Lesson Guide

In

Elementary Mathematics
Grade 4
Chapter I
Whole Numbers
Comprehension of Whole Numbers

DEPARTMENT OF EDUCATION
BUREAU OF ELEMENTARY EDUCATION
in coordination with
ATENEO DE MANILA UNIVERSITY

2010
Reformatted for distribution via
DepEd LEARNING RESOURCE MANAGEMENT and DEVELOPMENT SYSTEM PORTAL
INSTRUCTIONAL MATERIALS COUNCIL SECRETARIAT, 2011

Lesson Guides in Elementary Mathematics

Grade 4
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

Myrna Vicente Nueva Ecija
Ester Ramones Tarlac
Virgie Costales - Zambales

Eva Marie Guevarra

Support Staff

Region 4 A (CALABARZON)
Flordeliza D. Yamo Laguna
Araceli C. Montoya San Pablo City
Estelita Q. del Rosario Cavite City
National Capital Region (NCR)
Remylinda T. Soriano Manila
Maria Brucal Makati
Lina Sea Taguig/Pateros
Analee Pacaa Pasig/San Juan

Ferdinand S. Bergado
Ma. Cristina C. Capellan
Emilene Judith S. Sison
Julius Peter M. Samulde
Roy L. Concepcion
Marcelino C. Bataller
Myrna D. Latoza
Eric S. de Guia Illustrator
Consultants

Bureau of Elementary Education (BEE)

Rogelio O. Dones
Leony M. Achacoso
Zosima C. Ventura

Fr. Bienvenido F. Nebres, SJ President,

Ateneo de Manila University
Carmela C. Oracion Ateneo de
Manila University
Pacita E. Hosaka Ateneo de Manila
University

PROJECT MANAGEMENT
Yolanda S. Quijano Director IV
Angelita M. Esdicul Director III
Simeona T. Ebol Chief, Curriculum Development Division
Irene C. de Robles OIC, Asst. Chief, Curriculum Development Division
Virginia T. Fernandez Project Coordinator
EXECUTIVE COMMITTEE
Jesli A. Lapus Secretary, Department of Education
Jesus G. Galvan OIC, Undersecretary for Finance and Administration
Vilma L. Labrador Undersecretary for Programs and Projects
Teresita G. Inciong Assistant Secretary for Programs and Projects
Printed By:

ISBN 971-92775-3-x

TABLE OF CONTENTS

Introduction ..................................................................................................................................iv
Matrix ........................................................................................................................................v

I.

Whole Numbers
A.

Comprehension of Whole Numbers

Numbers from 100 001 through Millions/Billions ............................................................
Place Value ....................................................................................................................
Reading and Writing Numbers through Millions/Billions in Words .................................
Rounding Off Numbers to the Nearest Tens ..................................................................
Rounding Off Numbers through Hundred Thousands ...................................................
Rounding Off Numbers to the Nearest Millions and Billions ..........................................

1
4
7
9
13
15

iii

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. Furthermore, Higher Order Thinking Skills (HOTS) activities are
incorporated in the lessons.

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.

iv

MATRIX IN ELEMENTARY MATHEMATICS

Grade IV

COMPETENCIES

VALUES INTEGRATED

STRATEGIES USED

MULTIPLE INTELLIGENCES
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
100 001 through
millions/billions
1.2 Give the place value of each Active participation
digit in a 6- or more digit
Cooperation
numbers

Group and check

Number writing,
Concept development Manipulative,
Hands-on activities
Concept development Hands-on activities,
Looking for pattern
Manipulative,
Educated guess
Writing, Charting

1.3 Read and write numbers

through millions/billions in
symbols

Honesty

Concept development Reading, Writing,

Educated guess
Speaking, Charting,
Cooperative learning Hands-on activities,
Cooperative learning,
Manipulative

1.4 Read and write numbers

through millions/billions in
words

Cooperation

Concept development Reading, Writing,

Hands-on activities,
Manipulative

2. Round off numbers to the nearest

2.1 tens
Cooperation

Concept development Completing tables,

Educated guess
Drawing, Writing
Looking for pattern

hundreds
thousands
ten thousands
hundred thousands

Cooperation
Friendliness

Concept development Speaking, Completing

Educated guess
tables, Reading, Charting

millions
billions

Thriftiness

Concept development Self-awareness,

Guess and check
Hands-on activities,
Cooperative learning,
Graph, Reading

Numbers from 100 001 through Millions/Billions

I.

Learning Objectives
Cognitive:
Psychomotor:
Affective:

Identify numbers from 100 001 through millions/billions

Write numbers from 100 001 through millions/billions
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
BEC PELC I.A.1.1
textbooks in Math 4
flash cards, chart, place value chart, set of numbers written on
cards with cord
Carefulness

References:
Materials:
Value:

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)

b)

c)

8
5

d)
e)

2. Review
Pick out the numbers less than 100 001 from the sets of numbers posted on the houses.

45 489

634 312

123 421

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.
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?
Do you think the symbols III II II - II III IIII, > > > IIIIII, CDLXXIV can be represented in our
numeration system? Why?
What numbers do you think these numerals represent?

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.

hundreds

MILLIONS
tens

ones
2
2
millions

THOUSANDS
tens
ones
0
4
0
9 hundred
4
ten
thousands
thousands
thousands
hundreds
9

hundreds
4

UNITS
tens
8

4
hundreds

8
tens

Ones
7
7 ones

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 403357 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 () 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

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 each of the following sets 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
17 196 741 014
185 451

305 674
357 296 324
9 273 050

981 643 212 002

899 120
357 296 234

741 019
8 095 403 002

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
I.

Learning Objectives
Cognitive:
Psychomotor:
Affective:

Give the place value/value of each digit in a 6- or more digit number

Read and write numerals up to the hundred billions place
Participate actively

II. Learning Content

Skills:
References:
Materials:
Values:

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
BEC PELC I.A.1.2
textbooks in Math 4
place value chart, number cards, number words, flash cards
Active participation and being considerate

III. Learning Experiences

A. Preparatory Activities
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.

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
37

B
1 thousand 3 hundreds
5 tens
6 ones
Thirty-seven
Eight hundred twenty-six thousand, one
hundred forty-one
1 hundred 4 tens 5 ones
20 000 + 4 000 + 200 + 90 + 5

145
1 356
24 295
826 141
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.
B. Developmental Activities
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. Group Activity
a. Groups will be given activity sheets with the data below written on them.
b. Tell them to follow the directions in writing the data.
Directions: Give the place value and the value of the underlined digits
237

987
Digit

c.

432

142
Place Value

Value

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.)
Give the place value and the value of the digit 6 in each numeral:

a) 864 439
b) 826 453
c) 682 975

d) 86 451 197
e) 126 458 360
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
3) 3 007 518 692

Billions
T
O

Millions
T
O

Thousands
H
T
O

Units
T

1)
2)
3)
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.

6 4
7 5 1

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.
4. Use the digits 1, 2, 3, 4, 5, 6, 7, 8 only once:
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

I.

Learning Objectives
Cognitive:
Psychomotor:
Affective:

Read and write numbers through millions/billions in words

Write numbers in words correctly
Participate actively in different activities

II. Learning Content

Skill:
References:
Materials:
Value:

Reading and writing numbers through millions/billions in words

BECPELC I.A.1.4
textbooks in Math 4
flash cards, charts
Cooperation

III. Learning Experiences

A. Preparatory Activities
1. Drill
Reading of numbers.
242 186
246 386
305 160
65 187

187 623

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?

B. Developmental Activities
1. Presentation
The land surface of the earth is 148 892 864 square kilometres and the
water surface is 362 011 332 square kilometres.

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
Lets 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. Lunas shell craft factory used five hundred eighty-six million, three hundred twentyfour thousand, three hundred eighty-two shells in one year. Write the number of shells in
symbols.
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

2) 16 383 105

b)

3) 205 168 347

c)

4) 3 521 681

d)

5) 4 000 568 172

e)

Four billion, five hundred sixty-eight thousand, one hundred

seventy-two
Three million, four hundred eleven thousand, seven hundred
eighty-nine
Three million, five hundred twenty-one thousand, six hundred
eighty-one
Two hundred five million, one hundred sixty-eight thousand,
three hundred forty-seven

B. Write the figure in words.

1. Increase by 5 the digit in the billions place of the numeral 6 478 921 720 to form a new
number
2. Write in words the standard form 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 ninetyeight
V. Assignment
Write the number in words.
a.
b.
c.
d.
e.

6 463 342 264

520 175 786
23 596 384 103
501 000 176 330
43 781 648 134

Rounding Numbers to the Nearest Tens

I.

Learning Objectives
Cognitive:
Psychomotor:

1. Round numbers to the nearest tens

2. Identify the place value of the digit in a given numeral
1. Use a number line to show rounded off numbers

2. Give the place value/value of the digit in a given numeral

Cooperate during group activities

Affective:
II. Learning Content
Skills:

1. Rounding numbers to the nearest tens

2. Identifying place value/value of a digit in a numeral
BECPELC I.A.2.1
textbooks in Math 4
charts, activity cards, number lines
Cooperation

References:
Materials:
Value:

III. Learning Experiences

A. Preparatory Activities
1. Drill
Guessing Game
Divide the class into 2 groups. All pupils will solve the given problem as fast as they can.
The first pupil who gives the correct answer wins.
a. My ones digit is 2. My tens digit is thrice the ones digit. My hundreds digit is four times
the ones digit and my thousands digit is the sum of the ones and the tens digit. What
number am I?
b. I am an 8-digit number. 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 the value of the underlined digit in each of 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)
B. Developmental Activities
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 does she need for the school project?
3) Where did she get the money?

10

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 to 30?

20 21 22 23 24 25 26 27 28 29 30
2. Analysis/Abstraction
Looking back at the number line, is 27 nearer to 20 or to 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?
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
15
43
79
32
64

Rounded to the nearest tens

Original Number
126
342
568
269
644
853

Rounded to the nearest tens

Group 2

Group 3
Original Number
1 349
4 784
8 632
3 786
7 755

Rounded to the nearest tens

11

Group 4
Original Number
16 277
28 163
56 788
33 154
17 416
10 112

Rounded to the nearest tens

4. Generalization
How do we round 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 to 30? When rounded to the nearest tens,
26 will become ____.
b. Draw a square around 24. Is 24 closer to 20 or to 30? What will happen to 24 when
rounded to the nearest tens?
c. Cross out (X) 28. Is 28 closer to 20 or to 30? When rounded to the nearest tens, 28 will
become ____.
d. Check () 21. Is 21 closer to 20 or to 30? How will 21 be rounded to the nearest tens?
2. Answer each question by rounding the given number to the nearest tens.
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 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 rounded to the nearest tens, 769 becomes ___.

12

V. Assignment
Round the following numbers to the nearest tens.
a.
b.
c.
d.
e.

362
837
5 742
6 424
9 654

Rounding Numbers through Hundred Thousands

I.

Learning Objectives
Cognitive:
Psychomotor:
Affective:

Round numbers to the nearest hundreds, thousands, ten thousands and hundred
thousands
State the rules in rounding numbers correctly
Find joy in working with others and doing something for others

II. Learning Content

Skill:
References:
Materials:
Values:

Rounding numbers to the nearest hundreds, thousands, ten

thousands and hundred thousands
BECPELC I.A.2.4-2.5
textbooks in Math 4
chart, number cards
Cooperation and friendliness

III. Learning Experiences

A. Preparatory Activities
1. Drill
Teacher picks out numbers one at a time from a box. The task of each pupil is to round
these numbers to the nearest tens.
Example:

37
21

37 rounds to 40
21 rounds to 20

2. Review
How do we round numbers to the nearest tens? Show examples on the board. Elicit from
the pupils the rule in rounding numbers to the nearest tens.
3. Motivation
Which of the following numbers can be rounded to 400? 600?
385

349

562

515

571

13

B. Developmental Activities
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 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
2.

Analysis/Abstraction
Discuss the given problem.
a. What cities benefited from the Clean and Green Program of the government?
b. How many residents benefited in the city of Makati? Pasay City?
c. Round 371 582 to the nearest hundreds, thousands, hundred thousands.
d. Round 256 454 to the nearest thousands, ten thousands, hundred thousands.
Let us try rounding numbers to the nearest: hundreds, thousands, ten thousands,
hundred thousands.
(Group the pupils into 5 groups or more depending on the size of the class.)
Stress the value of cooperative learning and friendliness.
1. Round the numbers to the nearest hundreds and to the nearest thousands.
2. Round the numbers to the nearest ten thousands and to the nearest 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 456 837 to the nearest ten thousands.
Pupil 2:The answer is 460 000. Round 329 465 to the nearest hundred
thousands.
Pupil 3: 300 000, etc.
4. Generalization
How do we round 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.

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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. Karens student number is 15 031.
d. In school there were about 150 seats at the cafeteria.
IV. Evaluation
Round each of 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 the number to the place value of the underlined digit.
a. 238 789
d. 793 948
b. 394 634
e. 943 431
c. 545 381

Rounding Numbers to the Nearest Millions and Billions

I.

Learning Objectives
Cognitive:
Psychomotor:
Affective:

Round numbers to the nearest millions and billions

Tell numbers rounded off to the nearest millions and billions
Appreciate the importance of being thrifty

II. Learning Content

Skills:
References:
Materials:
Value:

1. Rounding numbers to the nearest millions and billions

2. Identifying numbers rounded off to the nearest millions and billions
BECPELC I.A.2.6-2.7
textbooks in Math 4
flash cards, activity cards
Thriftiness

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III. Learning Experiences

A. Preparatory Activities
1. Drill
Reading numbers through millions/billions
2. Review
How do we round 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?

B. Developmental Activities
1. Presentation
Read and understand the story on the activity card carefully.
Marys Cement is a big factory. It supplies cements to the whole country. Last year,
Marys Cement delivered a total of 64 768 117 bags to Visayas and Mindanao. About how
many bags of cement were delivered in all?
a.
b.
c.
d.
e.
f.
g.

What product does Marys Cement Factory have?

Is cement manufacturing a good business? Why?
Why do most people buy cement?
What was the actual number of cement delivered to Visayas and Mindanao?
What will the number be if rounded off to the nearest ten millions?
How did you get 60 000 000?
Which of these rules do you use?
Round up if the digit to the right of the digit in the millions place is 5, 6, 7, 8 or 9.
Round down if the digit to the right of the millions place is 0, 1, 2, 3, or 4.

Show and discuss another problem in class.

One of the wealthiest men 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?

Let the pupils show their work on activities 1 & 2 on the board.

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Activity 1
Number
64 768 117

Nearest Millions
65 000 000

Activity 2
Number
25,643,914,377.00

Nearest Billions
26,000,000,000.00

2. Guided Practice
Let us play a game. Form 2 groups of pupils, the yellow group and the red group. The
group who can round 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
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)
c)
e)
g)
i)

2 942 628 241

5 341 707 333
14 603 100 784
6 421 125 000
17 725 823 421

b)
d)
f)
h)
j)

23 592 176 302

47 234 346 532
92 739 316 035
16 484 148 703
345 800 000 145

Winners should be commended.

3. Generalization
How do we round 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
6 831 462 126
2 124 549 314
8 314 183 512
27 573 976 249
15 439 873 831

Nearest Millions
a.
b.
c.
d.
e.

Nearest Billions
f.
g.
h.
i.
j.

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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 distributes different sizes of tires all over the country. The number of
tires is supplied 236 435 677. How will you round this number to the nearest hundred
millions?
a. 236 000 000
b. 200 000 000
c. 240 000 000
d. 300 000 000
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 kilometers
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. Earth
150 000 000

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