tens?
2. Do what is asked for each problem stated below.

a. Lydia has 37 rubber bands. Around how many rubber bands does Lydia have?
b. Mother bought 43 bananas. Around how many bananas did mother buy?
c. When 83 is rounded off to the nearest tens, 83 will become___.
d. Mang Tony gathered 94 eggs in the poultry farm. About how many eggs did Mang Tony
gather?
e. If 769 is rounded off to the nearest tens 769 becomes ___.
V. Assignment
Round off the following numbers to the nearest tens.
a. 362
b. 837
c. 5 742
d. 6 424
e. 9 654
12
Rounding Off Numbers through Hundred Thousands
Cognitive: Round off numbers to the nearest hundreds, thousands, ten thousands and
hundred thousands
Psychomotor: State the rules in rounding numbers correctly
Affective: Find joy in working with others and doing something for others
Skill: Rounding off numbers to the nearest hundreds, thousands, ten

thousands and hundred thousands
References: BEC–PELC I.A.2.4-2.5
textbooks in Math 4
Materials: chart, number cards
Values: Cooperation and friendliness
1. Drill
Teacher picks out any number from a box. The task of each pupil is to round these
numbers to the nearest tens.
Example: 37 37 rounds to 40
21 21 rounds to 20
2. Review
How do we round off numbers to the nearest tens? Show examples on the board. Elicit
from the pupils the rule in rounding off numbers to the nearest tens.
3. Motivation
Which of the following numbers can be rounded to 400? 600?
385 349 562 515 571
1. Presentation
There are 371 582 residents in the city of Makati and 256 454 residents in
Pasay City who are benefiting from the Clean and Green Program of the government.
Look at the table below and examine how are the numbers 371 582 and 256 454 have
been rounded.
Nearest Nearest Nearest Ten Nearest Hundred
Number
Hundreds Thousands thousands Thousands
371 582 371 600 372 000 370 000 400 000
256 454 256 500 256 000 260 000 300 000
13
Discuss the given problem.

a. What cities benefited from the Clean and Green Program of the government?
b. How many residents were benefited in the city of Makati? Pasay City?
c. Round off 371 582 to the nearest hundreds, thousands, hundred thousands.
d. Round off 256 454 to the nearest thousands, ten thousands, hundred thousands.
Let us try rounding off numbers to the nearest: hundreds, thousands, ten thousands,
hundred thousands.
(Group the pupils according to their ability.)
Stress the value of cooperative learning and friendliness.
1. Round off the numbers to the nearest hundreds, thousands.
2. Round off the numbers to the nearest ten thousands, hundred thousands.
a) 831 732
b) 925 501
c) 655 321 100
d) 531 841 215
e) 736 386 133
3. Group Activities
Let each group report to class the answer in the activity sheet assigned to them.
Encourage pupils to state the rule in their own words.
Example: Pupil 1: Round off 456 837 to the nearest ten thousands.
Pupil 2:The answer is 460 000. Round off 329 465 to the nearest hundred
thousands.
Pupil 3: 300 000, etc.
4. Generalization
How do we round off numbers to the nearest hundreds, thousands, ten thousands and
hundred thousands?
Round up if the digit to the right of the digit to be rounded is 5, 6, 7, 8 and 9.

Round down if the digit to the right of the digit to be rounded is 0, 1, 2, 3 and 4.
C. Application
1. Round the following numbers to the nearest ten thousands then answer the questions that
follow.
a. 25 743 = _____ Did you round up or down?
b. 15 652 = _____ Is your answer 20 000? How did you get the answer?
c. 34 730 = _____ How will you round to the nearest thousands?
d. 76 348 = _____ Did you round up? Why?
e. 89 192 = _____ Is the answer 80 000? Why? State the rule.
2. Read the following situations below. Tell whether the number has an exact value or an
estimated value.
a. Mrs. Reyes lives at 10 Monte de Piedad Street.
b. There were 1 275 people at the auditorium.
c. Karen’s student number is 15 031.
d. In school there were about 150 seats at the cafeteria.
14
IV. Evaluation
Round off the following to its nearest specific place value.

Numbers Ten Thousands Hundred Thousands
1) 127 563
2) 486 170
3) 816 342
4) 374 139
5) 732 256
V. Assignment
Round off the underlined digits to the nearest specific place value.
a. 238 789 d. 793 948
b. 394 634 e. 943 431
c. 545 381
Rounding Off Numbers to the Nearest Millions and Billions
Cognitive: Round off numbers to the nearest millions and billions

Psychomotor: Tell numbers rounded off to the nearest millions and billions
Affective: Appreciate the importance of being thrifty
Skills: 1. Rounding off numbers to the nearest millions and billions

2. Identifying numbers rounded off to the nearest millions and billions
References: BEC–PELC I.A.2.6-2.7
textbooks in Math 4
Materials: flash cards, activity cards
Value: Thriftiness
1. Drill
Reading numbers through millions/billions
2. Review
How do we round off numbers to the nearest hundred thousands?

Recall the steps in rounding numbers to its nearest specific place value.
3. Motivation
Have you been to a cement factory? What did you see there? Do you have an idea about
the number of bags of cement that can be manufactured in a month?
15
Read and understand the story on the activity card carefully.
Mary’s Cement is a big factory. It supplies cements to the whole country. Last year,
Mary’s Cement delivered a total of 64 768 117 bags to Visayas and Mindanao. About how
many bags of cement were delivered in all?
1. Presentation
a. What product does Mary’s Cement Factory have?

b. Is cement manufacturing a good business? Why?
c. Why do most people buy cement?
d. What was the actual number of cement delivered to Visayas and Mindanao?
e. How did you get 60 000 000?
f. Which of these rules do you use?
Round up if the digit on the millions place to be rounded is 5, 6, 7, and 8.
Round down if the digit to the right of the millions place to be rounded is 0, 1, 2, 3, 4.
Show and discuss another problem in class.
One of the wealthiest man in Asia opened a savings account in a Philippine bank with an
initial deposit of 25,643,914,377.00. About how much is his deposit in the bank?
a. Who opened a savings account in a bank?

b. Why do you think he keeps his money in the bank?
c. About how many billions was his initial deposit?
Valuing:
If you have plenty of money, what will you do? Will you save some of it? If you have little
money, will you still save? Why?
How would your savings affect your life in the future? How much money did the man
deposit?
Let the pupils show their work on activity 1 & 2 on the board.
Activity 1
Number Nearest Millions
64 768 117 65 000 000
Activity 2
Number Nearest Billions
25,643,914,377.00 26,000,000,000.00
2. Guided Practice
Let us play a game. Divide the pupils into 2 groups, the yellow group and the red group.
The group who can round off the numbers first to the nearest millions wins. Are you ready
now? The numbers are inside the boxes in front of your group.
a) 8 856 000 b) 23 431 785
c) 4 180 374 d) 42 683 360
16
e) 9 793 205 f) 75 413 000
g) 6 316 348 h) 17 938 172
i) 2 630 539 j) 136 715 340
Do the same in billions. Call on the pupils who did not participate in the first game then
give them the same directions stated in the first activity. The numbers are inside the box. Play
blackboard relay.
a) 2 942 628 241 b) 23 592 176 302

c) 5 341 707 333 d) 47 234 346 532
e) 14 603 100 784 f) 92 739 316 035
g) 6 421 125 000 h) 16 484 148 703
i) 17 725 823 421 j) 345 800 000 145
Winners should be commended.
3. Generalization
How do we round off numbers to the nearest millions/billions?
Round up if the digit to the right of the millions/billions place is 5, 6, 7, 8, and 9.

Round down if the digit to the right of the place to be rounded is 0, 1, 2, 3 and 4.
C. Application
Round off to the nearest millions/billions.
Number Nearest Millions Nearest Billions

6 831 462 126 a. f.
2 124 549 314 b. g.
8 314 183 512 c. h.
27 573 976 249 d. i.
15 439 873 831 e. j.
IV. Evaluation
A. Choose the letter of the correct answer.
1. During the Christmas season, a hotdog company delivered 3 745 000 bags of hotdogs
to 3 986 rolling stores all over Metro Manila. Round 3 745 000 to the nearest millions.
a. 4 000
b. 3 000 000
c. 4 000 250
d. 4 000 000
2. A certain tire supplier disposed different sizes of tires all over the country. If they supplied
236 435 677 tires, how will you write it in the nearest hundred millions?
a. 236 000 000
b. 200 000 000
c. 240 000 000
d. 300 000 000
17
B. Name the place value in which the following numbers are rounded.
1) 287 455 rounded to 290 000 ____________
2) 27 643 189 rounded to 28 000 000 ___________
3) 458 096 245 rounded to 500 000 000 ____________
4) 35 613 827 549 rounded to 35 610 000 000 __________
5) 57 924 603 285 rounded to 58 000 000 000 __________
V. Assignment
The table gives the distance of the five planets from the sun. Round the figures to the nearest
hundred millions and nearest billions.
Distance from the Nearest Hundred

Planet Nearest Billions
sun in kilometres Millions
1. Jupiter 778 300 000
2. Saturn 1 427 000 000
3. Uranus 2 869 600 000
4. Neptune 4 496 700 000
5. Pluto 5 900 000 000
Adding Numbers through Billions without Regrouping
Cognitive: Add 6- or more digit numbers with 4- or more addends with sums through billions
without regrouping
Psychomotor: Write large numbers in column and add them correctly
Affective: Show accuracy with numbers
Skills: 1. Adding 6- or more digit numbers with 4- or more digit addends

without regrouping
2. Writing large numbers in column
References: BEC–PELC I.B.1.1
textbooks in Math 4
Materials: chart with exercises, drill cards, picture of vegetable garden
Values: Accuracy and diligence
1. Drill
Basic addition facts

Administer A-1 card. Record pupils’ errors.
2. Review
a. Review or have a game on identifying the terms used in addition. (sum, addends, plus,
put together, more, more than, combine, total, add, added to)
b. Solve this math problem.
What is the sum of 450 712 and 113 210? Discuss the steps in adding large numbers.
18
3. Motivation
Show a picture of vegetable garden. What vegetables are planted in the garden? Do you
want to read a short story about this?
1. Presentation
Problem Opener
Mt. Province is home for what we call Baguio vegetables. Everyday it

produces 230 212 kilograms of potatoes, 120 413 kilograms of beans, 111 201
kilograms of cabbage and 110 142 kilograms of carrots. How many kilograms of
vegetables does the province produce daily?
How will you find the answer? Guide the pupils in stating the mathematical sentence 230 212
+ 120 413 + 111 201 + 110 142 = n, where n is the total number of kilograms of vegetables.
Ask the pupils to write the numbers in column.

Add the
Add the Add the Add the Add the Add the ten
hundred
ones tens hundreds thousands thousands
thousands
230 212 230 212 230 212 230 212 230 212 230 212
120 413 120 413 120 413 120 413 120 413 120 413
111 201 111 201 111 201 111 201 111 201 111 201
110 142 110 142 110 142 110 142 110 142 110 142
8 68 968 1 968 71 968 571 968
Check by adding upward.
230 212
120 413
111 201
110 142
571 968
Valuing:
Stress the value of accuracy and diligence when writing each digit in their proper column.
2. Guided Practice
Group yourselves into 4 groups. Add the addends to get the sum. Do it as fast as you can
with accuracy. The first group to finish the exercise will do the “bomb clap.”
a. 1 041 002 b. 2 152 101

2 301 025 1 304 024
3 113 210 4 101 641
+ 2 120 241 +1 012 033
c. 3 612 111 d. 3 215 210

1 024 125 1 030 024
2 152 021 2 410 153
+ 3 201 532 + 1 234 502
19
Give more exercises. Write in column then add.
a. 410 320 + 102 123 + 201 021 + 104 213
b. 240 120 + 211 103 + 213 132 + 104 213
c. 102 022 011 + 301 531 120 + 421 013 104 + 103 213 453
3. Generalization
How do we add large numbers?
In adding large numbers, write the addends in column, add the digits in the ones
first, then the tens, the hundreds and so on. Continue up to the last digit. Write the
sum under each column.
C. Application
Solve this problem.

A progressive farmer kept an accurate record of his sales in his vegetable garden
for five years. His yearly sales amounted to 156 572, 400 203, 10 102,
211 001 and 121 121. What was the total amount of his sales for the last five
years?
IV. Evaluation
Find the sum. Check your answers by adding upward.

a. 3 421 000 b. 2 121 031
4 252 341 21 032 213
1 102 123 32 422 612
+ 1 214 225 + 44 302 141
c. 3 221 112 d. 4 350 245

1 112 322 1 012 104
4 302 130 2 403 050
+ 1 062 423 + 1 220 300
V. Assignment
Write in column then add.

a. 313 112 + 201 003 + 241 301 + 1 203 021
b. 4 321 263 + 1 034 120 + 2 512 504 + 2 021 012
Solve for the following.

a. Putting together 8 256 115, 987 140 and 12 721 234 gives a result of n.
b. A number added to 87 463 gives a result of 298 685. What is the number?
Adding Numbers through Billions with Regrouping
Cognitive: Add 6- or more digit numbers with 4- or more addends with sums through billions
with regrouping
Psychomotor: Give the sum of 6- or more digit numbers with 4 addends with sums through
billions with regrouping
Affective: Help the community in the “clean and green” project
20
Skills: 1. Adding 6- or more digit numbers with 4 or more addends with sum through
billions with regrouping
2. Giving the sum of 6- or more digit numbers with 4 addends with sums
through billions with regrouping
References: BEC–PELC I.B.1.2
textbooks in Math 4
Materials: flash cards, chart with problems
Value: Helpfulness
1. Drill
Basic Addition Facts
a. Do the relay game.

b. Divide the class in groups of 10. Each pupil in the group will take turn in answering the
flash cards with addition facts on the board. The group who finishes first with the most
number of correct points wins.
2. Review
Add the following:
1 203 121 023

2 102 312 112
2 351 213 312
+ 3 121 000 121
3. Motivation
Have you experienced staying in the field harvesting fruits? What things did you see
around? What did you feel when staying in the place with fresh air and plenty of fruits?
Valuing:
What should you do to keep your community clean and green?
1. Presentation
Read the problem silently. Answer the questions that follow.
Farmers in the 4 towns of Quezon harvested a big number of coconuts. Farmers

in the first town harvested 434 136 724 coconuts, the second 158 122 386, the third
3 150 924 and the fourth 1 425 260. They celebrated for they had a big harvest. Find
the total number of coconuts harvested by the farmers in the 4 towns.
21
Questions:
a. How many towns harvested a big number of coconuts?

b. How many coconuts were harvested by the farmers in the first town, second, third and
fourth?
c. What is asked in the problem?
d. What are we going to do to solve the problem?
e. What will you add?
f. What is the answer to the problem?
g. What is the label for the final answer?
Discussion:
Present the table to the pupils. Ask them to write the numbers in column and illustrate the
process in adding the numbers.
Add Add Add the Add the Add the Add the Add the Add the
the the hundreds thousands hundred one ten hundred
ones tens thousands millions millions millions
a. What happened to the group?

b. What answer did you get? How did you get it?
c. What did you do?
d. What are the given facts?
e. What can you say about the farmers of the 4 towns? (industrious, hardworking)
2. Guided Practice (Group Activities)
Find the sum.
You and your partners will add in two ways. One going down and the other going up. As
soon as you have finished, say the word “yes!”
a. 132 416 430 b. 186 433 840

329 854 932 249 678 432
461 503 006 123 456 789
+ 892 756 834 + 148 385 108
c. 400 600 500 d. 302 120 612

700 300 899 674 531 421
456 832 627 61 478 523
+ 863 442 816 + 527 347 618
e. If the addends are 87 463 129, 458 645 and 35 185 687.
What is the sum?
f. What is 275 146 the added to and gives a result of

3 798 347?
22
3. Generalization
How do we add large numbers with regrouping?
In adding large numbers with regrouping, add the ones first, the tens, then hundreds, and
continue up to the millions and billions. Regroup in all places if there is a need to regroup the
numbers.
C. Application
Find the answer.
As a Christmas project for the needy, the government spent 223,300 for rice,
121,000 for sugar, 524,050 for sardines and 405,270 for milk. What was the
total expenses of the government for its Christmas project?
IV. Evaluation
Add the following numbers.
1) 853 836 643 2) 902 268 586

103 382 672 488 164 812
41 924 417 173 184 896
58 065 721 400 758 560
+ 414 124 028 + 102 963 843
3) 746 257 853 4) 136 031 647 5) 583 236 205

844 758 560 330 141 445 123 841 523
348 369 102 341 319 303 481 325 108
561 567 134 134 638 072 248 248 316
278 754 956 103 411 981 106 523 410
+ 371 184 869 + 642 345 012 + 919 303 124
V. Assignment
Solve this problem.
A big warehouse has stocks of canned goods. There are 623 405 234 cans of sardines,
731 065 823 cans of milk, 136 291 629 cans of corned beef, 786 341 098 cans of green
peas, and 600 493 587 cans of meatloaf. If you were the stockman, how will you know the
total number of canned goods?
1. What are the canned goods stated in the problem?

2. What canned good has the biggest number?
3. Which of these do you like most?
4. Write the number sentence.
5. Solve for the sum.
23
Commutative Property of Addition
Cognitive: Identify the commutative property of addition used in an equation

Psychomotor: 1. Write commutative property in two ways
2. Supply the missing number in a given equation
Affective: Manifest thoughtfulness during special occasions
Skill: Comprehension of the commutative/order property of addition

References: BEC-PELC I.B.2.1
textbooks in Math 4
Materials: bean seeds, corn seeds, stones, dried leaves, marbles, bottle
caps, straw, popsicle sticks, rubber bands
Value: Thoughtfulness
1. Drill
Warm up Exercises (Number game involving addition)

“I am thinking of a number”
Example:
I am thinking of a number, my first number is 5 and the second is 6, what number am I?
2. Review
Addition facts using flash cards
3 4 6 2
+4 +3 +2 +6
3. Motivation
Ana gave her teacher 9 white roses and 8 red roses because it’s her birthday. How
many roses did she give her?
What did Ana give?
If somebody ask you about the total number of roses, what should you do?
1. Presentation
1) How many red roses were given? How about the white roses? What is the total number
of roses?
2) Write the number sentence.
a. (red + white)
b. (white + red)
24
3) Does the sum change? Why?
Let’s find out.
2. Group Activity
Divide the pupils into 3 groups.
Group 1
Illustrate the given facts in the problem by following these directions.
1) Draw the given data.
Write the number sentence for the given data.
2) Change the positions of the given data, does the sum change? Why?
Group 2
1) Express the mathematical sentence using the mathematical sticks.
2) Change the order of the data, tell if the sum changes also.
3) Explain why the sum did not change.
Group 3
1) Use the bean seeds to express the mathematical phrase for the problem.
2) Change the order of the given data.
3) Tell if the sum changes.
How did you write the given data?

How did you draw it?
Can you change the position of the data or the given facts?
What happens to the sum if you change the order of the numbers?
9 + 8 = 17 9 8
8 + 9 = 17 +8 +9
17 17
4. Practice Exercises
Write the reverse method.
1. IIIII + III = _____ + _____

2. 00000000 + 00000 = _____ + _____
3. _____ + _____ = 10 + 12
4. _____ + 10 = 15 + ?
5. Mario gathered 25 blue marbles and 18 yellow marbles. How many marbles were
gathered? Express/give the mathematical sentence in two ways.
25
5. Generalization
What is commutative property of addition?
Commutative property – Changing the order of the addends does not change
the sum.
C. Application
Give the missing numbers.
1) 17 + _____ = 9 + 17
2) 20 + 45 = _____ + 20
3) _____ + 19 = 19 + 18
4) 23 + _____ = 17 + 23
5) 68 + 49 = 49 + _____
6) Jose gathered 48 big bamboos and 28 small bamboos for his poultry house. How many
bamboos did he gather? Show the addition sentence in two ways.
IV. Evaluation
1) 46 + _____ = 93 + 46
2) 60 + 80 = 80 + _____
3) 23 + _____ = 17 + 23
4) 60 + 94 = 94 + _____
5) Fred mixed 28 kilograms of corn grits and 25 kilograms of soya beans. How many kilograms of
feeds did he mix?
V. Assignment
Give/express the given figures in addition sentence in 2 ways.
1)
2)
3) 7 + 10 = _____ + 7
4) 17 + _____ = 10 + 17
5) Ben harvested 73 eggplants and 94 pieces of okra. How many pieces of vegetables were
harvested? (Show your solutions in two ways)
26
Associative Property of Addition
Cognitive: Show the associative property of addition

Psychomotor: Supply for the missing number
Affective: Participate actively in any group activity
Skills: 1. Showing the associative property of addition

2. Supplying the missing number
References: BEC-PELC I.B.2
textbooks in Math 4
Materials: chart, activity sheet, drill cards, cutout of shapes
Values: Cooperation and active participation
1. Drill/Review
Mental Activity
Supply the missing number (asking one another).
a. 9 + __ = 16 d. 24 + __ = 30
__ + 9 = 16 __ + 24 = 30
b. __ + 6 = 15 e. __ + 23 = 48
6 + __ = 15 23 + __ = 48
c. 18 + __ = 35 f. 32 + 40 = ___
__ + 18 = 35 40 + 32 = ___
What property of addition did you do? State the rule.
2. Motivation
How will you learn better?

(Help the pupils realize that grouping helps them learn group work.)
This is a group work. How can your group perform well in the activity? What does each
member of the group need?
1. Presentation
Activity Sheet
Read carefully and do as instructed.
a. Inside the envelope are cutout materials which you are going to use in the activity.
b. Make a group of three green shapes, plus 4 red shapes plus 7 yellow shapes. What is
the sum? Write the addition sentence for this.
27
c. Make another group, 7 green shapes + 3 yellow shapes, then add 4 red shapes. What is
the sum? Write the addition sentence.
d. What can you say about the addition sentence?
e. What is the difference between the two problems?
f. Can you write the two addition sentences into one?
2. Discussion/Abstraction
(Each group present and explain their work.)

( 3 + 4 ) + 7 = (7 + 3) + 4 15 + ( 10 + 3 ) = (15 + 10) + 3
7 + 7 = 10 + 4 15 + 13 = 25 + 3
14 = 14 28 = 28
In the given addition sentences, which are the same? What are different? When you
change the way in which the addends are grouped, does the sum change? Why?
3. Guided Practice
a. Give the missing number.

Example:
3 + ( 4 + 6 ) = 6 + ( 4 + 3 ) = 13
3 + 10 = 6 + 7 = 13
a. ( 8 + 3 ) + 5 = ( 5 + ___ ) + 3 = ___
___ + 5 = 13 + ___ = 16
b. 4 + ( 9 + 7 ) = ( 4 + 9 ) + ___ = ____
4 + _____ = ____ + 7 = ____
c. ( 12 + 3 ) + ___ = 3 + ( 12 + 8 ) = ___
15 + ___ = 3 + 20 = ___
b. Use the associative property for the following:

1) Use the addends 9, 8 and 5. Write two different addition sentences then solve each.
2) Use 35 as your sum. The first addend is 17. What are the two addends, if the second
is 2 more than the first addend. Solve it in two ways.
4. Generalization
What is the associative property of addition?
Changing the grouping of the addends does not affect the sum.
28
C. Application
Write the missing number.
a. ___ + (3 + 4) = 12 b. 6 + (___ + 4) = 20 c. 7 + (9 + ___) = 21
(___ + 3) + 4 = 12 (4 + 6) + ___ = 20 (7 + 9) + ___ = 21
d. (___ + 6) + 2 = 15 e. (6 + 9) + ___ = 25
2 + (6 + ___) = 15 ___ + (6 + 9) = 25
IV. Evaluation
A. Write the missing number.
a. 7 + (5 + 6) = (7 + 5) + 6 b. (7 + 3) + 12 = 7 + (3 + 12)
7 + ___ = ___ + 6 ___ + 12 = 7 + ___
___ = ___ ___ = ___
c. (9 + 7) + 20 = 9 + (7 + 20) d. What is the other addend if one group

___ + 9 = 9 + ___ is 9 + 8 and the sum is 45. Write the
___ = ___ number sentence and solve it.
e. (13 + 6) + 9 = (9 + 13) + 6 f. Solve these numbers in two ways. 33, 27
___ + 9 = ___ + 6 and 18. Give the number sentence and find
___ = ___ the sum.
g. (10 + 7) + 3 = (7 + 3) + 10
___ + 3 = ___ + 10
___ = ___
B. Find the sum using the associative property.

a. 8 + 9 + 6 = b. 9 + 4 + 13 =
c. 7 + 3 + 10 = d. 15 + 8 + 5 =
e. 8 + 7 + 12 =
V. Assignment
Identify the property of addition used in each equation.
Write your answer on the blank provided for.
a. 3 + 4 = 4 + 3 ____ b. 35 + 18 = 53 = (17 + (18 + 18) ____
c. 9 + ( 8 + 7 ) = ( 9 + 8 ) + 7 ____ d. 76 + (30 + 70) = 176 = (76 + 30) + 70
e. 20 + 47 = 60 = 47 + 20 ____
Identity Property of Addition
Cognitive: Identify the identity property of addition used in an equation

Psychomotor: 1. Write the addition sentences showing the identity property of addition
2. Supply the missing number in a given equation
Affective: Show sportsmanship during games/activities
Skills: 1. Identifying the identity property of addition

2. Supplying the missing number
Reference: BEC-PELC I.B.2.5
Materials: flash cards, written exercises on a cartolina
Value: Sportsmanship
29
1. Drill (Emphasize sportsmanship during the game)
Do the following exercises in the form of a race. Have the pupils form two lines. Teacher
shows the flash cards. Pupils give the answers orally. Pupils make one step forward for
every correct answer.
a. 26 54 43 35 46 51 24
+53 +33 +24 +44 +42 +28 +63
b. 55 28 37 31 62 35 63
+33 +41 +30 +57 +27 +57 +34
2. Review
Give the property of addition shown in each equation below.

Write your answer on the blank provided for.
a. 23 + 68 = 68 + 23 _____
b. 13 + (10 + 30) = (13 + 10) + 30 _____
c. 96 + 22 = 22 + 96 _____
d. 38 + 19 = 19 + 38 _____
e. (50 + 12) + 6 = 50 + (12 + 6) _____
3. Motivation
Ask what happens if a number is added to zero. Elicit answers from the class. Leads
them to the next property of addition. Which is zero property? Show the equations on the
board.
I II
10 + 0 = ___ 0 + 70 = ___
192 + 0 = ___ 0 + 66 = ___
35 + 0 = ___ 0 + 37 = ___
62 + 0 = ___ 0 + 88 = ___
1. Presentation
a. Call on a pupil to read the exercises written on a cartolina or in the blackboard.

b. Let them answer the exercises as fast as they can.
c. Ask: What do you observe about the equations under column I? What can you say about
the equations in column II?
d. Focus the children’s attention on the numeral 0. Ask: What is the sum when zero (0) is
added to a number? What about when a number is added to zero?
e. Introduce the term zero or identity property of addition.
2. Group Activities
a. Fill in the correct answers.

1) 6 + 0 = ___
2) 3 + ___ = 3
3) 12 + ___ = 12
4) ___ + 69 = 69
5) 80 + ___ = 80
30
b. Put a check (3) on the blank provided for if the equation shows the identity property of
addition and a cross (x) if it does not show.
_____ 1) (36 + 21) + 5 = 36 + (21 + 5)
_____ 2) (13 + 19) + (65 + 25) = (65 + 25) + (13 + 19)
_____ 3) 1888 + 0 = 1888
_____ 4) (67 + 93) + 16 = 16 + (67 + 93)
_____ 5) 0 + 820 = 820
c. Supply the missing number then write the property of addition shown on the blank before
each number.
_____ 1) 88 + 0 = ___
_____ 2) (86 + 39) + 7 = ___ + (39 + 7)
_____ 3) ___ + 270 = 270
_____ 4) 78 + ___ = 78
_____ 5) 3000 + 0 = ____
3. Generalization
What is identity property of addition?
Zero is the identity property of addition. When zero is added to any number the
sum is also the number.
C. Application
Fill in the correct answer.

1) 8 + __ = 8 2) 5 + 0 = __
3) 45 + 0 = 45 4) 36 + 0 = __
5) __ + 21 = 21
IV. Evaluation
A. Supply the missing number that will make each equation correct.
1) 628 + 0 = ___
2) ___ + 711 = 711
3) 564 + ___ = 564
4) ___ + 128 = 128
5) 323 + 0 = ___
B. Encircle the number of the equation showing the identity property of addition.
1) 420 + 0 = 420
2) 926 + 24 = 24 + 926
3) 372 + (35 + 63) = (372 + 35) + 63
4) 0 + 306 = 306
5) 821 + 0 = 821
C. Complete each equation. Write IPA on the blank if the equation shows the identity property of
addition.
_____ 1) 150 + 0 = ___
_____ 2) 370 + ___ = 370
_____ 3) 26 + 800 = 26 + ___
_____ 4) (85 + ___) + 90 = 85 + (20 + 90)
_____ 5) ___ + 922 =922
31
V. Assignment
A. Write the number that will make each equation correct.
1) 62 + 0 = ___ 2) ___ + 1250 = 1250

3) 121 + ___ = 121 4) 728 + ___ = 728
5) 550 + 0 = ___ 6) 230 + ___ = 230
7) 236 + ___ =236 8) ___ + 552 = 552
9) ___ + 801 =801 10) 525 + ___ = 525
B. Write 10 equations showing the identity property of addition.
Estimating the Sum
Cognitive: Estimate the sum of 6- or more digit addends

Psychomotor: Illustrate how to find the estimated sum of 6- digit addends
Affective: Appreciate the importance of working hard
Skill: Estimating the sum of 6- or more digit addends

textbooks in Math 4
Materials: pictures, pocket chart, colored chalk, show-me-card or drill board
Values: Hard work, perseverance
1. Drill
Basic addition facts using flash cards.

9+7 9+4 4+7 9+6
8+3 8+6 6+5 8+8
7+5 7+9 8+5 7+9
2. Review
“Rounding off numbers to the nearest 10 000 to 100 000”

Play “Pass the Paper Game.” Each pupil in the column takes turns in rounding numbers
as fast and correctly as they can. Check answers in class.
3. Motivation
Show picture of farmers working in a farm or coconut plantation. What do you see in the
picture? What does the farmer do to have a good quality harvest? Can you tell the number of
coconuts seen in the drawing?
32
1. Presentation
Mang Mario has a coconut plantation. He usually works in his farm the whole day. He
harvested 11 389 coconuts on the first month and 14 481 coconuts on the second month.
About how many coconuts did he harvest in two months?
Help pupils analyze and solve the given problem. Ask the following questions:
a. What is asked in the problem?
b. What are the given facts?
c. What is the operation needed?
d. What is the number sentence?
e. What kind of a farmer is Mang Mario? What benefits could we get if we work hard?
If you’re given a task, do you work on it?
1) 11 389 Æ10 000 First round the addends to the nearest

+14 481Æ14 000 ten thousand then add the rounded
24 000 numbers to get the estimated sum.
2) Using the front end technique

front end
11,389 Æ10 000 1 000 Round the first addends to the first digit
+14,481 Æ10 000 4 000 then to the second digit and find the sum.
20 000 5 000 Combine the sum of the 2 rounded numerals.
2. Group Activities
a. Work with a partner. One will get the exact sum and the other will estimate the sum.
(Use your drill board.)
a) 594 b) 3 978 c) 5 928 d) 783 e) 1 397
+678 +5 697 +1 436 +492 +1 280
b. Estimate the sum of each to the highest place value.

a) 25 635 b) 36 403 c) 43 321 d) 18 476 e) 611 175
+46 780 +53 296 +52 085 +20 581 + 258 806
c. Below are the prices of some school supplies. Use your estimation skills to answer each
of the questions without using paper and pencil.
ballpen 4.50 glue 18.50
pad paper 19.00 pencil case 21.25
ruler 10.50 math notebook 21.25
pentel pen 35.25 pencil 5.25
crayons 28.25
1) About how much will a box of crayons and a pencil case cost?
2) Randy has 50.00. Has he enough money to buy one pad paper, crayons and a
math notebook?
3) You have 50.00. What 3 things can you buy?
4) What can you buy if you have 20.00 bill?
5) You have 100.00. How many math notebooks and pad paper can you buy?
3. Generalization
What are the steps involved in estimating sums of 6 or more digit addends? How do
you estimate? How would you come up with a good estimate?
33
Round off the addends to the nearest highest place value then add.
A good estimate is a little less or more than the exact answer.
C. Application
Solve the problem.
Mrs. Dayo’s poultry farm produced 236 378 eggs in 1997 and 147 932 eggs in 1998. About
how many thousands of eggs were produced in two years?
IV. Evaluation
A. Round each addend to the highest place value. Then add.
1) 713 156 2) 138 819 3) 514 912 4) 614 346 5) 192 143
+ 291 724 + 861 412 + 813 125 + 201 223 + 361 414
B. Using the front-end technique, find the estimated sum of the following.
1) 762 304 2) 631 918 3) 154 128 4) 521 146 5) 178 675
+ 134 503 + 167 214 + 318 125 + 319 272 + 369 512
V. Assignment
A. Estimate then find the exact sum.
1) 56 435 2) 456 412 3) 74 825 4) 21 165 5) 63 729

+ 90 845 + 141 708 + 9 567 + 3 270 + 23 878
B. Arrange each item in column then estimate the sum.
1) 156 435 + 290 845 2) 829 456 + 246 723

3) 871 702 + 249 581 4) 379 405 + 845 563
Adding Mentally 2- to 3-Digit Numbers with Sums Up to 300
Cognitive: Add 2- to 3-digit numbers mentally with sums up to 300 without regrouping
Psychomotor: Solve for the sum of 2- to 3-digit numbers mentally
Affective: Appreciate the value of trees and other plants around us
Skill: Adding mentally 3- digit numbers with sums up to 300

textbooks in Math 4
Materials: flash cards, number cards, window cards
Value: Appreciation of nature
34
1. Drill
“Game on Basic Addition Facts Using Flashcards”
Relay game by pairs.
2. Review
Estimate the sum of each item orally.
312 143 163 192 676 780 816 136 376 762
+ 291 + 414 + 681 + 271 + 215 + 342 + 415 + 861 + 213 + 134
3. Motivation
Are trees and other plants important to us? Why? What do trees and other plants give
us? Do you take care of our trees and plants? In what way?
1. Presentation
Problem Opener
In an orchard, there are 125 avocados, 175 mango and santol trees. How
many trees are there in all?
2. Group Activities
a. Activity 1
1) What kind of trees are found in the orchard?

2) Can you name them?
3) How would you get the total number of trees in the orchard?
4) Do you need to use paper and pencil?
5) Can you solve for the final answers mentally? How?
b. Activity 2
Let us help the baby go up and down the stairs by adding the equations mentally
as fast as you can.
136+174=
111+189= 186+113=
140+140= 100+200= 124+186=
158+36= 152+36= 165+123= 116+170=
156+130= 117+132= 127+178= 276+241= 128+182=
141+26= 137+60= 129+170= 134+64= 153+37= 190+110=
35
3. Generalization
What is the fastest way in solving for the sum mentally? Recall once again the steps.
C. Application
Add the following numbers mentally.

1) 248 2) 275 3) 153 4) 150 5) 134
+ 52 + 25 + 137 + 150 + 45
1) 278 2) 189 3) 167 4) 123 5) 265

+ 10 + 100 + 133 + 86 + 34
Use window cards with 2- to 3-digit numbers with sum up to 300.
IV. Evaluation
Teacher will flash a card one at a time in class. The task of each pupil is to write the sum on their
paper.
a. 135 b. 213 c. 241 d. 196 e. 153 f. 148

+ 174 + 182 + 50 + 111 + 146 + 151
g. 175 h. 102 i. 237 j. 286 k. 160

+ 124 + 191 + 22 + 11 + 134
l. 178 m. 283 n. 195 o. 152 p. 266

+121 + 12 +101 +143 + 43
V. Assignment
Find the sum by adding mentally.

Write the answers in your notebook.
a. 131 b. 160 c. 125 d. 208 e. 121

+ 128 + 46 + 175 + 92 + 77
f. 163 g. 211 h. 138 i. 112 j. 240

+ 122 + 87 + 141 + 145 + 49
k. 146 l. 213 m. 123 n. 221 o. 121

+ 121 + 74 + 145 + 85 + 178
Analyzing Word Problems involving Addition
Cognitive: Analyze word problems involving addition

Psychomotor: Tell what is asked, what is/are given, the word clues and the operation to be
used in solving story problems
Affective: Show proper behavior during programs
36
Skill: Analyzing word problems involving addition

References: BEC-PELC I.B.5.1.1- 5.1.4
textbooks in Math 4
Materials: story problem, flash cards, pocket charts, strips of cartolina
Value: Proper behavior during programs
1. Drill
Have a game using basic addition facts. (Use flash cards)
2. Review
Adding mentally without regrouping (work in pairs) to be given orally by the teacher.
Example: 65 green apples and 31 yellow red apples

35 boys and 73 girls
3. Motivation
Who is your favorite artist? How about singers? Why do you like him/her? Whenever you
watch programs and performances, how are you supposed to behave?
1. Presentation
During the concert of Regine Velasquez in Araneta Coliseum, there were 3 120
girls and 1 512 boys who watched the concert. How many persons watched the
concert?
Activity 1
a. Who had a concert?

b. Where was the concert held?
c. Who watched the concert?
Valuing:
• How would you behave while watching such program or other art performances?
Activity 2
Questions should be written in activity cards to be distributed to each group.

a. What is asked for in the problem?
b. What are given in the problem?
c. What operation will help you solve the problem?
d. What number sentence can you make from the given facts?
37
Activity 3
Match the steps used in solving problem found in column A with the given facts written in
column B.
Column A Column B
1. What is/are given in the problem? a. 3 120 + 1 512 =n
2. What is the operation to be used? b. The total number of people
who watched the concert.
3. What is asked for in the problem? c. 3 120 girls and 1 512 boys
4. What is the number sentence? d. addition
2. Practice/ Fixing Skills
Read and analyze each problem carefully (group activity).
a. During the week, 2 basketball games were played in the stadium. There were 9 948
people who came to watch the first game and 9 865 people who came to watch the
second game. How many people in all watched the two games?
1. What is asked in the problem?
2. What are given in the problem?
3. What operation will help us solve the problem?
4. What is the number sentence?
b. Mr. and Mrs. De la Rosa sold their lot in Tagaytay for 759,635.00 and their car for
435,126.00. How much did they get in all?
3. Generalization
What have you learned today? How do you solve story problems? What are the steps
involved?
C. Application
Read and analyze each problem carefully.
1. Mrs. Lilia Gomez earned 144,670.00 in year 2003 while Mr. Sam Gomez earned
142,000.00 for the same year. How much did they earn altogether?
2. Mrs. Araneta exported prawns worth 24,000.00 and milkfish worth 15,000.00. What
was the total cost of the seafoods exported by Mrs. Araneta?
3. During the Palarong Pambansa, 3 125 people watched the first day, 1 420 on the second day
and 3 146 on the third day. How many people watched the Palaro in 3 days?
IV. Evaluation
A. Analyze each problem carefully. Encircle the letter of the correct answer.
Mr. de Jesus owns a big piece of land planted with rice, corn and coconuts. This
year, he harvested rice worth 58,570.00; coconut and corn worth 52,435.00. How
much did he earn in all?
1. What are given in the problem?

a. 58,570.00 b. 52,435.00 c. 58,570.00 and 52,435.00
38
a. The total rice harvested
b. The total amount earned from coconut and corn
c. The total amount earned from rice, coconut, and corn
3. What operation is needed to solve the problem?

a. Addition b. Subtraction c. Multiplication
4. What is the number sentence?

a. 58,570.00 + 52,435.00 = n
b. 58,570.00 - 52,435.00 = n
c. 58,570.00 x 52,435.00 = n
5. What clues tell you that you are going to add?

a. money
b. in all
c. and
B. Read and analyze each problem carefully then solve. Label your final answer.
1. A poultry farm exported 18 654 chickens last year and 25 172 this year. How many chickens
were raised in two years?
2. Mang Jose gathered 2 365 eggs on the first week 1 875 eggs on the second week and 2 174
on the third week. How many eggs did he gather in 3 weeks?
V. Assignment
Read and analyze each problem carefully.
1. Monica bought a pair of shoes for 1,495.00 and a bag for 599.00. How much did she pay
the cashier?
2. The district property custodian distributed 7 981 English books and 5 172 Math books for Grades
I to VI pupils. What is the total number of books distributed in all the grades?
3. Angelica has two volumes of encyclopedia. One encyclopedia has 2 594 pages. The other
has 2 678 pages. What is the total number of pages of the two volumes of encyclopedia?
Solving Word Problems involving Addition
Cognitive: Solve word problems involving addition of whole numbers including money with
sums through millions and billions
Psychomotor: Analyze and solve word problems accurately
Affective: Share one’s ideas and materials with others
Skill: Analyzing and solving word problems involving addition of whole numbers
textbooks in Math 4
Materials: story problems, charts, pictures, strips of cartolina
Value: Sharing
39
1. Drill
Post addition equations on the board. Each pupil should solve the sum mentally as fast
and as correct as he can.
32 45 16 44 64 35 42 25 66
+2 + 11 + 43 + 23 + 33 + 12 + 26 + 32 + 11
2. Review
Match the appropriate phrase suited to the given facts and statements below. Write the
letter of the correct answer on the blank provided for.
a. operation needed c. number sentence e. asked in the

b. given facts d. solution and answer problem
_____ 1) The total population for both schools.

_____ 2) 13,486 + 23,465 = n
_____ 3) addition
_____ 4) 13 486 + 23 465 = 36 951
3. Motivation
Song (Sing to the tune of “Planting Rice.”)
Learning math is really fun I am glad you are glad

New ideas every time For your answers are all right
There is joy for everyone We all feel that we are bright
Problem solving satisfies Solving problems makes us wise
a. What words are underlined once?

b. What words are underlined twice?
c. Is it true that solving problems makes us wise? How?
1. Presentation
Materials:
drawing of trees with figures shown on the trunk of each tree as mentioned in the problem
The Estrada’s and Cruzado’s are 2 generous families. They donated tree
seedlings to the different barangays of the country. The Estrada family donated 126
896 acacia and ipil-ipil trees. The Cruzado family donated 315 724 molave and narra
trees. How many trees were donated by the 2 families?
2. Group Work
Activity 1
A representative will act as a facilitator to discuss the questions presented by the teacher.
a. Who are the families mentioned in the problem?
40
b. What kind of families are they?
c. What did they donate?
d. How many trees were donated by the Estrada family?
e. What kind of trees were donated by Cruzado family? Estrada family?
Valuing:
At your age, do you share things with others? What things do you share with others?
What did you feel? (Share experiences in class.)
Activity 2
Call another representative in class to ask and discuss the following questions.
a. What is being asked in the problem?
c. What operation will you use to solve the problem? Why? Explain your answer.
d. Give the number sentence that will help you solve the problem.
e. Show the solution to the problem on the board.
Example: 126 896 acacia and ipil-ipil trees

+ 315 724 molave and narra trees
442 620 total trees donated by the 2 families
Activity 3
Materials: chalk, mini-boards

The group will give the answer to the problem by supplying the information below.
a. The given facts are _____
b. The process to be used _____
c. The answer is _____
Read the problem carefully then answer the following questions briefly.
a. There was a benefit show for the orphans. On the first day, 512,761.00 was earned.
On the second day, 726,895.00 was the proceed. How much was generated by the
show in 2 days?
b. The math Club of Barrio Obrero Elementary School started a newspaper drive to raise
funds for the poor children of Sapang Palay. If one group brought 434 253 old
newspapers and the other group brought 625 250 old newspapers. How many old
newspapers would there be in all?
c. Last year, Manny deposited 1,276,718.00 in a bank. This year, he deposited
991,221.00. How much did he deposit in 2 years?
3. Generalization
How do you solve problems? What are the steps involved in solving story problems?
Elicit the steps.
In solving word problems involving addition of numbers with sums up to millions

and billions, the following steps are to be followed:
a) Read and understand the problem.
b) Plan on what to do
c) Solve
d) Look back to check if the answer to the problem is correct
41
C. Application
Read and solve each problem carefully.

1) During the best of seven series in the basketball game, there were 1 211 125 tickets sold in
the fifth game while 2 179 600 in the sixth game. How many tickets were sold in the two
games?
2) Mr. Domingo Sy earned 1,224,663.00 in the year 2001 while Mrs. Ellen Sy earned
926,175.00 for the same year. How much did they earn altogether?
3) Look at the earnings of a certain food company. Then answer the questions that follow:
Milk Products 378,584.00
Fruit Juices 198,475.00
Meat Products 326,421.00
Other products 178,623.00
a) What is the total earnings for meat products and fruit juices?
b) What is the total earnings for meat and dairy products?
IV. Evaluation
Read and solve the problems carefully.

1. It was reported that the total population in Benguet is 541 817 and in Kalinga is 154 145. What
was the total population of Benguet and Kalinga?
2. Quezon City has a population of 8 424 262 while Manila has 11 189 296 people. What is the
combined population of the two cities?
3. The Marcela Cooperative Farms earned 17,342,262.00 while Barangay Bayambang
Cooperative earned 48,159,926.00. Altogether, how much money did the two cooperatives
earn?
V. Assignment
Solve the following problems carefully.

1. Mr. Reyes purchased a pair of shoes worth 4,179.45 and a jacket which costs 725.95 at
SM Megamall. How much did he pay the cashier?
2. There are 2 big central schools in Mindanao. In the first school, population was 4 486 while
3 654 in the second school. What is the total population of the 2 schools?
3. A car dealer had this sales summary for the last quarter of 2000.
October – 653,410.00
November – 585,688.00
December – 890,462.00
What was his total sales in 3 months?
42
Solving Mentally 1-Step Word Problems
Cognitive: Solve mentally 1-step word problems involving addition with sums up to 300
without regrouping
Psychomotor: Tell the answer to the problems accurately
Affective: Appreciate the beauty of nature
Skill: Solving 1-step word problems mentally

textbooks in Math 4
Materials: flash cards, pocket chart, set of numbers
Value: Love for nature
1. Drill
Complete the addition wheel.
9 2 6 3 3 5
1 +11 5 8 +12 5 6 +13 4
3 7 9 2 9 7
6 7 1 8 1
2. Review
Solve for the following math sentences.
a. What is the sum of 78 and 71?

b. What is 74 more than 24?
c. What is the result when 87 is added to 23?
d. What is 18 more than the sum of 35 and 47?
e. Add 35 to the sum of 43 and 69
3. Motivation
Who is your favorite newscaster? Why did you choose him/her? If given a chance,
would you like to be like him/her? Why?
1. Presentation
a. Call a pupil to report the problem in class.
43
One sunny day, Mrs. Almonte and her pupils went to the park. They enjoyed
looking at the different flowers. On their way home, they decided to count all the
flowers they saw. A group of boys reported that there were 71 roses and daisies
while the girls reported 128 gumamela, camia and yellow bells. How many flowers
were there in all? This is (name of student) reporting.
Discussion:
1) Who went to the park?
2) What did they do there?
3) If you were to visit a park, will you do what they did? Explain.
4) What are the flowers mentioned in the problem?
5) How many flowers were counted by the boys?
6) How many flowers were counted by the girls?
7) How many flowers are there in all?
8) How did you get the answer?
9) What is the fastest way of solving the given problem?
10) How will you solve the problem mentally? Draw out the steps.
b. Solve mentally
1) A crowd of 162 people watched the first day of the football game. The next day, 138
attended the game. How many people watched the games?
2) Ramon had 175.00. His father gave him 123.00. How much does he have
now?
Divide the class into groups. Assign a leader to act as the facilitator in the discussion of the
problem.
Group 1
Jeff collected 145 stamps while Alvin collected 153 stamps. How many stamps did they
collect altogether?
Group 2
Sheila used 147 bond paper. Irene used 132 bond paper. How many sheets of bond
paper did Sheila and Irene used altogether?
Group 3
At Basilan Elementary School, there are 110 members of Science Club and 181
members of Math Club. How many members are there altogether?
3. Generalization
What have you learned today? What are the steps involved in solving story problems
mentally?
In solving word problems mentally, give the answers to the problems accurately
without using paper and pencil.
C. Application
You can do these orally. Try them.

1. Kevin picked 135 santols. Marie picked 161 santols. How many santols were picked in all?
2. Lyn has 137 stamps in her album. Alma has 151. How many stamps do they have in all?
3. Marlyn walked 138 metres north and 160 metres south. How far did she walk in all?
44
4. Father drove 162 km from their home. After an hour, he drove 45 kilometres more. How far
away is he from his starting point?
5. Mang Igme accepted an order of 175 baskets. After 5 days, there was an order of 124
baskets more. How many orders did he accept in all?
IV. Evaluation
A. Study the table then answer the following questions below.
Dr. Sixto Elementary School

Grade 1 – 140 Grade 4 – 120
Grade 2 – 115 Grade 5 – 144
Grade 3 - 152
1. How many pupils are enrolled in Grades 1 and 2 altogether?

2. The total number of pupils enrolled in Grades 4 and 5 is _____
3. What is the sum of the enrollment of Grades 5 and 1?
4. The combined enrollment of Grades 3 and 4 is_____
B. Think and solve mentally.

1. Kalawaan Elementary School has 35 classes. Pasig Elementary School has 24 more
classes than Kalawaan Elementary School. How many classes does Pasig Elementary
School have in all?
2. Jenny is 35 years old now. Her mother is 41 years older. How old is her mother now?
3. The weight of Benjie is 74 pounds. His friend is 22 pounds heavier than him. What is the total
weight of Benjie’s friend?
V. Assignment
1. Read and answer.

a. Rosa sells fruits in the market. She earned 275.00 for her mangoes and 126.00 for the
papayas. How much did she earn from the fruits she sold?
b. My aunt went shopping last Saturday. She bought a blouse for 280.00 and an umbrella for
125.00. How much did my aunt spend in shopping?
Subtracting without Regrouping
Cognitive: Subtract 5- or more digit numbers from 6- or more digit numbers without
regrouping
Psychomotor: Find the difference of 5- or more digit numbers from 6- or more digit numbers
without regrouping
Affective: Show concern in the cleaning and greening of the community
45
Skill: Subtracting 5- or more digit numbers from 6- or more digit numbers

without regrouping
References: BEC-PELC I.C.1.1
textbooks in Math 4
Materials: flash cards, pocket charts
Value: Environmental concern
1. Drill
Basic addition facts using flash cards
2. Review/Mental Computation
a. What is 45 more than the sum of 12 and 13?

b. Tony picked 35 apples. He gave 11 to his friends. How many apples were left?
3. Motivation
What do children of your age do to help the barangay officials in their campaign for the
clean and green program? What activities would you suggest to promote the clean and green
program of your barangay?
1. Presentation
a. Activity 1
In support of the clean and green campaign of our government, the officials and
constituents of barangay Kalawaan decided to raise a total amount of 685,976.00
to buy ornamental plants, flowering plants, grass and some garden materials. During
the recent fund drive they conducted, they were able to raise a net amount of
234,802.00. How much more should they raise in order to meet the target amount
for their beautification project?
1) What is asked in the problem?

2) What are the given facts?
3) What operation is to be used?
4) What is the number sentence?
5) Solution (help the pupils solve the problem)
Strategy 1
Subtract the ones Subtract the tens Subtract the hundreds
685 976 685 976 685 976

- 234 802 - 234 802 - 234 802
4 74 174
46
Subtract the Subtract the Subtract the
thousands. ten thousands. hundred thousands.
685 976 685 976 685 976

- 234 802 - 234 802 - 234 802
1 174 51 174 451 174
Let us familiarize ourselves with the terms we used in subtraction.
685,976 (minuend)
- 234,802 (subtrahend)
451,174 (difference)
How do we check if our answer is correct? Do this by adding the difference and the
subtrahend. If the minuend and the sum are the same, then our difference is correct.
451,174 (difference)
+ 234,802 (subtrahend)
685,976 (minuend)
Strategy 2
Use of expanded notation
685 976 = 600 000 + 80 000 + 5 000 + 900 + 70 + 6

-234 802 = 200 000 + 30 000 + 4 000 + 800 + 0 + 2
400 000 + 50 000 + 1 000 + 100 + 70 + 4 = 451 174
b. Activity 2
1) Use your drill board to find the difference of each.
a) 62 716 b) 78 914 c) 386 112 d) 297 564 e) 687 312

- 41 302 -12 513 -125 011 -126 231 - 574 211
2) Answer and check with the class.
a) Subtract 633 420 from 955 420

b) Take away 59 104 from 89 102
c) What is 475 634 minus 243 522?
d) What is the difference between 878 945 and 25 714?
e) What is 215 847 less than a number gives a result of 772 122?
f) 961 837 g) 457 791
-351 425 -231 661
2. Generalization
How would you find the difference of 5- or more digit numbers from 6- or more digit
numbers without regrouping?
In subtracting 5- or more digits from 6- or more digits without regrouping, subtract

from the ones until the last given digit.
47
C. Application
Subtract.
a) 27 892 b) 287 196 c) 279 124 d) 78 465 e) 754 683
-16 574 - 163 164 - 59 113 -52 431 - 310 521
Find the missing numbers.

a) 85 421 b) 75 436 c) 495 837 d) 787 251 e) 893 526
- _ _ _ _1
.
- _ _ _ 12 .
- _7_ 2_ _
.
- _1_ _3_ .
- _7_ 1_ _
.
42 310 52 3_4 1_4 _24 345 121 621 412
IV. Evaluation
Find the difference. Choose the letter of the correct answer.

1) 67 071 a. 475 071 p. 52 010
-15 061 b. 465 072 l. 56 572
2) 70 184 l. 40 010 n. 40 210

-30 174 m. 40 111 o. 40258
3) 871 976 a. 530 701 c. 530 702

-341 275 b. 531 714 d. 531 711
4) 987 726 k. 222 731 m. 221 611

-765 115 l. 222 511 n. 222 611
5) 876 752 s. 335 421 u. 351 214

-561 331 t. 315 421 v. 315 241
What word is formed out of your answer? What do plants do to our surroundings?
V. Assignment
Find the difference. Check your answer.

8 184 21 748 95 614 72 114 65 718
-6 153 -11 136 -34 512 -31 002 -23 416
Solve for n.
a. 38 415 – 27 304 = n
b. n – 24 923 = 53 024
c. 17 556 – (2 475 + 625) = n
d. 875 122 – 764 111 = n
e. 693 952 – 512 841 = n
Subtracting with Regrouping
Cognitive: Subtract 5- or more digit numbers from 6- or more digit numbers having zeros in
the minuend or subtrahend
Psychomotor: Illustrate how to subtract numbers from 6- or more digit numbers having zeros in
the minuend/or subtrahend
Affective: Show concern for others
48
Skill: Subtracting 5- or more digit numbers by 6- or more digit number

References: BEC-PELC I.C.1
textbooks in Math 4
Materials: flash cards, drill board
1. Drill
Follow the clue to find the final answer.

(-) (=) (+) (=)
37 12 ? 33 ?
(-) (=) (+) (=) (-)

? 66 ? ? 13
40 Final Answer
2. Review
Find the difference.

684 1 284 7 486 5 764 3 241
-298 - 196 -5 162 -3 624 -2 632
3. Motivation
Who among you spend your vacation in the province? What will you do so that you will
have money to spend during your stay there?
1. Presentation
Mang Lauro wanted to visit his father in the province. He was planning to give a
colored TV to his father which costs 14,525.00. If he has saved 35,200.00,
how much will be left in his bank account?
a. Who wanted to go to the province?

b. How much is his savings?
c. What will be his gift to his father?
Valuing:
Even if you are still young can you also save money to buy a gift for your father?
How?
What good character trait does Mang Lauro possess?
49
Discussion
a. What does the problem want you to find?
c. What word clues tell you what to do in the problem?
d. What number sentence can you make out of the given information?
e. What is the answer?
Steps in Subtracting Numbers:
1. The digits in the subtrahend is bigger than the digits in the minuend so you have to
regroup.
Rename 5 thousands first as 4 thousands and 10 hundreds.
4 12 .
35 200
-14 525
2. Regroup 10 hundreds with 2 hundreds.

10H + 2H = 12H
Rename 1 hundred as 10 tens.
12H – 1H = 11H
11 .
4 12 10 .
35 200
-14 525
3. Regroup 1 tens as 10 ones.

10T – 1T = 9T
11 9 .
4 12 1010
.
35 200
-14 525
20 675
4. Now you can subtract the subtrahend from the minuend. Subtract the ones. Subtract
the tens. Subtract the hundreds. Subtract the thousands. Subtract the ten thousands.
11 9 .
4 12 10 10
35200
-14525
20675
2. Practice/Group Activities
Regroup each minuend so that you can begin subtracting.
a) 4 053 b) 6 309 c) 51 623 d) 26 000

-1 206 -2 134 -15 535 -14 327
e) 40 681 f) 6 010 g) 57 360 h) 80 000

-12 530 -3 040 -29 435 -24 561
i) 31 896 j) 70 000 k) 64 710 l) 405 679

-22 458 -25 564 -39 256 -256 495
50
3. Generalization
How will you subtract numbers with regrouping?
C. Application
Follow the rule. Find the missing numbers.
1. Rule: Subtract 2 000.
Input Output
9 635
7 406
8 000
8 153
9 401
2. Rule: Subtract 12 914.
Input Output
63 842
35 001
28 602
79 800
89 716
IV. Evaluation
Subtract. Write your answers on your paper.
a) 14 362 b) 52 090 c) 8 040 321

- 2 784 - 19 816 - 901 007
d) 15 134 e) 803 020 f) 600 720

-13 750 - 114 040 - 425 408
g) 82 751 h) 682 700 i) 710 002

-61 903 - 299 438 - 190 059
V. Assignment
Find the difference and check.
a) 780 004 b) 508 200 c) 208 050

- 36 842 - 42 860 - 98 463
d) 901 060 346 e) 81 502 360 f) 129 103 719

- 9 345 678 - 1 234 567 - 12 428 151
Solve the following problems.
1. What is 376 459 subtracted from 90 000 000?

2. What is the difference between 82 104 612 and 1 321 476?
3. What is 834 500 less than the sum of 235 875 and 2 146 290?
51
Subtracting Large Numbers with Zero Difficulty
Cognitive: Subtract 5- or more digit numbers from 6- or more digit numbers with 3
continuous or non-continuous zeros in both the minuend and subtrahend with
regrouping
Psychomotor: Solve for the difference of 6- or more digit numbers with zero difficulty
Affective: Support organizations that help poor people
Skill: Subtracting large numbers with zero difficulty

References: BEC-PELC I.C.1.2.2
textbooks in Math 4
Materials: flash cards, charts, pocket charts
Value: Helpfulness
1. Drill
Subtract.
17 18 21 17 23 35 41 19
-10 -11 -16 -12 -19 -11 -21 -19
2. Review
Find the difference. 74 814
= - 3 876 - 47 765 =
= - 58 437 - 59 732 =
- 1 968
3. Motivation
What government organizations help poor people? Have you experienced asking help
from some organizations?
52
1. Presentation
Red Cross is an organization which helps the poor people. During the Red Cross
Week, Garita Elementary School was given 12 000 tickets to sell for a benefit show.
The school was able to sell 9 032 tickets. How many tickets were not sold?
a. Who sells tickets?

b. Why do they sell tickets?
Valuing:
• As a student, how will you help this organization?

• Is it right to help them? Why?
Discussion
a. What is asked in the story problem?
b. What is/are given?
c. What is the word clue to determine the operation needed in the problem. What
operation are we going to use?
d. What is the number sentence for the problem?
When there are continuous zeros in the minuend, we rename and regroup,
starting at the left most digit.
9 9
1 10 10 10 1 101010
12 000 12 000 12 000
- 9 032 -9 0 3 2 - 9 032
2 968
2. Group Activity

a.
400 050
711 000 621 000
800 120
500 200 70 625
b.
93 150 000 -
13 281 600 = -
-
- 79 092 200 = - = 176 105
= 93 100
53
3. Generalization
How can you subtract numbers with 3 continuous or non-continuous zeros in both
minuends and subtrahends and with regrouping in any places?
When there are continuous zeros or non-continuous zeros, we regroup first in places that
need regrouping, starting at the leftmost digit, then proceed to subtraction.
C. Application

1) 780 004 2) 2 357 000 3) 9 856 000 4) 900 603
- 36 842 - 26 453 - 500 032 - 590 407
5) 700 080 6) 7 800 000 7) 97 000 136 8) 160 080 000

-345 000 -1 156 000 - 6 002 179 - 42 165 000
IV. Evaluation

1) 900 034 2) 867 000 3) 320 400
- 720 004 - 123 000 - 10 009
4) 98 000 000 5) 65 000 000 6) 261 976 000

- 15 900 050 - 9 261 000 - 105 000 834
7)
6 000 537 - 1 485 000 =
- 153 000 - 290 007 =
- =
V. Assignment
Write in column and subtract.

1) 901 060 006 – 9 300 518 = n 2) 100 000 000 – 85 643 214 = n
3) 80 000 000 – 1 234 567 = n 4) 421 300 048 – 216 321 832 = n
5) 726 140 009 – 402 124 000 = n
Estimating the Difference of Two Numbers
Cognitive: Estimate the difference of two numbers with four to six digits
Psychomotor: Solve for the difference mentally
Affective: Show love and concern for parents
Skill: Estimating the difference of two numbers with four to six digits
References: BEC – PELC I C 1.3
textbooks in Math 4
Materials: flash cards, chart
54
1. Drill
65 – 22 = 10 – 6 = 9–5= 17 – 10 =
127 – 105 = 7–3= 12 – 6 = 18 – 11 =
396 – 254 = 17 – 9 = 11 – 8 = 12 – 7 =
2. Review
Round the following numbers to the nearest tens and thousands.

Nearest Tens Nearest Thousands
a. 74 325 ____________ ______________
b. 25 936 ____________ ______________
c. 127 547 ____________ ______________
d. 31 247 ____________ ______________
e. 743 426 ____________ ______________
3. Motivation
What would you do if you cannot afford to buy a greeting card or gifts for your loved
ones? What do you feel?
1. Presentation
The grade 4 pupils of Maybunga Elementary School made 2 568 greeting cards
for their parents while the grade 3 pupils made 1 756 cards. About how many
greeting cards did the grade 4 pupils make than grade 3?
a. Who made greeting cards?

b. Why did they make the cards?
c. Who among them made more cards?
Valuing:
• To whom will they give the cards?

• Do you also give cards to your parents? When? Why?
Activity 1

c. What operation is to be used?
d. What is the number sentence?
To estimate the difference, round off the minuend and subtrahend to the highest place
value then subtract.
2 568 3 000 2 568
- 1 756 - 2 000 - 1 756
1 000 - estimated difference 812 - actual difference
55
Activity 2
Estimate to the highest place value then find the difference.
a) 54 798 b) 95 895 c) 349 258

- 42 991 -72 521 - 121 123
d) 4 912 e) 6 861 f) 5 762 g) 25 376

- 3 165 - 4 136 - 3 223 -14 213
h) 265 i) 4 632 j) 5 134 k) 72 571

- 142 - 1 482 -1 675 - 61 933
2. Generalization
How do you estimate the difference of two numbers with four to six digits?
C. Application
1. Round each minuend and subtrahend to the nearest a) tens b) hundreds c) thousands and d)
ten thousands then find its estimated difference.
78 528 78 530
-43 187 -43 190
2. Estimate the difference to its highest possible place value.
a) 6 348 b) 8 888 c) 13 429 d) 52 634 e) 73 287

- 3 344 - 2 929 -12 363 -19 584 - 48 896
IV. Evaluation
A. Estimate the difference by rounding to the nearest ten thousands.

1) 85 946 2) 34 879 3) 59 679
- 52 346 - 16 843 - 37 051
B. Write the reasonable estimate for each problem.

1) 595.75 2) 863.05 3) 785.40
- 243.85 - 592.95 - 126.30
C. Round number to the nearest a) tens b) hundreds c) thousands and d) ten thousands and find the
difference.
67 595
- 49 172
V. Assignment
1. Ask the actual income of the family. Estimate the difference of their monthly expenses from their
actual income.
2. Estimate the difference by rounding to the nearest a) tens b) hundreds
c) thousands d) ten thousands.
194 385
-168 651
56
3. Estimate the difference by rounding to the highest possible place value.
5 672 67 935 84 764
- 5 219 - 61 398 - 84 159
Subtracting Mentally Numbers without Regrouping
Cognitive: Subtract mentally numbers with minuends up to 300 without regrouping

Psychomotor: Give the correct answer mentally and orally
Affective: Show the value of helpfulness when given a task
Skill: Subtracting mentally with minuends up to 300 without regrouping

References: BEC-PELC I.C.2
textbooks in Math 4
Materials: flash cards, chart, window card, pocket chart
Value: Helpfulness
1. Drill
Basic subtraction facts.

Each pupil takes turns in answering the basic subtraction facts written on each strip of manila
paper. Check the answers in the class.
10 10 10 15 16 12 10
-2 -9 -7 -6 -7 -8 -9
2. Review
This may be done in form of a game. Let a pupil pick one petal of the flowers (one at a time)
and have him/her answer the equation.
66
53 99
37 -12
-32 -11
-26 99
78 75
45 -83
-24 67 -21
87 -20
-33
-64 83
47
-23
-16
57
3. Motivation
During weekends, what do you do to help your parents earn extra income?
• Guide the pupils to see the value of helpfulness.
1. Presentation of Lesson
During weekends, Leah helps her mother sell mangoes in the market. One
morning, she had 275 mangoes. At the end of the day, she had 55 mangoes left.
How many mangoes were sold?
2. Discussion
a. How many mangoes did Leah have in the morning?

b. How many mangoes did she have at the end of the day?
c. How many mangoes were sold?
c. What will you do to get the answer?
d. What is the fastest way of solving for the final answers?
a. Relay Game
Mechanics:
Group the pupils into 5. Let them form a line outside or inside the room. Teacher
writes all the exercises in a rolled paper and pastes it on the board. When the teacher
says “go”, pupils take turns in going to the board. The first group who correctly answers
the questions wins.
Group 1 Group 2 Group 3 Group 4 Group 5
1) 276 2) 239 3) 179 4) 264 5) 148

- 132 - 135 - 146 - 153 - 46
b. Supply the missing numbers orally.
1) _____ 2) _____ 3) _____ 4) 171 5) 247

- 102 - 132 -275 - _____ - _____
104 141 33 210 102
58
c. Find the missing number to complete the puzzle.
1) 2)
274 ____ 142 ____ 248 44
____ 21 ____ 143 112 ____
131 ____ 20 149 ____ 13
4. Generalization
How can you subtract mentally? Give the steps.
C. Application
1. Subtract mentally.
a. 284 – 174 = n
b. 300 – 130 = n
c. 182 – 130 = n
d. 488 – 242 = n
e. 575 – 273 = n
2. Subtract mentally the following numbers.

a) 299 b) 299 c) 266 d) 278 e) 265
-183 -153 -155 -178 -152
IV. Evaluation
Give the difference orally.
1) 300 2) 239 3) 270 4) 290 5) 239

- 200 -105 -120 -190 -133
6) 284 7) 281 8) 248 9) 205 10) 211

- 221 -141 - 137 - 204 -101
V. Assignment
Subtract mentally.
1) 712 2) 838 3) 174 4) 174 5) 294

- 249 - 712 - 100 - 74 - 258
6) 120 7) 150 8) 150 9) 249 10) 678

- 110 - 140 - 147 - 123 - 423
Analyzing Word Problems involving Subtraction
Cognitive: Analyze word problems involving subtraction

Psychomotor: Write the correct answers to the questions
Affective: Help one another during class activities
59
Skill: Analyzing word problems

References: BEC-PELC I.C.3.1.1-3.1.4
textbooks in Math 4
Materials: word problems on chart
Value: Helpfulness
1. Drill
Basic facts on subtraction

Example:
8-1 9-2 7-3 9-5 8-3

2. Review
Do black board exercises.
85 38 67 987 574
- 43 -12 -35 - 452 - 242
3. Motivation
What can you say about the prizes of commodities nowadays? How can you help your
parents in making both ends meet?
Ana, a Grade 4 pupil, helps her mother in their fruit stand. One Saturday, they sold 1 950
green and yellow mangoes. If they sold 957 green mangoes, how many yellow mangoes did
they sell?
1. Presentation
What is asked in the problem?

What are the given facts?
What is the word clue?
What operation will you use?
Illustrate the problem.
-
1 950 957
Valuing:
How did Ana help her mother? What kind of daughter is Ana? Who among you helps in
the family? Aside from selling mangoes, what else can you do to help your parents?
60
2. Group Work Activity
Group the pupils into 4. Let each group get one problem in the box and answer the
questions below each problem.
a. Mang Pedro exports native bags. He produced 2 780 bags in 2001 and 4 093 bags in
2002. How many more bags did his family produced in 2002 than in 2001?
- What is asked for in the problem?
- What are the given facts?
- What are the word clues?
- What is the operation to be used in solving the problem?
b. A municipality has a population of 14 276. After 2 years, it became 14 858. How many
people were added to the previous population?
c. Philip bought 4 629 kilograms of garlic and sold 2 348 kilograms. How many kilograms of
garlic were left?
d. There were 1 415 children vaccinated at the health center. Six hundred ninety-five were
boys. How many were girls?
3. Generalization
How do we analyze word problems?
In analyzing word problems, follow these guide questions:

C. Application
Read the problem carefully and answer the questions that follow.
During the mango season, Mr. Andres Marquez sold 32 192 pieces of ripe mangoes.
He also sold 16 514 pieces of green mangoes. How many more ripe mangoes did Mr.
Marquez sell than green mangoes?

c. What is/are the word clue/s?
d. Write the mathematical sentence for the problem
e. What is the correct answer?
61
IV. Evaluation
Read each problem carefully. Identify the given facts and operation to be used to solve each problem.
1. Luis sold empty bottles on Saturday and received 18.50. He bought half a kilo of rice for
10.50. How much money was left?
2. Mang Tomas caught 165 kilos of fish in the morning and 178 kilos of fish in the afternoon. How
many more kilos of fish did he catch in the afternoon than in the morning?
3. Rafael Palma Elementary School has 3 573 pupils last year. This year, it has 4 745, how many
pupils were added this year?
4. Arturo has 1 879 rubber bands. He lost 728 in the game. How many rubber bands were left with
him?
5. There were 6 278 people at the Rizal Memorial Stadium in the morning and 4 561 people in the
afternoon who watch the ball game. How many more people came in the morning than in the
afternoon?
V. Assignment
Read and analyze the problems.
1. Bong’s round trip plane ticket from Manila to Zamboanga costs 6,860.00. His other trip to
Davao costs 6,930.00. How much more did he spend in his travel to Zamboanga than in
Davao?
2. Ric traveled to Baguio and bought woodcarvings worth 2,345.00. He also bought bottled
sweets and fresh vegetables costing 598.00. How much more did he spend in woodcarvings
than in sweets or fresh vegetables?
Complete the statements:
a. The problem asks_____ d. The word clue is _____
b. The given facts are_____ e. The answer is _____
c. The number sentence is _____
Solving Mentally 1-Step Word Problems involving Subtraction without

Regrouping
Cognitive: Solve mentally 1-step word problems involving subtraction without regrouping
Psychomotor: Solve problems mentally
Affective: Show appreciation for God’s creation
Skill: Solving mentally 1-step word problems involving subtraction without regrouping
textbooks in Math 4
Materials: flash cards, picture, chart, activity sheets, paper, crayons
Value: Appreciation of God’s creation
1. Drill
Mental Computation
Let the pupils solve for the difference mentally as fast and as correct as they can in their math
notebook.
96 85 874 305 4 248
- 54 - 61 - 523 - 202 -2 125
62
2. Review
Answer orally.
Jose sold 120 sampaguita garlands. Rosa sold 135 sampaguita garlands. How many
more sampaguita garlands did Rosa sell than Jose?
3. Motivation
Show pictures of trees, skies, land, fish, people, etc.
Valuing:
Who created these things? Can we be like God? Why or why not?
1. Presentation
Marc has 78 fishes in his aquarium. His mother transferred 25 fishes into another
aquarium. How many fishes were left?
2. Discussion
Guide the pupils in the discussion of the problem by answering the following questions.
b. What are given?
c. What operation is needed to solve the problem?
d. What is the fastest way of solving for the final answer?
e. What is the final answer?
Group the pupils by pairs. Distribute activity sheets to each pair. Their task is to help
each other solve the problems carefully.
a. Edgar helps his father in the farm. There were 150 coffee seedlings. If 90 seedlings have
been planted, how many more does he need to plant?
b. Aling Norma has 12 children. Ten of her children went to America. How many children
still lives with Aling Norma?
c. If Carlo accidentally broke 12 of his 24 crayons, how many crayons were not broken?
d. Loren has 15 guavas. She gave 12 guavas to her sister. How many has she left?
e. Mother baked 28 cookies. Lita ate 12 of the cookies. How many cookies were left?
3. Generalization
How do we solve problems involving subtraction mentally? What are the rules to
remember in solving problems mentally?
In solving word problems involving subtraction mentally, follow the following

steps: understand, think, plan, solve and look back to check your answer then
subtract without using pencil and paper.
C. Application
Solve mentally. Write the answers on your paper.

1. Danny planted 54 upo seedlings. Ernie planted 65 ampalaya seedlings. Who planted more?
How many more?
2. Nancy planted 39 patani seeds. If 13 of them did not grow, how many seeds grew?
63
IV. Evaluation
Solve the problems mentally.

1. Nilo bought 15 candies. On his way home, he ate 5 of the candies. How many candies did he
bring home?
2. Mother gave Niko 14.75 for his allowance. He spent 12.50 for a pad paper and a pencil.
How much money was left for Niko?
3. Jose and Rose sell sampaguita garlands. Yesterday, Jose sold 110 garlands while Rose sold 235
garlands. How many more sampaguita garlands did Rose sell than Niko?
4. Jose’s Earnings
Monday – 110.00
Wednesday – 120.00
Friday – 154.00
Sunday – 264.00
Answer the following questions below:
On which day did Jose earn more – Monday or Wednesday, by how much?
How much more did he earn on Sunday than Friday?
How much more did he earn on Friday than Wednesday?
V. Assignment
Create your own story problem involving subtraction. You may exchange problems with your
partners then try to solve it accurately. Discuss solutions in class.
Word Problems involving Subtraction
Cognitive: Solve word problems involving subtraction of numbers including money, with and
without regrouping
Psychomotor: Write the number sentence for a given story problem
Affective: Practice wise decision-making
Skills: 1. Writing number sentences for story problems

2. Solving word problems involving subtraction of whole numbers including
money with and without regrouping
textbooks in Math 4
Materials: flash cards, chart on problem solving
Value: Intelligent decision in voting
1. Drill
Have a short drill on selected subtraction facts.

35 18 16 31 34
-5 -7 -8 -9 -6
64
2. Review

7 367 6 380 7 125 2 375 9 245
- 2 314 - 2 629 - 5 443 - 1 142 - 6 730
3. Motivation
Purok Masagana has 7 206 registered voters. If 3 271 are male voters, how many
are female voters?
How many registered voters are there?

How many male voters are there?
How many are female?
Valuing:
If you are to vote in an election, how are you going to select a good leader? Why?
1. Presentation

b. What is/are given in the problem?
c. What operation will you use? Is there a clue word?
d. What is the number sentence for the problem?
e. How is the solution done?
2. Group Activity
Group the pupils into 4 groups. Have each group solve the problems then present their work
to the class.
Group 1
1) The pineapple planters of Laguna gathered 4 276 pineapples last month. This month,
they harvested 6 278 pineapples. How many more pineapples did they harvest this
month than last month?
2) Mrs. Posadas wants to buy a washing machine worth 5,785.00. She has
2,356.00 cash on hand. How much more money does she need in order to buy
the washing machine?
Group 2
1) A fish dealer sold 232 152 kg of assorted fish in one week. If 156 218 kg were sold in
4 days, how many kg of fish were sold in 3 days?
2) Mr. Perez bought a car that costs 356 826.00. After five years, she decided to sell
the old car for 186 738.00. How much is the cost difference?
Group 3
1) A farmer harvested a total of 10 404 watermelons last year. This year, he was able to
harvest 22 098 watermelons. What is the difference between the watermelons
harvested this year and last year?
2) A big library has 38 459 books in the shelves. There are 7 079 Science books. How
many books are not Science books?
Group 4
1) There were 450 computers St. Mary’s school. After the school year, it was discovered
that 86 were not functioning. How many computers were in good condition?
2) Aling Precy sold fruit at a public market. She had 2 056 mangoes. At the end of the
day, she had only 94 left. How many mangoes were sold on that day?
65
Provide provisions for word clues leading to the solutions of the word problems,
specifically for the slow groups.
3. Generalization
What are the steps to follow in problem solving?

What clues are needed to solve word problems involving subtraction?
C. Application
Solve the following word problems.
1. In a week, Mang Carlos earned 4,265.00 for catching fish. He gave 1,500.00 to his
wife and deposited the rest in the bank. How much did he deposit in the bank?
2. Mrs. Malvar and her eldest daughter watched the songfest. There were 10 206 who watched
the said competition. If 6 259 were females, how many were males?
3. Mariano’s cottage industry exported a total of 250 756 native slippers and bags. Of these
products, 75 903 were native bags, how many bags were exported?
4. Mr. Cortez has 527,968.00 in a savings bank. He withdrew 35,500.00 for his children’s
school expenses. How much money is left in the bank?
IV. Evaluation
Read and solve the following word problems.
A.
1. Virgie collected 1 280 local and international stamps. If the local stamps are 452, how many
are international?
2. The school property custodian distributed 4 758 English and Math books for grade IV pupils.
If 2 307 are English books, how many are Math books?
B.
1. Emmy bought 60 sacks of corn that costs 15,940.00. If she had 32,075.00 in her
wallet, how much more was left?
2. During the local election for Mayor, Atty. Roxas received 32 078 votes while Mr. Reyes
received 21 926 votes. How many more votes did Atty. Roxas receive than Mr. Reyes?
C.
1. A garment factory earned 858,928.00. The workers were paid 28,968.00. How much
was left for the factory’s other expenses?
2. Mr. Gomez plans to buy a car for 55,726.00. He already have 48,905.00. How much
more does he need to be able to buy the car?
V. Assignment
Read and solve the following word problems.
1. To sustain and maintain the Clean and Green Project, the city hired 315 new workers. If they
need 1 210 new workers, how many more should be hired?
2. The Junior Red Cross members of Bagong Silang Elementary School collected old newspapers
and bottles. They sold the old newspapers for 1,090.00 and the bottles for 2,115.00. How
much more did the Junior Red Cross earn from selling bottles than newspapers?
3. The Bantayog Ladies Circle invited several women to participate in the beautification project. The
women were able to raise 100,000.00 for the improvement of the town park. They spent
46,000.00 for making a flower garden and the rest they spent for playground apparatus. How
much was spent for the playground apparatus?
66
4. Parañaque City had a Clean and Green Project. All the barangays planted a total of 32 500
seedlings of fruit trees. The school children planted about 25 000 ornamental plants in their
homes and schoolyards. How many more were fruit trees than ornamental plants?
5. The food committee ordered 15 000 doughnuts. Only 13 269 were sold. How many doughnuts
were left?
Analyzing Word Problems involving Addition and Subtraction including Money
Cognitive: Analyze word problems involving addition and subtraction including money
Psychomotor: Solve problems involving addition and subtraction including money
Affective: Appreciate the value of hardwork
Skills: 1. Analyzing word problems

2. Telling what is asked, what are given, the word clues, the hidden question
and the operation to be used
3. Transforming the word problem into a number sentence
4. Using the correct operation
5. Solving for the final answer with the necessary label
References: BEC-PELC I.C.4.1.1 – 4.1.4
textbooks in Math 4
Materials: charts, strips of cartolina, manila paper, markers
Value: Value of hardwork
1. Drill
Do merry-go-round. Divide the class into groups of 5. Each pupil takes turn in solving for
the sum/difference mentally to be written in an activity sheet. Check answers in class.
25 37 74 65 46 98 64 37
+86 +43 +28 +13 -33 -75 -49 -18
2. Review
Tell something about the following:

a. 26 mangoes, 30 bananas b. 26 + 30 = n c. 56 fruits
d. number of fruits e. addition
3. Motivation
Rica’s father earns 2,500.00 a week. Her mother earns 1,800.00. They set
aside 3,500.00 for their weekly expenses. How much money was left for their
savings?
What do you know about the word earnings, savings and expenses?
Valuing:
• Why do people work? Do you spend all your earnings?

• Why do you have to save?
67
1. Presentation
Guide the students in analyzing and solving the problem in class. Refer to the questions
below.
The total savings for the week.
b. What are given?
2,500.00 1,800.00 3,500.00
c. What is the hidden question?
How much do they earn altogether?
d. What words were used to help solve the problem?
Money left as savings
e. What operations will you use?
Addition and subtraction
f. What is the number sentence?
(2 500 + 1 800) – 3 500 = n
g. What is the answer?
800.00 in a week
Give more problems to be discussed in class.
Adrian bought a bag for 500.00 and a raincoat for 250.00. Maria bought an
umbrella for 230.00. How much more did Adrian spend than Maria?
2. Group Activity
Divide the class into groups of 3s. Distribute a sheet with problems on it. The task of each
student is to help each other solve the problems. Assign a representative/leader to report and
discuss solutions made by their group in class.
a. Mr. Nicolas bought a house for 350,000.00. He spent 120,000.00 for its repair.
Then, he sold the house for 670,000.00. How much did he gain?
b. In November, Mrs. Rizon spent 8,200.00 for household expenses and 1,750.00 for
her children’s allowance. In October, she spent 8,550.00 for the same expenses. How
much more does she spend in November than in October?
c. On the first day, there were 1 415 children vaccinated at the Health Center and 1 054 on
the second day. Of these, 1 459 were boys. How many were girls?
Solve the following problems using the steps in problem solving.

a. Some pupils donated seedlings for their plant-a-tree project. The girls donated 2 518
seedlings while the boys donated 1 736 seedlings. Of these seedlings, 1 385 withered.
How many plants did not wither?
b. Jay watched two movies and paid 60.00 each as admission fee. Then, he ate at a
restaurant and paid 120.00 for a pizza and a glass of juice. If he spent 10.00 for
transportation, how much money was left if he had 400.00 at the start?
4. Generalization
How do we solve word problems?

What are the steps involved?
68
C. Application
Read each problem and solve on your paper.

1. In a town’s fund-raising drive, several organizations raised the following amounts. Knights of
Rizal, 18,176.00; Daughters of Isabela 12,735.00 and the Women’s Club
10,487.00. How much did they raise altogether?
2. In 1990, the number of overseas workers in the country was 417 301. It went up to 782 297 in
1995. What was the increase in the number of overseas workers from 1990 to 1995?
IV. Evaluation
Solve the problems by following the steps in problem solving.

1. Precy went shopping. She wants to buy a pair of pants which cost 395.75 and a blouse which
costs 250.00. How much would be her change if she gave the cashier 1,000.00?
2. The school auditorium can hold 5 000 people. Of the school population, 3 246 boys and 1 362
girls went to see the basketball game. How many more students can the auditorium
accommodate?
V. Assignment
Write your analysis of these problems by answering the seven questions.

1. Mrs. Reyes collected 8 345 seashells from Luzon, Visayas and Mindanao. She collected 3 420
from Luzon and 3 058 from Mindanao. How many seashells did Mrs. Reyes collect from the
Visayas?
2. You have 200.00. How much change would you receive if you paid for all the items below.
Ballpens and pencils 48.35
Notebooks 75.75
Crayons 24.20
Pad paper 20.00
Art papers 31.00
Solving 2-Step Word Problems involving Addition and Subtraction including

Money
Cognitive: Solve 2-step word problems involving addition and subtraction including money
Psychomotor: Solve problems accurately
Affective: Show love for books
Skill: Solving 2-step word problems involving addition and subtraction including money
textbooks in Math 4
Value: Love for books
69
1. Drill
Use flash cards for the basic addition and subtraction facts.
3 9 5 6 9 4 8
+ 8 + 2 + 7 + 4 + 8 + 7 + 8
12 11 6 15 18 17
- 5 - 8 - 2 - 7 - 8 - 9
2. Review
Find the sum. Write the answers in your math notebooks.

238 277 364 811 675
+ 215 + 124 + 125 + 278 + 324
128 248 899 278 367

- 114 - 231 - 176 - 72 - 56
3. Motivation
Have you gone to the library?

What do you see in the library?
1. Presentation
Glenda and Girlie love to read books. They always go to the library to read books.
Glenda has read 238 books and Girlie read another 215 books. If their library has
10 000 books, how many books do they still need to read?
Let 2 or 3 pupils show the solution on the board. Discuss the solutions on the board.
10 000 – (238 + 215) = n
10 000 – 435 = n
n = 9 547 books
Valuing:
• What kind of girls are Glenda and Girlie?

• Do you also enjoy reading books?
• What kind of books do you love to read?
• Is reading books a good hobby? Why?
2. Group Activity
a. Activity 1
Divide the class into groups/columns. Let the pupils help each other solve the
problem. Solve for the answer. Show the solution.
1) Aling Naty picked 25 tomatoes from her vegetable garden on Monday and 43
tomatoes on Tuesday. She used 12 of these for cooking. How many tomatoes were
left?
70
2) Nita needs 100.00 for her project. Father gave her 25.00 and mother gave her
55.00. How much more does she need?
3) Janice collected 300 shells and Riza collected 250 shells on the beach. On their way
home, they lost 120 shells. How many shells were they able to bring home?
b. Activity 2
Divide the pupils into 3 groups. The first group to give the correct answer will get the
points.
1) For the month of January, a department store received 4 838 denim pants and 3 746
slacks. If 6 220 pants were sold, how many were left?
2) Mother baked 365 cookies in the morning and 273 cookies in the afternoon. She sold
526 cookies to her neighbors. How many cookies were left?
3) Lani deposited 1,350.00 in November and 3,175.00 in December. She
withdrew 2,000.00 in January. How much money is left in the bank?
3. Generalization
What do we have to do before we can solve a problem?
Follow the steps in analyzing and solving a problem.

a. Think c. Solve
b. Plan d. Look back
C. Application
Group the pupils. The leader of each group will pick a problem using the “Wheel of Fortune”.
They will be given 2 minutes to solve the problem. If the answer is correct, they will be given
points.
1. Mr. and Mrs. Ignacio planned to buy a house and lot worth 31,486,875.00 and a car worth
1,755,930.00. If they have 25,950,395.00, how much more money do they have to
raise to be able to buy the house and lot and the car?
2. In 1998, the population of barangay San Antonio was 5 786. In 1999, there were 1 296
newborns and 325 deaths. What is the population of barangay San Antonio in 1999?
3. Portland Industries earned 17,836,109.00 in the year 2001 and 21,350,865.00 in 2002.
Because of fire, they spent 16,650,370.00 to rebuild their factory. How much of their
earnings were left?
IV. Evaluation
1. Lino sold empty bottles on Saturday and received 18.50. On Sunday, he received 21.50.
He spent 15.00 for food. How much money was left?
2. Rafael earned 45.00 for washing cars and 55.00 for running errands. He bought a box of
crayon for 24.00. How much money was left?
3. Mandy caught 148 fishes in the morning and 216 in the afternoon. He gave 56 of these to her
mother for dinner. How many fishes were left to be sold in the market?
4. Mrs. Cruz bought canned goods worth 375.00 and garments worth 950.00. She gave the
cashier 1,500.00. How much change did she get?
5. Bonifacio Elementary School had 3 568 Grade 1 pupils in 2001 and 3 756 in Grade 2. If the
enrolment is 17 324, how many pupils are in Grade 1?
71
6. Mr. Del Rosario’s monthly income is 20,150.00 while his wife’s monthly income is
16,720.00. If their monthly expenses are 26,450.00, how much is their monthly savings?
V. Assignment
Solve the problem. Show your solution.
1. A mineral water company bottled 15 476 bottles of mineral water for the month of June and 21
658 for the month of July. They were able to sell 33 274 bottles of mineral water. How many
bottles were unsold?
2. A soft drink factory was able to manufacture 48 357 bottles for January and 55 219 for February.
The factory was able to sell 84 379 bottles. How many were not sold?
Multiplying of 5- or More Digit Factors by 3-digit Factors without and with

Regrouping
Cognitive: Multiply 5- or more digit factors without and with regrouping

Psychomotor: Illustrate multiplying by 5- or more digit factors using partial product method
Affective: Appreciate the importance of trees
Skill: Multiplying of 5- or more digit factors by 3-digit factors with and without
regrouping
References: BEC-PELC I.D.1.1
textbooks in Math 4
Materials: drill cards, picture, manila paper, markers
Value: Conservation of trees
1. Drill
Basic multiplication facts using drill cards
2. Review
Let the pupils solve for the product mentally as fast and correct as they can.
12 23 17 13 42
x 5 x 3 x 4 x 7 x 8
3. Motivation
Show a picture of a mango orchard. Elicit from the children the answer to the following
questions:
• What can you see in the picture?
72
• Do you have fruit trees in your farm/backyard?
• Is it good to plant trees? Why?
1. Presentation
Mang Ambo and his co-workers can deliver 12 234 coconuts in a day. How
many coconuts can they deliver in 123 days?
Analyze the problem.
a. How many mangoes did Mang Ambo and his co-workers gather in one day?
b. What is asked in the problem?
c. How can we solve the problem?
d. Show the solution by using the sum of partial products.
12 234 12 234 12 234 12 234

x 123 x 123 x 123 x 123
36 702 36702 36702 36702
24468 24468 24468
12234 + 12234
1504782
Step 1 Step 2 Step 3 Step 4

Multiply 12 234 Multiply 12 234 Multiply 12 234 Add the partial
by 3 by 2 by 1 products
More Practice
Show the solution.

a. 14 213 b. 16 821 c. 23 568
x 132 x 424 x 238
Study the multiplication algorithm.
625 543
x 352
1251086
3127715
+ 1876629__
220191136
Let the children have more practice.

a) 68 214 b) 52 183 c) 821 145 d) 21 963 e) 72 584
x 327 x 172 x 634 x 453 x 921
2. Group Activity
Each group will be given activity sheets/cards containing 3 items. Each group that
finishes the work will display them on the board. The group with the most number of correct
answers will be given a prize.
65 218 21 465 392 146 24 693 24 986

x 456 x 382 x 781 x 423 x 142
73
421 826 95 218 76 542 621 483
x 321 x 523 x 352 x 218
3. Generalization
How do we multiply 5- or more digit factors by 3-digit factors without and with regrouping?
We multiply 5- or more digit factors by 3-digit factors without and with regrouping
by multiplying all the digits in the multiplier by the ones digit of the multiplicand to get
the first partial product. Then by the tens digit to get the second partial product and
the hundreds digit to get the third partial product. Then add the partial products to get
the final product.
C. Application
Mr. Mendoza can gather 12 350 eggs in a week from his poultry farm. How many eggs can
he gather in 12 weeks?
IV. Evaluation
Solve for the products.

1) 32 512 2) 29 786 3) 69 214 4) 35 683 5) 21 463
x 312 x 521 x 382 x 748 x 121
6) If the factors are 32 416 and 145, what is the product?

7) A number times 6 equals 2 712. What is the number?
V. Assignment
Give the products.

1) 85 354 2) 82 806 3) 49 236 4) 421 832 5) 678 322
x 978 x 814 x 314 x 175 x 387
6) What is the product of 2 876 and 489?

7) What is 27 654 added to the product of 32 145 and 237?
Multiplying 5- or More Digit Factors by 4- to 5-Digit Factors without and with

Regrouping
Cognitive: Find the product of 5- or more digit factors by 4- to 5-digit factors without and with
regrouping
Psychomotor: Multiply 5- or more digit factors by 4-to-5 digit factors with and without regrouping
Affective: Show nationalism by patronizing Philippine products.
Skill: Multiply 5- or more digit factors by 4- to 5-digit factors with and without
regrouping
Materials: pictures, strips of cartolina, chart, illustrations
Value: Patronizing Philippine products
74
1. Drill (Mental Computation)
33 92 80 91 81 64
x 3 x 4 x 6 x 5 x 7 x 3
2. Review
Solve for the answer.
69 432 32 184 98 521

x 413 x 215 x 762
(This is in the form of a contest. The first one to give the correct answer will receive a
reward.)
3. Motivation
Show the pictures of different Philippine fruits. What is your favorite fruit? Why? Point out
to the children that Philippine fruits are comparable if not better than foreign fruits. In buying
Philippine fruits, we can help our economy.
Valuing:
• What character trait do we show if we buy our own products?
1. Presentation
a. Present the problem
The Bureau of Plant Industry needs chico seedlings for tree planting
throughout the country. If 1 538 schools will participate giving 15 120 seeds
each, how many seeds can be collected by the Bureau?
b. Analyze the problem
How many schools will participate in giving chico seeds to the bureau? How many
seeds will each school give to the bureau? What will you do to solve the problem? Show
the solution on the board using the algorithm method.
1) 15 120 15 120 15 120 15 120

x 1 538 x 1 538 x 1 538 x 1 538
120960 120960 120960 120960
45360 45360 45360
75600 + 75600
15120
23254560
75
c. Introduce another way of multiplying using the Lattice Multiplication.
1 5 1 2 0 X
0 0 0 0 0
1
1 5 1 2 0
0 2 0 1 0
2 5
5 5 5 0 0
0 1 0 0 0
3 3
3 5 3 6 0
0 Answer:
4 0 1
23,254,560 0
2 8
8 0 8 6 0
5 4 5 6 0
How to do the Lattice Multiplication
Each square is divided diagonally. The multiplicand is written on top and the
multiplier on the right sides outside the box.
Every entry in a square is the product of a digit in one factor and a digit of the other
factor. The entry maybe a one-digit product or a 2-digit product. In case of a 2-digit
product, the digit in the upper half of the square is to be regrouped to the next higher
place value. The entries in each row are the partial products of one factor. Adding the
numbers in the diagonals is the same as adding the partial products column by column.
Example:
3 4 5 X
0 0 0 0
1
3 4 5
5 1 2 3
6
8 4 0
5 0 0 1
2
6 8 0
8 9 0
To multiply: 345 x 162
Solution: 345 x 162 = 55 890
2. Practice Exercise
a. Group Activity
Each group will perform the exercise. It will be done using cooperative learning and
using the Lattice multiplication.
23 564
x 2 135
76
b. Individual Exercise
Find the product.

64 325 21 832 36 842 14 683 56 943
x 256 x 464 x 218 x 123 x 416
3. Generalization
How do we multiply 5- or more digit factors by 4- to 5-digit factors with and without
regrouping?
C. Application
The marble factory can produce 55 683 marbles a day. How many marbles can be produced
in 2 365 days?
IV. Evaluation
1. Solve using the algorithm method.

42 183 331 247 294 375 329 457
x 1 358 x 7 265 x 2 153 x 11 263
2. Solve using the lattice multiplication method.

34 928 163 432 273 516 375 168
x 1 673 x 2 514 x 3 425 x 21 341
3. Solve using the algorithm and lattice method.

46 935 216 395 325 176 173 212
x 1 564 x 1 632 x 3 482 x 45 326
V. Assignment
A. Solve the following using the two methods.
46 935
x 2 564
B. Solve the following.
1. If the factors are 35 and 476, what is the product?

2. Add 2 754 to the product of 134 and 52 gives a result of n. What is n?
3. What is 1 876 subtracted from the product of 74 and 36?
Multiplying Numbers having Zeros in both Factors without Regrouping
Cognitive: Multiply 5- or more digit factors having 1 to 3 zeros in both factors without
regrouping
Psychomotor: Find the product using the process of long multiplication with ease
Affective: Show carefulness in doing other activities
77
Skill: Multiplying 5- or more digit factors having 1 to 3 zeros in both factors without
regrouping
textbooks in Math 4
Materials: M-1 window cards
Value: Carefulness
1. Drill
Drill on basic multiplication facts using window cards. Give the exact time (number of
minutes) to finish the drill card.
2. Mental Computation
Answer the following in your notebook.
213 842 524 400 523

x3 x2 x3 x7 x 10
3. Review
Show how to solve for the product using the long method on the board. Elicit the steps,
be sure that the pupils follow correctly and carefully the steps in multiplying using the long
method.
Valuing:
• Are you also careful in doing other things aside from our activities in Math? How?
Find the product.

65 432
x 765
What did you do to get the correct product?
4. Motivation
Sing the song (tune: Are you sleeping).
Mathematics! Mathematics!
How it thrills, how it thrills
Addition, Subtraction
Multiplication, Division
Mental Math! Mental Math!
(Repeat)
1. Presentation
The Zoom Rice Milling Company delivered 30 trucks of rice in Metro Manila. If
each truck contains 400 sacks, how many sacks did the company deliver in all?
78
a. Analyze the problem
• How many trucks of rice did the company deliver?
• How many sacks are in each truck?
• What is asked?
• What is the operation to be used?
• Show the solution
b. Write on the board.

400
x 30
12 000 sacks of rice
c. Written exercises
10 411 20 011 20 500 80 003
x 200 x 60 x 101 x 300
40 004 95 000 70 100

x 2 000 x 100 x 300
How did you come up with the answers? Is there a faster way to solve for the
product? Elicit the patterns.
2. Group activity
Divide the class into two groups.
Give them activity sheets where the exercises are written. Each group will report their
answers.
60 002 30 052 21 220 23 001
x 300 x 1001 x 40 x 200
11 000 21 200 30 022

x 500 x 400 x 30
Dyad
Pair the children. Each pair will work on these exercises.
32 000 10 052 50 012 52 003 3 002
x 300 x 201 x 400 x 100 x 303
3. Generalization
How do we multiply 5- or more digit factors having 1 to 3 zeros in both factors without
regrouping?
Any number multiplied by zero equals zero. If the zeros in both factors are found
in the end, multiply the given numbers then count the number of zeros found at the
end of the factors and write them in the answer.
C. Application
There are 12 300 members of Barangay Masikap. If each member contributed 30 packs of
noodles for the Lutong Bayan Project, how many pack of noodles were collected?
79
IV. Evaluation
A. Find the product.

44 000 60 021 32 011 34 000
x 20 x 200 x 101 x 403
43 002 2 340
x 300 x 20
B. Answer the following:

1. Multiply 7 400 and 200, what is the product?
2. What is 23 100 repeated 40 times?
3. If the factors are 4 500 and 90, what is the product?
4. What is 61 002 multiplied to 400?
V. Assignment
Find the product.

a. 30 002 b. 42 102 c. 21 004 d. 60 002 e. 32 102
x 300 x 40 x 100 x 50 x 400
Multiplying Numbers having Zeros in both Factors with Regrouping
Cognitive: Find the product of 5- or more digit factors having 1 to 3 zeros in both factors with
regrouping
Psychomotor: Multiply 5- or more digit factors having 1 to 3 zeros in both factors with
regrouping in all places
Affective: Show cooperation during class activities
Skill: Multiplying 5- or more digit factors having 1 to 3 zeros in both factors with
regrouping in all places
textbooks in Math 4
Materials: window cards
Value: Cooperation
1. Drill
a. Basic multiplication facts using window drill cards

(Record each pupil’s time.)
b. Mental Math
2 004 30 100 80 020 7 001 70 200 600

x 2 x 4 x 3 x 5 x 50 x 20 x 400
80
2. Review
Find the product.

80 100 93 002 72 000 80 100 61 003
x 50 x 30 x 40 x 50 x 30
3. Motivation
Game: Roll the Dice
A player rolls the dice. The player will multiply the two numbers that appeared on the
dice. Each number corresponds to an exercise like the following:
61 001 81 012 61 001 70 200 31 100

x 400 x 60 x 200 x 40 x 60
1. Presentation
A shoe factory pays each laborer 31,200.00 annually. How much does the
owner pay for its 50 laborers?
a. Analyze the problem.

• How many laborers are there in the shoe factory?
• What is the salary per year of each laborer?
• What is asked in the problem?
• How will the problem be solved?
b. Show the solution of the problem.

31,200.00
x 50
1,560,000.00
2. Group Activities
Cooperative Exercise
Complete the table.
x 40 50 60 70 80
86 000 4 300 000
90 042 7 203 360
809 051 56 633 570
700 800
Divide the class into three groups. Give each group an activity card/sheet. Each member
in the group will help each other answer the following exercises shown below.
64 000 70 800 80 700 90 050 80 007

x 30 x 40 x 150 x 203 x 701
460 010 391 021 3 620 400 1 210 055

x 50 x 100 x 720 x 302
81
How did you find the exercise? Does the work make easier if members work
cooperatively? Why?
3. Generalization
How do we multiply 5- or more digit factors having 1 to 3 zeros in both factors with
regrouping in all places?
Remember:
1. Use the same steps in multiplying.
2. Regroup whenever necessary.
3. Write zero in the product when multiplied by any number or bring down the
terminal zeros of the factors and proceed with multiplying.
C. Application
Ralph is a salesman of electrical appliances. His average sales for a month is 23,005.
What is his sales for 105 months?
IV. Evaluation
Find the product.
40 056 30 108 46 003 30 050 92 005

x 40 x 50 x 203 x 700 x 300
200 052 460 005 200 024 2 100 306 5 708 251
x 60 x 102 x 50 x 310 x 305
V. Assignment
Find the product.
61 002 370 501 462 003 1 874 002 20 621 000

x 40 x 50 x 800 x 108 x 306
Solve the following math problems.

1. What is 37 100 times 50?
2. Multiply 700 to the difference of 2 100 and 355.
3. If the factors are 20 710 and 40, what is the product?
Multiplying Numbers by Multiples of 10, 100 and 1 000
Cognitive: Multiply 5- or more digit factors by multiples of 10,100 and 1 000

Psychomotor: Write the product of factors of 5- or more digit by multiples of 10,100 and 1 000
Affective: Show kindness to other people in times of need
Skill: Multiplying 5- or more digit factors by multiples of 10,100 and 1 000

82
Materials: flash cards, charts, number wheel
Value: Kindness and helpfulness
1. Drill
Basic multiplication facts using flash cards
4 x 10 8 x 10 9 x 1000 16 x 10 25 x 100
7 x 10 36 x 100 4 x 1000 11 x 10 35 x 1000
3. Review
Have the class count together by tens up to 100, and by hundreds up to 1 000.
4. Motivation
Show pictures of people or families hit by calamities like typhoon or earthquake.
Valuing:
• How does our government help the people during typhoon or earthquake? How
about you, how do you help others during heavy typhoon, fire and the like?
1. Presentation
Barrio San Agustin was hit by typhoon Lucing last October. The president promised to
give each family 12,250.00. If there were 100 families in the barrio, how much will be
given to the families in Barrio San Agustin?
a. What calamity hit Barrio San Agustin last October?

b. What did the president promise each family in the barrio?
c. How many families are there in the barrio?
d. What is asked in the problem?
e. What operations will help solve the problem?
f. What is the answer? Show and discuss the solution on the board.
Challenge the class to find the pattern for the following:
A. 52 163 x 4 = 208 652 B. 21 846 x 3 = 65 538

52 163 x 40 = 2 086 520 21 846 x 30 = 655 380
52 163 x 400 = 20 865 200 21 846 x 300 = 6 553 800
52 163 x 4 000 = 208 652 000 21 846 x 3 000 = 65 538 000
Ask: What pattern did you observe? How do we multiply numbers by multiples of 10?
100? 1 000?
83
2. Group Activities
1) Answer the following. Bring down the zeros before multiplying.

a. 21 882 b. 23 635 c. 21 245 d. 53 421 e. 38 456
x 40 x 30 x 500 x 200 x 3 000
f. 32 185 g. 24 683 h. 12 832 i. 32 145 j. 18 321

x 10 x 100 x 1 000 x 500 x 7 000
2) Solve for n.
a. 31 142 x 500 = n d. 22 135 x 1 000 = n
b. 72 416 x 900 = n e. 34 312 x 400 = n
c. 82 214 x 7 000 = n
Complete the table.
X 60 400 2 000
a. 24 345
b. 21 632
c. 25 998
d. 32 529
e. 37 292
4. Generalization
How do we multiply numbers by multiples of 10? 100? 1 000?
Multiply the non-zero digits first, then annex to the product as many zeros as
there are in the factors.
C. Application
Solve this problem.

Miss Lim receives a monthly salary of 10,625.00. How much can she earn in 10 months?
IV. Evaluation
Find the product.

a. 32 561 x 20 = g. 46 214 x 10 =
b. 46 128 x 300 = h. 12 836 x 100 =
c. 15 212 x 40 = i. 45 681 x 1 000 =
d. 62 183 x 100 = j. 21 468 x 300 =
e. 21 421 x 5 000 = k. 42 612 x 50 =
f. 52 183 x 200 = l. 69 421 x 80 =
V. Assignment
Complete the table.

X 60 1 200 6 000
a. 21 345
b. 53 466
c. 25 364
d. 51 528
e. 85 432
84
Solve the following math problems.
1. Multiply 80 to the sum of 320 and 180.
2. What is the product of 2 145 and 50?
3. What is 319 000 minus the product of 376 and 800?
Properties of Multiplication
Cognitive: Show the different properties of multiplication

• Commutative property
• Associative property
• Zero property
• One/Identity property
Psychomotor: 1. Solve for the product mentally
2. Supply for the missing numbers in a given equation
Affective: Show love for reading
Skill: Identifying the properties of multiplication

References: BEC-PELC I.D.2
Materials: counters, cartolina strips, chart
Value: Love for reading
1. Drill
Answer as fast as you can. (number sentences written on cartolina strips)
9+6 4+7
5 + (3 + 6) 7+4
6+9 (2 + 5) + 6
(5 + 3) + 6 9 + (4 + 2)
2. Review
What are the pairs of factors of the following numbers?

18 = 6X3 3x6 9x2 2x9 1x18
20 =
32 =
25 =
42 =
3. Motivation
Miss Daisy has 25 pupils. She required each pupil to read two books for home reading
per month. How many books will the children read in 10 months?
Valuing:
• What do you think will be developed among the pupils of Miss Daisy?
85
• What do you think shall we get from reading many books?
1. Presentation
25 x 2 = 50
What are the factors? Do you think that if we interchange the factors, the product will still
be the same? Let us see.
25 x 2 = 2 x 25
50 = 50
Materials: counters
Group size: pairs
Procedure:
• Distribute 40 counters to each pair.
• Say 2 multiplication problems using the same factors (e.g. 3 x 6, 6 x 3).
• Each pupil in pair shows and solves one of the problems using counter.
• Pupils compare the products and discuss.
• Repeat activity (5-10 mins.).
a. Distribute cards to all the pupils. Each card contains a different multiplication fact such as
4 x 2 = 8 and 2 x 4 =8. Each child will look for his/her partner. Include in the multiplication
facts 0 and 1, factors like 0 x 1=0, 1 x 0=0, 3 x 1=3, 1 x 3=3
b. Based on the activities done, present the following:
A B C
9X4 = 36 7X0 = 0 2X1 = 2
4X9 = 36 0X7 = 0 1X2 = 2
8X3 = 24 9X0 = 0 6X1 = 6

3X8 = 24 0X9 = 0 1X6 = 6
7X9 = 63 15X0 = 0 12X1 = 12

9X7 = 63 0X15 = 0 1X12 = 12
What have you observed in Group A?If the order of the factors are changed,
does the product also change or remain the same? (Then present the commutative
Property of multiplication) Does addition also have this property?
How about column B? What have you observed?

(Introduce the zero property.)
How about column C? What can you say about the numbers multiplied by 1? (Introduce
the identity property.)
c. Present 2 cartolina strips showing.

(4x2) x 5 = 4 x (2x5)
8 x 5 = 4 x 10
40 = 40
6 x (4x3) = (6x4) x 3
6 x 12 = 24 x 3
72 = 72
86
What have you observed? Do the groupings of the factors affect the product?
(Introduce the associative property)
2. Group Activity
Distribute activity cards.
Each group will answer the exercises in the activity card and report. (Identify what
property is illustrated.)
a) 3 x 6 = 6 x 3 b) 1 x 12 = 12
c) (8 x 4) x 5 = 8 x (4 x 5) d) 18 x 9 = 18 x 9
e) 6 x 0 = 0 f) 12 x (2 x 5) = (12 x 2) x 5
3. Generalization
What are the properties of multiplication? Define each.
Commutative Property – changing the order of the factors does not change the
product.
Associative Property – changing the grouping of the factors does not change the
product.
Zero Property – any number multiplied by zero equals zero.
Identity Property – any number multiplied by 1 equals the number.
C. Application
Mang Tonyo prepares his harvest to be brought to the market. He has 5 kaings of tomatoes.
If each kaing contains 300 tomatoes, how many tomatoes are there in all? (Prove your answer by
showing the commutative property)
Solution: 5 x 300 = 300 x 5

1 500 = 1 500
IV. Evaluation
A. Use multiplication properties to solve the following.
1) 3 X 4 = 12 2) 9 X 2 = 18 3) 0 X 5 =_____
4 X 3 = ____ 2 X 9 = _____ 9 X 1 =_____
4) (3 X 3) X 5 = 3 X (3 X 5) 5) (2 X 4) X 6 = 2 X (4 X 6)
9 X 5 = 3 X 15 ___ X 6 = 2 X ___
___=___ ___=___
B. What property of multiplication is indicated?

1) 6 x 4 = 4 x 6
2) (3 x 9) x 6 = 3 x (9 x 6)
3) 4 x 0
4) 11 x 1
5) 92 x 3 = 3 x 92
C. Solve for the answer and indicate the property of multiplication.

1) 7 x 8 = 8 x 7
2) (4 x 8) x 3 = 4 X (8 x 3)
3) 120 x 0
87
4) 29 x 1
5) (14 x 5) x 8 = 14 x (5 x 8)
V. Assignment

1) 5 + 8 = 8 + 5 2) (2 x 3) X 6 = 2 x (3 x 6)
___=___ ___ x 6 = 2 x ___
3) 9 + 4 = 4 + 9 ___=___
___=___ 4) 14 x 1 = ___
5) 6 x 0 =___ 6) 100 x 0 =___
7) 80 x 1 =___ 8) 4 + 9 = ___+___
9) (3 x 8) x 4 = 3 X (8 x 4) 10) 7 x 3 = 3 x 7
___x 4 = 3 x ___ ___=___
___=___
The Distributive Property of Multiplication over Addition
Cognitive: Identify the distributive property of multiplication over addition

Psychomotor: 1. Supply the missing number
2. Solve for the product mentally
Affective: Demonstrate love for work
Skill: Showing the distributive property of multiplication over addition

References: BEC-PELC I.D.2.b
textbooks in Math 4
Materials: flash cards, chart, picture, counters, activity cards
Value: Dignity of labor
1. Drill
a. Flash the cards and drill the pupils orally on multiplication facts.
b. Mental Computation
Identify the property of multiplication.
6x2=2x6 (6 x 0) x 5 = 6 x (0 x 5)
(4 x 8) x 2 = (4 x 1) x 9 = 4 x (1 x 9)
9x0= 4 x 12 = 12 x 4
1 x 25 = 36 x 1 = 1 x 36
2. Review
Identify the property of multiplication.

7x6=6x7 4 x 10 = 10 x 4
9x0= 300 x 0 =
88
75 x 1 = 95 x 1 =
(3 x 9) x 6 = 3 x (9 x 6) (1 x 7) x 8 = 1 x (7 x 8)
3. Motivation
Rene works every afternoon after his classes as a dishwasher in Chefoo

restaurant. He is able to wash 74 dishes in one day. How many dishes can he wash
in 5 days?
Valuing:
• What kind of person is Rene?

• How many dishes is he able to wash?
• How many days does he work?
• Would you want to be like Rene?
Stress the value of one’s work.
1. Presentation
a. Present the following illustrations.
Write the number sentence below the illustration.
3x9=
3 x (4 + 5)
3 x 9 = (3 x 4) + (3 x 5)
27 = 12 + 15
27 = 27
Ask: Did the answers change in the two illustrations?

What was done in the second illustration? (the stars were grouped apart)
89
b. Study the next illustration.
What is the number sentence?
4 x 7 = 28
4 x (4+3)
4 x 7 = 4 x (4 + 3)
28 = (4 x 4) + (4 x 3)
28 = 16 + 12
28 = 28
Explain why the answers are the same.
2. Group Activity
a. Divide the class into 3 groups. Give them counters. Distribute the activity cards. Show by
means of counters the following combination facts showing the distributive property of
multiplication over addition.
A = 2 x 12
B = 5 x 14
C = 4 x 15
b. Draw in your manila paper your work and explain it to the class. (advise the pupils to use
crayons to make their work nice and presentable)
Do your work as fast as you can.

The example is given to you.
(3 + 4) x 8 = (3 x 8) + (4 x 8)
= 24 + 32
= 56
a. 6 x (3 + 3)
b. 4 x (5 + 4)
c. (6 + 3) x 7
d. (2 x 7) x 8
e. (3 + 2) x 4
f. (3 + 6) x 9
g. (2 + 5) x 7
h. 9 x (4 + 4)
i. 8 x (3 + 3)
j. 3 x (2 + 7)
90
4. Generalization
What is the distributive property of multiplication?
Another property of multiplication is the distributive property over addition.

“Breaking apart” a factor does not affect the product or renaming either factor as two addends
does not change the product.
C. Application
Liza and Marie have 3 dolls and 4 stuffed toys each. How many toys do they have in all?
IV. Evaluation
A. Give the missing numbers.

1) 3 x (7 + 4) = ( ___ x 7) + (3 x 4) = _____
2) 9 x (3 + 4) = (9 x 3) + (9 x ___) = _____
3) 5 x (10 + 3) = (___ x 10) + (5 x 3) = _____
4) 6 x (4 +4) = (6 x 4) + (___ x 4) = _____
5) (3 + 4) x 5 = (3 x 5) + (___ x 5) = _____
B. Rename the second factor as two addends and find the product.
1) 6 x 12
2) 8 x 25
3) 5 x 14
4) 3 x 13
5) 7 x 9
C. Solve these problems. Write the necessary label for the final answer
1. Jojo, Grace and Len have 5 ribbons and 3 headbands each. How many ribbons and
headbands do they have?
2. Each of the 7 pupils in a class has 3 storybooks and 4 coloring books. How many books do
they have?
3. Eight farmers were given 2 cows and 3 hogs to take care. How many animals were given to
them?
V. Assignment
1. Show the distributive property of multiplication over addition then solve for the product.
Example: 6 x 7 = 6 x (4+3)
= (6 x 4) + (6 x 3)
= 24 + 18
= 42
a. 9 x 15
b. 3 x 21
c. 2 x 9
d. 8 x 18
e. 4 x 10
2. Solve the problem. Write the number sentence.

a. There were 8 pupils who helped the science teacher. Each of them carried 3 beakers and 2
alcohol lamps. How many things did the pupils carry?
b. Each of the 9 families in our street has 4 fruit trees and 2 shade trees. How many trees are
there in our street?
c. Jojo and his 4 friends were given 4 guavas and 3 chicos each by their Uncle Bert. How many
fruits did they get?
91
Estimating Products
Cognitive: Estimate the products of two factors with 5- or more digits by 2- to 3-digit
numbers
Psychomotor: 1. Tell the importance of caring for our environment
2. Find the estimated product of two factors with 5- or more digits by
2- to 3- digit numbers
Affective: Show love for nature
Skill: Estimating the products of two factors with 5- or more digits by 2- to 3-digit
numbers
textbooks in Math 4
Materials: cutouts, chart, activity cards, number wheel, pictures
Value: Love for nature
1. Drill
Basic Multiplication Facts
Game: ”Picking Guavas”
A pupil picks a guava with a multiplication fact. He/she answers as fast as he/she can. A
correct answer gets a candy.
2. Review
Review rounding off numbers.

Round off to the nearest:
10 100 1 000 10 000 100 000

213 685
172 294
36 428
69 123
3. Motivation
a. Show the picture of three baskets full of mangoes. About how many mangoes do you
think are contained in the baskets? (Pupils are expected to give different numbers.)
b. Explain that what they give are just estimates. They give an estimation on the number of
mangoes in the baskets. They are not sure and did not actually count the number of
mangoes in the baskets.
92
1. Presentation
The garden club is selling orchid plants at 12,323.00 a pot to collect funds. If 123 pots
were sold, about how much money did the club get?
a. How much is a pot of orchid plant?
b. How many pots were sold?
c. What phrase in the problem indicates that what is asked is an estimated product?
Let us study how to estimate products.

1. 12,323 12,000 2. 12,000
x 123 x 100 x 100
1,200,000
How do we estimate products? What did we do first?
Valuing:
• Orchids are beautiful flowers. What do they do to our surroundings? Are they important to
us? Why?
2. Group Activity
Distribute the activity cards. Let each group solve the problem.
Estimate the products.
a. The Girl Scouts of Cavite is engaged in rose gardening. They gather 55 125 roses a day
and sell them. How many flowers can they gather in 24 days?
b. An environmentalist distributed gift envelopes to 24 565 school children. If each envelope
contained 17 plant-a-tree bookmarks, how many bookmarks were distributed?
c. The Sangley Nursery grows 33 284 santan every month. How many santan will it
produce in 212 months?
Analyze and discuss the answers of each group. Ask the children why do we need to grow
plants?
3. Guided Practice
Solve for the estimated product by rounding each factor to the nearest tens.
a. 14 325 b. 21 178 c. 56 683 d. 47 928
x 42 x 43 x 62 x 37
e. 34 625 f. 51 321 g. 32 182 h. 52 146

x 63 x 28 x 33 x 45
i. 45 682 j. 21 456
x 78 x 81
Target Game
Prepare a wheel with numbers. At the back of each number is a corresponding exercise
to be solved. The greatest estimated product will be the winner and will receive a reward.
The pupil who is called will make a target on the wheel and answer the corresponding
exercise at the back.
93
4. Generalization
How do you estimate the product of 2 factors?
To estimate the products, round the factors to the highest/greatest place value
then multiply the rounded factors.
C. Application
Solve each problem.

1. A nursery sells 34 296 seedlings a day. About how many seedlings can be sold in 23 days?
2. A town has an average of 81 989 number of trees. Give the estimated total number of trees
of 12 towns.
IV. Evaluation

a. 34 231 b. 184 599 c. 265 463
x 62 x 586 x 371
d. 43 960 e. 98 521 f. 48 214

x 42 x 241 x 34
V. Assignment
Estimate then multiply.

a. 631 236 b. 184 599 c. 265 463
x 143 x 586 x 371
d. 572 169 e. 491 641

x 39 x 334
Multiplying Mentally without Regrouping
Cognitive: Multiply mentally 2- digit numbers with products up to 200 without regrouping
Psychomotor: Practice speed and accuracy
Affective: Tell the importance of fruits in our body
Skill: Multiplying mentally 2-digit numbers with products up to 200 without regrouping
Reference: BEC-PELC I.D.4
Materials: textbook, flash cards, activity cards
Value: Health consciousness
III. Learning Experience
1. Drill
Basic multiplication facts using flash cards
94
13 24 12 16 22 11
x 3 x 2 x 4 x 1 x 4 x 7
3. Review
32 465 12 365 72 146 31 654 46 123

x 28 x 47 x 52 x 32 x 81
4. Motivation
Do you like fruits? What is your favorite fruit? What food nutrients do we get from fruits?
Which do you prefer to eat, chocolate candies or fruits? Why?
Why do we have to eat fruits everyday?
1. Presentation
a. Present this word problem.
A kilo of mango costs 80.00. How much will you pay for 2 kilos?
• How much is a kilo of mango?

• What is the cost of 2 kilos?
• What did you do to solve the problem?
• Can you solve it without using paper and pencil?
b. Give the products orally.
42 54 62 72 83 92 54
x 3 x 2 x 4 x 4 x 3 x 3 x 2
c. Copy and complete the table.
Factor 14 22 41 21 32 40
Factor 2 3 2 4 2 2
Product ? ? ? ? ? ?
2. Group Activity
Give each group an Activity Card like the one below. Record which group answered first,
the second and the third. Answers will be written on the other square.
2X 22 63 52
3X 43 32 72
21 41 30
4X 44 126 104
Answers 129 96 216
84 164 120
95
3. Generalization
How do you multiply mentally 2-digit numbers by 1-digit number without regrouping?
In multiplying mentally, multiply first the ones and then the tens, without using
paper and pencil.
C. Application
Solve mentally.
1. There are four rows of chairs in Miss Luna’s class. If there are 10 chairs in each row, how
many chairs are there in all?
2. Rizal Primary School has three sections in Grade 4. Each section has 42 pupils. How many
Grade 4 pupils are there in Rizal Primary School?
IV. Evaluation
A. Multiply mentally.
41 86 42 31 44 40 30 41
x2 x2 x3 x3 x2 x2 x5 x5
B. Solve for n by multiplying mentally.
23 x 3 = n 21 x 4 = n 3 x 62 = n
2 x 50 = n 21 x 9 = n 4 x 50 = n
C. Prepare 5 exercises about the skill. Include the answers.
IV. Assignment
A. Multiply mentally.
61 20 43 64 72
x 3 x 10 x 3 x 2 x 2
24 36 73 54 82
x 2 x 1 x 2 x 2 x 2
B. Oral drill. Test your speed in multiplying each number mentally.
12 22 23 11 12
x 2 x 3 x 1 x 4 x 3
32 11 43 33 50
x 3 x 7 x 2 x 3 x 2
C. Create two word problems involving multiplying numbers mentally.
96
Numbers in Exponential Form
Cognitive: Write numbers in exponential form

Psychomotor: Express numbers in exponential form
Affective: Practice cooperation in group activities

Skill: Writing numbers in exponential form
textbooks in Math 4
Materials: flash cards, activity sheet
Value: Cooperation

1. Drill
Use flash cards in conducting this drill. Select two to three volunteers/pupils to act as
contestants. Whoever answers first will be given points until the time limit has been
consumed.
Example:
25 36 22 81 18 50
x2 x4 x3 x2 x5 x4
2. Review
Write the missing number.
a. 6 b. 12 c. 30 d. 48
2 3 4 10 3 6
2 2 2
3. Motivation
Look at the given data below. Notice how the numbers are written.
Standard Form Product of Factors Exponent Form
1
2 = 2 2
2
4 = 2x2 2
3
8 = 2x2x2 2
4
16 = 2x2x2x2 2
5
32 = 2x2x2x2x2 2
6
64 = 2x2x2x2x 2x 2 2
What did you observe on how the numbers are written?
97
I. Presentation
Group 1
1. Study the table.
2. Write your observations on the chart.
Given Data Observation/s
a. 2
b. 4
c. 8
d. 16
e. 32
f. 64
Group 2
a. Tell something about this illustration.
b. How many times is number 2 being written?
1 2
2 2x2
3 2x2x2
4 2x2x2x2
5 2x2x2x2x2
2x2x2x2x2x2
6
Group 3
a. What did you observe about the way 2 is written?
b. Observe from the first to the sixth number.
Group 4
a. Compare this data to that of the power of 2. Does it show a pattern? How?
b. Write your observations below.
3 = 3
9 = 3x3
27 = 3x3x3
81 = 3x3x3x3
243 = 3x3x3x3x3
729 = 3x3x3x3x 3x 3
Observations: __________________________________________
98
2. Analysis and Discussion
Ask the pupils the following questions:
a. What happens to 2 when multiplied by another 2? By another 2?
b. What did you observe about the numbers from 2 up to 64? How about the factors?
Illustrations:
2 Æ 4 Æ 8 Æ 16 Æ 32 Æ 64
What is the relation of the first number to the second number?
What happens when you double 2, 4 and so on?
Does it form a pattern?
Do you know that these numbers could also be expressed as exponents? How are we
going to do this?
0
2 = A number to the zero power is always 1.
1
2 = 2 The first power is always itself.
2
2 = The number to the second power is always squared.
exponent
2
2 = 4 (standard form) = 2 x 2 (product of factor)
base
3
Based on the work of group 4, 3 to the third power is cubed, it is equal to 3 .
Valuing:
• How did you work with the other members in your group?
• Is it important to cooperate with each other while working on something? Why?
3. Group Activity
a. Write the answer using exponents.
1) 7 x 7 3) 9 x 9 x 9 x 9
2) 8 x 8 x 8
b. Write as a product of factors. Then write in standard form.
1) 62
2) 105
4. Generalization
The exponent tells how many times the base is used as a factor.
A number to the zero power is always 1.
A number to the first power is always itself, the second power is squared and so on.
Exponent (tells how many times the base
2
4=2x 2= 2 is multiplied by itself)
Base (the factor to be multiplied)
factors
C. Application
1. Write in standard form.
4 5
a. 2 d. 8
3 4
b. 4 e. 9
4
c. 7
2. Write in exponential form.

a. 2 x 2 x 2 x 2 d. 7 x 7 x 7 x 7 x 7 x 7
b. 3 x 3 x 3 x 3 e. 9 x 9 x 9 x 9 x 9 x 9 x 9
c. 4 x 4 x 4
99
IV. Evaluation
A. Match column A with column B.
A B
3
1) 5 a. three cubed
5
2) 4 b. five cubed
2
3) 2 c. five to the seventh power
7
4) 5 d. two squared
3
5) 3 e. four to the fifth power
B. Write the standard form.

5 3
1) 3 2) 14
4 5
3) 5 4) 9
3
5) 6
V. Assignment
Select the letter of the correct answer.
3
1) 7x7x7x7x7= 4) 4 =
7 5 7
a. 7 b. 7 c. 5 a. 12 b. 16 c. 64
2) 9x9x9x9= 5) 64 =
9 4 9 2 8 8
a. 4 b. 9 c. 9 a. 8 b. 2 c. 8
3) 10 =
0 1 2
a. 10 b. 10 c. 10
Numbers from Standard Form to Scientific Notation
Cognitive: Write numbers from standard form to scientific notation

Psychomotor: Compute accurately the power of a number
Affective: Show accuracy in giving answers
Skills: 1. Writing numbers in scientific notation

2. Computing the power of a number
textbook in Math 4
Materials: flash cards, chart, learning activity sheets
Value: Accuracy
1. Drill
Find each product.
a. 10 x 10 =
10 x 10 x 10 =
10 x 10 x 10 x 10 =
100
b. 1) 1 x 10 = n
10 x 10 = n
2) 3 x 200 = n
30 x 200 = n
3) n x 40 = 20 x 80
30 x 100 = n x 50
2. Review
Write the standard form for the following:
3 4 2 3 5
a. 2 b. 3 c. 4 d. 5 e. 6
3. Motivation
The teacher shows a picture of the solar system and asks the following questions:
a. What is the composition of a solar system?
b. What is the closest planet to the sun?
c. How far is this planet from the sun? Do you know what planet is this? It is Mercury.
Problem:
Mercury is the planet closest to the sun. It is about 60 000 000 kilometres from
the sun. How far is it from the sun?
Valuing:
• How are you going to answer the different exercises? Why?
• How do you feel if you get a correct answer?
1. Presentation
Introduce the lesson through illustration/drawing.
Mercury
Sun
Mercury is 60 000 000 km away from the sun.

Look at this illustration:
7
60 000 000 6 x 10
Standard Form Scientific Notation

In what form is 60 000 000 km written? Where can we find 6?
• Is it in standard form? • Is it the 8th digit of the number?
• How many zeros are there? • Is it a number greater than 1 but less than
There are 7 zeros. 10?
• The scientific notation consists of two factors,
the first factor is number 1 or greater but less
than 10.
• So, 6 is the first factor. The second factor is a
power of 10.
• What is the power of 10?
7
60 000 000 = 6 x 10 exponent
7 zeros (shows the number of zeros)
101
Example # 2
Standard Form Scientific Notation

2
500 5 x 10
th
How many zeros are there? Why is it raised to the 4 power?
4
40 000 4 x 10
Example # 3
360
Think: 360 is between 300 and 400.

2
300 = 3 x 10
2
400 = 4 x 10
Shortcut method:
2
3. 6. 0. = 3.6 x 10 move the decimal point 2 places
to the left. (you have to move the
decimal point 2 places to the left
Need a number greater than so the first factor is more than 1
or equal to one but less than but less than 10.)
ten
Dyad Grouping
Write in scientific notation.
a) 30
b) 600
c) 7 400
3. Generalization
How do we write numbers from standard form to scientific notation?
Standard numerals are written in scientific notation as a product of 2 factors. First

factor is greater than or equal to 1 but less than 10 and the second factor is a power
of 10.
C. Application
Triad Grouping
Write in scientific notation.
1) 300
2) 6 000
3) 40 000
4) 800 000
5) 700 000 000
102
IV. Evaluation
1. Fill in the missing number.

2
a. 600 = ___ x 10
b. 7 000 = 7 x 10__
c. 160 000 = 16 x 10__
6
d. 12 000 000 = ___ x 10
e. 250 000 000 = 25 x 10__
2. Write in scientific notation.
a. 80
b. 500
c. 240
d. 6 700
e. 31 000
V. Assignment
Express in scientific notation.
1) 564 000
2) 3 120 000
3) 6 400 000 000
Numbers in Scientific Notation to Standard Form
Cognitive: Write numbers in scientific notation to standard form

Psychomotor: Use powers of 10 to write numbers in exponential form
Affective: Show cooperation in group activities
Skills: 1. Writing numbers in scientific notation

2. Using powers of 10 to write numbers in exponential form
textbooks in Math 4
Materials: flash cards, chart, learning activity sheets
Value: Cooperation
1. Drill
Mental computation using multiplication facts

Materials: pocket chart, set of numbers (cut individually)
pocket for the

product
pocket for pocket for the
multiplier numbers
103
The numbers can be changed.
2. Review
Write the numbers in exponential form.

a. 6 000
b. 7 000 000
c. 80 000 000
d. 860 000
e. 3 800 000
3. Motivation
Mercury is the planet closest to the sun. It is about 60 000 000 km from the sun.
a. How far is Mercury from the sun?
b. What did we study yesterday?
c. What did we do with the number?
1. Presentation
60 000 000 is in what form of the number?

7
6 x 10 , what is this form?
How did we express the numbers?
Suppose, we do it this way:

6 x 10 Æ 60 000 000
7
How did I write the given number?

Do you know how to do it?
2. Group Activity
a. Present this number.
6 x 10 Æ 60 000 000
7
What is the exponent?

Based on previous lesson, the exponent shows the number of zeros 6 has.
7
6 x 10 What is this form?
- Scientific Notation
60 000 000 How about this?

- Standard Form
Pupils’ Activity: Dyad

Example:
4 x 10 Æ
7
40 000 000
7 x 10 Æ
6
7 000 000
b. Show the changing of exponential form to standard form.
1.2 x 10 = 1. 2 000 Æ 12 000
4
104
1. The exponent is 4. Move the decimal point 4 places to the right.
2. What happened to the number when the decimal point is moved to the right using the
exponent?
3. Give other examples for dyad activity
3.1 x 10 Æ 3. 1 00000 Æ 3 100 000
6
7.31 x 10 Æ 7. 3 1 0000000 Æ 7 310 000 000

6
Write in standard form (group activity)

3
a. 3 x 10
6
b. 4 x 10
8
c. 6 x 10
3
d. 6.1 x 10
6
e. 9.3 x 10
4. Generalization
How do we write numbers in scientific notation to standard form?
To change scientific notation to standard numerals, move the decimal point to the right
depending on the exponent. It makes it a whole number.
C. Application
Write in standard numerals:

4
8 x 10
2
9 x 10
5
1.2 x 10
3
2.81 x 10
IV. Evaluation
1. Match column A with column B.

A B
2
1. 6 x 10 a. 6 000
4
2. 6 x 10 b. 60 000
3
3. 6 x 10 c. 600
5
4. 6 x 10 d. 6 000 000
6
5. 6 x 10 e. 600 000
2. Write in standard form.

2
a. 8 x 10
2
b. 8.1 x 10
5
c. 2.16 x 10
8
d. 3.49 x 10
7
e. 6.11 x 10
105
V. Assignment
Write in standard form.

3
1) 3 x 10
4
2) 4 x 10
6
3) 9.3 x 10
3
4) 12 x 10
8
5) The earth is about 1.5 x 10 km from the sun.
Analyzing Problems
Cognitive: Analyze word problem involving multiplication by telling what is asked, what are
given, the word clue/s, the hidden question and the operation to be used
Psychomotor: Transform the word problem into a number sentence
Affective: Strengthen family ties through annual reunion
Skill: Analyzing word problems involving multiplication

References: BEC-PELC I.D.7.1.1 – 1.4
textbooks in Math 4
Materials: flash cards, charts, learning activity sheets, strips of cartolina with steps in
analyzing word problems
Value: Strengthening family ties
1. Drill
Multiplication facts in flash cards

Solve mentally.
123 x 3 = _____ 23 x 3 = _____
50 x 7 = _____ 124 x 2 = _____
45 x 4 = _____ 800 x 70 = _____
60 x 40 = _____ 7 000 x 9 = _____
2. Review
Game Power: Ordering of steps

Each group will be given strips of cartolina with steps in analyzing word problems written
on it. The group who places the strips in correct order first will be the winner.
3. Motivation
Mr. Jamison’s family holds a reunion once a year. Fifteen of the grandchildren invited 3
friends each. How many of their friends are expected to attend the reunion?
a. What did Mr. Jamison’s family do every year?

b. Are you doing it too?
106
c. If Mr. Jamison’s family holds a reunion once a year, what do you think he should do so
that there will be no problem financially?
1. Presentation
The teacher groups the pupils into 4. Each group is given a card with a problem written
on it. Read and answer the questions that follow.
2. Group Activity
Group 1
Rose bought 4 ribbons at 86.50 each. She gave a 500-peso bill. How much
change did she get?

b. What are given?
c. Find the word clues.
d. What are the operations to be used?
Group 2
Rose bought 4 ribbons at 86.50 each. She gave a 500-peso bill. How much
change did she get?
a. What is the hidden question?

Write the number phrase.
b. What is the mathematical sentence?
c. What is the answer?
d. Does your answer make sense?
Group 3
Ana brought home 3 baskets of papaya with 8 pieces in each basket. Susan
brought home 12 mangoes. How many fruits did Ana and Susan brought home
altogether?

b. What are given?
c. What are the word clue/s?
Group 4
Ana brought home 3 baskets of papaya with 3 pieces in each basket. Susan
brought home 12 mangoes. How many fruits did Ana and Susan brought home
altogether?
a. What is the hidden question?

Write the number phrase
b. What is the mathematical sentence?
107
d. Does your answer make sense?
4. Oral Exercises
Teacher reads the problem and asks the pupils to answer the questions orally.
There were 12 packages with 24 paper plates in each package. If 142 of the
plates were used, how many plates were not used?

c. Is there a hidden question in the problem?
d. What is/are the word clue/s in the problem?
e. What operation is to be used to solve the problem?
f. What is the correct answer?
Alan and Andy have one garden plot each. Alan has 4 rows of 12 pechay plants
in each row. Andy has 5 rows of 10 pechay plants in each row. How many pechay
plants do they have altogether?

c. Is there a hidden question in the problem?
d. What is/are the word clue/s in the problem?
e. What operation is to be used to solve the problem?
5. Generalization
How do we analyze and solve word problems involving multiplication?

Review the questions to be answered in analyzing word problems.
In analyzing word problems, take note of the following:

a. What is asked f. The mathematical sentence
b. The given facts g. Solve for the answer
c. The word clue/s h. Write the label
d. The operation/s to be used i. Look back if answer make sense
e. The hidden question/s
IV. Evaluation
The teacher will present problems and asks the pupils to answer the questions that follow.
1. In the canteen’s refrigerator, there were 4 trays of eggs. Each tray had 12 eggs. The cook used
15 eggs. How many eggs were left in the refrigerator?
b. What are given?
c. What is/are the word clue/s in the problem?
d. What operation/s to be used?
e. Transform the word problem into a number sentence.
f. What is the answer?
2. Ben bought 6 T-shirts. His brother also bought 6 T-shirts. Each T-shirt costs 285.00. How
much did all the T-Shirts cost?
108
b. What are given?
c. What is/are the word clue/s in the problem?
d. What operation/s to be used?
e. Transform the word problem into a number sentence.
V. Assignment
Read and analyze the problem. Answer the questions correctly.

Lita bought 5 kilograms of lapu-lapu which costs 150.00 per kilogram and 3 kilograms of
bangus which costs 110.00. How much did she pay for the lapu-lapu? How much did she pay for
the bangus? How much did she pay in all?

b. What are given?
d. Write the mathematical sentence.
e. What is the word clue in the problem?
Solving Problems
Cognitive: Solve word problems involving multiplication of whole numbers including money
Psychomotor: Follow correctly the steps in solving word problems
Affective: Realize the importance of backyard gardening for the family
Skill: Solving word problems involving multiplication of whole numbers including

money
textbooks in Math 4
Materials: flash cards, chart, learning activity sheet
Value: Industry
1. Drill
a. Basic multiplication facts using window cards.

b. Solve for the product of factors with multiples of 10 and 100.
Examples: 40 x 9 = _____ 400 x 30 = _____

50 x 30 = _____ 20 x 90 = _____
20 x 700 = _____ 500 x 8 = _____
600 x 8 = _____ 60 x 20 = _____
109
2. Review
What are the steps in solving a problem?
a. Have a game on rearranging the steps in analyzing word problems that are written on
strips of cartolina.
b. The group who finishes ahead of the others is declared the winner.
3. Motivation
How many of you have gardens at home? What are planted in your garden? Are they in
rows? How do farmers plant seedlings in a farm?
Valuing:
• Is it important to have gardens at home? Why?
1. Presentation
An orchard contains 8 rows of trees. There are 10 trees in a row, how many trees
are there?
The teacher specifies that to solve a word problem, we must always think of the steps in
solving a word problem. Let us use these guide to solve word problems.
a. What is asked?
b. What are given?
c. What operations to be used?
d. Write the number sentence.
e. Do the operation.
2. Group Activity
Remind the pupils the importance of analyzing the problems first before solving for the
answer.
a. Group the pupils.
b. Each group is given an activity sheet with a problem written on it.
c. They will solve the problems using the steps in problem solving.
Activity 1
Supply the missing information below.

a. The given facts are ______.
b. The process to be used is _____.
c. What is the answer _____?
Activity 2
Illustrate the problem.
110
Activity 3
Write the given data and solve for the answer.
Given _____
Solution _____
The teacher gives problems and lets the pupils solve for the answer by following the steps.
a. Mang Julio’s jeepney uses 175 litres of gasoline in a week. How many litres of gasoline
can it consume in 15 weeks?
b. A basket of lanzones costs 1,285.00. How much do 25 baskets of lanzones cost?
c. There are 1 648 shoppers who go to Mabuhay Department Store everyday. How many
shoppers go to the store in 59 days?
d. There are 953 names listed in each guest book of the National Museum. How many
names are listed in 52 guest books?
4. Generalization
What are the steps in solving word problems?
C. Application
Read and solve on your paper.

1. Mrs. Dizon, the school nurse examined 48 pupils per day. How many pupils did she examine
in 5 days?
2. Alissa and her classmates used 5 packs of cornstarch for their maja blanca recipe. Each
pack costs them 19.00. How much did they spend for cornstarch?
IV. Evaluation
Read the problems carefully. Solve and label your answer.

1. Mr. Fuentes ordered 45 boxes of baseball gloves. Each box contains 12 gloves. How many
baseball gloves will Mr. Garcia receive?
2. Jose earns 48.00 a day. How much will he earn in one week?
3. Mark planted 16 plots of pechay plant in the garden. Each plot contains 26 pechay plants. How
many pechay plants are there in all?
V. Assignment
Solve.
1. Aling Rosa sells flowers. She can sell 12 dozens of roses a day. How many roses can she sell in
two weeks?
2. It was Lara’s seventh birthday. Her mother bought 15 kilos of pork. If each kilo costs 120.00,
how much will her mother spend for pork?
Two-Step Word Problems
Cognitive: Solves 2-step word problems involving multiplication and any of

addition/subtraction
111
Psychomotor: Write the solution to the problem accurately
Affective: Work cooperatively with the group
Skill: Solving 2-step word problems involving multiplication and any

addition/subtraction
Reference: BEC-PELC I.D.8.1
textbooks in Math 4
Materials: textbook, flash cards, chart, learning activity sheet
Value: Cooperation
1. Drill
Write the numeral mentioned in the blank provided.

Story:
The statue of Liberty is one hundred fifty-one (_____) feet tall. The tip of the torch is three
hundred five (_____) feet above the ground. It is made with over three hundred (_____) thin
sheets of copper. To climb the top of the statue, there are one hundred sixty-eight (_____)
steps.
a. The largest number in the story is _____.

b. The smallest number in the story is _____.
c. The numbers in the story that are less than 186 are _____ and _____.
d. The numbers in the story that are greater than 200 are _____ and _____.
2. Review
Ask pupils about the different steps in solving word problems.
3. Motivation
Do you know what a mailman is?

What is his work?
What do you notice on the mail envelope?
Is this important? Why?
Here is a problem about stamps. Let us find what it is all about.

Problem:
Marie has 153 pages in her stamp album. There are 12 stamps in each page.
She gave 63 stamps to her friend. How many stamps were left with her?
1. Presentation
Children, if you are to solve the problem, what are you going to do?
If I will let you work in groups, what are you going to do? Why?
112
Activities – Discovery Approach
Group 1
Acting out the problems

Materials: magazines, pieces of art paper
The pupils are to present the problem by acting it out. One member will act as Marie and
others will help in answering the problem using improvised album and stamps.
Group 2
Solving the problem (Computation)

Materials: chalk, mini-boards
The group is allowed to have a direct computation based on their understanding about the
problem.
The problem will come out with only one common answer.
Group 3
Picture illustrations about the problem.

Materials: manila paper, mini board, chalk, crayons, marker pen
The group is to give the answer to the problem by illustrating it through pictures.
They should indicate the given data.
Report their answer.
Group 4
Solve the problem by answering the guide questions.

a. What are given?
b. What is asked?
c. What are the operations to be used?
d. Write the number sentence?
e. How will you do the operations?
Teacher will use the data presented by the pupil.

a. Who collects stamps?
b. What did she do with her stamps?
c. Did she give all her stamp? How many stamps were given?
d. Do you know the number of stamps? What do you think you will do?
e. Is the final answer correct? Why?
3. Practice Exercises – Dyad
Solve the problems carefully.

a. Manny had boxes of paper plates. Each box contains 36 plates. He used 73 paper plates
for the birthday party of his son. How many paper plates were left?
b. There were 27 children who went to the library in the morning and 16 children in the
afternoon. Each child read 7 books. How many books were read by them?
113
4. Generalization
In solving 2-step word problems involving multiplication and addition/ subtraction, follow
the following steps:
a. Read
b. Understand
c. Plan
d. Solve
e. Look back to check the answer
C. Application
Solve and give the correct answer.

1. Naty has a vegetable garden. Last week, she sold 65 pieces of papaya for 10.00 each
and 90 pieces of ampalaya for 5.00 each. How much was her total sales last week?
2. Pacita bought 6 kilograms of rice at 24.00 a kilogram and 4 bars of laundry soap at
19.00 each. How much did she pay in all?
IV. Evaluation
Solve and give the correct answer.

1. Rey bought 3 boxes of apples. Each box contained 321 apples. He gave 480 apples to his
brothers and sisters. How many were left with Rey?
2. Letty bought 15 kilos of rice at 25.00 per kilo. How much should be her change if she gave
500.00?
3. A pre-school teacher charges 125.00 per tutorial classes for one hour per person. The teacher
pays 35.00 per hour for the rental of her place. How much does she earn for a 12-hour tutorial
class?
4. Rica sold 785.00 worth of beauty products. The products she sold were make-up kits and
lipsticks. She was able to sell 6 make-up kits at 95.00. How much was her sales for the
lipstick?
5. Marie and Peping bought the following good for their picnic. Two cakes at 15.00 each. 4 bags
of potato chips at 14.00 each. 3 boxes of chocolate candies at 25.00 per box. How much
did they pay for the goods? Is 150.00 enough?
V. Assignment
Solve the following word problems and label your answers.

1. Jubal packed 12 pillowcases in a box. Each pillowcase costs 25.00. How much would 3
boxes of pillowcase cost?
2. A group of balikbayan rented 3 cottages at 1,275.00 each. They also rented 2 extra beds at
475.00 each. How much did the group pay for the cottages and the extra beds?
Dividing Numbers by 3-Digit Numbers without Remainder
Cognitive: Divide 5- or more digit numbers by 3-digit numbers without remainder

Psychomotor: Solve problems with ease and accuracy
Affective: Practice helpfulness and cooperation
114
Skill: Dividing 5- or more digit numbers by 3-digit numbers without remainder

References: BEC-PELC I.E.1.1
Materials: window cards, butterfly cutouts
Value: Helpfulness and cooperation
A. Preparatory Objectives
1. Drill
Game – Catching the Butterflies (butterfly cutout from a garden of flowers and answer the
combination at the back) Each pupil will get one butterfly cutout.
20 ÷ 5 24 ÷ 4 35 ÷ 7 15 ÷ 3
10 ÷ 2 36 ÷ 6 21 ÷ 3 28 ÷ 7
42 ÷ 6 18 ÷ 6
2. Review
“Mix and Match”

Teacher prepares several pairs of number sentences.
Example:
707 ÷ 7 = 101
303 ÷ 3 = 101
6006 ÷ 6 = 1001
1269 ÷ 9 = 141
9660 ÷ 3 = 3220
Pupils will get one card each.

Teacher announces, “mix” and the pupils will mix around with their classmates.
Teacher calls, “Pair” and the pupils will find a partner to match their cards.
3. Motivation
A while ago, we used cutouts of butterflies. Where do butterflies stay? Why is it that they
love to stay in the garden? What do we find in this place?
Present the lesson through this problem:
Ruben helped his father in gathering tomatoes in their vegetable farm. If he gathered 671
875 tomatoes and placed 215 in each bag, how many bags did Ruben use?
Valuing:
What kind of a boy is Ruben? Are you like Ruben? Are you also helpful at home? What
do you do?
115
1. Presentation
a. The pupils are going to answer the following:

• Who helped father in gathering tomatoes?
• How many tomatoes did he gather?
• What did he do to the tomatoes?
• How many bags were used?
b. The teacher may answer the problem with the whole class or let the pupils work in dyads.
Let the pupils present their work and have them explain how they arrived at the answer.
c. Teacher will follow the same steps in gathering data but this time he will concentrate on
how to answer the problem.
d. The teacher will illustrate to further enhance the pupils’ understanding.
divisor 215 671 875 dividend (number to be divided)

(number to divide)
1) What are you going to do?
2) What is the number that you are going to divide?
3 125
215 671 875
- 645
268
-215
537
- 430
1075
- 1075
0
e. How many 215s are there in 645?

Use: 215 215 (trial and error)
x2 x3
430 645
or repeated addition
215
+215
430
+215
645
1) Which is the correct answer? 2 or 3? Why?
2) Where did I write 3? Why?
3) What do you call 3?
4) What will you do to 3 and 215?
5) How about 671 and 645?
6) How do we know if the answer is correct?
7) Follow the same questions until the time the answer is given
f. Solve individually.
162 519 ÷ 213
Solve: “Quad Group”

a) 52 216 ÷ 122
b) 266 299 ÷ 473
116
c) Mr. Francisco subdivided his coconut farm in Cavite whose area is 37 800 square
metres. It will be used as a resettlement area for 120 landless families in a squatters area
in Metro Manila. How many square metres will each family get?
3. Generalization
In dividing 5 digit numbers by 3-digit numbers, take the first 3 digits at the left then divide,
multiply, subtract and bring down. Check the answer by multiplying the quotient by the
divisor. The answer is correct if the product is equal to the dividend.
C. Application
Find the quotient.

1. 76 622 ÷ 421
2. 57 024 ÷ 132
3. A furniture factory delivered 42 875 chairs to 175 schools. Each school got an equal number
of chairs. How many chairs did each receive?
IV. Evaluation
1. Divide the following:

a. 39 751 ÷ 127 = b. 237 744 ÷ 312 =
c. 50 924 ÷ 116 = d. 240 264 ÷ 422 =
e. 167 072 ÷ 368 =
2. Read and solve.

1. What number will you get if you divide 91 372 by 431?
2. If you divide 66 248 by 292 what quotient will you get?
3. 223 136 divided by 608 equals ___
4. 188 020 divided by the sum of 345 and 250 = ___
V. Assignment
Find the quotient.

1) 213 564 ÷ 926 2) 663 552 ÷ 864 3) 554 552 ÷ 673
Dividing Numbers by 4- or More Digit Numbers without or with Remainder
Cognitive: Divide 5- or more digit numbers by 4- or more digit numbers without and with
remainder
Psychomotor: Solve for the quotient accurately
Affective: Help one another in group activities
Skills: Dividing 5- or more digit numbers by 4- or more digit numbers without or with
remainder
Reference: BEC-PELC I.E.1.2
textbooks in Math 4
Materials: flash cards, charts, activity sheets
Value: Helpfulness
117
1. Drill
Game: “Mix and Match”
Teacher prepares several pairs of division equations. Distribute these to each pupil in
class. When teacher announces “mix,” each pupil in the class will mix with the others. When
the teacher says “match,” each pupil will look for their partner which will match the card that
they are holding. Discuss solutions in class.
33 91 212
109 71 132
2. Review
a. 213 68373 b. 107 34882 c. 512 32256
3. Motivation
Have you received an invitation? What kind of invitation did you receive? I have here a
story of a class who prepared some invitation cards.
1. Presentation
Problems:
a. A big school with 2 134 pupils made 53 350 invitations for their program. If each pupil
made an equal number of cards, how many invitations did each pupil make?
b. The Matulungin Foundation donated 424 625 bags of commodities to the typhoon victims
in Eastern Visayas. If 1 075 bags were given to each barangay, how many barangays
were able to receive the donation?
2. Analysis/Discussion
Problem a
a. Who made the invitations?
b. Why did they make the invitations?
c. How many invitations did they make?
d. What does the problem ask for?
e. Who can give the number sentence for the problem?
f. Which is the dividend? divisor?
g. Why do you think the teachers helped the principal send the letters of invitation?
h. What good character trait did the teachers show?
(The same procedure will be followed in working with problem b.)
118
Divide the class into four groups. Give each group activity sheet. Let them answer the
division exercises in the activity sheet. Let them clap their hands if they have finished.
Group I and III Group II and IV

a. 1542 60138 a. 1823 63805
b. 2351 65828 b. 2291 277323
c. 2781 39254 c. 3173 310954
d. 2513 874673 d. 5322 912487
e. 1512 426394 e. 1462 792404
4. Generalization
How do we divide 5- or more digit numbers by 4-digit divisors?
a. Divide the first partial dividend by the divisor.

b. Multiply the partial quotient by the divisor then write the answer below the first
partial dividend.
c. Subtract the partial product from the first partial dividend.
d. Bring down the next digit.
e. Repeat steps 1 – 4 to the last digit of the dividend.
C. Application
Solve for this problem.
A baker can bake 75 550 pieces of pandesal in 60 days. What is the average number of
pandesal he bakes in one day?
IV. Evaluation
1. Solve for the quotients.
a. 2237 259492 b. 1118 386828 c. 1679 574923
d. 2563 2971356 e. 1719 4746422
2. Answer the following:
a. How many digits will there be in the quotient of 726 418 ÷ 1 246?
b. In the mathematical sentence 725 834 ÷ 4 123, what do we call 4 123?
c. How many 1 304 are there in 100 408?
d. Divide 5 440 596 by 1 673 and write your quotient in exponential notation.
e. What quotient will you get if you divide 382 166 by the sum of 630 and 511?
119
V. Assignment
Divide and check.
1) 834 726 ÷ 4 213 = n
2) 797 436 ÷ 5 314 = n
3) If the divisor is 235 and the dividend is 87 954, what is quotient?
4) What is 32 615 divided by 24?
5) A number divided by 23 equals 398 r 6. Solve for the missing number.
Dividing Whole Numbers by 10,100 and 1 000
Cognitive: Divide whole numbers by 10,100 and 1 000

Psychomotor: Solve or compute with speed and accuracy
Affective: Show willingness in performing group activities
Skill: Dividing whole numbers by 10,100 and 1 000

Textbooks in Math 4
Materials: flash cards, activity sheets
Value: Willingness
1. Drill
Basic division facts
Boys-girls contest or do the relay game.
12 ÷ 3 = _____ 56 ÷ 8 = _____ 64 ÷ 8 = _____
24 ÷ 8 = _____ 12 ÷ 6 = _____ 30 ÷ 6 = _____
21 ÷ 7 = _____ 42 ÷ 6 = _____
15 ÷ 5 = _____ 40 ÷ 5 = _____
2. Review
Round off the following numbers to the nearest tens, hundreds and thousands.
Game:
Distribute the activity sheet with the table on rounding numbers written on it per column.
When the teacher says “go” each pupil takes turn in rounding numbers to its specific place
value as fast and as correct as they can. The pupil who finishes first with the most number of
correct points wins. Did everybody join the activity willingly? As a member of the group, what
attitude should you show so everybody would participate? Why?
Number Nearest Tens Nearest Hundreds Nearest Thousands

a. 344
b. 563
c. 4 275
d. 5 948
e. 6 225
120
3. Motivation
The Bureau of Plant Industry will distribute 13 000 mango seedlings to 10

provinces. How many seedlings will each province receive?
a. What did the Bureau of Plant Industry do?

b. What will you do to solve the problem?
1. Presentation
a. Is it possible to divide any number by zero? Explain your answer.
b. Suppose there are 100 barangays? How about 1 000 provinces?
1) 1300 2) 130 3) 13
10 13000 100 13000 1000 13000
10 100 1000
30 300 3000
30 300 3000
0 0 0
0 0
0 0
0
0
so,
13 000 ÷ 10 = 1 300
13 000 ÷ 100 = 130
13 000 ÷ 1 000 = 13
a. Who distributed the mango seedlings? How many seedlings did they distribute? Why do
you think the BPI distributed these seedlings?
b. What is the dividend? What is the divisor?
c. In example 1) how many zeros were cancelled both in the dividend and in the divisor?
What digits were left? In example 2) how many zeros were cancelled in both the dividend
and the divisor? What digits were left?
d. What will be done with the digits not cancelled?
3. Exercises
a. Using activity sheets

Divide the class into 5 groups. Give each group activity sheets.
Exercise sheet: Find the quotient. Cancel the number of zeros.
1) 400 ÷10 =
2) 400 ÷100 = _____
3) 29 000 ÷ 1 000 = _____
4) 6 200 ÷ 10 = _____
5) 110 000 ÷ 1 000 = _____
b. Using “Mix and Match”

There are number phrases and numbers in flash cards. As the teacher says “mix”
pupils holding the flashcards will mix with their classmates. When the teacher says
“match” the pupils will look for their partners to pair the flash cards.
670 ÷ 10 = 67
121
7 800 ÷ 100 = 100
2 000 ÷ 20 = 30
3 900 ÷ 130 = 36
36 000 ÷ 1 000 = 78
c. Solve for the quotient mentally.

1) 420 000 ÷ 600 = _____
2) 51 000 ÷ 500 = _____
3) 56 000 ÷ 700 = _____
4) 270 900 ÷ 900 = _____
5) 6 650 ÷ 70 = _____
4. Generalization
How do we divide whole numbers by 10, 100 and 1 000? Elicit the pattern.
When dividing numbers that are multiples of 10 100 and 1 000, cancel as many
zeros in the dividend as there are in the divisor before dividing. This means dividing
the dividend and divisor by the same power of 10. Then divide the remaining digits.
C. Application
Solve the following problems:

1. The pencil factory has rush orders from 10 stores. The factory has a stock of 55 000 pencils.
If the stores were given an equal number of pencils, how many would each store get? Were
all the pencils given out?
2. A sack of cement costs 100.00. How many sacks can one buy with 600.00?
IV. Evaluation
1. Solve for the quotient. Write your answer on the blank provided for.
a. 670 ÷ 10 = _____
b. 3 500 ÷ 100 = _____
c. 78 000 ÷ 100 = _____
d. 5 000 ÷ 1 000 = _____
e. 9 300 ÷ 100 = _____
f. 83 000 ÷ 100 = _____
g. 3 120 ÷ 40 = _____
h. 315 000 ÷ 7 000 = _____
i. 13 500 ÷ 300 = _____
j. 84 000 ÷ 6 000 = _____
2. Solve each problem.

a. How many pesos are there in 32 000 centavos?
b. How many 200 mL bottles are there in a 43 000 mL can of vinegar?
c. There are 100 cm in a metre. If a road is 742 000 cm long, how many metres long is it?
d. How many metres long is a ribbon that is 2 500 cm long?
122
e. Suppose you had 1,000,000.00 in 100.00-bills. If you could give away one 100.00-
bill in a minute, how long would it take you to give away all the money?
V. Assignment
Complete the table. Divide by 10 100 and 1 000.
Divisor
Dividend
10 100 1 000
1) 63 000
2) 800 000
3) 2 500 000
4) 130 000
5) 75 000
Dividing Numbers with Zeros in the Dividend
Cognitive: Divide 4- to 5-digit numbers by 2- to 3-digit numbers with zeros in the middle and
continuous zeros in the dividend
Psychomotor: Solve 4- to 5-digit numbers by 2- to 3-digit divisors accurately
Affective: Help others who are in need
Skill: Dividing 4- to 5-digit numbers by 2- to 3-digit numbers with zeros in the middle or
continuous zeros in the dividend
Reference: BEC-PELC I.E.1.2
textbooks in Math 4
Materials: charts, flash cards, learning activity sheets
Value: Cooperation and helpfulness
1. Drill
Game: Picking mangoes

Pick mangoes (mango cutouts) from the tree and answer the combinations at the back.
90 ÷ 5 = 60 ÷ 15 = 28 ÷ 14 = 70 ÷ 15 = 80 ÷ 20 =
123
2. Review
Group activity
Divide the class into four groups. Each group will be given cutouts with division
combinations at the back. The first group to finish will clap their hands. Discuss and write the
solutions on the board.
a. b. c. d. e.
180 2700 30 630 4 3200 60 30000 15 360
3. Motivation
Who among you are members of the boy and girl scouts?
Valuing:
What are the activities that you do to help other people? How about at home?
1. Presentation
a. Problem 1
The Girl Scouts collected 1 308 canned goods to be given to 25 poor families. How
many pieces of canned goods should each family receive?
1) Analysis/Discussion
a) Why did the Girl Scouts collected canned goods?
b) What can you say about the Girl Scouts?
c) How do you feel when helping other people?
d) What are the given facts?
e) What is asked in the problem?
f) What operation is needed to solve the problem?
g) What is the number sentence for the problem?
h) How do we divide 1 308 by 25?
2) Show the step-by-step process using long division on the board.

52
25 1308 Æ 130 ÷ 25 = 5
125 Æ 5 x 25 = 125
58 Æ 58 ÷ 25 = 2
50 Æ 2 x 25 = 50
8 - remainder
3) Check the answer by multiplication.
b. Problem 2
The San Jose Elementary School ordered 10 200 school ID’s for the pupils of 85
teachers. How many ID’s will each teacher receive?
1) Analysis/Discussion
a) Why do you think the school ordered ID’s?
b) What can you say about the school who ordered ID’s for its pupils?
124
c) What are the given in the problem?
d) What does the problem ask for?
e) What is the number sentence for the problem?
f) How do we divide 10 200 by 85?
2) Show the step-by-step process using long division on the board.

120
85 10200
85 Æ 102 x 85 = 1
170 Æ 170 ÷ 85 = 2
170
0 Æ 0 ÷ 85 = 0
0
0
3) Check the answer by multiplication.
2. Fixing Skills
Divide the class into 5 groups. Have each group pick out a problem written on a rolled
paper. Ask them to solve the problems by group. Afterwards, ask them to report in class their
answer, solution and checking.
a. b. c. d. e.
27 3310 28 6005 38 83980 84 94920 25 87500
3. Generalization
How do you divide 4- to 5-digit numbers by 2- to 3-digit numbers with zeros in the
dividend?
In dividing dividends with zeros, use the same step: divide, multiply, subtract and
bring down. Zero is used as a place holder in the quotient.
C. Application
Read and solve the following problems.

1. The Grade 4 classes will go on a field trip. There should be one teacher for every 25 pupils.
There are 1 025 pupils. How many teachers are needed?
2. There are 50 026 mangoes. One basket can hold 46 mangoes. How many baskets are
needed to put the mangoes in?
IV. Evaluation
1. Copy and divide the following on your paper.

a. b. c. d. e.
4 4080 25 5508 24 20160 35 70035 27 54054
2. Find the missing number that will make the division statement correct.
a. 11 035 ÷ _____ = 175 r 10
b. _____ ÷ 45 = 137 r 4
c. _____ ÷ 634 = 305 r 630
d. 1 005 ÷ 14 = _____
125
e. 30 070 ÷ _____ = 85 r 320
V. Assignment
Answer the following then check by multiplying the quotient by the divisor.
a. b. c. d. e
63 4095 24 2360 35 28070 156 60400 411 28060
Estimating Quotients
Cognitive: Estimate the quotient of 4- to 5-digit dividends by 2-digit numbers

Psychomotor: Give the rounded number to the nearest tens, hundreds, thousands and ten
thousands
Affective: Being helpful and cooperative
Skills: 1. Estimating the quotients of 4- to 5-digit dividends by 2-digit numbers

2. Giving the rounded numbers to the nearest 10,100 and 1 000
Reference: BEC-PELC I.E.2
textbooks in Math 4
Materials: flash cards, charts, drill boards
Value: Helpfulness and cooperation
1. Drill
Mental Computation
Give the quotient as fast as you can.
a. 3 000 ÷ 30 =
b. 6 000 ÷ 20 =
c. 24 000 ÷ 80 =
d. 81 000 ÷ 90 =
e. 14 000 ÷ 70 =
2. Review
(Stress the value of cooperation.)

Students will be grouped in dyads, player A and B. Each player takes turn in answering
the questions. The group who finishes first wins the contest.
Round off the following numbers to the nearest thousands or ten thousands.
a. 1 879 b. 31 187
c. 2 638 d. 45 616
e. 3 448 f. 44 594
g. 8 649 h. 72 634
i. 9 338 j. 85 111
126
3. Motivation
What do we usually do before entering a movie house? If you don’t pay for the tickets, do
you think you can watch the movie?
We are going to read a problem regarding pupils who work for a cause.
A group of students collected 1,290.00 from the tickets sold for their stage
play. Each ticket costs 15.00. How many tickets were sold?
1. Presentation
If you are a member of that group, how are you going to answer the problem?
We are going to group together and find out some ways to answer the problem.
Activity Exercises – Discovery Approach
Group 1: Guess and check strategy

(Answers of pupils must be an educated guess.)
a. What is the answer? Write it down.
b. Solve and find if your answer is correct. Write your solution.
c. Check if the answer makes sense.
Group 2: Simplifying problem approach

Pupils will follow the 4 steps in problem solving.
a. Understand/think
b. Plan for the operation, mathematical sentence, equation
c. Solve
d. Looking back – Check your answers by multiplying the quotient and divisor
Group 3
The members of the group will give the answer through dyads.
Group 4
All members of this group will answer individually and afterwards they will come up with a
common answer.
(The teacher should use data from the pupils for the analysis and discussion of the
problems.)
a. Who collected the amount of money from the tickets sold?
b. How much money have they collected?
c. How much is the cost of ticket?
d. How many tickets were released?
20.00 15.00 1,290.00 1,000.00
20 1 000
Follow-up Questions:
1. What happened to the 1,290.00? _____
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2. How about 15.00? _____
Did it change?
3. What did you do to the given numbers?
Did you round the given numbers?
4. How did you divide the given numbers?
5. What did you do to the numbers before dividing it?
Important reminder: Rounding off numbers is needed in estimating the numbers.
Estimate and divide.

a. 5 136 ÷ 21 =
b. 1 501 ÷ 69 =
c. 8 445 ÷ 92 =
d. 62 926 ÷ 47 =
e. 34 108 ÷ 82 =
5. Generalization
In estimating quotients, first round off the dividend and the divisor to the highest
place value then divide.
C. Application
Estimate the following:

1) How many 23s are there in 4 323?
2) How many 52s are there in 1 322?
3) How many dozens are there in 105 pieces?
4) How many minutes are there in 3 578 seconds?
5) 58 389 ÷ 26 =
IV. Evaluation
A. Write the reasonable estimate for each of the problem.

1) 98.95 ÷ 48 = _____
2) 41 872 ÷ 19 = _____
3) 17 399 ÷ 34 = _____
4) 19 457 ÷ 23 = _____
5) 69 673 ÷ 68 = _____
B. Estimate. Then choose the correct answer.

1) 11 4432 a. 400 b. 40 c. 4 d. 4 000
2) 13 6347 a. 6 b. 60 c. 600 d. 6 000
3) 17 48497 a. 250 b. 20 c. 25 d. 2 500
4) 21 51346 a. 250 b. 25 c. 2 500 d. 25 000
5) 47 67389 a. 1 400 b. 140 c. 14 d. 400
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V. Assignment
Round both numbers then estimate the quotient.
1) 62.95 ÷ 56 =
2) 43 209 ÷ 18 =
3) 44 867 ÷ 93 =
4) 27 431 ÷ 34 =
5) 9 536 ÷ 16 =
Dividing Mentally without Remainder
Cognitive: Divide mentally 2-to 3-digit numbers by 1-digit number without remainder
Psychomotor: Practice speed and accuracy in dividing mentally
Affective: Tell the importance of fruits to our body
Skill: Dividing mentally 2- to 3-digit numbers by 1-digit number without remainder

References: BEC-PELC I.E.3
textbooks in Math 4
Materials: flash cards, chart, picture of fruits, show board
1. Drill
Contest “A Step for Victory”
Teacher tells the pupils, that they’re going to have a contest. It will be called “ A Step
for Victory”. Pupils will be grouped by 5. A participant from each group will be called. The
teacher will flash the cards. Two numbers written on the cards: the first number gives the
product and the second number gives the quotient of the number pair the contestant will say.
The first one to give the correct answer will make a step until he or she reaches the vase.
Upon reaching the vase, he/she will be given a flower to be placed in their flower vase. The
group with the most number of flowers in the vase will be declared as winner.
Product Quotient
24, ___, ___, 6
18, ___, ___, 2
25, ___, ___, 1
16, ___, ___, 4
20, ___, ___, 5
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2. Review
Riddles
a. I’m thinking of a number, when you divide it by 9, the quotient is 8. What is the number?
b. The dividend is 54, the quotient is 6, what is the divisor?
c. The divisor is 9, the quotient is 7, what is the dividend?
d. The divisor is 7, the quotient is 21 what is the dividend?
e. The dividend is 279, the divisor is 9, what is the quotient?
3. Motivation
What is your favorite fruit? Why?
Valuing
Why are fruits important to our body? What do they do to our body? to our health?
What vitamins can we get from mangoes?
1. Presentation
Read the problem carefully and give the answer without using your pencil and paper.
Kent and his three friends picked 124 mangoes from the farm. They divided the
mangoes equally among themselves. How many mangoes did each boy receive?
a. Group the pupils into 4.

b. Each pupil in the group must participate in giving answers.
c. Conduct a game of numbers.
d. Comprehension check-up will be asked after the answer is given.
1) Who picked mangoes from the farm?
2) How many mangoes did they pick?
3) What did they do with the mangoes?
5) What is the process to be used?
6) What is the correct number sentence for the word problem?
7) Can you get the quotient without using your pencil and paper? How?
Solution: Divide 12 by 4 mentally, then give the quotient.
e. The teacher will also give additional exercises.
36 ÷ 3 =
60 ÷ 3 =
72 ÷ 8 =
105 ÷ 5 =
213 ÷ 3 =
• How do we get the answer?

• How many digits are there in the dividends? the divisor?
• Can we get the answer without using our paper and pencil? How?
Pupils may answer the exercises through dyads.

Divide the following numbers mentally.
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a. Using flash cards with division facts (2 digits by 1 digit combination)
b. Divide.
39 ÷ 3 84 ÷ 4 50 ÷ 5 848 ÷ 4 846 ÷ 6
The teacher may provide more combinations to enhance speed and accuracy in dividing
mentally.
4. Generalization
How do we divide numbers mentally?
When we divide numbers mentally, we think first of one or two dividends at a

time, then divide without using paper and pencil. Do the same with the remaining
digits.
C. Application
1. Miss Roxas has 44 pupils. She grouped her pupils into 4 groups for their Science experiment.
How many members are there in each group? Can you solve the problem mentally? Is
dividing mentally important? Why?
2. 88 ÷ 4 = 96 ÷ 3 = 255 ÷ 5 = 497 ÷ 7 =
IV. Evaluation
Solve for n mentally.

1) 66 ÷ 6 = n 4) 884 ÷ 4 = n
2) 99 ÷ 3 = n 5) 819 ÷ 9 = n
3) 110 ÷ 5 = n
V. Assignment
Divide mentally.
1) 49 ÷ 7 = ___ 4) 550 ÷ 5 = ___
2) 63 ÷ 9 = ___ 5) 442 ÷ 2 = ___
3) 120 ÷ 6 = ___
Analyzing Word Problems involving Division
Cognitive: Analyze the word problems involving division of 5- or more digit numbers by 3- or
more digit numbers including money by telling what is asked, what is/are given,
the word clue/s, the operation/s to be used and transform the problem into a
number sentence
Psychomotor: Tell the steps in analyzing word problems
Affective: Work cooperatively in group activities
Tell the importance of forest conservation
Skill: Analyzing word problems involving division of 5- or more digit numbers by 2- to

3-digit numbers including money
References: BEC-PELC I.E.4.1.1 – 4.1.4
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Materials: activity sheet, chart, flash cards
Value: Cooperation
1. Drill
Group Work
The group that finishes first is declared the winner.
Do the operations. Follow the paths.
Start here End Here
18 x4 ?
+18
+2 ÷5 x3
÷3
21 ?
Start here End Here
2. Review
Mental Division
Game: Mix and Match
Teacher prepares several pairs of cards like:
12 ÷ 7 213
660 ÷ 6 81
639 ÷ 6
3
484 ÷ 2 242
648 ÷ 8 110
Pupils get one card each.
Teacher announces “mix” and the pupils will mix with each other.
Teacher calls “pair” and the pupils will find a partner to match their cards.
3. Motivation
Show a picture of a forest. Ask: Have you been to the forest? What did you do there?
Share some of your experiences.
Valuing:
Is it necessary for us to conserve our forest? Why? How can you help conserve our
forest?
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1. Presentation (Group Activity)
a. Problem Situation
A total of 93 184 pupils in Cavite will join the tree planting program. If there were 256
pupils in each barangay, how many barangays joined the tree planting program?

3) What word clue would help you solve the problem?
4) What question is to be used?
5) Why do you think many pupils join the tree planting program?
6) What can you say about the barangays that joined the tree-planting program? What
can you say about those who did not join?
b. Role Playing
Some pupils will act out the given situation. The rest of the class will listen carefully
and write important facts given in the short presentation.
Scout master: Boys, get all the newspaper and bottles and put
them in the truck
Ruben: Sir, they were already packed.
Arjay: Our troop is ready to put them in the truck, sir.
Scout master: Very well done boys! Now, let me check the other
troop.
After 3 days in a BSP meeting
Scout master: Boys, we were able to raise P12,584.00 from
selling the empty bottles and old newspapers
last week.
Boy scouts: (shouting) Yehey!
Scout master: Thanks for your full support, cooperation and hard work.
You have shown a sense of responsibility in your own little ways. Very
well done, boys!
Boy scouts: (shouting some BSP yells)
Ruben: Sir, if 32 of us joined the project, how much did each
of us raise?
Scout master: Oh! Very good question! Okay, let’s solve it.
After the presentation of each group, the teacher will give her/his comment. Other
questions will be asked.
a. Problem Situation
• Why are trees important? Support your answer.
• How can we protect and save our forest?
• If you were one of the pupils, will you join the tree-planting program? Why?
• Do we need to support this program? Why?
• What did you discover as you analyze the word problem?
• What is the first step in solving word problems? Second? Third? Etc.
• Are word clues important in solving word problems? Why?
133
b. Role Playing
• Who were the characters in the short presentation?
• What did the boy scouts do? Describe them?
• What character traits do they possess?
• Do you want to be a BSP or GSP member? Why?
• Why do we need to collect empty bottles and old newspaper?
• Why do we need to recycle these materials?
• How can we make them useful?
Teacher shows different recycled materials.

Now, let us analyze the word problem carefully.
The Boy Scouts were able to raise 12,584.00 from selling empty bottles and old
newspapers. If there were 32 scouts who joined the project, how much did each scout
raise?

• What are the given facts?
• What operation is to be used?
• Transform this problem into a number sentence.
3. Practice Exercises/Fixing Skills
a. Using the show-me-drill-board

Read the problem carefully and answer the questions that follow.
There are 63 360 textbooks to be shipped to Cebu City. If there are 165 boxes, how
many books are there in each box?

b. Small group Technique

The class will be divided into groups. Each group will choose a leader and a recorder.
The leader will get an activity sheet and they will answer it as a group. The group who
has finished will clap their hands.
Activity Sheet
Read the problem carefully and answer the questions below.
Mr. Reyes prepares a weekly payroll of 96,250.00 for 110 workers in the shipyard.
What is the average weekly pay of each worker?

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4. Generalization
How do we analyze word problems?
To analyze word problems, read the problem carefully. Tell what is asked, what
are given, what is/are the word clue/s, what operation to be used and transform the
problem into a number sentence.
C. Application
1. Mrs. Garcia, the librarian, asked the Grade 4 pupils to place the 43 632 textbooks in 202
boxes. How many books will each box have?
2. Mother buys 2 000 grams of fish. If she cooks 250 grams for each meal, how many meals will
it take to consume the fish?
IV. Evaluation
A. Read the problems carefully and answer the questions that follow.
A farmer wants to ship 11 088 potatoes. A crate holds 144 potatoes, how many crates are
needed?
2. What are the given facts?
3. What operation is to be used?
4. Transform this problem into a number sentence.
B. Study the problems carefully. Determine the operation to be used, then transform each word
problem into a number sentence.
1. There are 21 550 coconut trees to be distributed to 345 barangays in Laguna. How many
coconut trees will be given to each barangay?
Operation to be used_________
Number sentence _________
2. A Christmas tree costs 950.00. How many Christmas trees can be bought from
34,200.00?
3. Carlos gathered 17 040 oranges. He packed them in boxes which each can hold 284
oranges. How many boxes did he use?
4. A medical team brought 12 500 boxes of assorted medicines to be distributed equally among
25 barangays. How many boxes of assorted medicines will each barangay receive?
5. A television set is sold for 19,180.00 to be paid in equal monthly installment for one year.
How much will be the monthly payment?
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V. Assignment
A. Construct word problems on the following data:
1) 65,340.00 ÷ 235 =
2) 73,342.00 ÷ 176 =
B. Ben has 3,000.00 in 100.00 bills. How many pieces of hundred-peso bills does he have?
Solving One-Step Problems involving Division
Cognitive: Solve 1-step word problems involving division of 5- or more digit numbers by 3 or
more digit numbers including money
Psychomotor: Divide 5- or more digit numbers by 3- or more digit numbers with or without
remainder
Affective: Show neatness and orderliness in any written work
Skills: 1. Solving 1-step word problems involving division of 5- or more digit numbers by
3- or more digit numbers including money
2. Dividing 5- or more digit numbers by 3- or more digit numbers with and without
remainder
textbooks in Math 4
Materials: charts, flash cards, activity sheets
Values: Neatness and orderliness
1. Drill
Wheel of Fortune
Pupils will use the Wheel of Fortune and answer it.
36 28 60 18 60 50
40 44 36 54 15 30
÷4 ÷6 ÷5
32 12 96 42 35 25
48 20 66 48 45 55
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2. Review
Solve for the answer. Use your show-me-cards.
7 420 10 528 9 4 518 10 4 261 15 3 459
3. Motivation
a. Sing the song “Happy in Math”

b. Who among you have a father or mother who works in the factory? What kind of factory
is it?
B. Development Activities
1. Presentation
The class will be divided into 3 groups with a leader and a recorder. Each group will be given
an activity sheet with a problem situation. Read the problem carefully and analyze it.
Mr. Cruz, a factory owner has 156 workers. The weekly pay of the workers amounts to
185,328.00. How much does each worker get weekly?

b. What are the facts given?
d. Transform the word problem into a number sentence.
e. Solve for the correct answer.
f. Label your answer.
The first group to finish will be the one to present their work.
a. Who owns the factory?

b. Do you think it is better to own a factory? Why?
c. How much does Mr. Cruz spend a week for his workers?
d. Does the factory help the people in the community? How?
e. Do you want to work in a factory? Why?
Analyze the answer of the other groups to see if their answers are correct.
Pupils will read the questions in the activity sheet.
What should you do before solving a word problem?
Remember also to label your answer.
The Red Cross distributed 11 214 packs of noodles to the typhoon and flood victims in
Central Luzon. They are distributed equally among 623 families. How many packs of noodles
did each family get?

d. What is the mathematical sentence suited for the problem?
e. What is the correct answer?
f. Check your answer.
137
Valuing:
• How do you write your answers to the problem? Why do you think you should write your
answer neatly and orderly? Do you also practice neatness and orderliness at home?
How?
Read the problems carefully and solve for the answer. Label your answers.
a. There were 25 200 bars of soap at the wholesale counter. If these were distributed
equally among 101 retailers, how many bars of soap will each retailer get?
b. Mr. Perez spent 1,883,222.50 for the bangus fingerlings he placed in his 122
fishponds. How much did he spend for each fishpond?
c. One summer, 13 720 students signed up for a leadership training. If 245 students were in
each group, how many groups were formed?
d. In 105 days, a large bakery sold 10,185.00 worth of loaves of bread. On the average,
how much loaves of bread were sold each day?
4. Generalization

The steps in solving 1-step word problems are:
a. Read – Know what is asked, what are given.
b. Plan – Draw the problem.
Know the operation.
Write the number sentence.
c. Solve – Write the correct units/label your answer.
d. Look back – Review and check your answers.
C. Application
There are 21 550 coconut seedlings to be distributed to 345 barangays in Laguna. How
many coconut seedlings will each barangay receive?
IV. Evaluation
Read the problems carefully, then solve for the answer. Label your answers.
1. A factory can manufacture 125 fish nets using 156 250 metres of nylon thread. How many metres
of nylon thread is used for each net?
2. An orchard owner harvested 17 040 oranges. He packed them in boxes which each can hold 284
oranges. How many boxes did he use?
3. A Christmas tree costs 950.00. How many Christmas trees can be bought from 34,200.00?
4. A delivery truck unloaded 600 boxes of canned milk at a supermarket. There were 14 400 cans of
milk in all the boxes. How many cans were in each box?
V. Assignment
1. Mr. Sison had 69 965 kilograms of apples available for sale. Two hundred sixty-three vendors
bought equal weights of apples. How many kilograms did each vendor get?
2. There are 22 190 cookies to be packed in a plastic container. One hundred thirty-five cookies are
in each pack. About how many plastic containers are needed to pack all the cookies?
3. Mangoes are sold by the “kaing”. If one “kaing” costs 1,025.00, how many “kaings” of mango
can you buy in 142,475.00?
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Analyzing 2- to 3-Step Word Problems
Cognitive: Analyze 2- to 3-step word problems involving division and any of the other
fundamental operations
Psychomotor: 1. Choose the correct operation
2. Write the problem into a number sentence
3. Solve for the final answer with the necessary label accurately
Affective: Show kindness to others
Skills: Analyzing 2- to 3-step word problems involving division and any of the other
fundamental operations
References: BEC-PELC I.E.5.1.1 – 1.4
Mastering Math IV TX pp. 90-94
Growing with Math IV Workbook pp. 108-110
Materials: problem solving chart, flash cards
Value: Kindness
1. Drill
Drill on dividing 3- to 4-digit numbers by 1-digit number. You may use flash cards or have a
relay game to be done by columns.
235 ÷ 5 = 824 ÷ 4 =
650 ÷ 2 = 328 ÷ 8 =
738 ÷ 6 = 248 ÷ 8 =
2. Review
Dividing money values. Show and discuss the solutions on the board.
654 ÷ 2 = 928 ÷ 8 = 606 ÷ 6 =

455 ÷ 5 = 729 ÷ 9 = 920 ÷ 4 =
3. Motivation
Katrina has 20.00. Anne has 25.00 and Christine has 30.00. They give the
money to the 3 school janitors. If the janitors divide the money equally among themselves,
how much will each of them get?
1. Presentation
a. Activity 1
1) Call one pupil to read the problem aloud.
139
2) Have the pupils analyze the given problem. Then show and discuss the solutions on
the board.
a) What is asked in the problem?
b) What are the given facts?
c) What operations are to be used?
d) What is the hidden question?
e) What is the mathematical sentence for the problem?
f) If you have a classmate without food for recess, are you willing to share your
baon? Why?
3) Give other examples for the pupils to analyze. Divide the class according to their
abilities (slow, fast, average).
4) Analyze the following word problems using the different steps learned in class.
SLOW LEARNERS
a) Mr. Velez gave his two daughters 35.00 each. If the two girls will buy a pack
of candies at 50.00 and divide the remaining amount equally among
themselves, how much money will each girl have?
b) Anita had 232 red and white roses. If 64 of these roses were red, how many
white roses can be made into bouquets, if each bouquet will have 12 white
roses?
FAST LEARNERS
a) During the school year, the pupils harvested 3 250 baskets of fruits and 1 225
baskets of vegetables. They were sold equally to 25 stalls in the market. How
many baskets of fruits and vegetables did each get?
b) Roy intends to buy a pair of shoes that costs 1,500.00. He has 850.00 at
present and plans to save 50.00 every week. How many weeks will it take
him to be able to buy the shoes?
AVERAGE LEARNERS
a) A beach resort had 48 cottages. A cottage has three rooms. Each room can
only be occupied by two persons. If 250 tourists came, how many cottage should
they rent?
b) Mang Luis earned 9,463.00 from the cabbage harvested. He set aside
3,502.00 for his expenses and divided the rest among his 3 workers. How
much money did each worker get?
2. Generalization
What are the steps needed in solving 2-step word problems?
To solve 2-step word problems involving division and any of the other operations,
follow the following steps: read, understand, plan and solve.
C. Application
Read and solve.
The Farmer’s Association of Nueva Ecija planted rice, corn, mongo, peanuts and other crops
in their fields. By the end of the year, they harvested about 3,250.00 worth of rice,
140
76,500.00 worth of corn and 2,300.00 worth of other crops. If there are 45 members in the
association, how much will each farmer earn?
IV. Evaluation
Read the problem. Don’t forget to write the necessary label for the given problem. (Keep in mind the
different steps in solving the problems.)
The Grade 1 class in Sta. Monica Elementary has a population of 245 pupils. Grade 2 has 230,
Grade 3 has 340, Grade 4 has 500, Grade 5 has 501 and the Grade 6 classes have 620. What is the
average enrolment of the grades?
V. Assignment
Analyze the following word problems using the different steps learned in the class. Then solve for the
final answer with the necessary label.
1) Last month, John and Jun worked in Mr. Castro’s farm. They earned 4,276.00 but spent
800.00 for their food. If they divided what was left equally between them, how much did each
get?
2) Mr. Santos used his jeep to transport 1 629 kilograms of bananas. He delivered 649 kilograms to
his customers in Divisoria and the rest to his 4 customers in Quiapo. How many bananas did
each customer in Quiapo receive?
Solving 2- to 3-Step Word Problems involving Division
Cognitive: Solve 2- to 3-step word problems involving division and any one or two of the
other fundamental operations learned including money
Psychomotor: Write the solution in solving 2- to 3-step word problems
Affective: Show the value of fairness and sharing
Skill: Solving 2- to 3-step word problems involving division and any one or two of the
other fundamental operations learned including money
textbooks in Math 4
Values: Fairness, sharing, kindness
1. Drill
Using flash cards

Solve for the correct answer.
a. (5 + 9) ÷ 7 = _____ b. (15 ÷ 3) + 8 = _____

c. (25 ÷ 5) – 4 = _____ d. (81 ÷ 9) + 3 = _____
e. (36 + 4) ÷ 10 = _____
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2. Review
a. Have a review on the steps in problem solving and how to analyze a word problem.
b. Read this problem carefully and answer the questions that follow.
The national library has 28 470 books. 130 books can fill one shelf. How many
shelves can be filled?
• What is asked?
• What is/are given?
• What is the number sentence?
• What is the correct answer?
• Check the answer if it makes sense.
3. Motivation
Read this news item.
There was a big fire that happened last night in San Simon, Pampanga. Hundreds of
families were left homeless. The governor allowed them to use the schools as their temporary
shelters.
Mr. Ed Reyes, a farmer from San Simon harvested 890 sacks of rice. He donated 185
sacks to the fire victims and sold the remaining sacks to 5 rice dealers. How many sacks did
each rice dealer receive?
• What happened in San Simon, Pampanga?

• What did Mr. Ed Reyes do?
• How many sacks of rice did he harvest?
• How many did he donate to the fire victims?
• What did he do with the remaining sacks?
• How will you solve the problem?
• What is the answer?
Valuing:
What kind of a person is Mr. Ed Reyes? Why?
Do you think you can do what Mr. Reyes has done in another way? How?
1. Presentation
Read the problem and let the pupils answer the questions below.
a. Mang Celso can collect 540 eggs in a week from his poultry farm. If he will collect in 6
weeks and will deliver these to 8 egg dealers, how many eggs will each receive?
1) What is asked?
2) What is/are given?
3) What operation will be used?
4) What is the hidden question?
6) What is the correct answer?
7) Check the answer if it make sense.
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b. Mang Goyong shipped 25,286.00 worth of garlic to Mindanao and 31,484.00 worth
of pepper to Visayas for sale. The two shipments cost him 1,510.00. He divided the
profit among his 3 sons. How much did each one receive?
1) What is asked?
2) What is/are given?
3) What operation will be used?
4) What is the first hidden question?
5) What is the second hidden question?
8) Check the answer if it makes sense.
2. Fixing Skills
Group Activity
Group the pupils into 3 groups. Give each group an Activity Sheet. Each activity sheet
contains a problem and the eight questions above.
Activity Sheet 1
A store bought 428 black pens and 356 blue pens for P940.80. How much does each pen
cost?
Activity Sheet 2
A storekeeper put 720 cans of milk in packages with 3 cans each. She sold each
package for 37.50. How much did she receive?
Activity Sheet 3
The Romblon Marble Factory manufactured 580 marble tiles in one week. After
manufacturing for 15 weeks 2 200 marble tiles were sold in Bohol. The remaining tiles were
delivered to 5 provinces. How many marble tiles did each province receive?
3. Generalization
How do you solve 2- to 3-step word problems?
To solve 2- to 3-step word problems, analyze the problem correctly; then follow
the steps in problem solving.
C. Application
Solve the following.

1. Mang Ito gathered 350 mangoes which he equally shared among his 13 cousins and 12
neighbors. How many mangoes will each of his friends and relatives receive?
2. Bea has collected 260 stamps. She placed them in albums. The first 15 pages have 8 stamps
each and the next pages have 7 stamps each. How many pages were with 7 stamps each?
IV. Evaluation

1. Four people shared a room in a hotel. The cost of room rental is 3,576.00. They paid a down
payment of 1,000.00 and shared equally the cost of the remaining balance. How much did
each of them share?
2. Mr. Miranda collected 1,250.00, 1,350.00 and 1,550.00 as rentals for their 3-door
apartment. If he were to divide the total amount collected among his 5 children, how much would
each child get?
3. Agnes harvested 1 776 chicos. She gave 120 chicos to her mother and put the remaining chicos
in 12 baskets. How many chicos were placed in each basket?
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4. Mr. Avila used a jeep to transport 1 629 kg of bananas. He delivered 645 kg to his customer in
Divisoria and the rest to his 3 customers in Quiapo. How many kg of bananas did each customer
in Quiapo receive?
5. Kenneth sold 1 296 roses. He gave 120 pieces to the church and tied the rest in bunches of 12
pieces each. How many bunches did he make in all?
V. Assignment

1. Last month, Rico and Jojo worked in Mrs. Agsaway’s farm. They earned 5,150.00 but spent
750.00 for their food. If the remaining amount was divided equally between them, how much
did each of them get?
2. Noli had 9 850 mangoes. He placed 1 100 small mangoes in a sack and put the big ones in
baskets which could hold 50 pieces each. How many baskets did he use?
3. Mr. Cruz bought a new TV set worth 28,575.00 in an appliance center and availed of its “zero-
interest plan” promo. If he paid a down payment of 8,000.00 and he will pay the balance
equally in 5 months, how much will be his monthly amortization?
Reading and Writing Decimal Numbers
Cognitive: Read decimal numbers through hundredths

Psychomotor: Write decimal numbers through hundredths
Affective: Show hospitality to visitors
Skill: Reading and writing decimal numbers through hundredths

References: BEC-PELC II.A.1.3
Materials: flash cards, chart, place value chart
Value: Hospitality
1. Drill
Show illustrations of figures divided into 10 or 100 equal parts. Let children identify the
fractional parts of the whole.
144
2. Review
Based on the drill, let the children write the decimal form of the above fractions.
3. Motivation
There were 100 boys and girls who welcomed the vice-president of USA at the Airport. Of
the 100 pupils, 60 were girls and the rest were boys.
Valuing:
Do we have to welcome foreign visitors in that manner? Why?

What character trait of Filipinos did the children demonstrate?
1. Presentation
a. Analyze the situation given.
• How many pupils welcomed the vice-president of USA?

• How many were girls?
• What is the number of girls in fraction form? In decimal form?
• How many were boys?
• What is the number of boys in fraction form? In decimal form?
b. Present the place value chart below.
Ones . Tenths Hundredths

. 6 0
. 4 0
Let volunteers place the decimal numbers on the chart.
Explain to the children that a hundredths decimal has two decimal place values. Let
the children read the decimals. Emphasize to them the correct spelling of hundredths.
c. The basketball court is divided equally into 100 parts for the mass demonstration. The
Grade 4 children are occupying 1 out of the 100. What decimal part of the big square are
4
the children occupying?
(At this point, if the children still do not know that 1 of 100 is 25, they have to discover or
4
make an educated guess as to the decimal part occupied by the children. They have to
get a graphing paper or draw lines to get the correct answer.)
d. Emphasize how decimal numbers are read.
1) 0.60 is read as sixty hundredths

2) 0.40 is read as forty hundredths
3) 0.4 is read as four tenths
4) 0.6 is read as six tenths
145
2. Fixing Skills
a. Read the following:

0.15 0.16
0.56 0.24
0.05 0.18
0.35 0.02
0.59 0.05
b. Write the following in decimals.

1) ten hundredths
2) twenty-five hundredths
3) three hundredths
4) six hundredths
5) twelve hundredths
c. Complete the series.

1) 0.25, _____, 0.27, _____
2) 0.15, _____, _____, 0.12
3) 31 , _____, _____, 34
100 100
4) 0.38, _____, 0.40, _____
5) 5 , _____, 7 , _____
100 100
3. Generalization
What should you remember in reading and writing decimals?
a. Read the number after the decimal point as a whole number and then name the
place value position of the last digit.
b. If a decimal number is in hundreths, there are two decimal places to the right of
the decimal point.
C. Application
Noli picked 100 oranges from the orchard. He gave his friend 25 oranges. Give the decimal
number for the oranges Noli gave to his friend. Read it.
IV. Evaluation
1. Write the following decimals.
a. Seven hundredths
b. Eighty-two hundredths
c. Sixty-five hundredths
d. Two tenths
2. Read the following decimals orally.
a. 0.3 b. 0.8
c. 0.28 d. 0.09
e. 0.15 f. 0.04
146
V. Assignment
1. Read orally.
a. 0.33 b. 0.15 c. 0.75 d. 0.13
e. 0.05 f. 0.46 g. 0.83 h. 0.02
2. Write as decimals.
a. Three tenths b. Twenty-six hundredths

c. Five hundredths d. Thirty-five hundredths
e. Four tenths
Renaming Fractions to Decimals
Cognitive: Rename in decimal form fractions whose denominators are powers of 10

Psychomotor: Write fractions as decimals
Affective: Show cooperation with the group
Skills: 1. Renaming in decimal form fractions whose denominators are powers of 10

2. Writing fractions as decimals
Materials: illustrations, counters, cartolina strips, activity sheets
Value: Cooperation
1. Drill
Let the pupils read the following decimals using flash cards.
0.43 0.9 2.5 4.46
0.7 0.25 3.65 9.2
2. Review
Ask the pupils to write the common fraction and decimal number for each of the shaded
parts below:
a) b) c)
d) e)
147
3. Motivation
Distribute strips of cartolina to the pupils with the following information.
Four tenths 0.36

Two and five tenths 12.3
Twelve and three tenths 0.4
Two and five hundredths 2.05
Thirty-six hundredths 2.5
The first pair of pupils with the correct decimals in figures and in words will come to the
front and get the stick with the word “first”. The other pairs will do the same.
1. Presentation
a. Activity 1
Let the pupils get 10 counters. Ask them to set aside 4 counters. What fractional part
of the whole set is your 4 counters?
4
Write the answer on the board. ( )
10
Repeat the process with other numbers: 3, 6, 9 ( 3 , 6 , 9 )
10 10 10
b. Activity 2
Show the pupils a bundle of 100 sticks.
Ask a pupil to get 7 of the sticks. What part of the sticks did you get? Write the
answer on the board. ( 7 )
100
c. Activity 3
Study the number line.
1 2
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10
7
What does the short line segment show? ( )
10
16
What does the long line segment show? ( )
10
d. Activity 4
Present the place value chart.
Tens Ones Tenths Hundredths

0 . 4
0 . 0 7
0 . 7
1 . 6
148
Put all the answers from Activity 1-3 on the place value chart.
4 7
What do you notice about and 0.4? and 0.07?
10 100
What replaced the denominator 10?
What replaced the denominator 100?
How many digits are there after the decimal point in tenths? In hundredths?
How about if it is in thousandths? If it is in ten thousandths?
e. Activity 5
Divide the class into three groups

Give each group an Activity Card.
Emphasize that each member of the group has to cooperate with each other in answering
the exercises to be sure that the answers are correct? What good will this do?
Activity Sheet #1
Write the following fractions as decimals.
9 5 35 . 6. 34 . 32. 12 . 7. 153 .
10 10 10 000 10 1 000 10 100 10 100
Activity Sheet #2
Put a check (9) if the pair is correct and a cross (x) if it is wrong.
1) 3 = 0.3 2) 4 = 0.40 3) 5 = 0.50

10 100 100
4) 74 = 0.74 5) 16 = 0.016 6) 13 = 0.13

100 1000 100
Activity Sheet #3
Write the missing numbers.
a. 0.07 = ___ b. 0.7 = ___ c. 0.32 = ___

100 10 100
d. 0.3 = 3 . e. 0.47 = 47 . f. ____ = 95 .
___ ___ 100
Call a member from each group to read their answers.
Valuing:
After all the groups have given their answers, ask: “How did you work as a group? Did all
the members cooperate in working on the answers? Was there any member of your
group who did not cooperate? Why is cooperation important in any group work?”
149
3. Generalization
How do we rename fractions whose denominators are powers of 10 in decimals?

To rename fractions whose denominations are powers of 10 we must remember that:
a. a denominator of ten means tenths in decimal. Write the numerator with a decimal point
at the left.
b. a denominator of 100 means hundredths in decimal. It has 2 places to the right of the
decimal point.
c. a denominator of 1 000 means thousandths in decimal. It has 3 places to the right of the
decimal point.
C. Application
Write each number as a decimal.
8
1. Barbara rode her bicycle of a kilometre to school.
10
24
2. The winner of the race was of a second faster than the person who finished next.
100
IV. Evaluation
A. Match Column A with column B.

A B
1) 7 a. 0.68
10
2) 2 b. 0.02
100
3) 68 c. 0.9
100
4) 9 d. 0.40
10
5) 40 e. 0.7
100
B. Write a decimal for each fraction.

1) 8 2) 16
10 100
3) 24 4) 5
100 10
5) 9
100
C. Write a fraction for each decimal.

1) 0.8 2) 0.213
3) 0.01 4) 0.12
5) 0.85
V. Assignment
Write the decimal for each number.
4
1. The taxi traveled 1 kilometres from St. Mark’s Square to the glass factory.
10
150
2. Mang Ramon made a pitcher out of clay in the shape of a swan. The pitcher holds 1 75 litres of
100
water.
3. The tour of Rizal Park takes 3 25 hours.
100
4. Joan walked 4 3 blocks to see the San Agustin Church.
10
4. The length of my room is 2 3 metres.
10
Place Value of Decimal Numbers
Cognitive: Name the place value of each digit of a given decimal number
Psychomotor: 1. Give the place value of the digits of a given decimal number
2. Place the digits in its proper place in the place value chart
Affective: Show sportsmanship during games or competition
Skill: Naming the place value/value of the digits in a given decimal number
Materials: place value chart (on manila paper or cartolina), money, flash cards, show-me-
cards
Value: Cooperation
1. Drill
a. Show decimals written on flash cards.

Pupils will read these orally.
b. Show decimals in words.
Pupils will write them in standard form using the show-me-cards.
2. Review
Review the place value chart of whole numbers.
3. Motivation
Present this problem opener.
Marc has 25-centavo coins in his pocket. The coins totaled to 3.50. How many
25-centavo coins does Marc have?
151
1. Presentation
a. Using play or real money, have pupils discover how many 25-centavo coins are there in
1.00, 5.00 and 0.50.
b. From these, they will discover a pattern and will be able to find out if their answer in the
problem opener is correct.
c. Use this strategy as a spring board for the lesson of the day.
1.00 = 1 whole
0.50 = hundredths
d. Present the place value chart for decimals.
Place the 1.00 and the 0.50 in the chart.
Thousandths
Thousandths
Decimal Point
Hundred
Thousandths
Ones/Units
Hundreds
Hundredths
Millionths
Ten
Tens
Tenths
1 . 5 0
e. At this point, explain to the pupils the place value of decimal numbers. Explain too the
“value” of each place.
f. Give some decimal numbers and place each digit to its specific place in the place value
chart.
93.9 49.368 412.246 386.03
20.107 0.0053 52.123
g. From the place value chart, elicit from the pupils the value of each digit in 52.123.
5 means 5 tens
2 = 2 ones
1 = 1 tenth
2 = 2 hundredths
3 = 3 thousandths
2. Fixing Skills
a) “Quiz Bee”
Divide the class into five groups. Give several questions to be answered. The team
with the highest number of points wins.
Sample Questions:
1) How many tenths are there in 6.09?
2) In the decimal 80.30, what digit is in the tenths place?
3) What is the value of 8?
b) Cooperative Learning (stress the value of cooperation)
1) Pupils will be grouped in dyads, player A and B. Each player takes turn in
answering the questions dictated by the teacher.
152
2) Work with a learning partner
Pupils will be paired. (a slow learner with a fast learner) Working as a team, each
pair will answer the questions posted by the teacher.
Valuing:
How did you work with your group?

How about with your partner?
3. Generalization
Just like whole numbers, decimal numbers have place values. The value of each digit of
a decimal number depends on its place or position. The decimal point separates the whole
numbers from the decimal numbers.
C. Application
Estela earned 92.75 from the sale of her banana fritters. She gave this amount to her mother
for their daily expenses.
1. What is the value of 9?
IV. Evaluation
A. Identify the place value of the underlined digit in each given numeral.
21.614 428.095
37.59 78.0069
113.015
B. In the numeral 389.756, write the place value of the following digits.
9 _____________ 8 _____________
7 _____________ 3 _____________
5 _____________ 6 _____________
C. Give the missing word and corresponding number.

5
861.085 The 5 in the (thousandths) place means ( )
1000
31.52 The 2 in the ___________ place means _______
V. Assignment
A. Give the place value of each underlined digit.

1. 215.05 4. 5.0052
2. 9.13 5. 18.709
3. 14.165
B. Identify the digit of the number 168.324 according to the place value indicated below.
1. Tenths _____________
2. Thousandths _____________
153
3. Hundreds _____________
4. Hundredths _____________
5. ones _____________
Expressing/Writing Money as Pesos and Centavos
Cognitive: Express money as pesos and centavos

Psychomotor: 1. Write money as pesos and centavos
2. Use the peso sign ( ) in writing money
Affective: Spend money wisely
Skill: Writing money as pesos and centavos

References: BEC-PELC II.A.2
Materials: play money, flash cards, charts
Value: Thrift and economy
1. Drill
Using flash cards, give the value of the following
a) b)
20 1,000 5
20 100
50¢
c) 500 d) 500
25¢
500 100
20 50
e) 20 f) 100
50 10
100
154
g) h)
100 500
i) j)
10 10 25¢
5
5
2. Review
Review the place value chart for decimal.
3. Motivation
Have you gone shopping? What did you buy? Did you buy everything that you like? Why?
Valuing:
If you buy only what you need, what does that show? Is it important to be thrifty? Why?
Therefore, what should you practice?
1. Presentation
a. Activity 1
1) Put up a mini fruit stand in a pocket chart or on your table. Each fruit should have a
tag price.
2) The pupils will buy from the fruit stand.
Example: Jose wanted to buy a bunch of bananas.
3) The seller would say the cost of the fruits bought.
Example: Bananas cost 35.00 per kilo
4) Using the play money, ask the pupil to give 1 20.00, 1 10.00 and 1 5.00.
5) Write the amount of money as 35.00.
• What symbol was used?
• How is it written?
b. Activity 2
1) Group the class into four groups. Using the mini fruit store, the leader will act as the
seller and the members will act as the buyers. Pupils will list down the items they
bought from the mini fruit stand. Then they will write the amount of each item using
symbols.
2) Write each amount using the peso sign.
a. ten pesos
b. eight pesos and fifty centavos
c. ninety centavos
d. sixty pesos and eight centavos
e. one hundred twenty pesos and thirty-five centavos
155
2. Fixing Skills
Michael deposited his savings from his allowance. Write the amount of his daily deposit:
Week 1 – 2 ten-peso bills and 6 one-peso coins
Week 2 – 1 fifty-peso bill and 3 ten-centavo coins
Week 3 – 3 ten-peso coins and 1 five-peso coin
Week 4 – 5 five-peso coins and 2 twenty-five-centavo coins
3. Generalization
How do you write money?
Remember, the peso sign ( ) is used in writing pesos and centavos.

The decimal point, which is read as “and”, separates the pesos from the centavos.
C. Application
1) Match the amount in words with the amount in figures.

I II
___1) Thirty-six pesos a. 9.15
___2) Two hundred pesos b. 1,020.00
___3) Forty-five centavos c. 36.00
___4) Nine pesos and fifteen centavos d. 200.00
___5) One thousand twenty pesos e. 0.45
f. 3.60
2) Every lunch time, Olivia eats at the cafeteria since the food there is cheaper compared to the
food sold in the store outside the school. Below are the prices of the food.
Rice – four pesos and fifty centavos per cup

Menudo – twenty-five pesos and fifty centavos per plate
Soup – two pesos and seventy-five centavos per bowl
Leche Flan – six pesos and ninety-five centavos per slice
Write the prices of the food in figures on the blank.
Rice _____ Menudo _____ Soup _____ Leche Flan ____
• How much is the cheapest food item?

• If you want to save, which will you buy during meal time?
• How much does it cost you?
• How much can you save?
IV. Evaluation
A. Write each amount of money. Use the peso sign.

a. 3 pesos and 20 centavos
b. 9 centavos
c. 89 centavos
d. fifteen pesos and five centavos
e. nine hundred pesos and seventy-five centavos
156
B. Write the total amount for each in your paper.
a.
5 25¢
10 5 10¢
b. 100 5¢ 5¢
1
c.
100
10¢ 5¢
50
d.
500 10 5
500 50
C. Write the price of each article using the peso sign.
Article Amount in Words Figures

T-shirt one hundred pesos and fifty centavos ________________
Dress two hundred pesos and ninety-five centavos ________________
Shoes five hundred pesos and ninety-five centavos ________________
V. Assignment
Write the amount using the peso sign.

1) 720 centavos 2) 20 999 centavos
3) 1 334 centavos 4) 5 871 000 centavos
5) 17 000 centavos
Rounding Decimals
Cognitive: Round decimals to the nearest tenths/hundredths/thousandths

Psychomotor: Write the rounded form of decimals to the nearest tenths, hundredths,
thousandths
Affective: Develop speed in rounding decimals through thousandths
157
Skill: Rounding decimals to the nearest tenths/hundredths/thousandths

References: BEC-PELC II.A.3
Value: Preciseness and speed

1. Drill
Round off the whole number to the indicated place value.

6 754 (hundreds)
58 495 (thousands)
37 638 (tens)
38 754 (ten thousands)
76 850 000 (millions)
2. Review
Choose the rounded numbers from the given numbers.
Rounded Numbers Given Numbers

a. 800 748 854 775
b. 1 000 1 565 1 040 1 605
c. 20 000 20 218 18 999 20 841
d. 95 000 95 500 94 806 95 132
e. 8 000 000 8 900 000 8 525 000 8 300 000
3. Motivation
Guessing game
The teacher will dictate a number. The pupils will guess the number being referred to like:
“this number is close to 50. It is between 45 and 47. What is the number?” Pupils will mention
the number. Another example: “this number is 3 more than 40. What is the number?”
(continue this activity until the pupils master the game)
1. Presentation
Use a problem opener using a number line.
During the Palaro ng Bayan, Aris ran the 100-metre dash for 11.843 seconds.
Mike ran the same event for 11.861 seconds. Who is faster between the two
runners?
Let us look at the number line.
11.800 11.820 11.840 11.860 11.880 11.900
11.810 11.830 11.850 11.870 11.890
a. How many seconds did it take Aris to run the 100-metre dash? (11.843 seconds)
b. Locate this in the number line.
c. Let us round the number 11.843 to the nearest tenths.
158
d. To where is it closer ? 11.800 or 11.900?
e. How many seconds did it take Mike to run the 100-metre dash? (11.861 seconds)
f. Locate this in the number line
g. To where is it closer? to 11.800 or 11.900?
Therefore, 11.843 rounded off to the nearest tenths is 11.8 and 11.861 rounded off to the
nearest tenths is 11.9.
h. Who ran faster? Who won the race?
Valuing:
Why do we have to work quickly and properly in doing our lesson? (We have to work
quickly and properly in doing the lessons so that we can save time.) Do you do this also
at home? Why? (Have pupils cite examples.)
Discovering a pattern.
Study how the decimals are rounded.
0.3168 tenths 0.3
hundredths 0.32
thousandths 0.317
1.2871 tenths 1.3

hundredths 1.29
thousandths 1.287
a. What is your point of reference when rounding decimals? (the place value to be rounded
and the number to its right).
b. What happens to the digit of the number that you are rounding if the number to the right
of it is 5 or higher? If it is lower than 5?
2. Fixing Skills
Round the following to the nearest place as indicated.
Tenths Hundredths Thousandths
8.7256
12.6321
87.0568
22.0054
35.1069
3. Generalization
How do we round decimals to the nearest tenths? nearest hundredths? nearest

thousandths?
C. Application
Rex finished cycling about 18.8216 km in 3 hours. Around how many km did he finish to
the nearest tenths? nearest hundredths? nearest thousandths?
IV. Evaluation
1. Round the following as indicated.

a. 0.6542 (nearest tenths)
b. 0.9568 (nearest thousandths)
c. 10.2346 (nearest hundredths)
d. 73.6834 (nearest thousandths)
e. 25.1934 (nearest tenths)
159
2. Complete the table. Round each number to the given place value.
Tenths Hundredths Thousandths
89.6273
0.8495
5.0637
347.9641
93.4672
V. Assignment
Round off the underlined digit.

a. 0.653
b. 0.467
c. 6.8321
d 2.4623
e. 2.1832
Adding Decimal Numbers
Cognitive: Add decimals through hundredths without and with regrouping

Psychomotor: Place the decimal points in a column
Affective: Show thoughtfulness during special occasions
Skill: Adding decimals through hundredths without and with regrouping

References: BEC-PELC II.B.1
textbooks in Math 4
1. Drill
Put the sum on the outer spaces of the box.
52 15 326 832 622 453

47 26 714 651 754 639
+40 +122 +318
64 83 625 373 686 453
38 71 440 706 736 928
160
2. Review
a. Read these decimals and amount.

0.06 0.2 0.17 5.06 24.95
0.9 0.07 0.28 12.50 6.15
b. Write in decimals.
nineteen hundredths
four tenths
five tenths
sixty-five hundredths
three hundredths
3. Motivation
Have you wrapped a gift? What are the things we need in wrapping a gift? When do we
give gifts?
1. Presentation
Elaine used 0.5 metre of red ribbon and 0.8 metre of white ribbon on the gift that she will
give her mother. How many metres of ribbon did she use?
a. How many metre of red ribbon was used? (0.5)

How many metre of white ribbon was used? (0.8)
Valuing:
Why did Elaine give her mother a gift? What kind of a girl is Elaine? Do you also do what
Elaine is doing? Why?
b. Let us illustrate using a number line.

0 1
0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1.0 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9
0.5 + 0.8 = 1.3

c. Using the shortcut method:
1
0.5
+ 0.8
1.3
Find the missing number.

a. 0.5 . b. 0.45 c. 0.93 d. 0.36 e. 0.49 f. 0.86
+0.25 +0.37 +0.25 +0.87 +0.53 +0.75
a. How do we add decimal numbers?

b. Why do we write the numbers in column?
161
3. Fixing Skills
a. Find the sum.

1) 0.3 2) 0.12 3) 0.15 4) 0.26 5) 0.82
+ 0.5 + 0.25 + 0.04 + 0.42 + 0.23
b. Arrange in column then add.

1) 0.12 + 0.15 =
2) 0.25 + 0.38 =
3) 0.34 + 0.99 =
4) 0.68 + 0.36 =
5) 0.75 + 0.49 =
c. Copy and complete each table by adding the decimal down and across.
0.13 0.05
0.08 0.57
0.26 0.78
0.42 0.69
4. Generalization
How do we add decimals?
Adding decimals is like adding whole numbers.

Remember to place the decimal points in one column.
C. Application
Add.
1) 0.5_ 2) 0.63 3) 0.39 4) 0.79 5) 0.92
+0.14 +0.27 +0.93 +0.78 +0.73
IV. Evaluation
A. Find the sum of the following:

1) 0.3_ 2) 0.53 3) 0.41 4) 0.92 5) 0.74
+ 0.04 + 0.25 + 0.9_ + 0.50 + 0.28
B. Arrange in column then add.

1) 0.53 + 0.46 = 2) 0.09 + 0.38 =
3) 0.27 + 0.83 = 4) 0.95 + 0.67 =
5) 0.65 + 0.93 =
C. Answer the following:

1) What is the sum of 0.72 and 0.49?
2) Increase 0.57 by 0.38.
3) Add 0.46 to 0.78 then add 0.16
4) Find n. 0.47 + 0.36 + 0.12 = n
5) Add 0.69 to the sum of 0.37 and 0.79
162
V. Assignment
Find the sum of each.
1) 0.85 2) 0.62 3) 0.23 4) 0.96 5) 0.15
+0.66 +0.78 +0.57 +0.02 +0.98
Arrange in column and give the sum.

1) 0.63 + 0.78 + 0.7 = 2) 0.62 + 0.34 + 0.57 =
3) 0.92 + 0.9 + 0.76 = 4) 0.93 + 0.84 + 0.8 + 0.42 =
5) 0.36 + 0.08 + 0.86 =
Give your answer to each of the following:

1) 0.89 more than 0.8 is ____
2) 0.06 added to 0.79 gives ____
3) Increase 0.47 by 0.07 ____
4) When 0.19 and 0.62 are put together, the result is ____
5) 0.63 more than the sum of 0.06 and 0.85 is ____
Subtracting Decimal Numbers
Cognitive: Subtract decimals through hundredths without and with regrouping

Psychomotor: Write decimal numbers in column
Affective: Appreciate the importance of exercise to one’s health
Skill: Subtracting decimals through hundredths without and with regrouping

References: BEC-PELC II.B.1
Materials: counters, charts, flash cards
1. Drill
Light each bulb mentally every time you get an exact difference by subtracting the outer
number from the middle number.
52 25 59
17 32
68 48
69 100
263
41 56 25 77
143 118
351
234 125
163
2. Review
Review place value in tenths and hundredths.

Give the place value of the underlined digits.
0.42 0.38 1.03 5.48
7.65 12.5 15.72 10.18
3. Motivation
How many of you are Boy scouts or Girl scouts?

What activities do you have in scouting?
Have you ever done some hiking?
Did you enjoy the activity?
Valuing:
What is the importance of doing this kind of activity? What other activities are good for
our body?
1. Presentation
a. Read this problem.
The Boy Scouts hiked a distance of 0.75 kilometre in the morning and 0.43
kilometre in the afternoon. How much farther did they hike in the morning than in the
afternoon?
b. Analyze the problem then answer the questions below.
1) How far did the boy scouts hike in the morning? (0.75 km)
2) How far did the boy scouts hike in the afternoon? (0.43 km)
3) How much farther did they hike in the morning than in the afternoon?
4) Illustrate the problem.
c. Present the decimals in a place value chart.
Ones . Tenths Hundredths

0 . 7 5
0 . 4 3
Difference Æ 0 . 3 2
Ask: What do you notice about the decimal point? (in column)
Show how subtraction is done. Emphasize that decimal points should be kept in
column.
Show how the answer may be checked by addition.
d. Present another problem.
In a long jump competition, Emma recorded 0.85 metre while Lina has a record of
0.48 metre. How much farther did Emma jump than Lina?
1) What are the facts given? (0.85, 0.48)
3) What shall we do to find the answer?
4) How do we subtract decimal numbers?
5) Present the solution step by step.
164
Step 1 – Write the decimal numbers in column.
0.85
0.48
Step 2 – Regroup and subtract the hundredths.
71
0. 8 5
0. 4 8
7
Step 3 – Subtract the tenths.

7
0. 8 5
0. 4 8
3
Step 4 – Write the decimal point in the answer in column.

0.85
0.48
0.37
a. Show how to check the answer by adding.
• Add the subtrahend and the difference.
• The sum should be the same with the minuend.
0.48
+0.37
0.85
b. Give two more decimals for them to subtract.
0.87 0.93
- 0.23 - 0.76
2. Guided Practice
a. Copy each item on your paper then subtract.
1) 0.73 2) 0.83 3) 0.45 4) 0.76 5) 0.52
- 0.42 - 0.51 - 0.28 - 0.59 - 0.28
b. Write the decimals in column, then subtract.

1) 0.65 – 0.40 =
2) 0.12 – 0.05 =
3) 0.79 – 0.32 =
4) 0.22 – 0.16 =
5) 0.67 – 0.43 =
c. Align the decimals and then subtract.

1) 0.56 – 0.39 =
2) 0.63 – 0.27 =
3) 0.82 – 0.58 =
4) 0.74 – 0.36 =
5) 0.59 – 0.32 =
165
3. Generalization
How do we subtract decimals?
When subtracting decimals,

a. Write the decimal numbers with the decimal point in column.
b. Start subtracting.
c. Regroup, if needed.
d. Place the decimal point aligned it in the answer.
C. Application
Read and solve the problem.
A whole squash weighed 0.95 kg while a whole upo weighed 0.75 kg. Which is
heavier? By how many kilograms?
IV. Evaluation
A. Find the difference.

1) 0.92 2) 0.84 3) 0.88 4) 0.63 4) 0.56
- 0.61 - 0.27 - 0.79 - 0.47 - 0.29
B. Write the decimals in column then subtract.

1) 0.98 – 0.37 =
2) 0.57 – 0.32 =
3) 0.75 – 0.28 =
4) 0.65 – 0.39 =
5) 0.87 – 0.48 =
C. Find the difference by subtracting horizontally and vertically.
0.78 0.57
0.39 0.26
0.82 0.34
0.54 0.19
V. Assignment
Answer the following:

1. Subtract 0.38 from 0.51
2. Find the difference between 0.63 and 0.92
3. Take away 0.52 from 0.70
4. What is 0.54 less than 0.91?
5. What is the value of n in 0.81 – 0.56 = n?
166
Adding Mixed Decimals
Cognitive: Add mixed decimals with or without regrouping

Psychomotor: Read and write mixed decimals properly
Affective: Show helpfulness and cooperation
Internalize the importance of being thrifty
Skill: Adding mixed decimals with or without regrouping

References: BEC-PELC II.B.2.1
textbooks in Math 4
Materials: different kinds of vegetables (real vegetables), bamboo sticks, tape measure,
basket, flash cards, drill boards, money, canteen sales, ruler
Values: Industry, thriftiness, helpfulness
1. Drill
Wheel of Number
Give the sum of the combination of numbers orally.
1 9 9 10
2 6 4 8
+9 +12
7 8 6 3
3 4 7 11
2. Review
Find the sum by adding diagonally and horizontally.
0.3 0.36 0.8

0.9 0.7 0.22
0.11 0.4 0.1
3. Motivation
Mother wants to prepare “pinakbet” for lunch. Can you help her get or buy the vegetables
for the menu?
167
1. Presentation
Study the list of vegetables sold in a vegetable stand.
Vegetable Stand
eggplant 15.00/kilo
squash 22.50/kilo
sayote 15.50/kilo
string beans 10.50/bundle
carrots 12.00/kilo
kangkong 5.00/bundle
tomatoes 20.00/kilo
okra 5.00/bundle
What are the vegetables needed in cooking “pinakbet”?

About how many kilograms of each vegetable does mother need?
About how much will she pay for the vegetables?
2. Group Activity
Group 1: Amount of money in mother’s wallet
a. List down the amount of money according to denominations.

b. Determine the process to be used and solve.
100 50 25
25¢ 25¢
50 25
Group 2: Finding the exact distance of the house to the market
a. Determine the exact distance of the house to the market and vice versa.
b. Determine the process to be used and solve.
house
1.25km
market
Group 3: Pinakbet preparation
Materials: Different kinds of vegetables with a tag price, basket, money

a. Get the vegetables to be included in the preparation of pinakbet.
b. Make a list of the vegetables and their specific price.
c. Plan for the process to be used.
d. Solve for the answer.
168
Group 4: Finding the exact weight of the vegetables
Vegetable Weight
Okra 1.25 kg
Eggplant 1.8 kg
Squash 1.20 kg
String beans 1.50 kg
Sayote 1.75 kg
Kangkong 1.25 kg
a. Write the number of kilograms of every vegetable.

b. Determine the operation to be used.
c. Solve for the total weight of the vegetables.
a. The following pupils are joining the picnic together with their contributions.
Anna – 75.50
Maria – 162.75
Jenny – 84.00
Remy – 95.25
Jenny – 87.50
b. If you add Anna’s, Maria’s and Jenny’s contributions, how much would that be?
c. What is the total amount of their contribution?
4. Generalization
How will you add mixed decimals?
a. Write the numbers in column.

b. Align the decimal points.
c. Add, regroup if necessary.
C. Application
Dyad: “Counting money”
1. Every pair will be given a box which consists of coins and bills.
2. The pair should determine the amount of money in the box.
IV. Evaluation
Solve:
1) 2.37 + 22.7 =
2) 26.50 + 41.21 + 2.27 =
3) Canteen sales slip: (Teacher should prepare a sales slip.)
a. If you have 20.00, what items can you buy from it?
b. Write the items and the price then solve.
4) Grocery sales slip:
If you have 50.00, what items can you buy from it? Why?
V. Assignment
Add:
1) 2.72, 43.43
2) 26.28, 143.48
169
3) 738.75, 443.20, 10.00
4) Jose is 155 cm tall last year. This year, he grew by 2.2 cm. How tall is he now?
5. A butcher weighed two hogs. The first hog weighed 43.5 kg and the second 39.3 kg, what is the
total weight of the two hogs?
Valuing:
If you have 50.00, are you going to spend it all? Why?
Subtracting Mixed Decimals
Cognitive: Subtract mixed decimals through hundredths with or without regrouping

Psychomotor: Write the mixed decimals in column
Affective: Practice ways of conserving water
Skill: Subtracting mixed decimals through hundredths with or without regrouping

Materials: flash cards, written exercises on a cartolina, picture, a glass of water
Value: Water conservation
1. Drill
Subtract the following numbers (using flash cards)
42 63 87 78 91 49
- 21 - 40 - 11 - 25 - 50 - 23
32 96 88 54 65 73
- 24 - 77 - 39 - 15 - 38 - 59
2. Review
Subtraction of decimals with regrouping

0.51 0.72 0.84 0.60 0.90
- 0.38 - 0.56 - 0.45 - 0.27 - 0.63
3. Motivation
Show a glass of water. Talk about the importance of water. Ask pupils to give ways of
conserving and preserving our water resources. Show the picture of the water level gauge at
La Mesa Dam. Tell them what this is all about.
170
1. Presentation
a. Read and analyze this problem.
At the start of summer, the water level at La Mesa Dam stood at 1.3 metres. By the
end of summer, it dipped by 0.4 m. What was the water level at the end of summer?
b. Answer the following:
2) What is asked?
3) How will you find the answer?
c. Let us use the number line to find the answer.
0.9 0.4
0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1.0 1.1 1.2 1.3 1.4
1.3
d. Show how it is done by presenting a place value chart.
Regrouping 1 ones to make 13 tenths
Ones . Tenths
1
1 . 3
-0 . 4
0 . 9
e. Show how the answer may be checked by adding.

To check:
0.4
+ 0.9
1.3
f. Present the skills by using the shortcut method,

Using the shortcut method:
1.3
- 0.4
0.9
g. Give 3 more examples for them to work on using the shortcut method.
Find the difference:
1.86 3.27 1.19
- 0.65 - 1.48 - 0.42
2. Guided Practice
a. Find the difference.
1) 4.4 2) 8.7 3) 8.6 4) 5.8 5) 98.25
- 2.3 - 6.4 - 4.2 - 4.5 - 6.9_
b. Subtract:
1) 45.45 2) 83.78 3) 98.05 4) 70.78 5) 89.30
- 13.12 - 27.39 - 76.27 - 14.27 - 42.87
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c. Study the following items. Draw a check mark on the blank if the difference is correct. If
it is not, write the correct answer on the blank provided for.
1) 35.25 2) 82.40 3) 49.38 4) 426.00 5) 830.01
- 16.30 - 46.53 - 18.26 - 317.62 - 242.37
19.15 35.87 32.12 11.62 587.74
3. Generalization
How do we subtract mixed decimals?
Subtracting mixed decimals is just like subtracting whole numbers. Be sure the
decimal points are in column before subtracting. Regroup as needed.
C. Application
Read the problem then solve on your paper.
The winner in a 100-metre dash took 10.7 seconds to reach the finish line, while the runner
up took 11.4 seconds. What was the difference in speed between the runners?
IV. Evaluation
A. Subtract the following:

1) 7.2 2) 34.8 3) 92.7 4) 25.9 5) 98.25
- 3.0 - 12.4 - 14.8 - 15.4 - 22.05
B. Write these numbers in column and find the difference.

1) 8.72 2) 49.70 3) 75.09
- 3.80 - 25.45 - 38.09
4) 75.09 5) 95.80
- 50.30 - 44.08
C. Read and solve the following problems:

1) Marco’s big brother is 1.10 metres tall. The difference between Marco’s height and that of his
brother is 0.35 metre. How tall is Marco?
2) The high jump record for the day was 2.15 metres. Joseph’s high jump was 2.08 metres.
How much higher was the record jump for the day than Joseph’s high jump?
3) Bert weighs 50.45 kilograms and his brother Ernie weighs 48.85 kilograms. How much more
does Bert weigh than his brother?
4) A set of coloring pencils costs 65.53 and a box of crayons cost 48.95. How much
more was the cost of the set of coloring pencils than the crayon?
5) Davao City got 19.2 cm of rain last year and 16.83 cm of rain this year. How many cm was
the decrease?
V. Assignment
A. Write the decimal numbers in column. Then find the difference.
1) 42.04 – 8.93 = 2) 10.2 – 8.4 =
3) 5.71 – 1.69 = 4) 72.04 – 12.63 =
5) 14.61 – 0.53 =
B. Write the following in column then subtract.

1) 58.01 – 12.78 = 2) 358.1 – 101.11 =
3) 96.5 – 40.75 = 4) 701.2 – 556.09 =
5) 100.08 – 27.27 =
172
Analyzing 1-Step Word Problems involving either Addition or Subtraction
of Decimals
Cognitive: Analyze 1-step word problems involving either addition or subtraction of decimals
including money through:
a. telling what is asked, the given facts and correct operation to be used
b. transforming the word problem into a number sentence
c. stating the complete answer
Psychomotor: Write the information correctly
Affective: Practice wise use of money

Skill: Analyzing 1-step word problems involving either addition or subtraction of
decimals including money
References: BEC-PELC II.B.3.1.1 – 1.4
textbooks in Math 4
Materials: activity cards, strips of cartolina with steps in analyzing word problems
Value: Spending money wisely

1. Drill
Number pocket chart

The first group to complete the chart is the winner.
Place the operation to be used. (The operation may be changed as the need arises.)
Write any number
Space provided for the answers
+ A (6) B C D E F G
9 15
10
11
12
13
14
2. Review
Aling Rosa sold 350 green mangoes and yellow mangoes. If she sold 175 green
mangoes, how many yellow mangoes did she sell?
Tell about the following:

a. number of yellow mangoes
b. 350 and 175 mangoes
c. subtraction
3. Motivation
Luz bought a cartolina worth 10.00 and colored papers worth 24.25. How
much did she pay for these items?
173
Answer the following questions:
a. Who bought the cartolina and colored papers?
b. Where do you think she will use these things?
c. If you buy something from the store, what do you think you should do?
d. What do you notice about 10.00 and 24.25?
e. If you were Luz and you still have extra money would you still buy other things
besides cartolina and colored papers? Why?
1. Presentation
If you want to know how much did Luz pay, what will you do?
We will work together in answering the problem by doing group work/activities.
You may go to your own groups now.
2. Group Activities
Strategy 1: Acting out
Materials: cartolina, colored papers, money (real/play)

How much will Luz pay for the cartolina and colored papers?
a. Members of the group will act out the problem (role-playing)
b. Pupils will show how to solve the problem by themselves through their own
understanding.
Strategy 2: Following directions
Materials: activity sheet, mini-boards

Note: Teacher will prepare questions to be answered by the pupils.
Guide Questions:
Know: - What is asked?
- What are given?
Decide: - What operation will be used?
- What is the mathematical sentence?
Solve:
Answer:
Look back: - Is your answer correct? Why?
Strategy 3: Writing important words
Materials: mini-boards, activity sheets

Things to do:
Complete the statement below as you analyze the problem.
a. The question is _____.
b. The given facts are _____.
c. The operation to be used is _____.
d. The mathematical sentence is _____.
e. The solution is _____.
f. The answer is _____.
174
Strategy 4: Illustrating/Drawing
Materials: chalk, markers, mini-boards, manila paper

Do the following:
Illustrate/draw the important facts that will help you solve the problem.
Explain your answer.
Note: In the analysis, the teacher must use the data presented by the pupils.
a. Did you read the problem?
b. Did you understand?
Start getting information from:
Acting out – strategy 1
Illustrating/Drawing – strategy 4
Writing important words – strategy 3
Following directions – strategy 2
Correlation of ideas is important by asking questions that follow the steps in analyzing the
problem.
a. John swam a distance of 0.4km. Daniel swam a distance of 0.62 km. How much farther
did Daniel swim than John?
b. Hans weighs 62.2 kg, while his friend Carlo weighs 70.5 kg. What is the total weight of
the two boys?
For Problem A
• What is asked?
• What are the given data?
• What operation will you use?
For Problem B
• Write the number sentence
• Solve the problem
• Check the answer by using illustrations
• State the complete answer
5. Generalization
In analyzing 1-step word problems involving either addition or subtraction of decimals,

follow the following steps:
a. know what is asked
b. know the given facts
c. determine the process to be used
d. write the mathematical sentence
e. solve for the answer
C. Application
1. Atty. Sison paid 450.00 for a pair of shoes and 375.00 for a shirt. What is the total cost
of the items?
2. Danica ran a 100-metre dash in 15.3 seconds for the first trial, then for the second trial, it took
her 11.50 seconds. How many seconds less was her time during the second trial than on her
first trial?
Answer the following questions for each problem:
175
b. What are given?
c. What is the process to be used?
d. What is the mathematical sentence?
IV. Evaluation
Analyze the problems below.
1. Mother had 6.8 kg of chicken in the refrigerator. If she cooked 3.9 kg, how many kilos of chicken
were left?
a. What is asked?
b. What are given?
2. Greg has a basket of ripe mangoes weighing 152.72 kilos while his brother has 163.50 kilos. How
many kilos do they have in all?
a. What is the operation to be used?

b. Write the number sentence
V. Assignment
Read and analyze the problems below. Follow the steps in analyzing word problems.
1. Paro spends 260.45 for snacks and 150.50 for fare to school every week. How much does
she spend weekly for her snacks and fare?
2. Gracia needs 15.5 metres of cloth for her sala set cover and 35.62 metres for window curtains.
How many more metres are for the window curtains than for the sala set cover?
Solving Word Problems
Cognitive: Solve word problems involving either addition and subtraction of decimals
including money
Psychomotor: Tell the steps in problem solving
Affective: Shows accuracy and cooperation in solving word problems
Skill: 1. Solving word problems involving either addition or subtraction of

decimals
2. Showing accuracy in solving word problems
textbooks in Math
Materials: flash cards, list of prices of school supplies, money, dice/cubes with numbers
written on it
Values: Accuracy and cooperation
176
1. Drill
Copy and complete each table by adding and subtracting the decimals down and across.
2.5 0.05
0.25 3.2
65.7 23.36
7.95 4.00
2. Review
Use strips of cartolina with the steps in analyzing problems written on it. The steps
involved in problem solving should be reviewed to be able to cope with the lesson.
A notebook is on sale for 13.00. An eraser is on sale for 3.75. How much will both
cost?
a. What is asked in the problem? d. What operation will you use?
b. What are the given facts? e. What is the mathematical sentence?
c. What is the word clue?
3. Motivation
Can you buy 2 pencils with 5.00? (one pencil costs 1.75)
If you are the saleslady in a store, what should you do to show accuracy in giving change?
1. Presentation
Let us go back to the problem in our review, what is the missing step? Can you solve the
problem now?
Group Activity
Group 1 – Work on the problem individually
Group 2 – Work with a partner
Group 3 – Work in three’s
Group 4 – Work with a group
(Note: The teacher will find out if all groups have the same answers.)
How did you get the answer?

Let us find out if your answers are correct.
Notebook - 13.00
Eraser - 3.75
16.75 amount spent
What did you add to 13.00?
Why did you do that?
177
Read and solve.

a. Efren bought 125.50 worth of fruits while Dina bought 215.85 worth of fruits. How
much less did Efren buy?
b. Mike recieved 150 for his birthday. He wanted to buy a pair of shoes worth 237.25.
How much more money does he need?
4. Generalization
How do you solve word problems involving addition of decimals?
C. Application
Work with a “learning barkada.”

(Pupils will solve the problem by learning barkadas – by 5s.)
1. Gracia needs 15.5 metres of cloth for her sala set and 35.62 metres for window curtains.
How many metres does she need in all?
2. Maila spend 260.45 for snacks and 150.50 for fare to school every week. How much
does she spend weekly for her snacks and fare?
3. On her birthday, Nelia received 150.00 from her grandmother. How much more does she
need if she wants to buy a pair of shoes worth 250.00?
IV. Evaluation
Solve these problems.

1. Allan is 176.02 cm tall Harold is 155.40 cm. tall. How many cm taller is Allan than Harold?
2. Hans has a basket of mangoes weighing 145.55 kilos while his brother has 162.75 kilos. How
many kilos do they have in all?
3. Ellen had 5.5 rolls of white cloth. She used 3.8 rolls for uniform. How many rolls of cloth did she
have left?
4. Karl bought a t-shirt at 129.50, a pair of rubber shoes at 275.00, and a pair of socks at
27.75. How much did he pay in all?
V. Assignment
1. Father bought 6 shirts from one store and 3 more in another store. If each costs 99.00, how
much did she spend for them?
2. Daisy ran a 100-metre dash in 14.6 seconds. The second time she ran, it took her 13.95
seconds. How many seconds less did she ran the second time?
Analyzing 1- to 2-Step Word Problems involving Addition and Subtraction of

Decimals including Money
Cognitive: Analyze 1- to 2-step word problem involving addition and subtraction of decimals
including money
Psychomotor: Write the answers to questions correctly
Affective: Spend money wisely
178
Skill: Analyzing 1- to 2-step word problem involving addition and subtraction of

References: BEC-PELC II.B.3.2.1 – 2.4
Materials: charts, cartolina strips, activity sheets
Value: Thrift
1. Drill
Use the letters of the alphabet with their corresponding values to answer the exercises that
follow.
0.05 0.10 0.25 0.50 1.00 2.00
A B C D E F
G H I J K L
M N O P Q R
S T U V W X
Y Z
Example: Find the value of your name.

ALELI – 0.05 + 2.00 + 1.00 + 2.00 + 0.25 = 5.30
a. Find the value of your full name.
b. Find the value of your best friend’s name.
c. Find the cost of a smile and a frown. Which is more expensive?
d. Find a word that is worth 0.50.
e. What is the most expensive word you can find with less than 10 letters?
2. Review
What are the steps in solving 1-step word problems involving either addition or subtraction?
Solve the problems following the given steps.
a. Paolo grows fast. In January, he grew by 1.75 cm. In July, he grew by 2.75 cm. In
December, he grew by 1.80 cm. By how many centimetres did he grow in a year’s time?
b. Mylene bought a notebook for 22.50. If she gave the seller 50.00, how much
change did she receive?
3. Motivation
How much money does your mother give you everyday for your allowance? Do you
spend all your money or do you save some amount? Why do you save some amount from
your allowance? What do you do with the money that you save? Do you spend it wisely?
1. Presentation
Joanne saved 15.00 from her allowance last week and 9.50 this week. If
she used 7.50 for buying a ballpen, how much money does she have left?
How are you going to answer the problem?
179
2. Group Activity
Activity 1
Materials: strips of paper/mini-board, markers, chalk
Supply the missing data.
What is asked?
What are the

given facts?
What is the
hidden
question?
What are the

processes to
be used?
What is the
mathematical
sentence?
What is the
answer?
Activity 2
Match column A with column B.
A B
1. The problem is asking for… a. ( 15.00 + 9.50) – 7.50 = n
2. The given facts are… b. 17.50
3. The hidden question is … c. Amount of money left
4. The processes to be used are… d. How much did she earn?
5. The mathematical sentence is … e. 15.00, 9.50, 7.50
6. The answer to the problem is … f. addition and subtraction
What did we do with the problem?
How did we analyze the problem?
Did you follow the steps?
How do you compare the steps in analyzing 1-step from a 2-step word problem?
180
4. Guided Exercises
Choose the letter of the correct answer.
Remy bought a glass of juice for 6.50 and a sandwich for 8.50. How much
change did she get from 20.00?

a. Remy’s change from her 20.00
b. Total cost of a glass of juice and a sandwich
c. Amount she had
d. Amount of money given to her.
2) What are the processes to be used to solve the problem?

a. addition and division
b. addition and multiplication
c. addition and subtraction
d. addition and addition
3) What is the mathematical sentence?

a. 20.00 ÷ ( 6.50 + 8.50) = n
b. 20.00 x ( 6.50 + 8.50) = n
c. 20.00 - ( 6.50 + 8.50) = n
d. 20.00 + ( 6.50 + 8.50) = n

a. How much money did she pay in all?
b. How much change did she receive?
c. How much money does she have in her wallet?
d. How much money did she spend?
5) What is the answer to the problem?

a. 4.00
b. 5.00
c. 6.50
d. 8.50
5. Generalization
How do you analyze a 2-step word problem?
In analyzing word problems, we have to follow the following guide questions.

d. What operations will be used?
e. What is the mathematical sentence?
181
C. Application
Analyze this problem. Answer the questions that follow.

Mrs. Ventura bought an umbrella for 110.95 and a pair of slippers for 26.95. How much
change did she receive from her 500-peso bill?
4) What processes will be used to solve the problem?
5) What is the mathematical sentence?
6) What is the answer to the problem?
IV. Evaluation
Read and understand the problems. Answer the questions below.

1. For his project, Mark spent 38.50 for battery and 16.25 for a small bulb. How much did he
spend for his project? How much change will he receive from his 100-peso bill?
e. What is the mathematical sentence suited to the problem?
2. Ethel used 28.5 cm and 32.5 cm of wire to hang pictures in her classroom. She cut these pieces
from a 90 cm long piece. How much of the 90 cm piece of wire was left?
3. Ofelia has 12.5 m of lace. She will use 8.5 m for her dress and 5.3 m for her uniform. How many
more metres of lace does she need?
(The pupils will answer the same set of questions for problems 2 and 3)
V. Assignment
Analyze each problem given below. Answer the following questions.

3. What is the hidden question?
4. What processes will be used to solve the problem?
5. What is the mathematical sentence?
a. Araceli wanted to buy a notebook for 12.25 and a ballpen for 3.75. She had only
13.25. How much more does she still need to buy the two school supplies?
b. Mrs. Montoya bought 3 chickens weighing 1.25 kg, 1.5 kg and 1.4 kg. After cooking some for
lunch, she had 1.70 kg left. How many kilograms of chicken did she cook?
Solving 1- to 2-Step Word Problems
Cognitive: 1. Solve 1- to 2-step word problems involving addition and subtraction of

2. Determine the hidden question in the word problem
Psychomotor: Illustrate word problems
Affective: Develop industry early in life
182
Skills: 1. Solving 1- to 2-step word problems involving addition and subtraction of

2. Determining hidden question in the word problem
Materials: chart on problem solving, play money
Values: Industry and thoughtfulness
1. Drill
Traveling Game
The teacher will use flashcards with basic addition and subtraction facts.
Divide the class into 4 groups (columns).
Flash a basic fact and the first pupil to answer has to advance one pace.
The game continues until all the basic facts have been flashed.
The group/column that has advanced the most number of paces wins.
2. Review
Let’s analyze and solve this problem.
Felisa bought a half kilo of lanzones for 55.00. If she gave a 100.00 bill,
how much change did she receive?
• What is asked?
• What are given?
• What is the number sentence?
• What is the answer?
3. Motivation
Present a situation.
Edgar has a problem. It will be his mother’s birthday next week. He wanted to buy a
birthday gift for her but he doesn’t have money? How can he solve his problem?
Discuss the pupils’ answers.
What kind of a boy is Edgar?
1. Presentation
a. Solve Edgar’s problem in the motivation by reading this problem.
Edgar a balut vendor, earned 199.50 in one night and 223.25 the second
night. He bought a birthday gift for his mother worth 175. How much money was left?
183
Think: What is asked?
(There is a question in the problem that needs to be answered first before the given
question can be answered. This is called the hidden question.)
What is the hidden question?
(How much did he earn in two nights?)
What are given?
(These are the facts needed to solve the problem.)
Plan: How can you solve the problem?

Get the sum of 199.50 and 223.25 then subtract 175.00 from the result.
(This is the number sentence.)
( 199.50 + 223.25) – 175 =N
Solve: Step 1 Step 2

199.50 422.75
+ 223.25 - 175.00
422.75 247.75
Look Back: Is your answer correct?

Check your answer.
175.00 + 247.75 = 422.75
Answer: Edgar had 247. 75 left
b. Acting out strategy
Call a group of children to act out the problem. The setting will be a small carinderia
with menu for lunch. Today’s menu is displayed so children can order. They will use play
money.
Today’s Menu
Fish Sinigang……………… 18.50
Adobo…………………………. 20.00
Kare kare……………………… 25.00
Pinakbet……………………….. 16.50
Rice…………………………….. 4.50
Banana………………………….. 2.50
Rosa: I would like to order fish sinigang, pinakbet and rice.

(She will give 50.00)
Mely: Here is your change.
Jojo: I have only 25.50. What can I have for lunch? I like fish sinigang,
adobo and rice. How much more do I need?
Mely: I’ll call Nick to help us.
Questions:
a. How much do you think was Rosa’s change? What is the hidden question? (Solution
will be shown to the class)
b. Can Jojo have the food he wants? Why? How much more does he need? What is the
hidden question? (Show the solution on the board)
c. Look back and check the answers.
2. Fixing Skills
a. Solve the following.

1) Mr. De Leon bought 12.2 litres of gasoline on Monday, 15.4 litres on Wednesday and
13.5 litres on Saturday. How many litres of gasoline did he buy in all?
184
2) Sonia had 39.40. She spent 4.50 for a pencil and 15.00 for a sandwich and
saved the rest. How much did she save?
b. Solve the following.

1) Josie used 28.5 cm and 32.5 cm of wires to hang pictures in Aling Nena’s carinderia.
He cut these pieces from a 90 cm long piece. How much of the 90 cm piece of wire
was left?
2) Mother has 3 kg of chicken legs in the freezer. She fried 1.75 kg. How many kg of
chicken legs were left in the freezer?
c. Illustrate and solve the problem.

1) The Boy Scouts have to walk a distance of 8 km. After walking 2.5 km, they stopped
to rest. Then after resting, they walked again a distance of 3.2 km then stop to rest
again, How many km do they need to walk?
3. Generalization
a. What must you do in order to understand a word problem?

b. What do you do in analyzing a word problem?
C. Application
You asked 100.00 bill from your mother because you need to buy a new pair of socks
worth 45.95 and a handkerchief worth 35.95. How much change will you get?
Follow the steps in problem solving.
IV. Evaluation
Study the following menu below then answer the questions that follow.
Read, analyze and solve the problems following the steps in problem solving.
2. What is/are the given facts?
3. What is the word clue/s?
4. What are the processes to be used?
6. Solve the problem and express the answer.
Menu
Spaghetti – 23.75 Mango juice – 7.50
Palabok – 21.50 Gulaman – 6.00
Lugaw – 8.50 Nilaga (pork) – 22.50
Rice – 5.00 Pinakbet – 15.00
Fish – 12.00
1 – Mila ordered palabok and gulaman. How much did she pay?
2 – Arnel paid 50.00 for nilaga and rice. How much was the change?
3 – It was Luis’ birthday. He ordered spaghetti, palabok, mango juice and gulaman. If he paid a
hundred peso-bill and gave a tip of 5.00, how much is his change?
V. Assignment

1. Vicky bought a kilo of rice for 21.50 and a bar of soap for 19.00. How much did she spend
in all?
2. Caesar bought an old bicycle for 650.00. he spent 325.00 for repair and 50.75 for
painting. Later he sold it at 1,750.50. How much was his gain?
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3. Donna bought a kg of sugar for 21.20, a can of oil for 35.75, and a toothpaste for 26.50.
If she gave the cashier 100.00, how much change did she receive?
Identifying Proper Fractions/Improper Fractions/Mixed Form
Cognitive: Identify proper fractions/improper fractions/mixed form from a given

set of fractions including those with denominators of 10 and 100
Psychomotor: Illustrate proper fraction/improper fraction/mixed form
Affective: Show carefulness in handling sharp materials
Skills: 1. Identifying proper fractions/improper fractions/mixed form

2. Illustrating proper fractions/improper fractions/mixed form
References: BEC-PELC II.C.1.1
Materials: fraction strips, blocks, set of small objects
Value: Carefulness
1. Drill
Have the pupils give the fraction for the shaded part in each picture.
1) 2) 3)
2. Review
Fractional numbers.
Give the fraction for each. Write the fraction opposite each picture. Which is the
numerator? Which is the denominator? Is the numerator less or greater than the
denominator.
3. Motivation
Look at these fractions

1 5 4
4 6 8
Ask: “Is the numerator greater than the denominator?”
Let’s find out what kind of fractions are these?
186
1. Presentation
a. Study the number line.
0 1 2 3 4
0 1 2 3 4 5 6 7 8
2 2 2 2 2 2 2 2 2
1
What is half the distance between 0 and 1? ( )
2
3
What is another half added to 1? (1 or )
2
1 7
What is another half added to 3? (3 or )
2 2
1 1 1
Numbers like 1 , 2 , 3 are mixed forms, that is a whole number
2 2 2
mixed with a fractional number
Looking at the number line, can you give fraction which are more than one?
What do we call these fractions?
What are the fractions in the number line less than 1?
What do we call these fractions?
b. Show fraction pies.
2 5
Ask a pupil to get and show , another one to show . Compare the two. Have
4 4
2 6
another pair of pupils do the same with thirds ( , ) Compare them. Lead them to see
3 3
2 2 5 6
that and are less than a whole while and are more than a whole. Which are
4 3 4 3
the proper fractions? Which are the improper fractions?
c. Make comparison
During the carpentry class, the boys cut pieces of wood for making shelves where
they could display their projects. The picture below shows how they cut the pieces of
wood. Compare them.
3 1 1 whole
4 4
187
Valuing:
What do we use in cutting wood? What should you remember when using sharp
materials like the saw?
Analysis of data
1) Is 1 more than a whole?

4
2) Does a proper fraction has the value of less than one?
3) Does it have a value of more than one?
• Presenting a set of fractions (3, 1, 2, 5)

5 3 5 2
• Compare the given fractions with respect to their numerators and denominators
Ask: Which of the following fractions is not a proper fraction? 5
2
Why do you think it is not a proper fraction?
• Showing that 5 is greater than 1
2
1 1 1 1 1
2 2 2 2 2
1 whole 1 whole 1 half
Ask: How many halves do we have? 5

2
How many wholes do we have? (2)
How many half more? (1)
- Letting the pupils know that 5 is an improper fraction.
2
- Asking what value does an improper fraction have?
- Compare the numerator and denominator of an improper fraction
- Point out that 5 is equal to 2 1.
2 2
- Introduce the term improper fractions and mixed forms by saying:
- 5 , 5 , 3 are called improper fractions.
2 4 2
- What value does each improper fraction have? (greater than 1)
- Continue by saying that 2 1 , 2 1 , 1 1 are called mixed forms.
2 4 3
- What are mixed forms?
2. Fixing Skills
a. Circle the proper fractions, box the improper fractions and cross the mixed forms.
4 7 8 2 7 4 6 25 1 2 5 1 3 1
1) ,1 , , , 2) , , ,6 3) , , , ,1
5 9 3 5 11 1 15 100 2 3 2 8 10 3
11 1 3 8 13 200 10 1 1
4) , ,3 , , 5) , ,6 ,
18 2 4 3 10 100 5 2 3
188
b. Make a proper fraction and an improper fraction using the pair of numbers.
Numbers Proper Fractions Improper Fractions
1) 7, 9 ____________ ____________
2) 18, 4 ____________ ____________
3) 25, 26 ____________ ____________
4) 3, 2 ____________ ____________
5) 5, 11 ____________ ____________
c. Answer the following.

1) Rosa cut a piece of cloth into 6 pieces. She used 2 of these pieces to make a
handkerchief. What part of the cloth did Rosa use?
2) Mr. Ramos is taking care of 100 fowls. If 28 of them are ducks, what part of all the
fowls are ducks? What kind of fraction is it?
d. Draw and shade objects to show these fractions.

6 5 1 1
1) 2) 3) 1 4) 2
8 4 4 3
3. Generalization
How do proper, improper and mixed numbers differ from each other?
a. Proper fractions are fractions whose numerators are less than their denominators.
b. Improper fractions are fractions whose numerators are greater than or equal to their
denominators
c. Mixed numbers have a whole number and a proper fraction written together.
C. Application
Do this on your paper.
3 1
Yaya Lucing bought kg of brown sugar and 16 kg of flour. She also bought 1 kg of
4 2
bananas. Copy the weight of each item she bought and write opposite it what kind of fraction it is.
IV. Evaluation
1. Copy the improper fractions in each set.

3 11 9 11 20 2 15 1 9
a. , , b. , , c. , ,
5 4 100 9 7 8 4 3 7
2. Which is the mixed number. Encircle it.
6 2 31 12 16 1 1 6 3
a. , , b. , , c. 2 ,3 ,5
7 5 17 5 20 4 4 7 8
3. Using the following set of numbers make a proper, improper and mixed number.
Proper Improper Mixed
a. 6, 8, 2 _____ _____ _____
b. 1, 2, 3 _____ _____ _____
c. 24, 25, 4 _____ _____ _____
d. 4, 11, 7 _____ _____ _____
e. 2, 4, 5 _____ _____ _____
189
4. Draw, shade and illustrate objects showing these fractions. Then identify if they are proper,
improper or mixed.
5 9 10 3 3
a. b. c. d. 5 e.
2 5 7 4 5
V. Assignment
Write whether each of the fractions below is a proper, improper or mixed number.
2 15 3 6 8
1) 2) 3) 6 4) 1 5)
3 7 7 11 19
81 50 5 28 10
6) 4 7) 8) 1 9) 10)
100 27 8 5 3
Fractions involving Regions, Sets and Number Line
Cognitive: 1. Identify fractions involving regions, sets and number lines

2. Use fractions to represent division
Psychomotor: Illustrate fractions correctly
Affective: Show enjoyment in one’s work
Skills: 1. Visualizing fractions including those with denominators of 10 and 100
2. Illustrating given fractions
References: BEC-PELC II.C.1.1.1 – 1.1.2
textbooks in Math 4
Materials: cutouts, drawings, number line, scissors, paper, crayons, ruler, pencil
Value: Enjoyment in one’s work
1. Review
Can you identify the following shapes?
2. Motivation
Draw some lines on the shapes. Do this by groups.
What did we do to the shapes? ( Draw some lines)

What happened to the shapes? (The shapes were divided into parts.)
How do you feel while doing your work? Did you enjoy it?
190
1. Presentation
a. Into how many parts are the shapes divided?

1) 6 parts 2) 4 parts 3) 7 parts
4) 2 parts 5) 6 parts
b. Let the pupils do the following by groups.

(Each group is provided with the materials.)
Group 1 – shade 3 parts of the circle
Group 2 – shade 2 parts of the square
Group 3 – shade 5 parts of the rectangle
Group 4 – shade 1 part of the triangle
Group 5 – shade 4 parts of the hexagon
What portion of the whole do the shaded areas represent?

3 2 5 1 4
1) 2) 3) 4) 5)
6 4 7 2 6
What does fraction mean in these examples?

(Fraction is a part of a whole.)
c. Present another example.

Look at this set of flowers.
What part of the set of flowers do the flowers with leaves represent?
(Fraction is a part of a set or a group)
191
d. Show them this number line.
A B C
0 10
10 10
What part of the line is point A? point B? point C?

3 5 8
(Point A is of the line. B is and C is )
10 10 10
(Fraction is a part of a line)
e. Let the pupils study carefully the three figures drawn below.
A B C
1 1
1
10 100
- Are the figures of the same size?

- Which square represents 1 whole?
- Into how many equal strips is the second square divided?
1
- What is the fraction name for 1 strip?
10
2 3
For 2 strips? 3 strips?
10 10
- Into how many equivalent part is the third square divided?
1
- What is the fraction name for 1 of the equivalent parts?
100
2 3
2 of the equivalent parts? 3 of the equivalent parts?
100 100
- How are the fractions used in these examples?
(Fractions can be used to name every part of a whole)
f. Let us look back at how the fractions in figure B and C are written.
What symbol is used to separate the numerator from the denominator?

Let us find out if fractions can really represent division.
Show the process:
0 .1
10 1.0
Is the answer correct?
10 Look at the illustration in figure B.
X
What part of the whole is shaded? 0.1
192
2. Guided Practice/Fixing Skills
Answer on your paper.
What fraction of all the balls are the following?

a) big
b) medium
c) small
d) small and black
e) medium and white
What fractions of all the balls are the following?

(Please use the same illustration)
a. big and white
b. outside the box
c. inside the box
d. big and outside the box
e. small and inside the box
Prepare the following materials: scissors, paper, crayon, ruler and pencil.
Do the following activities
1
a. Cut a circle. Fold it equally into 4 equal parts. Cut out of it.
4
1
b. Cut a square. Draw 6 trees inside it. Color of it.
2
6
c. Cut a rectangle. Divide it into 10 equal parts by drawing lines horizontally. Color of it.
10
3. Generalization
What is a fraction?
How will you represent a fraction?
A fraction is a part of a whole. It represents a part of a set, a part of a line and

can be used to name every part of a whole. It can also mean division.
C. Application
Answer the following:

1. There were 12 kinds of fruits inside Karen’s basket. Five are mangoes. What fraction of the
7
fruits were not mangoes? (answer: )
12
2. Aling Rosa bought ten pieces of pan de sal. Her children ate seven pieces. What fraction of
7
the ten pan de sals was eaten? (answer: )
10
193
IV. Evaluation
A. Shade the illustration given to show the fractional part.

1) 2)
3 4
12 8
3) 4)
20 7
100 10
12 12
5)
6
1 9
9
12
9 9
B. Draw the following fractions.
3 6 9 10 15
1) 2) 3) 4) 5)
4 8 10 15 100
C. Solve each problem. Write your answers in fraction form. Make necessary illustrations to show
your answers.
1. A kindergarten teacher has 12 balls in a box. Four of the balls are red. There are 3 blue and
the rest are green. What fraction of the balls are
a. Red?
b. Blue?
c. Green?
2. Mother baked a big cake for Lita’s birthday. She divided the cake into 16 equal parts. She
served 10 pieces to Lita’s guests.
What fraction of the cake did mother serve to the guests?
What fraction of the cake was not served?
V. Assignment
Draw a picture of the following fractions.

3 25 5 10 5
1) 2) 3) 4) 5)
10 100 12 20 15
Similar and Dissimilar Fractions in a given Set of Fractions
Cognitive: Identify similar and dissimilar fractions from a given set of fractions
Psychomotor: Illustrate similar and dissimilar fractions through diagrams
194
Skills: 1. Identifying similar and dissimilar fractions

2. Visualizing similar and dissimilar fractions
textbooks in Math 4
Materials: diagrams
Value: Cooperation
1. Drill
Conduct a drill on reading and writing fractions and mixed numbers.

2 1 4 1 3
a. Have them read the following: , , , 4 , 2
5 6 8 2 7
b. Write the following : one-third, eight-fifths, five-halves
2. Review
Identify and write whether each of the following is a proper fraction, improper fraction or a
mixed number.
3 5 8 1 4
2
5 5 4 4 7
3. Motivation
Daisy was asked to draw these different shapes on the black board.
How many shapes did Daisy draw?

What are the shapes that Daisy drew?
1. Presentation
(Note: Give the importance of cooperation while doing the group activity)
a. Method 1
1) Ask the pupils the number of circles, triangles and squares which Daisy drew.
195
2) Let them write a fraction to tell what part of the whole set are circles, triangles and
3 2 4
squares. ( circles, triangles, squares)
9 9 9
3) Ask the pupils what they have observed with the denominators. What do these
fractions have in common? (They have the same denominators.)
What kind of fractions are these? (similar fractions)
b. Method 2
1) Let them focus on the shaded shapes which Daisy drew.

2
What part of the circles are shaded?
3
1
What part of the triangles are shaded?
2
3
What part of the squares are shaded?
4
2) Ask the pupils what they have observed with the denominators.
What do you notice about the denominators?
(they have different denominators)
What do we call these fractions? (dissimilar fractions)
3) Discuss the difference between similar and dissimilar fractions and give examples.
2. Guided Practice
a. Tell which sets of fractions contain similar fractions and dissimilar fractions. Write S for
similar and D for dissimilar fractions on the blanks before each number.
7 2 8 6 1 8
_____ 1) , , _____ 2) , ,
10 10 10 13 13 13
4 9 5 5 3 11
_____ 3) , , _____ 4) , ,
8 10 7 7 9 14
2 3 10
_____ 5) , ,
3 4 15
b. Encircle the similar fractions and box the dissimilar fractions in each set.
7 9 5 3 8 15 10 5
1) , , , 2) , , ,
8 8 8 8 21 20 21 13
4 15 3 6 1 3 1 8 4
3) , , , 4) , , , ,
16 16 16 11 5 5 5 5 5
8 1 3 5
5) , , ,
11 7 20 11
c. Look for patterns. Fill in the blanks. Then write S if the set is a set of similar fractions and
D if the set is a set of dissimilar fractions.
11 12 13 10 4 2
_____1) , , , ___, ___ _____2) , ___, ___, ,
10 11 12 15 15 15
196
18 20 21 2 4 8
_____3) , ___, , , ___ _____4) , , , ___, ___
17 17 17 2 2 2
1 3 7
_____5) , , ___, , ___
8 8 8
3. Generalization
What are similar fractions? What are dissimilar fractions?
Similar fractions are fractions with the same denominators.

Dissimilar fractions are fractions with different denominators.
C. Application
Read and answer on your paper.

2
Alice spent of an hour cleaning the yard and burning the dried
3
2
leaves of trees. Write 2 other fractions that are similar to .
3
IV. Evaluation
A. Put a check mark on the blank if the set of fractions are similar fractions. Put a cross if the set of
fractions are dissimilar fractions.
4 6 2 5 3 11 16 5 1 7
_____1) , , , , _____2) , , , ,
11 12 8 6 20 20 20 20 20 20
3 8 13 25 6 7 6 4 3 5
_____3) , , , , _____4) , , , ,
7 7 7 7 7 9 8 6 11 18
5 2 9 3 13
_____5) , , , ,
6 9 8 10 15
B. Box the similar fractions and draw a triangle to enclose the dissimilar fractions in each set of
fractions.
15 4 8 7 6 5
1) , , 2) , ,
25 5 30 12 12 12
14 6 10 5 2 5
3) , , 4) , ,
20 20 20 11 16 10
8 3 5
5) , ,
10 7 11
C. Illustrate the following through diagrams. Then identify whether they are similar fractions or
dissimilar fractions.
4 6 3 5 3 2 5 3
1) , , , 2) , , ,
10 10 10 10 7 5 6 4
197
1 1 1 1 2 4 8 3
3) , , , 4) , , ,
4 2 6 7 8 7 9 6
4 2 3 5
5) , , ,
6 6 6 6
V. Assignment
A. Select from the following groups of fractions the sets of similar fractions. Encircle the letter of the
correct answer.
6 8 1 3 5 1 2 3 7
1. a. , , b. , , c. , ,
15 9 6 7 10 4 8 8 8
3 2 4 9 1 2 2 3 1
2. a. , , b. , , c. , ,
11 8 5 15 15 15 4 4 5
5 6 8 2 7 1 6 4 7
3. a. , , b. , , c. , ,
7 8 9 9 9 3 4 3 5
A. Choose from the groups of fractions below the sets of dissimilar fractions.
2 7 1 6 19 20 7 3 5
1. a. , , b. , , c. , ,
8 8 8 19 20 25 9 9 9
17 12 9 8 7 1 5 1 4
2. a. , , b. , , c. , ,
12 15 10 12 12 12 7 7 7
6 7 10 3 2 4 3 3 2
3. a. , , b. , , c. , ,
11 11 11 5 5 5 7 8 5
Renaming Decimals and Whole Numbers to Fraction
Cognitive: Rename decimals and whole numbers to fractions from a given set of
decimals/whole numbers
Psychomotor: Write fractions as decimals
Affective: Use leisure time wisely
Skill: Renaming decimals and whole numbers to fractions from a given set of fractions
Materials: pictures, illustrations
Values: Wise use of leisure time, speed and accuracy
198
1. Drill
a. Write the fraction for the shaded part on each drawing.
1. 4.
2.
5.
3.
b. Game
Pupils are grouped into fives. Teacher prepares decimal numbers written on flash
cards and words written on strips of cartolina. Place them on the table to be posted on
the board by the group one at a time.
Match the decimal with its word. The group who finishes matching correctly in the
shortest time will win.
0.56 sixty-seven hundredths

0.67 two and four hundredths
4.08 Fifty-six hundredths
2.04 Sixty-seven and forty-three hundredths
67.43 Four and eight hundredths
2. Review
Review in giving the place value of each digit in a decimal number.

Answer the following questions.
a. In 0.97, what is the value of 9?

b. In 0.6, what is the value of 6?
c. In 2.84, what does 2 represent?
d. In 4.027, what is the value of 2?
e. In 6.245, what does 4 represent?
3. Motivation
What is your favorite hobby? What do you do with your free time? Is your hobby
interesting? Do you spend some of your allowance for your hobby?
199
1. Presentation
Let us read on how a girl works on her hobby.
2. Group Activity
Activity 1 – Collecting Stamps
Lea arranged some stamps in her album. Each column can hold 10 stamps. One
column had 7 stamps only. What part of the column was filled up?
Study the illustration and then answer the questions or give the needed information.
a. How many stamps are there in the first column? Second column?
b. What fractional name can you give to the first column? Second column?
c. What is the denominator of the fractions? What does it mean?
d. Express the fractional part of the stamps in second column in decimal form.
e. What shows that seven tenths is a decimal number?
f. How many digits are there after the decimal point?
g. How many decimal places are there if the decimal number is in tenths?
Activity 2
Look at the figures and answer the questions.

a.
How do we read 1.3? What does the word “and” tell us in reading decimal numbers? How
many digits are there after the decimal point? If you’re going to write 1.3 in fraction, what will
be the denominator? What does it mean?
Note: Ask the same set of questions for letters b and c.
b.
Fraction _____
Decimal _____
200
c.
Fraction _____
Decimal _____
Activity 3
Write the following as decimals.
1) 3 = _____ 2) sixty-two hundredths = _____

10 4) twenty-four and six thousandths = _____
3) 2 4 = _____
10
5) 644 = _____
1 000
3. Generalization
How do we rename fractions as decimals and vice versa?
a. One place to the right of the decimal point has a value of tenths. It represents a
fraction whose denominator is 10.
b. Two places to the right of the decimal point has a value of hundredths. It
represents a fraction whose denominator is 100.
c. Three places to the right of the decimal point has a value of thousandths. It
represents a fraction whose denominator is 1 000.
d. The decimal point is read “and.”
C. Application
1. Let us have more practice. In this activity, you are going to work in groups. Each group will
consist of 10 players. This is a relay game, the first one will answer item one then the second
in line will answer item two and so on. The group with the most number of correct answers
wins the game.
201
Instruction: Write a decimal and fraction for every shape/illustration in the 10 x 10 grid.
U U - - - -
U U - - - -
U U - - - -
U U - - - -
U U - - - -
U U - - - -
U U U Z Z Z Z
U U U Z Z Z Z
U U U Z Z
U U U Z Z
2. Write in fraction form, the decimal numbers in the problem.
Irene spends her time properly. She goes to school for 6.25 hours, makes her
assignments for 2.625 hours, plays for 1.5 hours, does her household chores for 1.75 hours,
sleeps for 10.2 hours and the rest she spends for other activties.
3. Write the decimal for each expanded form.

1 2 7 3
a. 27 + + = _____ d. 83 + + = _____
10 100 10 100
3 6
b. 9 + + = _____
10 100 1 5
e. 104 + + = _____
7 4 10 10
c. 615 + + = _____
10 100
IV. Evaluation
1. Write a fraction and a decimal for the shaded part.

a. b. c. d.
202
2. Write the following in decimals.
a. Forty-two and five tenths b. One hundred five and seven hundredths
c. Two and three tenths d. Three hundred five thousandths
e. Eighty-five thousandths
V. Assignment
Complete the table below.
Fraction Decimal Fraction Decimal

6 _____ f. _____ 0.525
a.
10
3 _____ 5 _____
b. 2 g.
10 10
c. _____ 0.16 78 _____
h.
1000
5 _____ i. _____ 0.4
d. 12
100
32 _____ 2 _____
e. j. 5
100 10
Ordering Similar Fractions
Cognitive: Order similar fractions written in different forms from least to greatest and vice
versa
Psychomotor: Write fractions in correct sequence
Affective: Share things with others
Skills: 1. Ordering similar fractions from least to greatest and vice versa
2. Comparing fractions
References: BEC – PELC II.C.2.a
textbooks in Math 4
Materials: flash cards, fraction bars, charts, activity sheets
Value: Sharing
1. Drill
Write > or < to compare the numbers below.

29 _____ 31 37 ______ 35 43 ______ 40
48 _____ 52 36 ______ 28 56 ______ 48
203
2. Review
Tell whether the fraction is similar, dissimilar, mixed or improper fractions.
1 2 6 3 2 2
a. and b. c. and d. 1
4 4 4 5 3 3
3. Motivation
2 3 3 2
Which would you rather have of a cake or of a cake? Why? ( is larger than )
5 5 5 5
Suppose you were given a bigger part and your younger sister still wants more? What would
you do? Are you willing to share some of the things you have with other people? Why?
1. Presentation
a. Read the problem.
In an art class, leaders were asked to share their cartolinas with their members.
3 1 4
Francis used of the cartolina, John used and Luis used .
8 8 8
Who used the least materials? Who used the most materials?
Ask: Can you order the fraction from least to greatest?
Method 1 – Representing fractions through regions
1) Study the fraction bars
3 1 4
8 8 8
2) Compare the shaded parts of the regions.
3) What will be the order of fraction from least to greatest?
1 3 4
( , , )
8 8 8
Method 2 – Presenting fractions through a number line

Study the number line.
0 1 2 3 4 5 6 7 8
8 8 8 8 8 8 8 8
Method 3 – Using symbols > and <
1 3 6
< <
8 8 8
204
2 2 3
b. Study this other example: 2 ,3 ,1
4 4 4
Arrange the fractions in order from greatest to least.
Compare the whole numbers 2,3,1
Which number is the greatest? The least?
What will be the order of fraction from greatest to least?

2 2 2
(The order is 3 , 2 and 1 )
4 4 4
2. Guided Practice
a. Identify the fractions of the shaded parts, then order them from least to greatest, then
from greatest to least.
1)
____ ____ ____
2)
____ ____ ____

3)
____ ____ ____
Least to greatest Greatest to least

A
B
C
b. Arrange each set of fractions from least to greatest then from greatest to least.
4 1 3 4 8 2 6 2 5
1) , , 2) , , 3) ,1 ,2
5 5 5 9 9 9 12 12 12
c. Order these fractions from greatest to least.

3 1 4 6 5 3 2 1 3
1) , , 2) , , 3) 4 ,5 ,2
6 6 6 15 15 15 4 4 4
d. Arrange the fractions in each set from least to greatest then from greatest to least.
55 88 75 10 6 4 3 2
1) , , , 2) , , ,
100 100 100 100 12 12 12 12
1 3 2 1 3 2 3 8 2
3) 2 ,1 ,3 4) 2 ,1 ,3 5) , ,
5 5 5 3 3 3 8 8 8
205
3. Generalization
How do we order similar fractions?
In ordering similar fractions, compare the numerators, the greater the

numerators, the greater the value of the fractions.
C. Application
Read the problem then answer the questions that follow.

8 4 6
Chris sold kilogram of calamansi, Roy sold kilogram, Robert kilogram and Vin
15 15 15
11
kilogram.
15
1. Who sold the least number of calamansi?

2. Who sold the most number of calamansi?
3. Order the fractions from greatest to least.
IV. Evaluation
1. Order the fractions from least to greatest. Write them inside the appropriate illustrations.
a. 3 , 1 , 2 , 5 a.
6 6 6 6
b. 4 , 5, 1, 7 b.
8 8 8 8
c. 3 , 2 , 5, 1 c.
7 7 7 7
2. Order the fractions from greatest to least. Write them inside the appropriate illustrations.
6 3 9 11
a. , , , a.
12 12 12 12
7 5 4 9
b. , , , b.
10 10 10 10
3. Order each set of fractions from the greatest to least.
a. 3 , 1 , 2 , 5 b. 4 , 2 , 6 , 11 c. 4 , 1 , 2 , 10
8 8 8 8 10 10 10 10 15 15 15 15
206
4. Arrange the fractions from least to greatest.
7 1 9 6 3 4 1 2
a. , , , b. , , ,
9 9 9 9 4 4 4 4
5. Arrange the given set of fractions according to the headings written in the box. Write your
answers under the correct column.
Set of Fractions Least to Greatest Greatest to Least

2 3 1 6
1) , , ,
8 8 8 8
8 2 11 7
2) , , ,
12 12 12 12
6 3 9 12
3) , , ,
15 15 15 15
1 3 4 2
4) 2 , 7 , 8 , 4
9 9 9 9
2 1 3 2
5) 4 , 1 , 5 , 2
3 3 3 3
V. Assignment
A. Arrange from least to greatest.

7 3 8 8 2 9 2 3 1
a. , , b. , , c. , ,
14 14 14 11 11 11 5 5 5
B. Order from greatest to least.

6 8 3 3 9 7
a. , , b. , ,
9 9 9 10 10 10
Changing Improper Fractions to Mixed Forms and Vice Versa
Cognitive: Change improper fractions to mixed forms and vice versa

Psychomotor: Illustrate how to change improper fractions to mixed forms and vice versa
Skills: 1. Changing improper fractions to mixed forms and vice versa

2. Making illustrations on changing improper fractions to mixed
forms and vice versa
Materials: colored chalk, fraction strips
Value: Cooperation
207
1. Drill
Drill on division of numbers with remainder (flash cards).

9÷5= 12 ÷ 5 = 14 ÷ 4 = 10 ÷ 3 =
2. Review
Identifying improper and proper fractions and mixed forms.

1 9 5 1 3 10 3 1
3 , , ,2 , , , ,1
2 4 4 2 4 6 2 4
What fraction names the shaded parts?
3. Motivation
Have you experienced wearing a gown? In what occasion did you wear it?
Aling Mimi sew the gown which her daughter wore during the Flores de Mayo. Aling Mimi
5
used metres of cloth. How many metres of cloth did she use?
2
1. Presentation
Let the pupils have a group activity.
What should you do so that your group will finish the work on time or even ahead of the
others? Why?
a. Show the illustration.
1 1 1 1 1 1
2 2 2 2 2 2
1 1 1 1 1 5
+ + + + =
2 2 2 2 2 2
1 1
1 whole + 1 whole + = 2
2 2
208
. Discuss the steps to solve the problem using the given illustration.
1) How many 2 are there in 5?
2 2
2) How many wholes are there in 5?
2
3) How many more halves are left?
4) What processes are you going to use?
5) Without using the illustration, how can we change improper fraction to mixed
number?
a) Divide the numerator by the denominator
2 1
2 5 whole 2
denominator 2
−4
1 numerator
b) The quotient will be the whole number.

c) The remainder will be the numerator and denominator will still be the same
c. Using the story problem.

1) How many metres of cloth did Aling Mimi use?
2) What kind of fraction is 5?
2
3) How will you change 5 to a mixed number?
2
4) If you change 5 to a mixed number what will it be?
2
5) What can you say about Aling Mimi? What kind of mother is she?
d. Give additional examples.

3
Changing 1 to an improper fraction through illustrations.
4
4 3
4 4
1) What is the fraction name for 1?
2) How many fourths do we have in all?
3
3) What is the improper fraction for 1 ?
4
4) What processes are you going to use?
5) How can we changed mixed number to improper fraction without the illustration?
a) Multiply the denominator by the whole number
b) Add the product to the numerator
c) Copy the denominator
Example.
3 ( 4 x 1) + 3 7
1 = =
4 4 4
209
2. Fixing Skills
a. Change the following to mixed form.

10 11 12 7 15
1) 2) 3) 4) 5)
7 9 11 3 12
b. Give the improper fraction and mixed form for each exercise.
1)
3
1 and
12
2)
12 3
and
12 12
c. Change to mixed form.
1) 13 2) 24 3) 31 4) 20 5) 44
6 7 6 6 8
d. Change to improper fractions.

3 1 4 3 2
1) 4 2) 2 3) 7 4) 5 5) 6
4 9 8 4 8
e. Solve each problem.

3
1) Lily has 2 buko pies. How many fifths of buko pies does she have?
5
2) Nena sliced each watermelon into 12 equal pieces to sell. She has 60 pieces.
a) What fraction represents all the pieces?
b) How many watermelons did Nena slice?
c) She was able to sell 32 pieces in the morning. What mixed number represents
the pieces she sold in the moring?
d) She sold the rest of the pieces in the afternoon. What mixed number represents
them?
3. Generalization
How do we change improper fractions to mixed forms?

How do we change mixed forms to improper fractions?
1. To change an improper fraction to a mixed number, divide the numerator by the

denominator, the quotient becomes the whole number. The remainder becomes
the numerator and the divisor becomes the denominator of the fraction.
2. To change a mixed fraction to an improper fraction, multiply the whole number by
the denominator, add the product to the numerator then write the sum over the
given denominator.
C. Application

1. Rex has 8 litres of gasoline. What is the mixed form of 8?
3 3
3 3
2. Regina bought 2 metres of linen for a tablecloth. Change 2 into an improper fraction.
4 4
210
IV. Evaluation
A. Write the improper and the mixed number that names the figure.
B. Change each mixed number to improper fractions.

1 5 3
1) 13 2) 7 3) 4
2 6 5
26 30
C. 1. Change and to mixed number.
5 7
2 4
2. Change 13 and 7 to improper fraction
9 5
D. Solve.
1
1. Myra has 5 buko pie. How many fifths of buko pie does she have?
5
1
2. How many halves are there in 3 ?
2
3. Name each point as a mixed number and an improper fraction.
2 3
A B C D E F G H I J K
1) A 2) C 3) E 4) G
4
4. How many eights can you make out of 2 metres of ribbon?
8
5. A roll of cloth is 36 metres long. If this would be distributed equally to 15 people, how many
metres would each person have?
V. Assignment
A. Find the missing number for each ____.

1 2 1
1) 2 = 2) 13 = 3) 5 =
3 3 7 7 2 2
B. Copy and complete the table. Find the pattern.

1. In 1 2 ? ?
2 2
2. Out 1 1 11 2
2 2
Changing One (1) to Fraction Form and Vice Versa
Cognitive: Change one(1) to fraction form and vice versa

Psychomotor: Manipulate fraction blocks showing how to change 1 to fraction form and vice
versa
Affective: Show love and kindness to others
211
Skill: Changing one (1) to fraction form and vice versa

Materials: fraction strips
Values: Love and kindness
1. Drill
Basic division facts.
2÷2=n 4÷4=n 10 ÷ 10 =n
3÷3=n 6÷6=n
2. Review
Choose the equivalent fraction inside the parenthesis.
1 2 2 2 1 2 2 5
a. =( , , ) =( , , )
2 2 4 5 4 8 9 10
1 3 2 5 1 3 4 3
b. =( , , ) =( , , )
3 9 10 8 5 15 12 9
3. Motivation
Distribute fraction blocks for the pupils to manipulate and form into wholes. Have them
show their fraction blocks like this:
1 1
4 4 1 1
1 1 2 2
4 4
How many fourths are there in a whole?

Are 4 fourths equal to 1? (yes)
How many halves are there in a whole?
Are 2 halves equal to 1? (yes)
1. Presentation
Mrs. Soriano bought a large bibingka and divided it into 8 equal parts. She gave 1
part to each of her 7 children and reserved the remaining part but her youngest daughter
asked for another piece so she gave the remaining one, How many parts of bibingka were
eaten?
212
2. Analysis
a. What kind of mother is Mrs. Soriano?

b. If you were Mrs. Soriano would you do the same? Why?
c. How many parts of bibingka were eaten?
Show this illustration.
1= 8 1= 4 1= 3
8 4 3
Look at the illustrations.
a. How can 1 be expressed as a fraction? Is 8 equal to 1? Is 4 = 1. How about 3 ?

8 4 3
b. What have you noticed in the numerator and denominator?
c. How can we rename 1 as a fraction?
1= 3 4 =1
3 4
d. Guide the pupils that 1 can be changed to a fraction and a fraction equal to 1 can be
changed to a whole number. The fraction names for 1 have similar numerators and
denominators.
3. Fixing Skills
a. Give the fractions for each whole.
1) 2) 3)
b. Write the missing number.
1) 1 = __?__ 2) 1 = 12 3) 1 = 18
5 ? ?
4) 1 = __?__ 5) 8 = 1
30 ?
c. Choose the fraction that is equal to one for each set. Write the letter only.
1) a. 1 b. 2 c. 3 d. 4
4 4 4 4
2) a. 5 b. 4 c. 3 d. 2
5 5 5 5
213
3) a. 4 b. 5 c. 6 d. 7
7 7 7 7
4) a. 4 b. 6 c. 8 d. 9
8 8 8 8
5) a. 1 b. 2 c. 2 d. 2
2 2 3 4
d. Rename or change 1 to 10 equivalent fractions.
4. Generalization
How do we rename 1(one) as a fraction?
We rename one (1) as a fraction with the same numerator and denominator.
And any fraction with the same numerator and denominator is equal to 1.
C. Application
Answer the following problem:

1. Mother divided a cake among her 3 children. Write a fraction that is equal to one whole cake.
3
(answer )
3
1 2
2. Merlyn gave of melon to her sister and to her brothers. How many melon did she
3 3
share? (1)
IV. Evaluation
A. Write the missing number on the blank.
1) 20 = ___ 2) 14 = ___ 3) 1 = ___ 4) 1 = 16 5) 10 = ___

20 14 13 ___ 10
B. Fill in the box to express 1 as a fraction.
1) 1 = ___ 2) 1 = 5 3) 1 = 100 4) 9 = ___ 10) 25 = ___

10 ___ ___ 9 25
C. Read and answer.
1. Mrs. Fields sliced a bibingka into 8 equal parts. How many eighths did she make?
2. How many eighths can you make with a cake?
C. Rename or change 1 to 5 equivalent fractions.
V. Assignment
Choose the fraction that is equal to one for each set. Write only the letter of your answer.
1. a. 1 b. 3 c. 4 d. 9 4. a. 1 b. 2 c. 2 d. 2
4 4 4 4 2 2 3 4
214
2. a. 1 b. 2 c. 2 d. 3 5. a. 9 b. 5 c. 8 d. 11
2 2 3 4 9 6 7 5
3. a. 9 b. 4 c. 7 d. 8
7 7 7 7
Adding Similar Fractions
Cognitive: 1. Visualize addition of similar fractions

2. Add similar fractions
Psychomotor: Compute for the sum correctly
Affective: Help in household chores
Skill: Adding similar fractions

References: BEC-PELC II.D.1.1 – 1.2
Materials: activity sheets, paper plates, charts, fraction bars, real objects
Value: Helpfulness
1. Drill
Identify similar fractions from each set of fractions below.
a. 2, 3, 1, 2 b. 5, 2, 1, 5
3 2 3 5 6 3 6 8
c. 3, 3, 2, 2 d. 8, 1, 2, 1
4 8 3 4 9 8 9 4
2. Review
Express each fraction in lowest terms.
a. 6= b. 10 = c. 6= d. 9= e. 3=
8 12 9 15 6
3. Motivation
Place two pencils on one of your hand and one pencil on the other hand. Ask: “If I put
together 2 pencils and 1 pencil, what do I get?” (3 pencils) Do the same with 2 stones and 2
pencils. Say: “If I put together 2 stones and 2 pencils, do I get 4 pencils? (no) 4 stones? (no)
Why not?” (objects are not alike) “Today, our lesson is something similar to this.”
215
1. Presentation
1
a. Use a paper plate cut into fourths to represent a “puto”. Have one pupil take of the
4
2
puto. Have another pupil remove of it. Ask: What part of
4
the puto was taken? Show addition of fractions.
1 2 3
4 4 4
Ask: Do you add the numerators? (yes)

Do you add the denominators? (no)
b. Display fraction bars like :
1 2
6 6
What kind of fractions are they? (similar)

3
What is the sum? ( )
6
3
Is in lowest terms? (no)
6
How can you express it in lowest terms?
(Divide the numerator and denominator by their greatest common factor.)
3 3 1
so, ÷ =
6 3 2
c. Have the pupils read the word problem.

5
Flordeliza always helps her mother at home. She cooks lunch in of an hour.
10
3
Then she cleans the kitchen in of an hour. What part of an hour does she spend
10
working in the kitchen?
Valuing:
What kind of a daughter is Flordeliza?

How do you help your mother at home?
216
Fold a piece of paper into tenths and say, suppose this part represent the time
5
Ella spent cooking (mark with a red crayon) and this part for the time she spent
10
3
cleaning the kitchen (mark with a blue crayon)
10
8
How much time did she spend working in the kitchen that day?
10
Show the solution on the board.
5+3=8
10 10 10
Is 8 the final answer? (no)

10
What shall we do with the answer? (Express in lowest terms)
8 2 4
Show how this is done. ÷ =
10 2 5
2. Guided Practice
a. Complete the mathematical sentence. Express the answers in lowest terms, if needed.
1) 2) 3)
1+2= 4+1= 1+2=

5 5 6 6 4 4
4) 5)
2+4= 3+1=
9 9 8 8
b. Write the missing fractions to complete each equation.
1) 5 + _____ = 8 4) 13 + 1 = _____
12 12 18 18
2) _____ + 4 = 5 5) _____ + 3 = 6
6 6 8 8
3) 2 + _____ = 6
7 7
c. Copy and complete each magic square. Find the sum. The sum in each column and each
row is the same.
8
11
9 5 1
11 11 11
6
11
217
4 3 2 7 15 4
d. Answer: , , , Magic Sum: or 1
11 11 11 11 11 11
8 1
10 10
3
10
4
10
6 5 7 9 2 15 1
Answer: , , , , Magic Sum: or 1
10 10 10 10 10 10 2
3. Generalization
How do you add similar fractions?
To add similar fractions, add the numerators and write the sum over the common
denominator. Express the answer in lowest terms if needed.
C. Application
2 1
Katrina spent of an hour sweeping the yard and of an hour watering the plants. How
4 4
long did she work?
IV. Evaluation
A. Add and express each sum to lowest terms if possible.

1. 1 + 2 = 4. 2 + 1 =
6 6 8 8
2. 2+5= 5. 4+3=
12 12 21 21
3. 1+3=
5 5
B. Find the sum. Express it in lowest terms if possible.
1. 1+2+4= 4. 1+2+4=
9 9 9 10 10 10
2. 2+5= 5. 4+3=
12 12 21 21
3. 3+2+5=
15 15 15
218
C. Solve each problem. Express your answer in lowest term, if possible.
1. What is the sum of 6 , 2 and 4 ?

20 20 20
2. Lanie sliced a watermelon into eight equal parts. She ate 1 of it. Her sister Rica ate
8
3 of the watermelon. How much watermelon did both of them eat?
8
3. Mrs. Montoya cooked pork and chicken adobo. She mixed 3 kilo of
8
pork and 2 kilo of chicken. How many kilos of pork and chicken did she cook?
8
4. A painter bought 2 litres of green paint for the walls and 2 litres of blue
5 5
paint for the windows. How many litres of paint did he buy in all?
V. Assignment
A. Write in the third column the sum of the fractions on the first two columns.
Sum
A 1 2
4 4
B 3 2
8 8
C 4 3
10 10
D 6 2
12 12
E 3 4
15 15
B. Look at the figure below. Each fraction in the circles are given codes.
I-A I-B
3 4
20 20
2-B
2-A 2-C
9
2 20 5
20 20
3-A 3-B 3-C 3-D

1 8 7 6
20 20 20 20
4-A 4-B
10 11
20 20
219
C. Substitute the fraction for each code then find the sum:
1. IA + IB = 2. 2C + 3C =
3. 2A + 2B +2C = 4. IB + 2C +3D =
5. 3A + 3B + 3C + 3D = 6. IA + 2B + 3C =
7. IA + 2A + 3A = 8. 2A + 3B =
9. IB + 2B + 3B = 10. 4A + 4B =
Adding a Fraction and a Whole Number
Cognitive: Add a fraction and a whole number

Psychomotor: Illustrate the fractions that are being added artistically
Affective: Show gratitude to others
Skill: Adding fractions and a whole number

References: BEC-PELC II.D.1.3
Materials: flash cards, chart, activity sheet, real objects, circle-a-go-go-game board and
chips
Value: Cooperation
1. Drill
Add the following similar fractions.

1) 1 + 2 = 2) 1 + 2 = 3) 3 + 1 = 4) 1 + 2 =
4 4 8 8 5 5 8 8
5) What is 4 more than 7 ?

12 12
2. Review
How do we add similar fractions?
3. Motivation
Have you received a gift from someone? What did you feel?
B. Developmental activities
1. Presentation
a. Read this situation:
During Estelita’s birthday party, she received 2 metres of red cloth from her mother
1
and another metre of blue cloth from her father. She was very thankful for these gifts
2
so she hugged her parents tightly. How many metres of cloth did she receive in all?
220
b. Analysis
:KDWGLG(VWHOLWDFHOHEUDWH"
:KDWGLGVKHUHFHLYH"
+RZGLGVKHVKRZKHUJUDWLWXGHWRKHUSDUHQWV"
,I\RXZHUH(VWHOLWDZRXOG\RXGRWKHVDPH":K\"
c. Show the illustration.
1 gift Æ
st
Red Cloth – 1 metre Red Cloth – 1 metre
2 gift Æ 2+ 1 =21
nd
Blue Cloth
2 2
1 metre
2
d. Discuss the steps to solve the problem using the given illustration.
Describe the illustration

Determine the sum of the 3 figures.
Write the solution.
2+ 1 =2 1 or 2
2 2
+ 1
2
1
2
2
Using the story problem.
What are the given facts?
What is asked in the problem?
What kind of numbers are added?
What is done to the whole number/fraction?
How did you get the answer?
2. Guided Practice
a. Supply the missing numbers using the illustrations given.
1)
_____ + _____ = _____
2)
_____ + _____ = _____
221
3)
_____ + _____ = _____

b. Find the sum then present an illustration.
1) 6
+1
3
2) 5
+2
4
3) 3
+5
4
c. Circle-a-go-go
4 7 5 5
+ 1 + 1 + 6 + 9
3 2 2 7
3 1 8 4
+4 + 4 + 2 +5
2 3 6 3
3 6 9 6
+ 4 + 2 + 7 + 2
10 3 10 3
14 15 22 25
+ 7 + 7 + 8 + 4
8 18 15 8
222
Directions:
1. Two players share the same “circle-a-go-go” game board.

2. Each player has 4 markers or chips.
3. Each player takes turn solving a problem or calling out its answer. The player then places
one of his or her markers on that circle.
4. This procedure continues until each player has all four markers on the game board.
5. The players take turns sliding one of their markers along a line to an adjoining circle as they
call out the answer to the problem in that circle.
6. If a player solves a problem incorrectly, he or she may not move a marker.
7. A player can move only to a circle that has no marker. No jumping allowed.
8. Sliding continues until one player is able to position his or her four markers in a diagonal,
horizontal or vertical line, or a small square made of adjacent circles. That player wins.
Examples of winning positions.
3. Generalization
How do we add a fraction to a whole number?
To add a fraction to a whole number or vice-versa, write the whole number first and
annex the fraction.
C. Application
Mang Bino planted 2 of his plot with cabbage. Since there were still few seedlings
1
left, he used of another plot. How many plots did he use in all in planting cabbage?
3
IV. Evaluation
A. Find the sum.
1) 18 + 1 = 2) 3 + 6 = 3) 6 + 12 =
9 4 8
4) 5 + 7 = 5) 1 + 14 =
8 7
B. Supply the missing number by filling in the box.
1) 5 + 16 = ___ 2) 6 + ___ = 6 7 3) ___ + 12 = 12 3

8 8 4
4) 20 + ___ = 20 1 5) 2 + 9 = ___
3 5
223
C. Solve these problems.
3
1. On his trip to Naga, Albert rode 6 hours on a train and hour on a bus. How many hours
4
did he travel in all?
4
2. Marissa used metre of white cloth and 2 metres of blue cloth to sew a dress. How
5
many metres of cloth did she use in all?
1
3. Mr. Pasco put 5 metres of wire, 8 metres of rope and metre of string in his garden
2
fence. How many metres of materials did he use in all?
4. In a contest, Romeo was able to leap 3 metres from one point to another. His teammate
2
Jose was able to leap metre. What is the total distance that they covered?
3
V. Assignment
Find the sum. Express your answer in simplest form if necessary.
1) 2 + 5 = 2) 9 + 18 = 3) 12 + 3 =
12 10 4
4) 6 + 18 = 5) 9 + 10 + 5 =
20 8
Adding Similar Fractions Mentally
Cognitive: Add similar fractions mentally

Psychomotor: Compute for the sum with ease and accuracy
Affective: Show attentiveness in adding similar fractions mentally
Skill: Adding similar fractions mentally

Materials: pictures, chart, activity sheet, real objects, fraction cards
Value: Attentiveness
1. Drill
Basic addition facts
9 7 8
+4 +3 +3
224
2. Review
Find the sum.
a. 3 + 2 b. 4 + 5 c. 6 + 1
3 6 4
3. Motivation
a. Show a picture of a birthday party. Talk about how pupils celebrate their birthday.
1) What do you see in the picture?
2) How many of you celebrate your birthday?
3) How do you celebrate your birthday?
4) What food does your mother prepare on your birthday?
b. If somebody is talking or giving an answer, what do you think you should do? Why?
1. Presentation
a. Read this story problem.
On Rosa’s birthday, her classmates came. They were seated in many tables. On
one table a child ate one-eighth of a cake. Another child ate two-eighths of a cake. What
part of the cake did the two children eat altogether?
b. Show this illustration. (Using the problem.)
1 + 2 = 3
8 8 8
c. Discuss the steps to solve the problem using the given illustration.
d. Describe the shaded portion of the two circles.
e. Determine the sum of the two shaded portion.
f. Write the resulting addition equation.
1+2=n
8 8
g. Present another story problem.
Crissie finished 1 of her project on Friday. She finished 4 of her

8 8
project on Saturday night. What part of the project was finished by Saturday night?
Find the answer.

1+4=n
8 8
225
2. Guided Practice
A. Complete each. Give the answer orally.

1) 2)
2 + 1 = ___ 2 + 5 = ___
5 5 8 8
3) 4) 5)
2 + 3 = ___ 4 + 3 = ___ 3 + 1 = ___

6 6 10 10 6 6
B. Add the following fractions mentally.

2 1 7 5 3 5 3 5 10 2
1) + = 2) + = 3) + = 4) + = 5) + =
7 7 10 10 13 13 9 9 15 15
C. Solve these problems as fast as you can.

1) In a P.E. class, Pilar ran 2 metre. Lina ran 3 metre and Susan
7 7
ran 1 metre. What part of a metre did the 3 girls run?
7
2) Randy picked 3 basketfuls of mangoes while Robert picked 4
8 8
basketful of chicos. How many basketfuls of fruits did the two boys pick in all?
3) The Grade IV pupils will decorate 1 of the stage with flowers and
8
6 with curtains. What part of the stage will be decorated?
8
3. Generalization
How do you add similar fractions mentally?

To add similar fractions mentally, add the numerators in your mind, then use it over the
the denominator.
C. Application
Read and use mental math to solve.

3 2
Bobby played basketball for hour in the morning and hour in the afternoon.
6 6
How long did he play basketball on that day?
IV. Evaluation
A. Add mentally. Write the answer on your paper.

4 3 5 3 2 2 5 2 3 5
1) + = 2) + = 3) + = 4) + = 5) + =
9 9 20 20 11 11 25 25 18 18
226
B. Supply the missing numbers.
5 7 4 8 3 5
1) + ___ = 2) ___ + = 3) + =
16 16 15 15 10 10
8 10 10 15
4) + ___ = 5) ___ + =
12 12 20 20
C. Add mentally. Write only the answer on your paper.

3 4 1 2 1 3 4 3 2
1) + + = 2) + + = 3) + + =
10 10 10 8 8 8 12 12 12
5 1 2 6 4 3
4) + + = 5) + + =
9 9 9 20 20 20
V. Assignment
Fill in the missing fractions.
Legend: + + =
A 3 5
6 6
B 2 3 1
8 8 8
C 3 2 7
10 10 10
D 2 1 8
9 9 9
E 4 2 10
15 15 15
Subtracting Similar Fractions
Cognitive: Subtract similar fractions

Psychomotor: Make an illustration to show subtraction of similar fractions
Affective: Participate actively in class activities
Skills: 1. Subtracting similar fractions

2. Making illustrations to show subtraction of similar fractions
Reference: BEC-PELC II.D.2.1
227
Materials: textbook, number lines showing similar fractions, flash cards for similar fraction,
chart showing shaded regions of similar fractions, learning activity sheet, pupil’s
show me cards
Values: Thoughtfulness, active participation
1. Drill
Reading of similar and dissimilar fractions using flash cards

3 2 8 4 18 33 40 20
4 4 10 6 25 30 35 15
2. Review
Adding similar fractions using show me cards of pupils
4 3 9 6
Examples: + = _____ + = _____
10 10 20 20
6 4 8 5
+ = _____ + = _____
12 12 15 15
3. Motivation
Read this problem:
Ester and her mother bought a rice cake near Quiapo church. They divided the cake into
3
12 equal parts. They ate of it and brought home the rest. What part of the rice cake did
12
they bring home? Did Ester and her mother show thoughtfulness to the members of their
family? How? If you were Ester, would you do the same?
1. Presentation
a. Show the illustration below.
b. Discuss the steps to solve the problem.

Steps:
1) Subtract the numerator.
2) Write the difference over the common denominator.
3) Express the answer in lowest terms, if possible.
12 3 9 3
− = or
12 12 12 4
228
c. Present another way of subtracting similar fractions.
• Write a number sentence on the board based on the number line below.
0 1 2 3
3 3 3
2 1 1
− =
3 3 3
2 1
• Ask a pupil to draw an arrow on the number line to show . Ask : “If we subtract
3 3
where does the arrow go?” Have one pupil put the arrow going backward. “What is
the difference?”
2. Guided Practice
Activity Sheet
Read the problem carefully then do what is asked for.

1 2
Irene put cup of sugar in the gelatin and cup of sugar in the leche flan. Which
4 4
dessert used more sugar? By how much more?
Do this in Dyads:
Present an artistic illustration to show how you solved the problem
Supply the missing fraction.

15 3 8 3
a) − ___ = b) − ___ =
16 16 12 4
7 1 4 3
c) − ___ = d) ___ − =
21 21 8 8
3 1
e) ___ − =
5 5
Copy and complete each magic square. Solve for the difference horizontally and
vertically. Find the magic difference.
a)
8
30
9 7 2
30 30 30
6
30
229
18 10
Answer Key:
30 30
9 3
30 30
b)
20 10
25 25
12
25
8
25
6 3 7
Answer Key:
25 25 25
1 1
25 25
3. Generalization
How do we subtract similar fractions?
We subtract the numerator only then write the difference over the common
denominator.
C. Application
Solve the following problem on your paper.

7 5
A vendor had bottle of soy sauce. A customer bought of it. What part of the soy sauce was
8 8
left?
IV. Evaluation
1. Find the difference. Shade the needed part to show your answer.
a.
7 1
_________
8 8
230
b.
8 1
10 10 _________
c.
3 1
4 4 _________
d.
4 2
6 6 ________
e.
5 2
6 6 __________
B. Find the difference. Express your answer in lowest terms, if possible.

8 2 8 4
a. − = b. − =
4 4 14 14
10 7 7 4
c. − = d. − =
15 15 8 8
6 3
e. − =
10 10
C. Write the figures and then find the difference.

a. five-sevenths – four-sevenths
b. nine-tenths – six-tenths
c. twelve-fifteenths – eight-fifteenths
d. three-sixths – one-sixth
e. eight-ninths – four-ninths
231
V. Assignment
Subtract and reduce the answer to lowest terms, if possible.

4 1 8 2
a. − = b. − =
9 9 10 10
9 7 6 2
c. − = d. − =
12 12 14 14
7 3
e. − =
18 18
Subtracting Fractions from Whole Numbers
Cognitive: Subtract fractions from whole numbers

Psychomotor: Illustrate fractions that are being subtracted
Affective: Work accurately
Skills: 1. Subtracting fractions from whole numbers

2. Illustrating fractions to be subtracted
textbooks in Math 4
Materials: chart showing illustrative examples or step-by-step procedure, fraction bars,
cards, learning activity sheets, flash cards
Values: Taking care of books, accuracy
1. Drill
Reading similar fractions using flash cards
2 3 5 4 4 8
4 6 6 4 10 10
2. Review
Renaming one as a fraction.

Have them give fraction names for one such as:
2 3 4 5 6
2 3 4 5 6
3. Motivation
Talk about how they take care of their things then proceed to reading this problem.
Before the opening of classes, Rosario bought 1 metre of plastic to cover her notebooks.
1
Only of the material was left unused. What part of the plastic did she use?
4
232
1. Presentation
a. Show this illustration.
1 1 1 1
4 4 4 4
b. Discuss the steps to solve the problem using the given illustration.
1) Into how many parts is the metre of plastic divided?

2) How many metre of plastic was left unused?
3) What part of the plastic did she use?
4) What will you do to solve the answer?
c. Present another problem by computation.
4 4
1) Rename 3 as 2 3 2
4 4
1 4 1 1
2) Copy below – –
4 4 4 4
4
3) Subtract the fractions, then 2
4
copy the whole number
2. Guided Practice
a. Supply the missing numbers using the illustrations given.
1.
________ - _________ = _________
2.
________ - _________ = _________
3.
________ - _________ = _________
233
b. Find the difference.
1) 2 2) 5 3) 6
2 1 3
3 4 7
c. Illustrate the fractions that are being subtracted.

4 3 5
1) 1 - 2) 2 - 3) 3 -
10 8 6
3. Generalization
How do we subtract fractions from a whole number?
We rename the whole number as a mixed number with a fraction equal to one
whose denominator is similar to the denominator of the given fraction, then subtract
the fractions
C. Application
Read and solve this problem.

3
Romeo bought 1 whole illustration board. He shared of it with his friends. What part of the
4
illustration board was left with him?
IV. Evaluation
1. Subtract.
a. 6___ b. 9___ c. 4___
2 3 3
− − −
3 5 4
d. 3___ e. 8___
2 3
− −
5 7
2. Find the difference.

3 2 3 7 7
a. 6 - = b. 9 - = c. 8 - = d. 14 - = e. 12 - =
8 4 5 8 10
3. Solve these problems.

3
a. Mrs. Montoya bought 2 metres of lace. She used metre for the collar of her dress. How
4
many metres of lace were not used?
3
b. From 8 metres of cord, metre was cut. How many metres of cord were left?
4
3
c. If is subtracted from 5, what is the difference?
9
6
d. What is the difference between 12 and ?
12
5
e. Mother divided a cake into 8 equal parts. Her children ate of the cake. How many was left?
8
234
V. Assignment
Subtract the fraction from the whole number.
2 4 5
a. 6 - = c. 9 - = e. 3 - =
6 8 6
4 5
b. 7 - = d. 2 - =
5 8
Subtracting Mentally Similar Fractions
Cognitive: Subtract mentally similar fractions

Psychomotor: Compute for the difference with ease and accuracy
Affective: Work accurately and cooperatively
Skill: Subtracting mentally similar fractions

Materials: textbook, fraction cards and bars, flash cards, chart showing illustrative
examples, learning activity sheets
Values: Cooperation, helpfulness, accuracy
1. Drill
Conduct a race on basic subtraction facts using flash cards.

Example:
8 6 9 8 7 6 4
-4 -3 -4 -3 -2 -4 -2
2. Review
How do we subtract fraction from a whole number?

2 4 3 3 6
a) 2 – = b) 3 – = c) 5 – d) 6 – e) 8 –
3 5 6 4 8
3. Motivation
Talk about how they help their mother at home. Have them read this story problem.
235
Mother went to the market with Norman to help her carry the things she will buy. Mother
3 2
bought kilogram of meat. She cooked kilogram. How many kilogram was left?
4 4
Do you also help your mother at home? Why? What character trait do you show?
1. Presentation
a. Show this illustration.
1
4
3 2 1
– =
4 4 4
b. Discuss the steps to solve the problem using the given illustration.
- Describe the shaded parts of the two bars.

- Determine the difference of the two shaded bars.
- Write the resulting subtraction equation.
3 2 1
( – = )
4 4 4
c. Present another way of subtracting mentally similar fractions.
Have them spread their fraction cards face down, select any two cards of the
same color and match them to the corresponding fraction bars. Then have them
compute the difference between the two fractions and record their answers.
4
5
3
5
2. Guided Practice
Activity Sheet
Subtract the following fractions orally.
2 1 6 2 7 2
a. – = b. – = c. – =
3 3 8 8 12 12
4 2 9 4
d. – = e. – =
6 6 10 10
236
Super Tic-Tac-Toe
8 3 6 2 9 3 5 2 8 3
– = – = – = – = – =
9 9 12 12 16 16 10 10 15 15
7 1 15 3 9 7 3 1 7 4
– = – = – = – = – =
21 21 16 16 10 10 8 8 14 14
18 8 4 1 5 2 3 1 10 3
– = – = – = – = – =
20 20 6 6 7 7 5 5 15 15
Directions:
1) Two players share the same game board. Each player has 13 chips as markers with
color different from his or her opponents.
2) Each player takes his or her turn solving a problem mentally before he or she places
a marker on that square on the game board.
3) The players try to make as many tic-tac-toes as possible by aligning their markers
horizontally, vertically or diagonally. The players also try to block each other from
making a tic-tac-toe.
4) A marker may belong to more than one tic-tac-toe.
5) The game continues until all the squares are covered.
6) Each player counts his or her tic-tac-toes and totals the points. Points are awarded
as follows. Three in a row counts as 1 point. Four in a row counts as 3 points and five
in a row counts as 5 point.
7) If a player solves a problem incorrectly, he or she loses a turn.
8) The player with the most points wins.
Do this in dyads or by 4s using fraction cards.
9
10
1
10
Player’s Choice
Spread the cards face down. Each player chooses two cards of the same color
and subtracts the two fractions.
Chance option: If a player wants to try to increase his/her difference, one more
card may be chosen. However, before choosing the third card, the player must discard
one of the other two cards. The player with the greatest difference wins all the cards used
in the round, including any discarded cards. If players have the same difference, all cards
from the round are placed aside. The winner from the next round gets these cards. When
all the cards are played, the player with the most cards wins.
3. Generalization
How do you subtract mentally similar fractions?
Subtract the numerator then write the answer over the denominator.
237
C. Application
Read and solve mentally. Express the answer in lowest terms. Write the answer on your paper.
One Saturday, Andy and Ernie walked around the park. Andy walked a distance of
5 3
kilometre while Ernie walked kilometre. Who walked longer? How much?
10 10
IV. Evaluation
1. Subtract mentally the following fractions.
7 3 5 4 6 5
a. – = b. – = c. – =
9 9 10 10 8 8
9 4 10 4
d. – = e. – =
10 10 12 12
2. Find the missing number.
8 6
a. - _____ =
10 10
6 4
b. _____ - =
20 20
6 4
c. – = _____
12 12
15 5
d. - _____ =
20 20
8 4
e. _____ - =
15 15
3. Solve the problem as fast as you can.
8 7
a. Romeo had metre of wire. He used metre for his project. How many metres of wire
10 10
was left?
5 2
b. Kenneth helped his father weed the garden for hour on Saturday and hour on Sunday.
8 8
How much longer did he work on Saturday than on Sunday?
9 5
c. Janice bought metre of lace. She used metre for her handkerchief. How many
10 10
metres of lace was left?
3 2
d. A babysitter filled the feeding bottle with milk. If the baby drank only , how much milk
4 4
was left in the bottle?
4 3
e. For the Clean and Green program, the Boy Scouts bought sack of garden soil. Only
5 5
sack was used. How many sacks of garden soil was left?
238
V. Assignment
Subtract mentally.
8 4 2 16 10
a. – – = b. – =
10 10 10 18 18
11 2 10 5 3
c. – = d. – – =
20 20 15 15 15
12 7
e. – =
25 25
Solving Word Problems involving Addition of Similar Fractions without

Regrouping
Cognitive: Solve word problems involving addition of similar fractions without regrouping
Psychomotor: Make illustrations in solving word problems
Affective: Show cooperation in solving word problems
Skills: 1. Solving word problems involving addition of similar fractions without

regrouping.
2. Making illustrations in solving word problems
textbooks in Math 4
Materials: flash cards, word problems written on manila paper or pieces of paper, learning
activity sheet
Value: Cooperation
1. Drill
Oral drill on adding basic addition facts using flash cards

8 5 4 6 7
+ 1 + 3 + 5 + 2 + 2
2. Review
Addition of similar fractions using flash cards

2 1 3 2 4 2 5 3
+ = + = + = + =
5 5 8 8 10 10 9 9
3. Motivation
Is it important to join in your school activities? Why? How do you feel when joining school
activities like field trips?
239
1. Presentation
a. Read and understand well this problem.
The Grade 4 class will hold their party for winning the cleanliness contest. They will
1
hold their party in the school hall. Two-fourths of the class will clean the hall and will
4
decorate it. What part of the class will clean and decorate the hall?
Help them in the analysis of data by answering some questions like:

1) What are given in the problem?
3) What operation will you use? Why?
2 1
4) What is the number sentence? + =N
4 4
5) Have them make the necessary computation.
2 1 3
+ = of the class will clean and decorate the hall.
4 4 4
b. Read and solve this problem.
Mrs. Bustamante bought a rectangular cake. She divided it into 8 equal parts. Her
3 2
son ate and her daughter ate of it. How many parts of the cake were eaten?
8 8
1) What will you do to solve the problem?
2) Finish the illustration given by shading the needed part then find the answer.
_________ + _________ = __________

2. Guided Practice
(At this point, remind the pupils the importance of participating actively in all activities that will
be given them.)
Write these word problems on pieces of paper. Fold them and put them in a box.
Divide the class into three to four groups. Have each group draw one problem from the
box. Give each group 15 seconds to discuss the problem. Ask a group member to solve the
problem on the board. Check it afterwards.
2 1
1) Dindo had a painting session in his art class. He painted of the oslo paper blue and
5 5
green. What part of the paper is painted blue and green?
1 6
2) The grade 4 pupils will decorate of the stage with flowers and with curtains. What
8 8
part of the stage will be decorated?
240
5 4
3) Nilo harvested kilogram of pechay and kilogram of string beans. How many
11 11
kilograms of vegetables did he harvest in all?
3. Generalization
To solve word problems, identify the given facts, what is asked and determine
the operation to be used, then find the correct answer by doing the necessary
computations.
C. Application
2 1
Tootsie spent of an hour sweeping the yard and of an hour watering the plants.
4 4
How long did she work?
IV. Evaluation
A. Read and solve the problems carefully. Remember the steps in problem solving.
2 1
1. Charisse spent of an hour for scrubbing and sweeping the floor and hour wiping the
3 3
furniture. How long did she work in the living room?
3 2
2. Bernard bought kg of peanuts in the morning and kg of cashew nuts in the afternoon.
9 9
How many kg of nuts does he have?
1 2
3. Mother brought home a ripe papaya. She gave Randy and Arianne . What part of the
6 6
whole papaya did she give to the children?
B. Read and solve these problems correctly.

2
1. Bobby likes to walk. This morning, he walked kilometre from his house to Tommy’s house.
7
3
Then he walked kilometre from Tommy’s house to the market. What is the total distance
7
that Bobby walked?
3
2. Two-fifths piece of wood was used by Mang Jose to make the roof of the doghouse while
5
piece of wood was used to make the walls. How much wood was used for the doghouse?
3 2
3. Philip picked basketful of mangoes. Robert picked basketful of chico while Richard
8 8
1
picked basketful of papaya. How may basketful of fruits did the boys pick in all?
8
241
C. Solve these problems. Make some necessary illustrations.
3 2
1. Marco is working on his science project. He spent of an hour in the morning, of an
12 12
4
hour in the afternoon and of an hour in the evening. How much time did Marco spend on
12
his project?
1 1 2 3
2. Mrs. Santos used cup of celery, cup of carrots, cup of mushroom and cup of
8 8 8 8
cabbage in her vegetable salad. How much vegetables did she use?
3 1
3. Robin was asked to make the props for the school play. He used roll of green ribbon,
9 9
2
roll of yellow ribbon and roll of red ribbon. How many roll of ribbon did he use?
9
V. Assignment
Read and solve following the steps in problem solving.

1
1. Mother bought a whole pizza and sliced it into 6 equal parts. She ate of the pizza and her son
6
2
ate of it. What part of the whole pizza was eaten?
6
2 3
2. Lara sold 3 pieces of ribbon. One piece was metre long, another piece was metre long,
10 10
1
and the third piece was metre long. What was the total length of the ribbon sold?
10
Construct problems about addition of similar fractions. Make use of the given illustrations. Analyze
them carefully.
1)
+
4 + 2 =
8 8
2)
2 + 1 =
6 6
242
Solving Word Problems involving Subtraction of Similar Fractions without
Regrouping
Cognitive: Solve word problems involving subtraction of similar fractions without regrouping
Psychomotor: Follow directions in solving a word problem
Affective: Show cooperation in solving word problems
Skills: 1. Solving word problems involving subtraction of similar fractions without

regrouping
2. Following given directions in solving word problems
textbooks in Math 4
Materials: flash cards, word problems written on pieces of paper, learning activity sheets,
crayons, strips of paper for pupils
Value: Cooperation
1. Drill
Oral drill on subtracting basic subtraction facts using flash cards.

8 9 10 9 7
- 5 - 4 - 6 - 5 - 2
2. Review
Conduct a contest on finding the magic difference using the magic squares. Subtract
across and down.
a.
11 4
20 20
5 2
20 20
b.
20 8
25 25
9 4
25 25
243
3. Motivation
Is it important to follow directions correctly? Why? Let us see if you can follow some
directions in order to solve a problem.
1) Get a strip of paper.
2) Fold it into 4 equal parts.
2 1
3) Color red and of it green.
4 4
4) What part of the strip is left uncolored? Write your answer at the back of the colored
paper.
1. Presentation
a. Read and understand well this problem.
2 1
Father cut of a piece of wood. He used for covering a hole on the floor and the
3 3
remaining part for repairing a window. What part did he use for the window?
Help them in the analysis of data by answering some questions.
1) What are given in the problem?
3) What operation will you use?
4) Write your computation with label.
b. Read the problem carefully. Answer the questions about it.

8 72
Harold and Cito sold kg of old newspapers on Saturday and kg on Sunday.
100 100
What is the difference in the weight of the newspapers sold on Saturday and Sunday?
Answer the questions below.
3) What process will be used?
4) Write the mathematical sentence for the problem.
2. Guided Practice
(At this point, remind the pupils the importance of working together in all activities that will be
given to them.)
Write these word problems on pieces of paper cut in rectangular form. Post them on a
piece of manila paper cut into a house shape, hiding the written problems. Ask each group to
pick up one problem and cooperatively work on it following the steps in problem solving.
Have one member explain their answers.
Problem #1 Problem #2
1 6
A gardener sold Lita mixed litre of
4 10
3 8
sack out of sack of fruit juice with litre of
4 10
potatoes, what fractional water. How much more
part of the potatoes was water was used than fruit
left? juice?
244
Problem #3 Problem #4
2 3
Janice bought metre Cris biked km on
8 5
5 1
of green ribbon and Saturday and km on
8 5
metre of blue ribbon for a Sunday. What is the
key holder. How much difference of the distance
more blue ribbon did she Cris covered?
buy than green ribbon?
1 2
3 4
Hidden problems written at the back.
3. Generalization
To solve word problems, identify the given facts, what is asked and determine
the operation to be used, make the number sentence, then find the correct answer by
doing the necessary computations.
C. Application
Read the problem and solve on your paper.
3 2
The girls used kilogram of cabbage and kilogram of lettuce in their cooking
4 4
class. How many more kilogram of cabbage than lettuce was used?
IV. Evaluation
Read and solve the problems. Follow the steps in problem solving.
3 2
1. Aling Mila bought kilogram of grapes. She gave kilogram to her mother. How many
4 4
kilogram of grapes was left to her?
3 1
2. Lando cut a bamboo stick which was metre long. He used metre for a garden peg. How
4 4
many metre of bamboo stick was left?
6 3
3. Mother bought metre of ribbon. She used metre for her gift to father. What part of the
10 10
ribbon was left?
245
6 4
4. Marco has metre of illustration board. He used of it for his drawing. What part of his
8 8
illustration board was left?
7 5
5. Father bought litre of gasoline. He used litre in going to a nearby town. How many litre of
12 12
gasoline was left unused?
8 4
6. Aunt Mary cooked kilogram of spaghetti. She gave kilogram to her neighbors. How much
10 10
spaghetti was left for her children?
10 7
7. Mrs. Santos bought 8 metres of cloth. She used 6 metres for bed sheet and pillowcases.
20 20
How many metres of cloth were left?
6 3
8. In a buko pie eating contest held during a school fair, Dale ate of a pie while Amy ate of
12 12
the pie. How much more did Dale eat than Amy?
9. The scouts were assigned to plant a garden plot divided into 6 equal parts. They finished planting
4
of the area. What part of the plot was not planted?
6
V. Assignment
Read and solve following the steps in problem solving.

7 1
1. Aling Charing had litre of coconut vinegar. She used litre for adobo and the rest for paksiw.
8 8
How many litre of coconut vinegar was left for her paksiw?
1
2. Roel and Mario removed weeds from their lawn. Roel finished weeding of the lawn while Mario
4
2
finished . What part of the lawn was left unweeded?
4
Write a story problem that involves subtraction of similar fractions. Be ready to dramatize the problem
Visualizing Multiplication of Fractions
Cognitive: Visualize multiplication of fractions

Psychomotor: Illustrate multiplication of fractions correctly
Affective: Show generosity to others
Skills: 1. Visualizing multiplication of fractions

2. Identifying a given fraction
References: BEC-PELC II.E.1.1
textbooks in Math
Materials: strips of cartolina with different shapes, cutouts of fractions, learning activity
sheet, crayon
Value: Generosity
246
1. Drill
Answer the basic multiplication facts using flash cards.
3 5 4 2 3 5
x 2 x 3 x 3 x 3 x 6 x 6
2. Review
Identifying fractions using cutouts of fraction.

Name the fraction for the shaded part.
3. Motivation
Acting out a problem.

Ask a group of eight pupils to stand in two rows in front of the class. Ask 3 of the group
4
to sit down then ask 1 of the group who sat down to kneel. What part of the whole group
3
would still be kneeling?
What did you do to find the answer? How do we get 1 of 3 ?
2 4
1 of 3
3 4
3 of the group
4
1. Presentation
a. Present the word problem.
Mayumi bought 1 metre of linen cloth. She used 1 of it to make a

3 2
handkerchief for her Mother. What part the cloth was used for the handkerchief?
What kind of a daughter is Mayumi? Is it good to be generous? Why?
247
Guide the pupils in analyzing the problem. Let them give the number sentence
for 1 of 1 . Help them visualize and interpret the multiplication sentence. Make
2 3
necessary illustrations. Give emphasis to the double shaded part.
1
6
1 1 of 1
3 2 3
Present the multiplication sentence by computation.
1 of 1 = 1 x 1 = 1 x 1 = 1 metre was used

2 3 2 3 2 3 6
b. Give another presentation.
Draw a rectangle on the board and mark it into fourths. Then draw a line dividing the
whole rectangle into two. Shade 1 of 1 .
2 4
What part of the whole rectangle is shaded twice? ( 1 )
8
What is 1 of 1 1
then? ( )
2 4 8
Show this on the board: 1 of 1 = 1
2 4 8
1
4
1 of 1
2 4
2. Guided Practice
(Remind the pupils to work neatly and share coloring materials.)
Activity Sheets
Match the picture in column A with the multiplication sentence in column B. Write only the
letter of the correct answer.
A B
1) a. 2 of 1
4 2
248
2) b. 1 of 1
2 2
3) c. 1 of 3
3 4
Complete the multiplication sentence appropriate for the given figures.

1) 2) 3)
___ of ___ ___ of ___ ___ of ___
Draw or visualize each multiplication of fractions

1) 2 of 1 2) 3 of 1 3) 3 of 1
5 2 5 3 6 4
3. Generalization
How do you visualize multiplication of fractions?
Divide the whole by the first denominator having equal parts then shade
parts according to its numerator. Divide again the whole by the second
denominator with intersected lines and then shade using the second numerator.
The double shaded part is the product of the two fractions.
C. Application
Read and solve on your paper. Write the multiplication sentence then express your answer in
lowest terms if possible.
Rorie has 3 metre of red ribbon. She used 1 of it in decorating a gift package for
4 2
her mother. What part of a metre of ribbon was used in decorating the gift package for
her mother?
What kind of daughter is Rorie? Are you like Rorie? In what way?
IV. Evaluation
1. Draw the following fractions.
a. 3 of 1 c. 3 of 1 e. 2 of 1
5 3 5 4 4 2
b. 2 of 1 d. 2 of 1
3 5 5 2
249
2. Illustrate the following fractions.
a. 3 of 2 b. 2 of 2 c. 3 of 1
8 4 5 4 6 4
d. 3 of 1 e. 5 of 2
7 2 8 3
3. Visualize each multiplication of fractions.
a. 3 of 2 b. 5 of 2 c. 4 of 1
5 6 8 3 7 8
d. 4 of 3 e. 3 of 4
9 4 4 6
V. Assignment
Complete the table.
Fraction Illustration Product
a. 2 of 1 _____ _____
3 2
b. _____ _____
c. 1 of 1 _____ _____
3 2
Finding the Fractional Part of a Number
Cognitive: Find a fractional part of a number

Psychomotor: Form sets of objects using counters
Skill: Finding fractional part of a number

Materials: flash cards, cutouts of fractions, learning activity sheets, counters like buttons,
seeds, etc., number cards from 0 to 9
Value: Cooperation
250
1. Drill
Oral drill on basic multiplication facts using flash cards
3 8 7 6 4 5
x 4 x 3 x 5 x 4 x 9 x 5
2. Review
Give the multiplication sentence suited for the given illustrations.
a. b. c.
3. Motivation
a. Divide the class into groups of four. Give each group 20 counters (e.g. buttons, seeds,
etc.) and number cards from 0 to 9.
b. Ask the groups to use their counters to show the following.
Example: 1 of 12 = 6
2
1) 1 of 15 2) 1 of 18 3) 1 of 20
3 3 5
Whose group finished first? Why do you think you were able to
finish first?
1. Presentation
Ramil has 20 marbles in a jar. One-fifth of it are red marbles. How many red
marbles are in the jar?
a) Help them analyze the data in the problem.

1) What part of the marbles are red?
2) How many marbles are there inside the jar?
3) Write the mathematical sentence. ( 1 of 20)
5
4) Get 1 of 20. What is your answer?
5
5) How did we get the fractional part of the number?
251
b) Let them work on more complex exercises using their counters.
Example: 2 of 10 = 4
5
Have them divide 10 into 5 equal parts (2 counters each), then get 2 parts (2 x 2).
c) Present it by computation.
Example: 3 of 16 = n
8
Whole number
16 ÷ 8 = 2 x 3 = 6
denominator numerator
of fraction of fraction
Example: 4 of 25 = n
5
4 of 25 = 4 x 25 = 4 x (25 ÷ 5) = 4 x 5 = 20
5 5
d) Give another example.
How will you find 3 of 32?

4
Ask a volunteer to solve it on the board.
3 of 32 = n 32 ÷ 4 = 8 x 3 = 24
4
2. Group Activity
Activity Sheet
Complete the equation.
a) 1 of 20 = _____ b) 1 of 12 = _____ c) 1 of 16 = _____

2 3 4
Write the answer.
a) 1 of 48 = _____ b) 1 of 21 = _____ c) 2 of 9 = _____

8 7 3
252
Solve these problems.
If there are 60 minutes in an hour, how many minutes are there in
a. 1 of an hour? b. 1 of an hour? c. 1 of an hour?

2 3 4
3. Generalization
How do you get the fractional part of a number?
To get the fractional part of a number, multiply the number by the numerator of
the fraction then divide the product by the denominator.
C. Application
Joshua had 12 colored pencils. If 1 of them are broken, how many pencils are
4
broken?
IV. Evaluation
1. Find the answer.

a. 1 of 200 = n b. 1 of 36 = n c. 2 of 20 = n d. 3 of 16 = n e. 2 of 14 = n
10 12 5 4 7
2. Write the answer.

a. 3 of 30 = n b. 3 of 60 = n c. 4 of 50 = n d. 2 of 28 = n e. 3 of 24 = n
5 5 5 7 4
3. Draw sets of objects to show the equations and solve for the answer.
Equation Illustration Solution and Answer

a. 1 of 15
3
b. 2 of 30
5
c. 5 of 16
8
d. 4 of 25
5
e. 4 of 28
7
V. Assignment
A. Find the answer.

1) 2 of 16 2) 3 of 40 3) 4 of 50 4) 2 of 81 5) 2 of 18
4 8 5 9 3
253
B. Solve for the answer.
1. Ruela had 30 stamps. She gave away 5 of them. How many stamps were left?
6
2. Mang Jose picked 100 pieces of mangoes. He sold 4 of the mangoes. How many mangoes
5
were left?
3. Johnny has 12 crayons. What if 1 of them are broken? How many crayons are broken?
4
4. Mang Jack has 10 jars of paint. One-fifth of them are yellow. How many are yellow?
5. Anna had 9 colored pencils. He lost 1 of them. How many colored pencils were lost?
3
Translating Expressions
1 2 2 1
Cognitive: Translate expressions such as of , of to mathematical sentences
2 3 3 6
Psychomotor: Illustrate expressions using shaded regions
Affective: Show resourcefulness in doing one’s project

1 2 2 1
Skills: 1. Translating expressions such as of , of
2 3 3 6
2. Multiplying a fraction by another fraction
References: BEC – PELC II E 1.2.1 & E 2
Materials: flash cards, cutouts of fractions, learning activity sheet, chart showing illustrations
Value: Resourcefulness
1. Drill
Contest on basic multiplication facts using flash cards.
3 7 5 2 6 3
x 2 x 2 x 2 x 3 x 3 x 5
2. Review
Naming fractions
Give the fraction for the shaded part.
3. Motivation
1 1 1
Get sheet of Grade 4 paper. Fold of your paper. What is of a half? What word in
2 2 2
this sentence has an equivalent symbol in mathematics? What symbol can be replaced by
the word “of”?
254
1. Presentation
Nancy found a piece of white cloth in an old chest of her grandmother. She cut
2 1
of it, then she used of this for her apron’s pockets. What part of the whole
3 2
piece of cloth did Nancy use for her apron’s pockets?
a. Help the pupils in the analysis of data.
1. What kind of a girl is Nancy?

2. If you were Nancy, would you do the same? Why?
3. What part of the cloth did Nancy cut?
4. What part of the cloth did Nancy use for the apron’s pockets?
5. Write the mathematical sentence.
b. Help them visualize and interpret the multiplication sentence.

1 2
of
2 3
1. Show them this illustration.
2 1
2. Ask them to shade of this illustration then doubly shade of it.
3 2
Answer:
c. Present the multiplication sentence from the expression.

Expression to Mathematical Sentence
1 2 1 2
of means x = n, where n is for the answer
2 3 2 3
1 2 2 1
x = or
2 3 6 3
d. Present another example

2 1
What is of ?
3 6
2 1 2 1
of means x =n
3 6 3 6
2 1 2 1
x = or
3 6 18 9
2. Group Activity
a. Write the mathematical sentence for the following expressions.
1 2 1 3 1 3
1) of = 2) of = 3) of =
6 3 2 4 3 6
255
b. Translate the following expressions to mathematical sentences then find the product.
1 3 1 4 1 3
1) of = 2) of = 3) of =
2 5 3 7 5 8
c. Illustrate the following expressions using shaded regions and translate into mathematical
sentences then find the product using cancellation method.
1 1 1 1 1 2
1)of = 2) of = 3) of =
2 6 5 2 3 5
3. Generalization
1 2
How do you translate expressions such as of into mathematical sentence?
2 3
1 2
To translate expressions like of into mathematical sentence, we change
2 3
“of” to “x” symbol which means ‘times’ to form the multiplication sentence.
C. Application
During a tooth-brushing demonstration for dental week, several Grade 4 pupils used
1 3
of the full tube of toothpaste. What part of the whole tube of toothpaste was used?
2 4
IV. Evaluation
1. Translate the following expressions to multiplication sentences.

2 1 2 1 3 1 3 1 2 1
a. of = b. of = c. of = d. of = e. of =
4 2 3 5 5 3 6 4 5 3
2. Complete the data in the chart.
Expressions Multiplication Sentence

1 2
a. of
3 5
1 3
b. of
2 4
1 1
c. of
5 2
1 2
d. of
4 3
3 1
e. of
5 2
256
3. Name the double-shaded region by writing two fractions using the word “of” then translate them
into a multiplication sentence.
a. c. e.
_____ of _____ _____ of _____ _____ of _____

_____ x _____ _____ x _____ _____ x _____
b. d.
_____ of _____ _____ of _____

_____ x _____ _____ x _____
V. Assignment
Translate the following expressions to multiplication sentence.
2 3 1 4 1 4 2 3 1 1
a. of = b. of = c. of = d. of = e. of =
7 4 2 5 3 7 4 8 5 2
Multiplying a Fraction by another Fraction
Cognitive: Multiplying a fraction by another fraction

Psychomotor: Illustrate multiplication of fractions
Affective: Show generosity to others through sharing
Skill: Multiplying a fraction by another fraction

References: BEC-PELC II.E.2
Materials: chart, multiplication table, picture, rectangular regions, show-me-boards, learning
activity sheets
Value: Generosity
1. Drill
Conduct a drill on the basic multiplication facts.

Present a table similar to the one below. As the teacher points to a number, the pupils will
write their answers on their magic slates or show-me-boards.
X 4 8 6 3 7 2 9 0 1
6
257
2. Review
Review expressing fractions in lowest terms

Write each fraction in its lowest terms
2 6 8 5 8
a. = ___ b. = ___ c. = ___ d. = ___ e. = ___
10 15 32 15 12
3. Motivation
Show a picture of a cake and say, “Suppose you have a whole cake. You cut it into
1
halves and give of a half to your neighbor. What part of the whole cake did you give
2
away?”
Valuing:
Is it good to share food with neighbors? Why?
1. Presentation
a. Present the lesson by asking four groups of pupils to follow the directions written in
activity sheets.
ACTIVITY SHEET
1) Draw a rectangle on a white paper.
2) Divide it into fourths. Shade one fourth.
3) Draw a line dividing the whole rectangle into two.
1 1
4) Shade of
2 4
5) Answer this: What part of the whole rectangle is shaded twice?
1) Ask representatives from each group to post their work on the board as he/she
reports about it.
2) Teacher checks which groups have the correct illustration.
1 1
3) Ask: What is of then?
2 4
1 1 1
Show this on the board : of =
2 4 8
Tell someone to change it into a multiplication sentence.
What do we do with the numerators to get the numerator of the product?
How about the denominator of the product?
1 1
When we have the expression of , what process do we use?
2 4
b. Present another method involving cancellation to simplify multiplication of fractions. Show
that in cancellation, one divides a numerator and a denominator by a common factor.
When all common factors have been used, multiply to find the product. The product
should be in its lowest terms.
258
Example:
1 2
5 x 14 = 2
71 153 3
c. Introduce cancellation using 3 fractions.
Example: 1 3 1
3x 6x 7=3
2 1 4
4 7 12 8
2. Guided Practice
a. Use the picture to find the product. Express the answer in its lowest terms if possible.
1) 2) 3)
1 1
x
2 3
1 1 1 1
x x
2 2 2 5
b. Find the product using cancellation. Write the product in its lowest terms if possible.
3 4 5 3 8 5
1) x = ____ 2) x = _____ 3) x = ____
8 5 7 10 15 12
c. Multiply using cancellation. Write the product in its lowest terms if possible.
7 9 2 9 3 4 15 1
1) x = ____ 2) x x = _____ 3) x x = ____
12 14 3 10 8 5 16 2
3. Generalization
How do we multiply a fraction by another fraction?
To multiply fractions, multiply the numerator by the numerator and the denominator by
the denominator. Express the product in its lowest terms if possible.
C. Application
Read and solve on your paper. Express the answer in its lowest terms if possible.
3 1
1. A butter cake recipe needs cup milk. How many cup of milk is needed to make ?
4 2
2 3
2. A sewer made pockets for shirts. First, she cut metre of the material. Then, she used of
3 4
the material she had cut for pockets. How much material did the sewer use for pockets?
IV. Evaluation
A. Multiply. Write the answer in its lowest terms if possible.
1 1 1 2 4 1 1 4 1 2
a. x = b. x = c. x = d. x = e. x =
3 8 2 3 5 2 8 5 4 5
B. Find the product. Express it in simplest form if possible.
2 6 2 2 3 3 1 5 1 5
a. x = b. x = c. x = d. x = e. x =
3 10 4 3 4 7 4 8 5 15
C.
1. Find the product. Shade the correct part of each region to show your answer.
259
1 1 2 1
a. x = b. x =
3 2 3 2
D. Multiply using cancellation. Write the product in its lowest terms if necessary.
2 15 6 3 2 6 12
c. x = d. x = e. x x =
3 16 12 42 3 8 14
V. Assignment
Find the value of n. Reduce to lowest terms if possible.

1 1 2 2 2 1
a. x =n c. x =n e. x =n
3 2 3 5 5 10
4 1 1 3
b. x =n d. x =n
5 3 3 4
Analyzing Problems
Cognitive: Analyze word problems involving multiplication of fractions

Psychomotor: Write the answers to the questions correctly
Affective: Show active participation and cooperation in class discussions
Skill: Analyzing word problems involving multiplication of fractions

References: BEC-PELC II.E.3.1.1 – 3.1.4
textbooks in Math 4
Materials: activity sheets, mini-boards, textbooks, strips of cartolina
Values: Active participation and cooperation
1. Drill
Have some exercises on multiplication facts in the form of a game.
Partners
5x5 6x3 3x3 7x3 5x6 9x5
Factors
9x8 8x7 6x4 4x8 8x8 7x4
6x8 9x7 4x9 6x7 8x5 5x4
25 21 56 24 63 45
Products 9 72 32 64 42 28
18 30 48 36 40 20
a. Two players share the same gameboard.
260
b. One player cuts out 30 cards and places them at random face down on the table/desk.
Player A turns over 2 cards. If these cards match, he/she takes the cards. For example, if
player A turns over two cards 8 x 7 and 56, he/she takes these cards, they match.
c. If the cards do not match, the player leaves them face-up. player B now turns over 2
more cards and matches any cards that are face up on the table.
d. Each player alternates until all the cards are turned face-up.
e. The player who accumulates the most cards wins.
f. The player can reshuffle the cards and play more games.
g. The teacher may change the given numbers.
2. Review
a. Have a game on rearranging steps in analyzing word problems.

b. The group that finishes first is the winner.
3. Motivation
Present this word problem.
1 1
Marissa bought of a metre of cotton cloth. She used of it to make a
3 2
tablecloth. What part of a metre was used for the tablecloth?
a. Who is talked about in the problem?

b. What did she do?
1. Presentation
How will you find the answer to the problem?

How are you going to work with the other members of your group?
Why do you have to cooperate with the other members of the group?
2. Group Activities
Strategy 1 – Acting out the problem
a. Members of the group are to act out the problem.

b. The group should follow the steps in analyzing the problem.
1) What is asked? _____
2) What are the given facts? _____
3) What is the operation to be used? _____
4) What is the mathematical sentence? _____
5) What is the answer? _____
Strategy 2 – Following directions
Place the given word/s in their proper order or step.
Given data: 1 and 1 metres of cloth 1 metre

3 2 6
What part of a metre was used for the 1x1=n

tablecloth? 3 2
261
Multiplication
First –
Second –
Third –
Fourth –
Fifth -
Strategy 3 – Supplying the missing data
1) The problem is asking for _____.

2) _____ and _____ are the given data.
3) The process to be used is _____.
4) The mathematical sentence is _____.
5) _____ is the final answer.
Strategy 4
Number the given data from first to fifth using the following steps:
1) The problem asks for the _____.

2) The given facts are the _____.
3) The process to be used is _____.
4) The mathematical sentence for the problem is _____.
5) The answer is _____.
1 1 1 1 1
Given data: x =n metre of cloth of
3 2 6 3 2
metre of cloth used multiplication
What did we do to the problem?
How did we analyze the problem?
Did you follow the steps?
Analyzing word problems involving multiplication of fractions
First Second Third Fourth Fifth
262
3. Guided Exercises
3 1
Esmer bought kilo of sugar for the icing of a cake. Only of it was used.
5 2
How much sugar was used?

a. amount of sugar used c. amount of sugar in a plastic bag
b. amount of sugar bought d. amount of sugar in a cup
2) What is the process to be used?

a. addition c. multiplication
b. subtraction d. division
3) What is the mathematical sentence for the problem?

1 3 1 3
a. + =n b. x =n
2 4 2 4
1 3 1 3
c. - =n d. ÷ =n
2 4 2 4
3 2
Mary had metre of lace. She used of it for her project.
5 3
What part of the lace was used for her project?
Match column A with column B.
A B
1) What is asked in the problem? a. part of lace used
2) What are the given data? 2 3
b. x
3 5
3) What is the process to be used? c. multiplication
4) What is the mathematical 6 2
sentence for the problem? d. or
15 3
5) What is the answer? 2 3
e. ,
3 5
4. Generalization
How do we analyze problems involving multiplication of fractions?
In analyzing word problems involving multiplication of fractions, we should follow

the following steps:
a. Find what is asked
b. Find the given data
c. Know the process to be used
d. Give the mathematical sentence for the problem
e. Solve for the answer
263
C. Application
Supply the missing words.
1 7
Roy used of the metre of bamboo stick for his lantern. How much of
3 8
the stick was used?
1. The problem is asking for _____.

2. The answer to the problem is _____.
3. The mathematical sentence is _____.
4. The process to be used is _____.
5. The _____ and _____ are the given data.
IV. Evaluation
3 1
Connie had of a cake. She gave of it to her friend. What part of the cake
4 2
did Connie give away?

a. Pieces of the whole cake
b. Part of the cake that is given away
c. Parts of the cake that were eaten
d. Pieces of the cake that were broken away

1
a. part of the cake
2
3
b. part of the cake
4
1 3
c. and of a cake
2 4
3
d. part of a cake
8

1 3
a. x =n
2 4
1 3
b. + =n
2 4
3 1
c. – =n
4 2
3 1
d. ÷ =n
4 2
264
4. What is the process to be used?
a. addition
b. subtraction
c. multiplication
d. division
5. What is the answer?

3 3
a. c.
6 9
3 3
b. d.
8 12
V. Assignment
Write the word/s that show the steps in analyzing word problems. Get the data from the problems
given.
A. What is asked in the problem?

B. What are the given facts?
C. What is the process to be used?
D. What is the mathematical sentence?
E. What is the answer?
3 1
1. David had can of horse manure. He needs of it to fertilize his garden plots. What part of
4 2
the can of horse manure did he use?
1 3
2. Rennie bought litre of paint. He used of it for their class in Industrial Arts. How much
2 4
paint was used?
3 1
3. A chocolate recipe needs cup of milk. How many cups of milk are needed to make ?
4 2
1
4. Nene gave of 1 kilo of peanuts to her sister. What part of a kilo did her sister receive?
2
1 1
5. Maria ate of of a pie. What part of the pie did Maria eat?
3 6
Solving Word Problems
Cognitive: Solve word problems involving multiplication of fractions

Psychomotor: Follow specific directions in solving word problems
Affective: Show cooperation and sportsmanship in performing group work
265
Skill: Solving word problems involving multiplication of fractions

Reference: BEC-PELC II.E.3.1
Materials: textbook, flash cards, charts where problems are written, learning activity sheet
Values: Cooperation and sportsmanship
1. Drill
Oral drill on basic multiplication facts using flash cards

Ex.
5 6 7 8 9
x 4 x 3 x 6 x 9 x 2
2. Review
3. Motivation
Are you ready for a contest on multiplication of fractions? Using flash cards, conduct a
contest on multiplying fractions. Do this by groups. Emphasize to work cooperatively and
accept their losses if some groups win.
Did the members of the group cooperate with one another? How?
What did the loser group do? Is it important to be a good sport? Why?
1. Presentation
a. Present a word problem.

4 1
Precious bought home of a round cake. She gave her brother of it. What part of
5 3
the whole cake did she give to her brother?
1) Help them analyze the word problem.

a) What is asked in the problem?
b) What are the given facts?
c) What operation will you use?
d) Write the number sentence.
e) What is the answer?
2) Show the multiplication sentence by computation.
4 1 4 1 4
of = x = part of the cake
5 3 5 3 15
b. Read the problem. Answer the questions on your paper.
8 3
Virgie had kilogram of carrots to sell. She sold of it. What part of a kilogram of
10 4
carrots was left?
266
3) What is the word clue?
4) Determine the operation to be used.
5) Give the mathematical sentence for the problem.
7) Draw a picture for the problem.
c. Present a set of problems and let them solve these by groups. Ask a representative to
explain their work. Solve for the following problems.
1
1) Joe jogs daily for hour. How long does he jog in a week?
2
3 1
2) Charisse found of a cake on the table. She ate of it. What part of the cake did
4 2
she eat?
1
3) Peter bought 2 kilos of lanzones. He gave of it to me. What part of a kilo of
3
lanzones did he give to me?
2. Generalization
How do we solve word problems involving multiplication of fractions?
In solving word problems involving multiplication of fractions, we must determine

what is asked, what are given, and what is/are the word clue/s. Decide what
operation to be used and what is the number sentence then solve the problem.
C. Application
Aling Myrna divided the bibingka into five equal parts. Nardo got one slice and gave
half of the slice to Gerard. What part of the whole bibingka did Gerard get?
IV. Evaluation
For each of the problem, write what is asked and the mathematical sentence then solve for the
answer. Do these on your paper.
3 1
1. Elvira had of a cake. She gave of it to her younger sister. What part of the whole cake did
4 2
Elvira give away?
3 1
2. Dante had can of horse manure. He used of it to fertilize his garden plots. What part of the
4 2
can of horse manure did he use?
Read and solve the problems. Follow the steps in problem solving.
3 2
1. Catherine had metre of lace. She used of it for her project. What part of the lace was used
5 3
for her project?
267
4 1
2. John had of the plot vacant. He planted of it with pechay. What part of the plot was planted
5 4
with pechay?
8 1
3. Mrs. Garcia had kg of flour. She used kg of it for baking a pudding. How much flour did she
10 2
used?
Solve for the following problems.

7 1
1. In the hospital, cavan of rice is cooked in a day. How many cavans of rice is cooked in of
10 3
a day?
7
2. Four-fifths of Benjie’s garden is planted with vegetables. Of the vegetables planted, is
8
cabbage. What part of the garden is planted with cabbage?
2 1
3. Jojo has metre of string. He used of it for tying a small box. What part of the metre was
3 2
used for tying the small box?
V. Assignment
Solve for the following problems.

3
1. Danny and Lily packed of the canned goods. Two-thirds of these were sardines. What part of
4
the canned goods packed were sardines?
3
2. Mother cooked fried chicken for her son’s birthday party. She prepared litre of cooking oil.
4
1
However, she used only of it. What part of the cooking oil was used?
2
3 1
3. Elisa had of a cake. She gave of it to her friend. What part of the whole cake did Elisa give
6 2
away?
Kinds of Plane Figures
Cognitive: Identify the different kinds of plane figures

Psychomotor: Draw plane figures correctly
Affective: Appreciate the shapes around us
Show awareness to the things around us
Skill: Identifying the different kinds of plane figures

References: BEC-PELC III.A.1.1
textbook
Materials: cutouts of different shapes, real objects, illustrations/drawings, coins
Values: Appreciation and awareness of the things around us.
268
1. Drill
Game of numbers- “Connecto”
7x8 6x9 4x7 3x9 5x9
2x8 9x9 7x8 3x6 3x4 5x3
3x4 6x8 5x6 7x7 8x4
7x9 0x9 4x7 9x6 5x6 7x6
2x8 7x9 7x5 3x7 4x6
269
7x5 8x3 6x9 4x5 6x8 8x8
9x9 8x3 0x4 6x6 9x4
3x7 6x6 3x9 4x4 7x7 4x9
5x3 8x6 7x6 5x8 8x9
4x7 9x4 5x8 8x7 8x4 8x9
3x6 4x5 9x6 4x4 7x8
a. Two players share the same “connecto” game board. One player uses a red crayon to
connect the circle, and the other player uses a blue crayon to connect the triangles.
b. The player who first completes an unbroken path from one side of the game board to the
other side is the winner.
Where are the numbers written? What kind of plane figures are these?
2. Review
Lucia and Claudine went to visit their Lola Clara in the city. They rode on a bus which
rolled out into the highway. They saw signs like these as they were traveling.
SLOW STOP
SPEED
DETOUR LIMIT
30 KPH
Can you tell the shapes of the sign boards?

Can you identify them?
What do signs tell us?
What are the importance of the signs to us?
Why should we follow these signs?
270
3. Motivation
Do you know the song, “Bahay Kubo”? What does it tell? If you were to describe the
vegetables, how does each vegetable look like? Who can give the tune of the song?
1. Presentation
Introduce the lesson with a song to the tune of “Bahay Kubo”
What is Mang Kiko made of? (2x)
and
, and
That is what Mang Kiko made of.
What are the figures mentioned in the song?

Can you identify each figure?
2. Group Activities
Group 1: Tracing the dots
a. Trace the dots and identify the figure.

1) 2) 3)
b. Describe each figure.
Group 2: Writing
Write A inside the figure with 3 sides, B inside the figure with no sides and C inside the
figure with 4 sides.
271
Group 3: Act out
a. Let 10 pupils form a figure with 4 sides, 3 sides and enclosed figure with no sides.
b. Describe each figure
Group 4: Cut it out
a. blue – figures with 4 sides

b. red – figures with 3 sides
c. yellow – enclosed figures with no sides
Group 5: Naming figures
Name some things inside the room with the following:

a. enclosed figure with no sides
b. 4 sides
c. 3 sides
Note: Teacher will get the data based on the report of the pupils.
a. Are the figures the same? Why are the figures similar?
b. and the same? Why?
Bring Me Game
a. Let the pupils form five lines with five members
b. Members in the group will work as one in bringing things according to what the teacher
wants them to bring. (things in the bag)
5. Generalization
What do we call a closed figure? How about a figure with 3 sides? What about with 4
sides?
Plane figures are closed figures. Plane figures with 3 sides are called triangles.
Those with 4 sides are called quadrilaterals.And those without sides are called circles.
C. Application
1. Name game (body or sign language)

a. circle b. triangle c. quadrilateral
2. Naming/Describing game
a. toys b. appliances at home c. things inside the room
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IV. Evaluation
Count the number of plane figures in the illustration. (Work in pairs)
How many quadrilaterals are there? Triangles? Circles?
V. Assignment
Identify the different body parts of the doll and describe each figure.
273
Triangles
Cognitive: Identify the parts of a triangle

Identify the different triangles according to sides and angles
Psychomotor: Draw the different a triangles according to sides and angles
Affective: Show orderliness in doing the activity
Skill: Identifying the parts of a triangle

Reference: BEC-PELC III.A.1.2.a
Materials: textbooks, cutouts of triangles, protractor, art paper
Value: Orderliness in doing an activity
1. Drill
Show pictures showing polygons with different sides and let the pupils identify them.
2. Review
Show cutouts of different plane figures and let the pupils identify them. (circle, square,
triangle, rectangle, rhombus, parallelogram, trapezoid)
3. Motivation
Present a figure made up of triangles.
Example:
Let the pupils observe the figure.
What is this figure? What is it made of?
Valuing:
Later, you will be working with your group, how are you going to work so that the
outcome will be good? Is it good to observe proper order in working with other people?
Why?
274
1. Presentation
a. Present a big cutout of a triangle.

Look at the triangle. What can you say about this triangle?
What does a triangle have?
How many sides does a triangle have?
Show us the sides.
How many vertices does it have?
Show us the vertices.
How many angles does a triangle have?
Show us the angles.
(Tell the pupils that a triangle can be named by its vertices.)
A
B C
This is a triangle ABC or ABC. Show the base of the triangle.
b. Present the trace drawings of triangles on the board (according to sides).

X L
Q
Y Z M N R S
Let the pupils measure the lengths of each side of the triangle using their ruler. What
do you notice about the 3 triangles?
Can you name the 3 triangles by their vertices?
- What kind of triangle is XYZ?
- What can you say about the measurements of the sides?
Ask the same questions for LMN and QRS.
Introduce equilateral, scalene and isosceles triangles.
2. Group Activity
Distribute cutouts of triangles to the 3 groups

In the cutouts, an arrow is pointed to the angle that is to be measured using the protractor.
After measuring, introduce the three kinds of triangle according to the measurement of
angles. (right triangle, obtuse triangle, acute triangle)
275
Provide the pupils cutouts of the different kinds of triangles. Ask them to tear off each of
the three angles in it and then put the three vertices together so that the three angles fit. This
will show them that the three angles form a straight line.
What do you think is the measurement of the three angles of a triangle?
3. Generalization
a. What are the parts of a triangle?

(The parts of a triangle are the sides, the vertices/angles and the base)
b. What are the kinds of triangles according to sides?
• An equilateral triangle has three equal sides
• An isosceles triangle has two equal sides
• A scalene triangle has 3 acute angles
c. What are the kinds of triangles according to angles?
• An acute triangle has 3 acute angles
• A right triangle has one right angle
• An obtuse triangle has one obtuse angle
IV. Evaluation
1. What kind of triangles are the following?
A B C
D E F
2. Name the part of the triangle that is indicated below.
B C
AC, AB –
BC –
A, B, C –
276
C. Application
1. Draw different kinds of triangles according to sides.

2. Provide each pupil with a cutout of a triangle. Have them use a ruler to measure each side of their
triangles. Call on the pupils one by one to tell their classmates the measurements they got. Their
classmates will identify the kinds of triangles according to the lengths of the sides.
3. Have the pupils get three pieces of art paper. Challenge them to apply what they know about
triangles to form a right triangle, an isosceles triangle and a scalene triangle by folding and cutting
their art papers. Present them to the class afterwards.
V. Assignment
A. Draw the following:
1. right triangle
2. scalene triangle
3. obtuse triangle
4. equilateral triangle
B. Name the triangles in each figure. Identify each one of them.
D
A C
E
C. How many triangles do you see in the figure? Name them.
F
J I
G H
Parts of a Quadrilateral
Cognitive: Identify the parts of a quadrilateral

Psychomotor: Construct quadrilaterals
Affective: Sportsmanship during games
277
Skill: Identifying the parts of a quadrilateral

References: BEC-PELC III.A.1.2.b
textbooks in Math 4
Materials: cutouts of quadrilaterals
1. Drill
Square Deal (Stress sportsmanship when playing games)
a. Two players share the game board.
b. Starting at any black square on the game board, player A connects it to a neighboring
black square with a horizontal or vertical line. Player B then connects any 2 neighboring
black squares. Diagonal lines are not allowed.
c. The players may connect two neighboring black squares anywhere on the game board.
d. If the player is unable to answer the problem correctly, the other player has a chance to
give the correct answer and place his or her initials in the square and receive the point.
e. Play ends when all 25 squares are completed. The player who has scored the most
points wins.
8x9 54 - 6 18 + 7 23 - 8 96 ÷ 2
19 + 8 33 - 6 72 ÷ 2 7x5 72 ÷ 8
36 ÷ 3 6x8 45 ÷ 9 37 + 6 43 - 9
56 ÷ 7 28 - 5 51 - 2 51 ÷ 3 7x9
21 - 9 96 ÷ 3 3x8 36 ÷ 4 19 -12
278
2. Review
Match the name of a quadrilateral in column A with its figure in column B.
A B
1) parallelogram A.
2) rhombus
3) rectangle B.
4) square
5) trapezoid C.
D.
E.
3. Motivation
Look at the objects inside our room. What different shapes do you see? I have here a
story problem. I want you to listen carefully then use your imagination to answer the
questions.
1. Presentation
The Valdez family lives at St. Jude Village, City of San Fernando. Beautiful landscapes
surrounding the houses are a sight to see. The different structures and trees planted along
the streets make life worth living for. Can you imagine the different shapes in the place?
Let the pupils answer the questions in dyads. Tell them to describe each figure that they
have made.
a. What shapes can you imagine?

(Pupils will draw different shapes on the board. Lead them to illustrate a square ground.)
• Ask them about the shapes and the number of the sides and vertices of the figures.
(a square, has 4 equal sides)
b. What is the common shape of the houses in the village?
• Ask them about the number of sides and vertices it has.
(Introduce the term rectangle and its number of sides)
c. What is the shape of the floor tiles?
(Lead them towards identifying the shape rhombus.)
• Ask them about the shape and its number of sides and vertices.
d. Have you seen this figure?
(Ask them about the number of sides and vertices and other characteristics. Lead them
towards identifying it as a trapezoid.)
279
e. How many of you have seen this shape?
Ask them about the number of sides and vertices and its other characteristics. Lead
them in identifying it as a parallelogram.
f. What is common among all the figures?
(They all have 4 sides and 4 vertices.)
g. Introduce the term quadrilateral.
3. Guided Exercises
a. Match the quadrilateral in column A with its description in column B. Write the letter of the
correct answer.
A B
1) a. It has 4 equal sides, but have no right

angles.
2) b. It has one pair of parallel sides.
3) c. It has 2 pairs of equal sides and 4 right angles.
4) d. It has 2 pairs of parallel sides.
5) e. It has 4 equal sides and 4 right angles.
b. Identify the quadrilaterals drawn below.
1) 2) 3) 4) 5)
_______ ________ ________ _______ ________

c. Name the sides and vertices of each quadrilateral.
1) B E 2) K M
C X L N
d. Draw the following quadrilaterals.
1) Square 2) Rectangle 3) Trapezoid

4) Rhombus 5) Parallelogram
280
e. Name the sides and vertices of each quadrilateral.
4. Generalization
What are the parts of a quadrilateral?
The parts of a quadrilateral are the sides and vertices.

Quadrilaterals are plane figures having 4 sides.
IV. Evaluation
1. Color the square blue, the rhombus green, the rectangle red, the parallelogram pink and the
trapezoid violet.
2. Identify the sides and vertices of the following quadrilaterals.

L M A E
K N B F
3. Name the quadrilateral described.
a. Has 4 equal sides and 4 right angles
b. Has 2 pairs of parallel sides
c. Has 1 pair of parallel side
d. Has 4 equal sides but has no right angles
e. Has 2 pairs of equal sides and 4 right angles
4. Identify the sides and angles of the following quadrilaterals.
Y Z O P
X W S M
5. Use the figure to identify the following:
a. square
b. rectangle
c. rhombus
d. parallelogram
e. trapezoid
A B
C D E F
G H L N O P
I M S
J K R T
281
V. Assignment
A. Name the sides and vertices of the following quadrilaterals.
S T Y Z O P
X M N B
U V
B. Put a cross inside each quadrilateral.
C. Draw different quadrilaterals. Label their sides and vertices.

D. Bring objects representing the 5 quadrilaterals learned in class.
Parts of a Circle
Cognitive: Identify the parts of a circle

Psychomotor: Draw a circle and show its parts
Skills: 1. Identifying the parts of a circle

2. Drawing a circle and showing its parts
textbooks in Math 4
Materials: cutouts of circles, drawing of circles, colored chalk
Value: Cooperation
282
1. Drill
Crazy Quilt (number games)
5x7 6x7
8x9 8x4
8x7 3x8
6x5
6x6
9x4 8x8
8 x 12
9x3 9x5
9x4 9x6 6x4 8x9
7x6 7x9
9x9 9 x 10
a. Two players use one game board. The players share four crayons (any 4 colors).
b. The first player picks a problem in the wheel and solves it. If the player solves the
problem correctly, he or she colors in that block on the wheel. If the player calls out a
wrong answer, he or she loses a turn to color and so on.
c. The player who has the most colored parts wins.
2. Review
Below is a picture of a house. Identify the square, the rectangle, the trapezoid and the
parallelogram by naming the parts of the house.
283
3. Motivation
a. Present drawings of circles of different sizes.

b. Ask pupils to describe the circles they see. Have them give the characteristics of a circle.
1. Presentation
a. Present the lesson through a group activity.

- What should you do if you are in a group?
- Why do you think you should cooperate with one another?
Group 1: Activity
1) Give the pupils cut outs of circles

2) Ask the pupils to fold the circle into 2 equal parts.
3) Ask the pupils to mark the center of the circle with an X.
4) Then mark the fold A and B at both ends.
5) Introduce the term diameter for this line segment. Guide them in giving the definition
of a diameter.
6) This time, fold the circle into 4 equal parts.
Mark the fold A, B, C and D.
7) Then introduce the term radius. Let them define the radius.
8) Ask the pupils to compare line segments XA, XB, XC and XD
9) What do you call the line that surrounds the circle?
10) Introduce the term circumference. Have them give the definition of a circumference.
C
radius
A X B A X B
diameter
Group 2: Act out
1) Let one half of the class stand and hold hands together. What plane figure did you
form?
2) Tell one of your pupils to stand at the center.
3) Another set of pupils will form a line that passes through the center.
What did the line do to the circle? What do you call this in HEKASI? (horizontal line at
the center)
4) Form a line from the center point to one point of the circle. How do you describe this
line?
5) How do you compare the first line to that of the second line? Which is longer? Which
is shorter?
6) Let the pupils name these lines in connection to the parts of a circle.
284
Group 3
1) Cut the following pieces of string/rope:
a. 1 metre
1
b. of a metre
2
1
c. of a metre
4
2) Get a metre of string/rope, put it around a pot or pail until the ends meet. What plane
figure did you form?
3) Put a stone at the center.
1
4) Using the second piece of string ( of a metre), place it at the center. What did this
2
line do to the circle? If you put this line horizontally and vertically, what does it make
to the circle?
5) Get the last piece of rope/string, put it anywhere on the circle, what can you say
about it? Which one is longer? Shorter?
2. Guided Practice
(At this point, remind the pupils the importance of cooperation in group work)
a. Group the pupils.
b. Ask each group to draw a circle with O as the center point.
c. Name the diameter RS.
d. Name the radii: radius OR, radius OS, radius OP and radius OY.
e. Post the circle on the board.
3. Fixing Skills
a. Study this circle. Write the parts of this circle.

b.
X
W T Y
Z
b. Use the same circle. Answer the following questions:
• What is the diameter of the circle?
• What are its radii?
c. Draw a circle. Show its diameter, radii and circumference.
5. Generalization
What is a diameter? A diameter divides the circle into 2 equal parts.

What is a radius? A radius is a line segment from the center of the circle to any part of the
circumference.
What is a circumference? Circumference is a line that surrounds the circle.
285
C. Application
Using the circle below, name:

1. The center
2. 5 radii
P O R
M
N
IV. Evaluation
A. Using the same circle, tell what is named in each number below. Write the diameter or radius.
1. ON = _____
2. OR = _____
3. PR = _____
4. OK = _____
5. OP = _____
B. Draw a circle showing the following.

1. S as the center
2. ST as a diameter
3. SY as a radius
4. SX as a radius
5. SO as a radius
V. Assignment
1. If the radius of a circle is 10 cm, how long is its diameter?

2. How long are the radii?
3. Show that circle by means of a drawing.
Describing and Constructing Plane Figures
Cognitive: Describe plane figures according to sides, corners, shapes and their functional
use
Psychomotor: Construct plane figures using a ruler or a compass
Affective: Manifest self-confidence and cooperation in working with others
Skills: 1. Describing plane figures

2. Constructing plane figures using ruler/compass
Reference: BEC-PELC III.A.1.3.1 & 1.4
286
Materials: cutouts of plane figures like square, rectangle, parallelogram, triangle, circle, and
pentagon, ruler, compass
Values: Cooperation and self-confidence
1. Drill
Mathematics Word Drill: Describe the following plane figures.

A B C
Parallelogram Circle Rectangle
Plane Figure Polygon Pentagon
Triangle Rhombus Trapezoid
(Group the pupils into three. Have them work cooperatively on the words given to them.
Whoever finished first in describing the plane figures assigned to them will be declared the
winner)
2. Review
What are points? What are lines? Line segments? Differentiate a line from a line segment.
3. Motivation
Call 3 pupils in front. Give each of them a thin piece of wire. Tell them to make a plane
figure. At the signal “go” they will start making their figure. Afterwards, let them describe what
they have made.
1. Presentation
Prepare cutouts of plane figures using materials such as cardboard or used folders. Put
the cutouts in a box or paper bag. Blind fold a pupil and ask him/her to pick a figure from the
box. Let him/her guess what the figure is. Have him/her describe the figure according to
sides, corners and shapes. (e.g. it has four equal sides and four corners)
Activities
Show the pupils the cutouts prepared for the day’s lesson.
Let them describe their shapes/sides.
Example:
square – 4 sides
rectangle – 2 pairs of parallel sides with square corners
triangle – 3 sides
circle – round, no flat sides
pentagon – 5 sides
hexagon – 6 sides
Ask the pupils to draw the shapes on the board and encourage them to give some more
examples.
287
Ask a pupil to come to the board and draw the plane figure as described by a classmate.
Let the classmate describe the figure without saying the figure’s name. Emphasize that the
pupils should describe the figures clearly so that their classmate can draw them accurately.
Ask pupils where do these shapes can be usually seen. How are they used?
3. Fixing Skills
a. Activity 1
Connect the dots to complete the figures. Match column A with column B. Write the letter
of the correct answer on the blank before the number.
A B
_____1) Rectangle a. b.
_____2) Rhombus
_____3) Circle c.
_____4) Square d. e.
_____5) Parallelogram
b. Activity 2
Give the pupils colored papers. Let them construct different plane figures. Each one
of them should construct at least 5 figures.
c. Activity 3
Draw the following plane figures.

1) circle 4) trapezoid
2) square 5) parallelogram
3) rectangle
(During the activities, emphasize to the pupils that they should cooperate with each other
and must have self-confidence)
4. Generalization
What are plane figures? How will you describe each figure according to their shapes,
sides and corners? – square, triangle, rectangle, rhombus, etc.
How are these shapes used in our daily lives?
C. Application
Draw and identify the plane figure represented by the following objects:
1. 2. 3.
288
4. 5.
IV. Evaluation
A. Draw the following objects. Under the pictures drawn, identify and describe the plane figure/s
represented by each.
1. alphabet block 4. door
2. tent 5. kite
3. orange
B. Identify the plane figure described in each statement.
______ 1. It has 3 sides and vertices.

______ 2. It has 2 pairs of parallel sides.
______ 3. It is made up of points that are equidistant from the center.
______ 4. It has five corners.
______ 5. All the sides and corners are equal.
V. Assignment
A. Draw a big square. Inside it, draw a small triangle. At the three sides of the triangle, draw three
small circles. At the center of the triangle draw an oblong. What kind of figures have you drawn?
B. Draw 10 plane figures. Describe the plane figures you have drawn.
Parts of an Angle
Cognitive: Identify parts of an angle

Psychomotor: Draw an angle showing its parts
Affective: Participate actively in-group work
Skills: 1. Identifying the parts of an angle

2. Drawing angles
References: BEC-PELC III.A.2, 2.1
textbooks in Math 4
Materials: drawing and cut outs of angles
Value: Cooperation
1. Drill
Identify the following lines:
a. b. c.
289
2. Review
What is a ray?
Name the rays in the illustration.
B
C E F
A
D
3. Motivation
What do you think will be formed when the endpoint of the two rays meet?
1. Presentation
a. Ask a pupil to draw a point on the board and name this point O.
b. Ask another pupil to draw a ray with O as the end point and name this ray OR.
c. Ask another pupil to draw another ray using O as the common end point and name this
ray OZ. Their drawing may look like this:
Z R
O
e. Introduce the term vertex.
The common endpoint of ray OR and OZ is called vertex.
The rays are called the sides.
What figure have you formed? (angle)
What angle have you formed? ZOR or ROZ
The vertex is always named by the middle letter.
What are the parts of an angle?
2. Group Work
(Remind the pupils the importance of participating actively in all the activities)
Give the vertex and the 2 sides of the angles below.
a. B b. P G
A C H
3. Fixing Skills
a. Identify the parts of each angle.

1) B 2) D 3) L Y
O O
Y G A
b. Draw an angle, label its parts.
290
4. Generalization
What are the parts of an angle? The parts of an angle are the vertex and the sides. What
is the vertex? The common endpoint of two rays is called the vertex.
C. Application
Name the angles that can be found in the illustration. How many angles can be formed?
Identify the sides of each angle.
D
C E
B F
A G
H
IV. Evaluation
A. Give the endpoint and the two sides of each angle below.
1. B 2. G 3. G 4. Z 5. A
L
A J
U Y E P S Y
C
B. Can you find the angles in the figure below? Name the angles formed and the parts of each
angle.
A D
B C
C. Draw 5 angles. Name the angles and label its parts.
V. Assignment
Name as many angles as you can in the figure below.
What is the vertex of all the angles?
Name 5 sides of any angle.
J
I K
H S L
O M
291
Different Kinds of Angles
Cognitive: 1. Visualize the different kinds of angles as acute, right, obtuse

2. Name different kinds of angles such as right angle, acute angle and obtuse
angle
Psychomotor: Construct the different kinds of angles
Affective: Show sportsmanship in a contest
Skills: 1. Naming different kinds of angles

2. Constructing different kinds of angles
References: BEC-PELC III.A.2.2, 2.2.1
textbooks in Math 4
Materials: flash cards, pieces of cartolina, two strips of cardboard joined by a fastener
1. Drill
Identify the parts of each angle below.

1) T 2) S 3) T 4) O 5) R
P D
O A D G E L G
E
2. Review
Name the angles you can find in the drawing below.
C
B D
A X E
H F
G
3. Motivation
Show the pupils different cutouts of angles.
Ask: What can you say about the angles? Are they the same?
1. Presentation
a. Showing cutouts of cartolina.
1) Show a piece of cartolina to the class.
C
B A
292
2) Describe the angle formed at B. It looks like a square corner. Introduce the word
right angle. It measures 90 degrees.
3) Give the pupils two strips of cardboard joined together by a fastener.
4) Make other angles using the strips of cardboard with the right angle as the guide.
5) Open the strips wider to show angle ABF.
F C
B A
6) Which is bigger the right angle or the new angle formed?
0
7) Introduce the word obtuse. It means more than 90 degrees but less than 180 .
8) Ask the pupils to put the cartolina closer.
H
C
B A
9) Compare the new angle formed with the acute and the right angles.
10) Introduce the word acute. It measures less than 90 degrees.
b. Display intersecting lines and see if the pupils can identify the angles formed. Call their
attention to the lines that are perpendicular to each other. Let them point to the squares
that are formed at the vertex.
Present a protractor and show them how to measure the angles. Introduce the term
o
degrees ( ) as a measure of angles.
Let them measure all other angles on the board or on display. Have them group the
0 0 0
angles that measure 90 , more than 90 and less than 90 . Name the kinds of angles.
L
M
O M
S
P
R
Q
c. Act Out – Contest
Divide the class into 5 groups. Call a member from each group as the contestant.
Using two arms, let the pupils form an angle with their arms. The pupil who will form the
angle nearest to the correct measurement earns a point. The group that has the most
number of point wins. If your group did not win the contest, what would you do? Would
you feel bad? Why?
293
a. What kind of angles did you form?

b. Are the angles the same?
c. Do they have different measurements?
3. Fixing Skills
Group Work – Remind the pupils the importance of cooperation in group activities.
a. Study this drawing below. Name as many angles as you can find. Tell whether each
angle is obtuse, acute or right. The group with the most correct answers wins.
R S T
P X U
W
b. Study this drawing. Name the angles and tell whether the angle is right, obtuse or acute.
1. 2. 3. 4. 5.
4. Generalization
What are the different kinds of angles? (right, acute, obtuse)

0
What is a right angle? A right angle measures 90
0
What is an acute angle? An acute angle measures less than 90
0 0
What is an obtuse angle? An obtuse angle measures more than 90 but less than 180
C. Application
Look around us.

1. Name at least 2 objects with right angles.
2. Name at least 2 objects with an acute angle.
3. Name at least 2 objects with an obtuse angle.
IV. Evaluation
A. What kind of angle is in each number below?

1. A C 2. F 3. S Y 4. B 5. A
B U N O I M T
G
294
B. Study the drawing below. Name each kind of angle below.
1. BAC = _____ C D
2. CAD = _____
3. DAE = _____
4. DAF = _____ B A E
5. EAF = _____
F
C. Construct the following angles using your protractor.
1. AEI – right angle
2. BIG – acute angle
3. TOP – obtuse angle
4. GET – acute angle
5. CAN – right angle
V. Assignment
Make the following using cardboard or cartolina.

1. Make 2 cutouts of acute angles
2. Make 2 cutouts of obtuse angle
3. Make 2 cutouts of right angle
Classifying Angles
Cognitive: Classify angles as right, acute and obtuse

Psychomotor: Construct right, acute and obtuse angles
Affective: Participate actively in group work
Skill: Classifying angles as right, acute and obtuse

textbooks in Math 4
Materials: clock, charts, illustrations
Value: Cooperation
1. Drill
a. What is an angle?
b. Name each angle below.
1) A 2) C 3) L P 4) S 5) C
N T U A A W O
P W
295
2. Review
Guessing Game: Guess who I am, then ask somebody to show such angle on the board.
a. I am an angle. I’m smaller than a right angle. I measure less than 90 degrees. Who am I?
(acute angle)
b. I am an angle which is bigger than a right angle, I measure more than 90 degrees. Who
am I? (obtuse angle)
c. I am an angle which forms the corner of a book. I measure 90 degrees. Who am I? (right
angle)
3. Motivation
(Show 3 groups of angles to the class.)

Ask: How are these angles grouped? Let’s find out.
1. Presentation (9:00)
Look at this clock. What time does the clock show? (9:00)
What kind of angle is formed? (right angle)
What other time do the hands of the clock form right angles? (3:00, 12:15)
Draw the clocki on the board.
When the clock strikes 10:00, what kind of angle is formed? (acute angle)
What other time of the day do the hands of the clock form acute angles? (2:00, 1:00, 11:00)
When the clock strikes 4:00, what kind of angle is formed? (obtuse angle)
What other time of the day do the hands of the clock form obtuse angles? (5:00, 7:00, 8:00)
Observe the figure. Answer the following

a. Name 2 right angles.
b. Name 4 acute angles.
c. Name 2 obtuse angles.
d. Name an angle that looks the same in size as angle CBD.
e. Name an angle that looks the same in size as angle DBF.
D
E
F
A C
B
2. Fixing Skills
Group Work (Remind pupils on the importance of cooperation)
Group 1 - make 5 cutouts of right angles. Construct or paste them on a piece of cartolina and
post them on the board.
Group 2 - make 5 cutouts of obtuse angles. Construct or paste them on a piece of cartolina
and post them on the board.
Group 3 - make 5 cutouts of acute angles. Construct or paste them on a piece of cartolina
and post them on the board.
Name the angles formed in the picture. Classify them according to their kind.
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Right Angle Acute Angle Obtuse Angle
E H
B
G
C
A I
W X P Q L M
Y Z N O
U V
T R S K J
3. Generalization
What are the different kinds of angles?
The different kinds of angles are right angle, acute angle, and obtuse angle. A right
angle measures exactly 90° . An acute angle measures less than 90° . An obtuse angle
measures greater than 90° but less than 180° .
C. Application
Bring me game
Group 1 – Bring me 5 objects with acute angles.

Group 2 – Bring me 5 objects with obtuse angles.
Group 3 – Bring me 5 objects with right angles.
IV. Evaluation
A. What kind of angle is in each group?

O O O
1. BAD = 90 2. LAY = 110 3. MAC = 70
O O O
COW = 90 DOG = 120 DIP = 60
O O O
BAT = 90 POT = 130 TOY = 20
B. Look at the angles below. Classify them as to right, obtuse and acute angle.
O O O
DOE = 115 ARM = 75 CAT = 85
O O O
CAN = 95 POW = 105 ROW = 90
C. Construct 2 examples of acute angles, 2 obtuse angle and 1 right angle.
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V. Assignment
1. On a piece of bond paper construct 5 acute angles, 5 obtuse angles and 5 right angles.
2. Create a picture of your own house and draw windows and a door. Find out what angles are
formed.
Congruent Angles
Cognitive: Identify congruent angles

Psychomotor: Construct congruent angles
Skill: Identifying congruent angles

textbooks in Math 4
Materials: protractor, several examples of congruent figures, rectangular and square pieces
of paper, compass
Value: Cooperation
1. Drill
Ask the pupils to name the different kinds of angles formed by 2 rectangular strips
fastened together.
2. Review
What is a right angle? An acute angle? An obtuse angle?
3. Motivation
Show 2 pieces of the same size of paper. Look at these pieces of paper. Which is
bigger? Which is smaller? Why? (they are both of the same size)
1. Presentation
a. Present 2 right angles. Ask the pupils to place the square corner of a cardboard on each
angle.
- Do they have the same measure? Do angles ABC and XOY match exactly? (yes)
Why? (they have the same size or measure)
So we say angles ABC and XOY are congruent.
298
A X
B C O Y
b. Show another 2 angles of equal measure. Ask some pupils to measure the angles using
a protractor.
- Are the measures of two angles equal? (yes)
So angle LMN is congruent to angle RST.
L N S
M R T
c. Show a compass to the class. (the compass can be used to find out if the angles are
congruent) To use the compass, open it, fit its points on the two given points on the rays
of the first angle. Then without moving the points of the compass, place them on the two
given points on the other angle.
- Do they match exactly? Are they congruent? (yes) Why? (They have the same
measurement.)
2. Fixing Skills
Group Activity (Emphasize cooperation among group members in doing the activity)
Give each group a sheet of paper wherein 6 angles are shown, 4 of which are congruent.
a. By using a piece of cardboard, find out what angles are congruent.
b. By using a protractor, find out which angles are congruent
c. By using a compass, find out which angles are congruent
3. Generalization
When are angles said to be congruent?
Angles are said to be congruent when they have the same angle measure and
sides.
C. Application
Draw or construct 2 pairs of congruent angles.
IV. Evaluation
A. Which angles are congruent?
B E H O E N Q R V
C D G I L M O P S T U
B.
1. Use the piece of cardboard to find out which angles are congruent.
2. Use the protractor or compass to find out which angle are congruent.
3. Draw 2 pairs of congruent angles.
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V. Assignment
1. On a piece of bond paper, construct 3 pairs of congruent angles.

2. Choose the pairs of angles that are congruent. You may use a compass to find out if they have
the same measure.
A X L
M N
B C Y Z
I D Q
H E
J F S R
Perimeter of a Triangle
Cognitive: 1. Find the perimeter of a triangle

2. Derive a formula for finding the perimeter of a triangle
Psychomotor: Measure the perimeter of a triangle
Affective: Tell the importance of tree conservation
Skills: 1. Finding the perimeter of a triangle

2. Deriving a formula for finding the perimeter of a triangle
Reference: BEC-PELC IV.A.1
Grade School Mathematics 4
Mastering Mathematics 4 TM pp.129-130
Mastering Math 4 TX pp.192-193
Materials: modules or illustrations of triangles, ruler
Value: Conservation of trees
A. Presentation
1. Drill
Drill on adding numbers mentally

Example: 10 21 45 170 180
+13 +25 +45 +130 +120
300
2. Review
Review on identifying the different kinds of triangle.

Show models of triangle. (scalene, right, equilateral)
- What kind of triangle is this? (right triangle)
- Why? Because it has a right angle.
(Do the same with the other kinds of triangle.)
3. Motivation
Let’s estimate the sum of the sides of each triangle in centimetres.
(Write the estimation of each group on the board.)

Let’s see who got the correct estimation.
1. Presentation
a. Provide each group with the same size of triangles.

b. Ask the pupils to do actual measurements of the triangles.
c. Compare the results of their estimation and their actual measurements.
d. Commend those whose estimates are close to the actual measurements
e. Tell the class that what they have measured is the perimeter of a triangle.
f. How did you measure the triangle? (By measuring all its sides)
g. So, can you think of a formula for finding the perimeter of a triangle? (P = S1 + S2 + S3)
Don Mario has a triangular piece of land that is planted with coconut trees. He wants to
enclose it with a fence. How long will his fence be if the sides measure 24 metres, 18 metres
and 20 metres? What is the perimeter of his land? Illustrate his piece of land.
2. Fixing Skills
a. Find the perimeter of each triangle.
Triangle S1 S2 S3 Perimeter
1 5 cm 4 cm 3 cm ___ cm
2 12 m 21 m 15 m ___ m
3 10 dm 8 dm 12 dm ___ dm
b. Give the pupils a set of 3 triangles. Use a ruler to measure the sides. Find the perimeter
in centimeters. Use the formula in finding the perimeter of a triangle.
1) 2) 3)
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Valuing:
Do you know what a coconut tree is?

Is this tree important? Why?
Why is this tree referred to as a tree of life?
What do you think we should do to this tree? Why?
c. Find the perimeter of the following. Use the formula you have learned.
1) A triangle whose sides measure 12 cm, 15 cm and 10 cm

2) A triangle whose sides measure 20 cm, 18cm and 13 cm
3) A triangle whose sides measure 25 cm, 28 cm and 22 cm
3. Generalization
What is a perimeter? (A perimeter is the sum of the length of the sides of a polygon. A
perimeter is the distance around a polygon)
How do you find the perimeter of a triangle? (By adding all its sides)
What is the formula for finding the perimeter of a triangle? (P = S1 + S2 + S3 )
C. Application
1. a. Distribute cutouts of triangles of different sizes.

b. Measure all the sides.
c. Find the perimeter.
Triangle A = Side 1 _______ cm

Side 2 _______ cm
Side 3 _______ cm
Perimeter _______ cm
Triangle B = Side 1 _______ cm Triangle C = Side 1 _______ cm

Side 2 _______ cm Side 2 _______ cm
Side 3 _______ cm Side 3 _______ cm
Perimeter _______ cm Perimeter _______ cm
2. Draw 2 triangles and find the perimeter.

(Answers will depend on the given measurement of the triangles.)
IV. Evaluation
A. Fill in the blanks below.
1. Perimeter = 18 dm + 12 dm + 10 dm
P = _____cm
2. Perimeter = 10 m + 10 m + 12 m
P = _____cm
3. Perimeter = 15 cm + 15 cm + 15 cm
P = _____cm
4. Perimeter = 8 m + 5 m + 18 m
P = _____cm
5. Perimeter = 12 cm + 12 cm + 12 cm
P = _____cm
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B. Complete the table below.
Triangle S1 S2 S3 Perimeter
1 14 m 15 m 16 m
2 10 cm 12 cm 14 cm
3 18 cm 5 cm 15 cm
4 12 cm 10 cm 15 cm
5 15 mm 20 mm 20 mm
C. Find the perimeter of each triangle below. Show how you found the perimeter using the formula.
1. 2. 3.
4. 5.
V. Assignment
Bring to class 5 cutouts of triangles with the measurements of sides. Let their partners find the
perimeter of each triangle.
Perimeter of a Polygon
Cognitive: 1. Derive a formula for finding the perimeter of a polygon

2. Find the perimeter of a polygon
Psychomotor: Measure the perimeter of a polygon
Affective: Show accuracy in measuring
Skills: 1. Deriving a formula for finding the perimeter of a polygon

2. Finding the perimeter of a polygon
Reference: BEC-PELC IV.A.1.2
Materials: textbook, real objects, diagrams, illustration, cut outs of polygons, meter stick,
tape measure
Value: Accuracy
1. Drill
Identifying polygons by means of a guessing game

Example: I am a polygon with four equal sides. Who am I?
303
2. Review
Ask what unit of measure is appropriate for objects such as these:
• distance between buildings

• sides of a handkerchief
• safety pin
3. Motivation
Show a plain handkerchief. Do you carry your handkerchiefs everyday? Why? What are
the uses of a handkerchief?
1. Presentation
a. Show a piece of lace and a square handkerchief.
If I’m going to sew lace around my handkerchief would this lace be enough? Get the
children’s opinion. What are we going to do to be sure on the length of the lace? Let the
pupils measure the sides and compute for the distance around. Ask what they measured
and why. Tell them to describe what they measured leading them to use the phrase
distance around. Introduce the term perimeter for this distance. Have the pupils illustrate
the object (handkerchief) on the board with the corresponding measures and ask one
pupil to write the number sentence for this.
(25 + 25 + 25 + 25) or (4 x 25)
The formula in finding the perimeter of a square is S + S + S + S or P = 4 x S
b. Show a picture frame hanging in the classroom.

What is the shape of the picture frame? (rectangle)
Measure the sides of the frame. What can you say about the lengths? Widths?
To find the perimeter, just add the sides.
The formula in finding the perimeter of a rectangle is L1 + W 1 + L2 + W 2 or

P = 2L + 2W or
P = 2 (L + W)
c. Show some polygons to be measured and have them compute the perimeter.
Example:
P=5+6+5+5+6+5 P = 3 + 15 + 3 + 5 + 7 + 5 + 7 + 5
= 32 cm = 50 cm
How do you measure the perimeter of the other polygons?
304
2. Fixing Skills
a. Find the perimeter of each figure.
b. Group the pupils into 4 groups and have them find the perimeter of the following:
1) their classroom
2) a table top
3) a pupil’s desk top
4) chalk board
In each case, they will have to decide on the appropriate unit of
measurement.
What do you mean by the word appropriate? What is the other term for appropriate?
Why do we have to be accurate in measuring things?
3. Generalization
What is perimeter?
How do you find the perimeter of a polygon?
Give the formula for finding the perimeter of a square, rectangle, and the other polygons.
C. Application
1. Have the pupils draw a rectangle. Ask them to measure the perimeter and record it.
2. Let the pupils draw the diagonal of the rectangle. Instruct them to cut the rectangle along its
diagonal and arrange the parts to form a triangle.
3. Let them measure its perimeter and record. Discuss why the perimeter is now bigger.
(Longer sides are on the outside.)
4. Let the pupils rearrange the two triangles to form a parallelogram. Have them measure its
perimeter and compare this with the first two perimeters.
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IV. Evaluation
A. Give the perimeter of each figure.
1) 2) 3)
8.5 cm
10 cm
15 cm 7 cm 12.5 cm
4) 5)
B. Find the perimeter. Use the formula.
Formula Perimeter
S = 5 cm
L = 20 cm
W = 10 cm
S = 4 cm
15 cm
12 cm
V. Assignment
Make cutouts of polygons. Write the measurement of each side. Solve for the perimeter.
306
Solving Problems on Perimeter
Cognitive: Solve word problems involving perimeter measure

Psychomotor: Solve word problems with accuracy
Skill: Solving word problems involving perimeter measure

References: BEC-PELC IV.A.1.3.1
Mastering Mathematics 4 TX p.192-193; TM p. 129-131
Materials: picture chart, pocket chart, flash cards
Values: Cooperation and accuracy
1. Drill
What formula do we use to find the perimeter of a:

- rectangle - triangle - pentagon
- square - rhombus - octagon
Find your answers in the pocket chart.
2. Review
What must be remembered in solving word problems? What are these steps?
3. Motivation
Who comes to school by just walking? How far do you walk from your home to the
school? Do you know how to find it?
1. Presentation
Vince walked from his house to the school then to the market and then back home. How
far did he walk?
house
market
school
307
a. What distances are given in the problem?
b. What is asked in the problem?
c. What is the word clue?
d. What process is needed to solve the problem?
e. What is the number sentence?
f. What is the answer to the problem?
2. Fixing Skills
We will have our groupings now. What will you do while working?
Each group will solve a problem. Follow the steps in problem solving. Post the manila
paper on the board for checking.
a. First Group
Sonny walked around a small basketball court. The rectangular court is 8 metres long
and 4 metres wide. What is the perimeter of the rectangular court?
b. Second Group
Jay enclosed his vegetable garden with a fence. The five sides of the garden
measure 10, 12, 12, 14 and 8 metres respectively. How long will be the fence?
c. Third Group
An equilateral triangle has a perimeter equal to the perimeter of a rectangle whose

length is 12 m and whose width is 8.7 m. Find the measurements of the sides of the
equilateral triangle.
2. Generalization
How do we solve word problems? How do we get the perimeter of a polygon?
To solve word problems, we follow the steps suggested. To find the perimeter, we follow
the formula applicable.
C. Application
Solve this word problem by yourself.
For your project in EPP, you make a square frame that measures 45 centimetres on one
side. What is the perimeter of the frame?
IV. Evaluation
Solve the word problems. Follow the steps in problem solving.
1. Jocelyn’s flower garden has a length of 10 metres and a width of 6 metres. Find the perimeter of
the garden.
2. One side of a square playground of San Isidro Central School measures 120 metres. How many
metres of chicken wire are needed to enclose the playground?
3. There are 15 regular hexagonal poster frames in Willy’s gallery. Each side of the frame is 22 cm
long. How much wood had been used for the frames?
4. A tablecloth is 225 cm long and 95 cm wide. How long is the lace needed to put as an edging for
the tablecloth?
5. A softball diamond is 20 metres long on each side. How many metres does a player run if he
makes a homerun?
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V. Assignment
A. Solve the following:

1. Rex bought an octagonal mirror with each side measuring 25 cm. What is the perimeter of
the mirror?
2. Jelleni jogs around a triangular park which measures 425 metres, 350 metres and 435
metres. How far will she jog if she goes around the park twice?
B. Make 2 word problems involving any of the polygons learned.
Unit of Measures used in Measuring the Area of a Triangle/Parallelogram
Cognitive: Tell the unit of measures used for measuring the area of a triangle/parallelogram
Psychomotor: Measure the area of a triangle/rectangle
Affective: Measure with accuracy
Skill: Giving the unit of measures used for measuring the area of a
triangle/parallelogram
References: BEC-PELC IV.B.1.1 and 1.2
Mastering Mathematics 4
Materials: cut outs of parallelograms and triangles, geoboard, rubber band, cardboard,
ruler, objects with flat surfaces, eg. book, box, notebook, table
Values: Sharing, cooperation, and accuracy
1. Drill
Guessing Game:
I am a quadrilateral with one pair of parallel sides (trapezoid)
I am a quadrilateral with opposite sides parallel (parallelogram)
I am a polygon with three sides (triangle)
I am a special rectangle with all sides of the same length and four right angles (square)
2. Review
Review on using the appropriate unit of measure.

Complete each sentence with centimetre, decimetre or metre.
1) Our classroom is 7 _____ long.

2) My comb is 1_____long.
3) The 25-centavo coin is 2 ____ wide.
4) My book is 2 _____ long.
5) Pepe’s belt is 66 _____ long.
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3. Motivation
Show a picture of a house.

- What figures can you see in this picture?
Give emphasis to the triangles and parallelograms which can be found in the drawing. How
can we measure these figures?
Why do we need to have an exact measurement in constructing our houses?
1. Presentation
a. Show a model of a parallelogram.

“What is this?”
A E B
D C
If we cut EC and connect it to AD, what figure shall we form? (rectangle) Can we
measure the inside part of the rectangle? (yes) How? (By using square units) What are
these square units? (square centimetres, square decimetres, square metres) What do we
call the number of units inside a figure? (area) Can we say that the area of a rectangle is
the same as the area of a parallelogram in the given illustration? (yes) What are the units
used for measuring the area of a parallelogram? (square centimetres, square decimetres,
square metres) (Show by actual demonstration)
b. Present the figure of the parallelogram again.
Draw a line from A to C.
A B
D C
What two figures did we form? (2 triangles)

Can we also measure the area of the triangles? (yes) What are the units of measure
used for measuring the area of a triangle? (sq. cm, sq. dm, sq. m) (Show by actual
demonstration using a sq. cm)
c. Present a geoboard having nails 1 cm apart from each other. By means of a rubber band,
form a parallelogram and a triangle. Ask how many square cm are inside the
parallelogram? Inside the triangle?
. . . . . . . .
. . . . . . . .
. . . . . . . .
. . . . . . . .
. . . . . . . .
310
2. Fixing Skills
a. What appropriate unit of measure will you use to find the area of the following:
1) notebook
2) folder (long)
3) teacher’s table
4) blackboard or chalkboard
5) classroom
b. Give cutouts of parallelograms and triangles and let the pupil measure each one using
square centimetres or square decimetres.
c. Multi-intelligence
Using geoboards let the children form figures of parallelograms and triangles and
indicate the number of square centimetres for each.
3. Generalization
What is area? (The number of square units that covers a surface)

What units of measure do we use in measuring the area of triangles and parallelograms?
(We use square units like square centimetres, square decimetres and square metres.)
C. Application
Use any one of the square units (sq. cm or sq. dm) for measuring the area of the following.
1. An object inside or outside the classroom which is shaped like a triangle.

2. An object in and out of the classroom which resembles a parallelogram.
IV. Evaluation
A. What appropriate unit of measure will you use to find the area of:
1. a table
2. roof of a dog house
3. a garden
4. a blackboard
5. a notebook
B. Use a geoboard to indicate a parallelogram with an area of 8 sq. cm and a triangle with 6 sq. cm.
C. Use the following square units to measure each of the following:

1. square centimetres
2. square decimetres
a. b.
V. Assignment
Make two cutouts of triangles of different sizes and two cutouts of parallelograms also of different
sizes. Indicate the unit of measure to be used for measuring the area.
311
Formula for Finding the Area of a Parallelogram
Cognitive: Derive a formula for finding the area of a parallelogram

Psychomotor: Show relationship among units of square measure
Affective: Participate actively in class activities
Skills: 1. Deriving a formula for finding the area of a parallelogram

2. Visualizing the area of a parallelogram
References: BEC-PELC IV.B.1.3 – 1.4
textbooks in Math 4
Materials: cutouts of squares, coloring materials, learning activity sheets
Values: Sharing one’s idea and active participation
1. Drill
Magic Squares
Multiply each number in the given square by 2.
This forms a new magic square with a sum of 60.
16 2 12
6 10 14
8 18 4
Number game with the use of flash cards.
2. Review
Find the exact measurement (length and width) of the following using centimetres.
a. desk b. notebook c. Grade IV pad
3. Motivation
Mavee bought a rectangular carpet measuring 5 metres long and 4 metres wide. What is
the area of the carpet?
a. What did Mavee buy?

b. What are carpets for?
Do you know the story about the magic carpet? Name the hero who owns the magic
carpet.
Do you believe that there is a magic carpet?
c. What is the shape of the carpet?
Do all carpets have the same shape? Why?
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1. Presentation
Hands-on Activities (Dyad)
a. Activity Sheet: materials – graphing paper, crayons

1) Illustrate the rectangular carpet using the graphing paper.
2) Indicate the measurement horizontally and vertically. Look at each side.
3) Count the number of squares found in the figure.
4) Color/shade the squares found inside the figure.
5) Write the formula for the figure.
b. Activity Sheet: cutouts of squares (50 cm on each side)
1) Get some pieces of square cutouts.
2) Place 5 squares horizontally. Make 4 rows of this.
3) Count the number of squares used to complete the rectangle.
4) Give the formula for the figure.
a. What is the shape of the cutouts that you used?

b. What did we do with the cutouts? What shape did we form?
c. What does the rectangular figure consist of?
- The square cutouts inside the figure represent the units in finding the area of the
figure.
a. How many square units can you make in the following figures?
Illustrate. Write the formula.
1) 2) 3)
2m 6m
4m
20m
4)
30m
50m
b. Acting – out
Pupils forming columns and rows

1) columns – 4 2) columns – 10 3) side – 5
rows – 3 rows – 5
Let a pupil count the total number of pupils in each activity.
313
4. Generalization
Area is the number of square units that covers a region.

Area is expressed in square units.
The formula in finding the area of a
2
- square: A = S x S or S
- rectangle: A=LxW
C. Application
Find the area of each region.
Group 1 – Illustrate and shade with crayons to indicate the square units.
Group 2 – Construct a figure using the shaded portion.
1. Region A 2. Region B 3. Region C

L = 10m L = 25cm S = 8dm
W = 9m W = 12cm
IV. Evaluation
Illustrate and shade the part that tells about the given data.
1. A living room which measures 9 metres long and 8 metres wide.

2. The chapel is rectangular in shape. It is 10 metres long and 7 metres wide. What is its floor area?
V. Assignment
Use graphing paper. Shade the indicated portion to show the following.
a. S = 8cm b. L = 7m c. L =10m
W = 6m W = 12m
Area of a Parallelogram
Cognitive: Find the area of a parallelogram in square metres or square centimetres

Psychomotor: Illustrate and draw to find the area of parallelograms
Affective: Share one’s own ideas with others
Skill: Finding the area of a parallelogram

Reference: BEC-PELC IV.B.1.b
Materials: textbook, graphing or grid paper, learning activity sheet
Value: Sharing one’s ideas
314
1. Drill
This number game will be used to measure how far the pupils can utilize the multiplication
facts.
“Grab It”
9 1 3 7 5 6
8 4 2 3 8 7
1 5 4 2 6 9
18 32 64 35 27
72 56 36 40 24
25 30 45 54 21
16 42 81 12 20
48 63 28 14 15
a. Each child will give the two factors of a given product below.
b. Pupils will give the product as fast as they can, who ever is the first to give the correct
answer is the winner.
c. In a game like what we had a while ago, if you know the answer to the question, what do
you think you should do? Why do you have to share your ideas to others?
2. Review
Give the formula.
a. b. c.
3. Motivation
Situation:
Mr. Tan is covering the floor area of his sala with square tiles. How many square
tiles does he need?
If you are Mr. Tan, how are you going to do it? What are you going to do with the square
tiles? Can you paste it on? What will you put on it so that it will not be removed?
315
1. Presentation
Mr. Tan’s sala has 8 rows of square tiles. There are 10 tiles in each row.
2. Group Activity
Group 1
a. Illustrate the floor area of Mr. Tan’s sala.

b. Indicate the measurements on each side.
c. Multiply the length and width. What is the answer?
Group 2
a. Write the length and width of Mr. Tan’s sala.

b. Solve by multiplying the two given numbers.
c. Label your answer by expressing it in square units.
Group 3
___ metres
___ metres
a. What is the length? How about the width?

b. How many squares are there?
c. If you multiply the length and the width, what is the answer?
Group 4
Mr. Tan’s sala measures 8 metres wide and 10 metres long. What is the area?
a. How long is the sala of Mr. Tan? How wide is it?

b. Based on the illustration made, how many squares are inside the rectangular sala? What
will you do to find the answer?
c. Suppose Mr. Tan’s sala measures 8 metres on each side, what is its area?
d. What operation did you use? How did you do it?
Find the area.
a. 10 cm 30 cm
10 cm
b. A = L = 10 mm A = S = 20 mm
W = 6 mm
316
c. Fred’s chicken farm has a length of 45 metres and a width of 35 metres. What is its
area? Illustrate and solve to find the area of the chicken farm.
4. Generalization
How do we find the area of a rectangle? How about a square?
To find the area of a rectangle, multiply the length by the width.

To find the area of a square, multiply the side by itself.
Area is expressed in square units.
C. Application
Find the area.
1) L = 10 mm 2.) L = 25 cm
W = 9 mm W = 12 cm
A = ___ A = ___
3) 3 cm
4)
5 cm
4 cm
5) Mang Pedro’s square vegetable garden measures 5 metres on one side. Find the area
of the garden
IV. Evaluation
1. Find the area.
10 cm 15 m
12 cm
2. Find the missing number.
L= 12 m S = 10 dm
W=6m A = _____
A = _____
3. A glass top measures 130 cm by 46 cm. Will it fit a table that measures 127 cm by 62 cm? Why?
V. Assignment
1. Measure the length and width of your dining table then solve for its area.
2. Find the area of your classroom.
317
Formula for Finding the Area of a Triangle
Cognitive: Derive a formula for finding the area of a triangle

Psychomotor: Draw and illustrate the area of a given triangle
Affective: Cooperate in all activities
Skills: Deriving a formula of a triangle

Visualizing the area of a triangle
Reference: BEC-PELC IV.B.1.3 and 1.4
Materials: textbook, cutouts of rectangles and triangles, learning activity sheets, straws
Value: Cooperation
1. Mental Exercises
a. How many different triangles can you find in each figure?
b. Create as many different triangles as you can from the straw pieces.
2. Review
Find the equation for the following:
1) 2)
10 m
20 m
5m
3)
12 m
20 m
318
4) 5)
8m
15 m
3. Motivation
Manny bought a piece of cloth measuring 10 decimetres long and 6 decimetres wide.
She cut it diagonally to make 2 pieces of pennants for the barrio fiesta parade. What is the
area of each piece?
What do people do during fiesta?

What do they usually prepare?
Are the flaglets important during fiestas? Why?
1. Presentation
a. Activity Sheet
1) What is the area of the piece of cloth? How did you get it?
2) What did Manny do to the piece of cloth? What figures were formed?
3) Do you know the area of this figure? What formula can you form from this?
4) Illustrate how to get the formula of the triangle.
b. Discussion
At this point, show the pupils on how to get the formula of the triangle.
• Answer the questions on the activity sheet.
6 dm = height (h)
10 dm = base (b)
1
Area of a triangle = x (b x h)
2
1
= x (10 x 6)
2
2. Guided Exercises
Write the equation for each triangle using the formula.
a. b. c.
5 cm 4 cm 8m
7 cm 6 cm 12 m
319
d. Using the meter stick, measure the sides of the teacher’s table and write the equation
if it is divided diagonally.
3. Generalization
How will you derive the formula of the triangle?
What do you call the vertical line? The horizontal line?
Vertical line is the height. Horizontal line is the base.

bxh 1
Formula: area of triangle = = x (b x h)
2 2
Give the equation for each triangle.
a. b.
5m 4m
4m 10 m
c. A triangular-shaped lot has a base of 15 m and a height of 20 m.

Give the equation using the formula.
IV. Evaluation
1. Give the formula then write the mathematical sentence.
A B
8m
5m 4m
2. Nena’s handkerchief measures 20 cm long in each side. What is the formula in finding the area
of the figure if you divide it diagonally? What is the area?
V. Assignment
1. What is the area of the largest triangle that can be formed on a 10 by 10 geoboard? Give the
formula and the equation.
. . . . . . . . . .
. . . . . . . . . .
. . . . . . . . . .
. . . . . . . . . .
. . . . . . . . . .
. . . . . . . . . .
. . . . . . . . . .
. . . . . . . . . .
. . . . . . . . . .
. . . . . . . . . .
320
2. Give the formula in finding the area of the triangle. Write the equation.
a. b. b – 30 cm
h – 12 cm
10 cm
15 cm
Area of a Triangle
Cognitive: Find the area of a triangle

Psychomotor: Solve problems in finding the area of a triangle
Affective: Show cooperation by sharing one’s ideas
Skill: Finding the area of a triangle

References: BEC-PELC IV.B.1.a
Mathematics 4
Materials: meter stick, ruler, tape, scissors, cutouts
Values: Cooperation and sharing one’s ideas
1. Drill
Let the pupils give the answers by multiplying two adjacent numbers until the time the
triangle is completed.
9 4
8 1 2
6 4 9 8
Triangle Round Up
2. Review
Using cutouts of triangular flaglets with labels on each side, ask the pupils to give the
formula in finding the area of a triangle. Let them give the equation for each triangular flaglet.
321
3. Motivation
Amado made a triangular lantern with a base of 30 cm and a height of 25 cm. What is the
total area of the lantern?
Ask: What are lanterns for?

What will you do to make the lanterns beautiful?
What is the shape of the lantern?
1. Presentation
Using the given word problem, let each group do the assigned activity.
Group A
1) Illustrate on how to find the area of the triangle.

2) Solve for the area of the triangle.
Group B
1) Using a cartolina, show the exact measurement of the triangle.

2) Label each side and find the area of the triangle.
Group C
1) Show a rectangular shape that measures 25 cm high and a base of 30 cm.

2) Cut the figure diagonally and solve the area.
Group D
1) Solve for the area.

2) Explain your answers.
3) How did you work with other members of your group? Why?
322
2. Analysis/Organization
a. What is the exact measurement of the triangular cloth?
h – 25 cm
b – 30 cm
25 cm
30 cm
b. How will you find the area of the triangle?

1 750
A= x (25 x 30) =
2 2
(25 x 30) 2
= = 375 cm
2
c. Look at the answer, what did you notice?

The answer must be expressed in square units.
Find the area of the triangle.

a. b. h – 10 m
b – 12 m
3 cm
4 cm
c. A triangular-shaped lot has a base of 20 m and a height of 15 m. What is the area?
4. Generalization
How did you get the area of a triangle?
To get the area of a triangle, we multiply the base by its height then divide it by 2.
1
The formula is: A = (b x h)
2
C. Application
Manny is planning to have 2 triangular flaglets for the school activity. He has 1 whole piece of
cartolina with length of 80 cm and 75 cm wide. Find the area of each triangle.
a. If you are Manny, what will you do?

b. What will you do to find the area of the triangle?
c. What is the area of the triangle?
323
IV. Evaluation
1. Here is a diagram of the lot bought by Jose. He subdivided it diagonally. The resulting 2 lots are
triangular. He gave one lot to his nephew. What is the area of the lot?
25 m
28 m
2. Act out:
• 7 pupils will represent the height
• 10 pupils will represent the base
• What is the area?
• How will you go about it?
V. Assignment
Find the area.
1.
4 cm
6 cm
2. The triangular lot has a base of 20 m and a height of 15 m. What is the area of the lot?
3. Measure a piece of a grade 4 paper, find the measurement of the length and the width. Fold it
diagonally and solve the area of the triangle formed.
Measuring Volume using Non-Standard Units of Measure
Cognitive: 1. Measure volume using non-standard units of measurement

2. Compare the non-standard units of measuring volume in terms of consistency
and accuracy
Psychomotor: Approximate measurement of volume
Affective: Show helpfulness towards other members of the group
Skill: Making and measuring volume using the non-standard units

Reference: BEC-PELC IV C.1 & 2 & 3
Materials: textbook, text manuals, cubes, marbles, coins, buttons, pebbles, seeds, boxes,
tin cans
Values: Helping one another and sharing one’s ideas
324
1. Drill
Dyad Activity
Let the pupils answer the activity as a warm-up exercise.
a. Draw 100 dots on a piece of paper to form ten rows with ten dots each, like this:
. . . . . . . . . .
. . . . . . . . . .
. . . . . . . . . .
. . . . . . . . . .
. . . . . . . . . .
. . . . . . . . . .
. . . . . . . . . .
. . . . . . . . . .
. . . . . . . . . .
. . . . . . . . . .
b. The purpose of the game is to see how many squares you can make. Players take turns
to draw lines that fill in the horizontal or vertical gaps between 2 dots. If there are three
lines filled in and you can make a square by drawing a fourth, do so and write your initial
inside the square, marking it off as your own. The player who forms the most squares
wins.
2. Review
Read and solve orally. Explain your answer. Illustrate how to get the answer.
A basketball court in a barangay measures 9 metres by 5 metres. What is the

area?
3. Motivation
To fit these cubes into a box, one layer from the top and one layer from the longer side
have to be removed. How many cubes will be left?
325
1. Presentation
If you’re going to answer the situation above, how are you going to do it? Do you know
what are cubes? How do cubes look like? How many edges are in a cube?
2. Group Activity
Group 1
Materials needed: 2 match boxes, buttons, coins
a. Put pieces of buttons in pile columns inside the match box.
b. Count the number of buttons equivalent to the following:
1) length
2) width
3) height
Group 2
Materials: seeds, 2 tin cans (condensed milk cans), pebbles
a. Place the seeds in a can.
b. Ask the following questions:
1) How many seeds are there in the can?
2) How will you know the number of seeds inside the can?
3) Are there spaces which are not filled in by the seeds?
4) Do the seeds occupy all the space in the can?
Group 3
Materials: marbles, chalk box
a. Place the marbles in the chalk box.
b. Ask the following questions:
1) What did you observe when you put marbles in the chalk box?
2) Do the marbles occupy space?
3) Can you give the actual number of marbles without counting it? How?
Group 4
Materials: cubes, chalk box
a. Put pieces of cubes in pile column inside the chalk box.
b. Count the number of cubes in the following:
1) length
2) width
3) height
Can you tell how many cubes are inside the chalk box?
How did you get it?
Valuing:
How did you work with your group?

Let each group report what they have done.
a. How will you compare the marbles in a chalk box with that of the cubes in the chalk box?
b. In what combination can you easily count the number of materials in a chalk box?
c. How did you put the cubes in the chalk box?
d. Do you know what we call the amount of space occupied by a solid figure?
326
Do the following:
a)
shoebox, small plastic balls
1) If you put small plastic balls in the shoebox, can it occupy space? Why do balls
occupy space?
2) What do you call the amount of space occupied by a solid figure?
b)
square box, cubes

1) Can these cubes occupy space in the square box?
2) What do we call when the cubes occupy space in the square box?
5. Generalization
Volume is the amount of space occupied by a solid figure.
C. Application
1. Aquarium
Can you determine the volume of these materials? How will you do it?
a. sand
b. water
c. fish
2. Pork and Beans
a. What are inside this can?

b. How will you know the number of beans inside this can?
c. What does the number of beans tell about?
3. Rubber band/marbles in the box
a. What are inside the box?

b. Can you tell the number of rubber bands/marbles in this box?
c. How will you know the number of rubber bands/marbles?
IV. Evaluation
Choose the correct answer and explain your answer.
Which has an accurate volume?
a. milk in a can or stones in a can?

b. water in a glass or squash seeds in a glass?
327
c. How many cubes will fit in each box?
V. Assignment
Draw the number of squares. Determine the number of pieces in it.

a. Match box
b.Box of paper clips
4 cm
2 cm
3 cm
Bar Graph
Read and interpret data presented in a bar graph using the following parts:
a. title
b. legend
c. labels
Skills: Reading and interpreting bar graph

References: BEC-PELC V.A.1.1 & 1.2
Teacher’s workbook
textbooks in Math 4
Materials: pieces of colored cartolina, different shapes, cut outs of fruits and flowers
Value: Helping one another with a cause
1. Drill
Number Games: Matching of numbers with colors

Example: pair of numbers with the sum of 10, 12, 15, 20, etc. (Note:
the pairs of numbers are written in a piece of cartolina of different
colors.)
a. Each pupil will be given a piece of cartolina with a number written on it.
b. Tell the pupils to put the piece of cartolina in a color coding scheme after they have
given their answers.
c. After putting the pieces of cartolina in groups, ask them what they have observed and
how the pieces of cartolina are put together.
328
d. Tell the pupils that this data will be needed in the day’s lesson.
If you are to put the pieces of cartolina, how will you go about it? Can you think of the
title for this? What is it?
2. Motivation
Show this illustration to the class. What are the information given in this illustration?
45
40
Number of pupils
35
30
25
20
15
10
5
0
8 9 10 P5 P10 P15 1 2 3 4 5 6
Age Amount Number of

Color of baon siblings
1. Presentation
Activity Sheet
Group 1
a. Gather all the pieces of cartolina and group them together.

b. Count the number of pieces of cartolina in every group.
c. Write the total number of pieces of cartolina
d. Indicate/write it on the table given to you.
Group 2
a. Grouping according to age.

b. Count it out and write the number of pupils per age
c. Write the data on the table given to you.
Group 3
a. Group the pupils according to the amount of allowance they have for the day.
b. Count it out and write the number of pupils with the same amount of allowance.
c. Write the data on the table given to you.
Group 4
a. Ask the pupils to group themselves according to the number of siblings they have.
b. Count it out and write the data on the table given to you.
329
2. Discussion
a. What did you do with the data given to you?

b. How did we present it?
c. Do you know this figure?
3. Analysis/Organization
a. Introduce the lesson by telling the pupils about the graph, its parts and the
importance of each part.
b. Get one data from the pupils’ work and try to ask the following questions.
a. What does the horizontal line tell?
b. What does the vertical line tell?
c. Ask about the data in detail
Example: Group 1: a) How many blue cartolina pieces are
there? Yellow?
b) Which has the greater number of
pieces?
c) Which has less?
d) What is the title of the bar graph?
Books borrowed this week

VI
V
IV
III
II
I
K
0 100 200 300 400 500 600 700 800 900 1000
1. Who borrowed the most number of books?

2. How many books were borrowed by Grade VI?
3. Who borrowed the least number of books?
4. How many more books did Grade IV borrowed than Grade VI?
5. Arrange from lowest to highest the books borrowed by the different grade levels.
5. Generalization
What is a graph?
A graph is a diagram which shows how two or more sets of information are related.
What is a bar graph? How do you read and interpret a bar graph?
A bar graph uses bars of different heights or lengths to show and compare information.
There are two kinds of bar graph, horizontal bar graph and vertical bar graph.
The information in a bar graph can be read and interpreted using the title, legend and
labels.
330
C. Application
Grouping of pupils according to height.

Grouping of pupils according to length of hair.
(Ask the questions: Most numbered group
Least numbered group
How many more
How many less)
IV. Evaluation
1.
Old Newspaper Drive
100
90
80
70
Kilograms
60
50
40
30
20
10
0
1 2 3 4 5 6 7
Sections in Grade IV
a. What is the title of the graph?

b. Who gave the least number of kilograms?
c. How many kilograms were given by section 7?
d. How many kilograms were given by sections 1 and 3?
e. Who gave the biggest kilograms?
2.
Number of Dropouts for
School Year 1996 -1997
14
Number of drop outs
12
10
8
6
4
2
0
Grade 2 Grade 3 Grade 4 Grade 5 Grade 6
331
a. What is the title of the graph?
b. Which grade has the highest number of drop outs?
c. How many more drop outs does Grade 3 have than Grade 5?
d. What is the rank of Grade 4 in the number of drop outs?
e. In what school year was the number of drop outs taken?
V. Assignment
Room Temperature for a Week
34
33
Temperature oC
32
31
30
29
28
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
1. What day has the highest temperature?

2. What day has the least temperature?
3. What are the days with the same number of degrees?
4. What is the difference between the highest and the lowest temperature?
5. Find the average temperature.
Constructing Bar Graph
Cognitive: Construct a bar graph

Psychomotor: Organize data presented in a bar graph
Affective: Participate actively in the class discussion
Skill: Organizing data presented in a bar graph

Reference: BEC-PELC V.A.2.1
Materials: textbook, manipulative materials, average grades, ages, scores
in the test
Value: Cooperation
1. Drill
Number Game: Pass the Basket

a. Each child will get a number in the basket
332
b. Tell the pupils that every number has a puzzle written at the back and the one
holding it will give the answer. The game will continue as the need arises.
2. Review
Number of Pupils in Grade IV
50
40
Number of Pupils
30
20
10
0
IV-1 IV-2 IV-3 IV-4 IV-5 IV-6 IV-7
Sections in Grade IV
Answer the following questions:
a. What section has the least enrolment?
b. What section has the greatest enrolment?
c. What sections have the same enrolment?
d. What is the average number of pupils?
3. Motivation
Joseph’s grade in the third grading period

Math – 92
Science – 90
Makabayan – 89
English – 91
Filipino – 88
Alice Test Results

Number of Quizzes Scores
1 85
2 95
3 90
4 80
5 90
Let your pupils study the grades of Joseph and ask them, “Why do you think Joseph
has this kind of grades? What do you think you should do so you can get the same
grades as Joseph?
1. Presentation
How are we going to construct a graph? Based on the data used in the review, study the
data and interpret it so you can construct a bar graph.
a. What are the parts of a bar graph?
b. Where do you put the titles/names?
333
2. Activity
Groups 1 & 3 – Using the data of Joseph’s grade, construct a bar graph.
Groups 2 & 4 – Construct a bar graph using the scores of Alice Test Results
a. How did you construct the bar graph?

a. What is the interval used in A? In B?
b. Did you shade properly the bar that represent given data?
c. What is the title of your graph?
d. What is the label for the data written horizontally? Diagonally?
Construct a bar graph for the following data:
Kinds of Flowers Number of Flowers
Rose 20
Daisy 25
Gumamela 35
Sunflower 40
Santan 30
5. Generalization
What are the important ideas that you know in constructing a bar graph? A graph is a
diagram which shows how two or more sets of information are related. The horizontal line is
the x-axis and the y-axis is the vertical line.
C. Application
1. Prepare a bar graph for the monthly sales of Ronnie’s sari-sari store.
Month Sales
April 5,000.00
May 3,500.00
June 6,000.00
July 5,500.00
August 8,000.00
September 9,250.00
October 7,750.00
2. Copy the information given below and make a bar graph.

Grades of Mayen in English quizzes
Quiz Number Grade
1 87
2 84
3 90
4 78
5 85
6 82
334
IV. Evaluation
Make a horizontal bar graph based on empty bottles.
Grade Number of Bottles
1 200
2 400
3 300
4 200
5 500
V. Assignment
Using the data above, construct a vertical bar graph.
335

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Lesson Guides in Elementary Mathematics

The Mathematics Writing Committee

Region 3 Ateneo de Manila University

Evelyn H. Magpayo – Pampanga Eva Marie Guevarra

Remylinda T. Soriano – Manila Consultants

Teresita G. Inciong – Director IV

Edilberto C. de Jesus – Secretary, Department of Education

Printed in the Philippines

A. Comprehension of Whole Numbers

Numbers from 100 001 through Millions/Billions.......................................................... 1

Adding Numbers through Billions without Regrouping ................................................ 18

Subtracting without Regrouping ................................................................................. 45

Multiplying 5- or More Digit Factors by 3- Digit Factors

Dividing Numbers by 3- Digit Numbers

II. RATIONAL NUMBERS

A. Comprehension of Decimals and Money

Reading and Writing Decimal Numbers ...................................................................... 144

B. Comprehension of Addition and Subtraction of Decimals

Adding Decimal Numbers ........................................................................................... 160

Identifying Proper Fractions/Improper Fractions/Mixed Form ...................................... 186

Adding Similar Fractions ............................................................................................ 215

E. Comprehension of Multiplication of Fraction

Visualizing Multiplication of Fractions ......................................................................... 246

A. Comprehension of Plane Figures and Angles

Kinds of Plane Figures .............................................................................................. 268

Unit of Measures used in Measuring the Area

Measuring Volume using Non-Standard Units of Measure ......................................... 324

Bar Graph ................................................................................................................. 328

The Lesson Guides in Elementary Mathematics were

developed by the Department of Education through the Bureau of

Elementary Education in coordination with the Ateneo de Manila

University. These resource materials have been purposely

prepared to help improve the mathematics instruction in the

elementary grades. These provide integration of values and life

skills using different teaching strategies for an interactive

teaching/learning process. Multiple intelligences techniques like

games, puzzles, songs, etc. are also integrated in each lesson;

hence, learning Mathematics becomes fun and enjoyable.

The skills are consistent with the Basic Education

Curriculum (BEC)/Philippine Elementary Learning Competencies

(PELC). These should be used by the teachers as a guide in their

day-to-day teaching plans.

1. Read and write numbers through

2. Round off numbers to the nearest

2.2 hundreds Cooperation Concept development Speaking,

2.6 millions Thriftiness Concept development Self-awareness,

1. Add 6- or more digit numbers

1.2 with regrouping in: Helpfulness Concept development Logic, Diagram,

2.2 Associative Property Cooperation Concept development Scientific method,

2.3 Identity Property Sportsmanship Educated guess Cooperative learning,

5.1 Solve word problems

1. Subtract 5- or more digit numbers

1.1 Subtract 5- or more digit Helpfulness Mental math Numbers, Logic,

1. Multiply 5- or more factors by 3-

7.1.1 Analyze the word Hardwork Concept development Game, Number,

1. Divide 5- or more digit numbers

4. Application of Division Neatness Simplifying the Games, Independent

1. Read and write common

1.5 Give the place value of Sportsmanship

1. Add and subtract decimals

1.1 Add decimals through

2.1 Add and subtract mixed

3.2.1 Analyze the word Thrift Concept development Puzzle, Number,

_1) 6 034 597 _4) 52 758 137