ST. CATHERINE PAROCHIAL SCHOOL Issue No.

1 Page __ of __
LEON, ILOILO MATHEMATICS 4 Learning Module
Prepared by: Approved by:

ANGEL FAITH S. FACURIB FRITZ C. CABANGAL, Principal Effectivity Date:

MODULE 1, QUARTER 1, WEEK 1

Lesson 1: Whole Numbers
Lesson 1.1: Place Value through Ten Thousands and Hundred
Thousands

Prayer:
Dear Lord and Father of all, Thank you for today. Thank you for ways in which
you provide for us all. For Your protection and love we thank you. Help us to focus our
hearts and minds now on what we are about to learn. Inspire us by Your Holy Spirit as
we listen and write. Guide us by your eternal light as we discover more about the
world around us. We ask all this in the name of Jesus. Amen.
(from www.lords-prayer-words.com)

Introduction/Overview:

“Hello student! This time you are going to have a mind blowing adventure in the
field of Mathematics featuring Whole Numbers. Whole Numbers are simply the
numbers 0, 1, 2, 3, 4, 5, ... (and so on).

THE PLACE VALUE CHART

In place value chart, the digits are grouped in the threes in a big number. The
number is read from left to right as ………. billion ………. million ……….. thousands
……….. ones.

The place value chart of the International System is given below:

100,000 = 100 thousand

 1,000,000 = 1 million

10,000,000 = 10 millions

100,000,000 = 100 millions

Whole numbers can be represented on the place-value chart.

A shoe factory has produced 54 879 shoe since it was built. How do we read this
number?
Let’s put this number in the
place value chart.

Thousands Place Units Place

Hundred Ten Thousands Hundred Tens Ones

Thousands Thousands s

5 4 8 7 9

The digit 5 is in the ten thousands place. Thus, its value is forty thousand.
The digit 4 is in the thousands place. Its value is seven thousand.

Can you give the values of the

other digits?

8 __________________________
7 __________________________
9 __________________________

Answers:
8 = Hundreds
7 = Tens
9 = Ones

Pre-assessment:
Write the place value and the value of the digit 7.

Number Place Value Value

1) 7 308
Fill in the missing
2) 743 320 values in the expanded
form of the number.
3) 70 521
1) 326 500 =
4) 9 307 300 000 +
+ 6 000 + 500
5) 4 786
2) 1 670 259 =
1 000 000 + 600 000 + + 200 + 50 + 9

3) 103 009 = 100 000 + + 9

4) 153 600 = + 50 000 + 3 000 + 600

5) 670 090 = + + 90

Complete the table by writing the missing number forms.

Standard Form Word Form Expanded Form

1) 38 014
2) 800 010

one hundred ten thousand,

five

400 000 + 3 000 + 8

one hundred five thousand,

five hundred

Objectives:
At the end of this module, the learner should be able to achieve the following
competencies:
 visualizes numbers up to 100 000 with emphasis on numbers 10 001–100
000
 gives the place value and value of a digit in numbers up to 100 000
 reads and writes numbers, in symbols and in words, up to hundred
thousand and compare them using relation symbols

Discussion:

What is Place Value?

In math, every digit in a number has a place value. 
Place value can be defined as the value represented by a digit in a number on the
basis of its position in the number. 
 
Here’s an example showing the relationship between the place or position and the
place value of the digits in a number. 
In 13548, 1 is in ten thousands place and its place value is 10,000,
3 is in thousands place and its place value is 3,000,
5 is in hundreds place and its place value is 500,
4 is in tens place and its place value is 40,
8 is in ones place and its place value is 8.
 
Understanding the place value of digits in numbers helps in writing numbers in
their expanded form. For instance, the expanded form of the number above, 13548 is
10,000 + 3,000 + 500 + 40 + 8.
 
A place value chart can help us in finding and comparing the place value of the digits
in numbers through millions. The place value of a digit increases by ten times as we
move left on the place value chart and decreases by ten times as we move right. 
Here’s an example of how drawing the place value chart can help in finding the place
value of a number in millions.

In 3287263, 3 is in millions place and its place value is 3000000,

2 is hundred thousands place and its place value is 200000,
8 is in ten thousands place and its place value is 80000,
7 is in thousands place and its place value is 7000,
2 is in hundreds place and its place value is 200,
6 is in ten place and its place value is 60,
3 is in ones place and its place value is 3.

A number may be written in three forms; the expanded form, word form, and
standard form.

 The expanded form of a number is written as the sum of the values of all the
digits.

Let us add the values

of the digits of the 50 000 + 4 000 + 800 + 70 + 9
number 54 879.

 The standard form of the number is the sum of the values of the digits. It is
commonly used form.

54 879
 The word form of a number helps us read the numbers correctly. In word form,
two periods are separated by a comma.

Account No. Check No.

123456 54321
Let’s see how
Php 54 879 is Date: November 13, 2014
written on a
check. Pay to the Juan Del Cruz_____ Php 54, 879.00___
order of

Pesos Fifty-four thousand, eight hundred seventy-nine only___

Masagana Bank
Leon Branch
Leon, Iloilo ____ Stefie Damirez___

In writing checks, we use a comma to

separate periods in both the standard
and word form.

Do you know that the

world’s largest shoes
were made in Marikina
City? It took 77 days to
make the huge pair of
shoes. The materials
used cost Php 1 200 000,
enough to make 250
pairs of regular-sized
shoes!

Millions Thousands Units

Hundred
Hundred Ten Ten
Millions Thousand Thousands Hundreds Tens Ones
Millions Millions Thousands
s

1 2 0 0 0 0 0

1 2
Removing the zeroes will reduce the value of the number 1 200 000 to 12.
The 0 digit does not have a value but it still has to be written in a number because it
serves as a place holder.
 LET’S REMEMBER!

The place value and the value of digit are determined by the digit’s position in the
number.

Number can be written in standard form, word form, and expanded form.

A space or a comma is used to separate Units, Thousands, Millions, and Billions.

How big is one hundred

Mindrill
thousand?
Activity:

Shade the rectangles that are equivalent to 100 000.

1. 100 thousands 4. 1 000 hundreds

2. 10 000 tens 5. 10 ten thousands

3. 100 000 tens 6. 100 ten thousands

How many bills of each amount make Php 100 000?

1) Php 100 __________ 4) Php 500 ___________

2) Php 1 000 ___________ 5) Php 200 ___________

3) Php 100 ___________ 6) Php 50 ___________

Compare the following digits. Write < , > or = .

1) 186 ____ 300 6) 14, 980 _____ 14, 980

2) 364 ____ 346 7) 1, 987 _______ 1,978

3) 9, 840 ____ 9,804 8) 12, 890 _____ 12, 890

4) 8, 321 _____ 17,000 9) 987, 432, 987 _____ 9, 000, 000

5) 5, 214, 152 _____ 5, 213, 152 10) 11, 890 _____ 11, 890
Write on the line the place value of each underline digit.
1. 736, 217 -____________________________________________________
2. 941, 502 -____________________________________________________
3. 853, 114 -____________________________________________________
4. 432, 005 -____________________________________________________
5. 649, 213 -____________________________________________________

Write on the line the value of digit 4 in each numeral.

1. 534, 092 - ________________________________
2. 465, 110, 657 - ________________________________
3. 326 123 045 - _____________________________
4. 390, 425 -_________________________________
5. 954 - _________________________________

Let’s work more!

I. How do you write this number using digits? Encircle the correct answer.
1. seven hundred ninety-six
796 786 286 296

2. six hundred five

605 695 205 295

3. one thousand, eight hundred four

1 084 1 804 1 840 1800

4. four hundred sixty-one thousand, eleven

461 011 416 110 164 101 406 011

5. nine hundred three thousand, forty-nine

930 490 900 049 903 049 903 409

II. You Will Need:

1
 8 illustration board (cut vertically in half)
 drawing materials

What to do:

Pretend you are rich and you want to donate a huge amount to your favorite charity.
With the illustration board and drawing materials, make check like the one on page__.
Write the amount you will “give” to charity.

Let’s REFLECT!

In what ways can you help our

countrymen?
Checkpoint:

If the internet connection is available just click the link then answer. Take a
screenshot of your final score.

https://www.ixl.com/math/grade-5

Answer the following questions.

Fill in with the missing numbers.

1. four thousand sixty-four =

 thousands +  hundreds +  tens +  ones

2. 7,439 =  thousands +  hundreds +  tens +

 ones

3. What number has 6 thousands, 1 hundred, 5 tens, and 1 one?

4. What number has 2 ten thousands, 3 thousands, 3 hundreds, 5 tens, and 6
ones?

5. What number has 6 hundred thousands, 4 ten thousands, 4 thousands, 7

hundreds, 3 tens, and 0 ones?

6. What number has 2 ten thousands, 8 thousands, 7 hundreds, 8 tens, and 0

ones?

7. What is 600,000 + 20,000 + 3,000 + 900 + 80 in standard form?

8. What is 800,000 + 20,000 + 4,000 + 500 in standard form?

9. What is 1,000,000 + 100,000 + 60,000 + 5,000 + 800 + 50 + 5 in

standard form?

10. What is 9,000,000 + 400,000 + 40,000 + 9,000 + 500 + 40 + 7 in

standard form?
Related/Supplementary Links:

https://www.khanacademy.org/math/pre-algebra/pre-algebra-arith-prop/pre-algebra-
place-value/a/whole-number-place-value-review

https://courses.lumenlearning.com/prealgebra/chapter/identify-counting-numbers-and-
whole-numbers-new-part-1/

Closing Prayer:

We thank you Lord for this wonderful opportunity that we have learned today.
And for the knowledge and wisdom that we continue to harbor. Keep us safe from any
harm and lead us your way. As we go on our way, we hope that you will continue to
guide us and help us to be a better student, and for our educators to continue to share
their knowledge and experience for the sake of our future. Bless us oh Lord with your
mercy and wisdom.

We thank you Lord for everything and be with us always. Amen

ST. CATHERINE PAROCHIAL SCHOOL Issue No. 1 Page __ of __

 LEON, ILOILO MATHEMATICS 4 Learning Module
Prepared by: Approved by:

ANGEL FAITH S. FACURIB FRITZ C. CABANGAL, Principal Effectivity Date:

MODULE 1, QUARTER 1, WEEK 2

Lesson 1: Whole Numbers
Lesson 1.2: Rounding Off Numbers
Lesson 1.3: Comparing and Ordering Numbers

Prayer:
Dear Lord and Father of all, Thank you for today. Thank you for ways in which
you provide for us all. For Your protection and love we thank you. Help us to focus our
hearts and minds now on what we are about to learn. Inspire us by Your Holy Spirit as
we listen and write. Guide us by your eternal light as we discover more about the
world around us. We ask all this in the name of Jesus. Amen.
(from www.lords-prayer-words.com)

Introduction/Overview:
“Hello student! This time you are going to explore the world of Rounding Numbers
and Comparing and Ordering Numbers.

Report: Around 5 000 shoppers came during the grand 3-day sale of a mall.

Were there exactly 5

000 shoppers?

No, 5 000 is just an

estimate.

To estimate is to know about how much or how many.

A good estimate is one which is close to the exact value.
One way to estimate is by rounding off a number. Let’s try the different ways of
rounding off numbers using a number line.

Ka Ernie is a shoemaker. He can make 5 shoes in a day or 1 825 shoes in a year.

Let’s round 1 825 to the nearest 1 825

tens using a number line.

1 820 1 830
Between which two consecutive
tens can the number 1 825 Since 1 825 is halfway between
be found? Plot these numbers 1 820 and 1 830, 1 825 is
rounded to the greater ten.
on the number line.

Let’s round 1 825 to the nearest hundreds.

What two consecutive

hundreds should I plot on 1 825 is between 1 800 and 1 900.
the number line? 1 825

1 800 1 850 1 850

Since 1 825 is closer to 1 800 than 1 900,

1 825 is rounded to 1 800.

Round 2 561 to the …

2 561 ≈ 2 560
nearest tens
‘≈’ means
nearest hundreds 2 541 ≈ 2 600 “approximately”

nearest thousands 2 561 ≈ 3 000

Let’s explore the Comparing and Ordering Whole numbers!

QUIZ BEE
GAME
 OVER!

Maya Jose

Score: 89 541 Score: 89 771

Who wins the quiz bee?

Let’s compare their scores

Thousands Units
Player Hundred Ten
Thousands Hundreds Tens Ones
Thousands Thousands

Maya 8 9 5 4 1

Jose 8 9 7 7 1

the same the same 800 > 500

Maya’s score < Jose’s score

89 541 < 89 771
Therefore, Jose wins!

pointed end
Observe where the pointed
end of the symbol is.
smaller number < greater number

greater number > smaller number

pointed end

Let’s arrange the following numbers from least to greatest:

 14 560 , 351 840 , 27 156.

Put these numbers in our place value chart.

Thousands Units
Hundred Ten Thousands Hundreds Tens Ones
Thousands Thousands
1 4 5 6 0
3 5 1 8 4 0
2 7 1 5 6

Only 351 840 has 300 000. Therefore, 351 840 is the greatest.

Thousands Units
Hundred Ten
Thousands Hundreds Tens Ones
Thousands Thousands

1 4 5 6 0
Compare the
remaining two 2 7 1 5 6
numbers.

20 000 > 10 000. Therefore, 27 156 is greater than 14 560.

Therefore, when arranged in increasing order are 14 560, 27 156, 351 840.

Pre-assessment:
Write the number halfway between the two given numbers.

1)
10 20

2)
600 700

3)
15 0000 16 000
4)
423 000 424 000

Use number lines to help you answer the questions. Shade your answer.

1) Which of these consecutive tens

10 20
is closer to 14?

2) Which of these consecutive

600 700
hundreds is closer to 685?

3) Which of these consecutive

15 000 16 000
thousands is closer to 15 505?

4) Which of these consecutive

423 000 424 000
thousands is closer to 423 400?

Use > or < to compare the following pairs of numbers.

1) 25 000 ___ 32 000 4) 200 000 ___ 100 000
2) 7 200 ___ 15 000 5) 99 001 ___ 90 989
3) 78 451 ___ 84 010

Objectives:
At the end of this module, the learner should be able to achieve the following
competencies:
 rounds numbers to the nearest thousand and ten thousand
 compares numbers up to 100 000 using relation symbols
 orders numbers up to 100 000 in increasing or decreasing order

Discussion:

What is "Rounding” ?
 Rounding means making a number simpler but keeping its value close to what
it was.

The result is less accurate, but easier to use.

Example: 73 rounded to the nearest ten is 70, because 73 is closer to

70 than to 80. But 76 goes up to 80.

How to Round Numbers

 Decide which is the last digit to keep

 Leave it the same if the next digit is less than 5 (this is called rounding down)
 But increase it by 1 if the next digit is 5 or more (this is called rounding up)

Example: Round 74 to the nearest 10

 We want to keep the "7" (it is in the 10s position)

 The next digit is "4" which is less than 5, so no change is needed
to "7"

Answer: 70

(74 gets "rounded down")

Example: Round 86 to the nearest 10

 We want to keep the "8"

 The next digit is "6" which is 5 or more, so increase the "8" by 1
to "9"

Answer: 90

(86 gets "rounded up")

So: when the first digit removed is 5 or more, increase the last digit remaining by 1.
Why does 5 go up ?

5 is in the middle ... so we could go up or down. But we need a method that everyone
agrees to.

So think about sport: we should have the same number of players on each team,
right?

 0,1,2,3 and 4 are on team "down"

 5,6,7,8 and 9 are on team "up"

And that is the "common" method of rounding. Read about other methods of

rounding.

A farmer counted 87 cows in the field, but when he rounded them up

he had 90.

Rounding Whole Numbers

We may want to round to tens, hundreds, etc, in this case we replace the removed
digits with zero.

254 rounded to tens is 250

as the next digit (4) is less than 5

12,690 rounded to thousands is 13,000

as the next digit (6) is 5 or more

275 678 rounded to hundred thousands is 300 000

as the next digit (7) is 5 or more

Comparing and Ordering Number

How to Compare Two Numbers?

When we compare two numbers, there are three possibilities:

 The first number is greater than the second (4 > 2).

 The second number is greater than the first (2 < 3)
 The two numbers are equal (6 = 6)
Example:

Which number is smaller, 246 738 or 246 951?

Solution:

Line up the digits.

Compare the digits starting from the left. Find the first place that they differ

In this example, the digits in the hundreds place are not the same.

7 is smaller than 9.

So, 246 738 is smaller than 246 951.

How to Order Numbers?

When ordering numbers, we can compare the numbers two at a time. We can also use
the following method.

Example:

Arrange the following numbers in increasing order

425 876, 425 987, 425 856

Solution:

Line up the numbers vertically

Compare the digits starting from the left.

Arranging the numbers in increasing order, we get

425 856, 425 876, 425 987

LET’S REMEMBER!
Steps in rounding off a number.
1. Identify the rounding digit.
2. Then check the number to its right. If the number to the right of the rounding
digit is 0, 1, 2, 3, or 4, the rounding digit remains the same. If the number is 5,
6, 7, 8, or 9, we add 1 to the rounding digit.
3. Replace all the numbers to the right of the rounding digit with zeroes.

Mindrill

Activity:

Round each number to the indicated place value.

NUMBER TO BE
HUNDREDS THOUSANDS TEN THOUSANDS
ROUNDED OFF

1) 4 670

2) 18 330

3) 785 992

4) 67 512

5) 345 167

Give the place value to which each number has been rounded.

Original Number Rounded Number Place Value

1) 785 790

2) 1 642 1 600

3) 126 967 100 000

4) 976 410 980 000

5) 573 990 600 000

Compare the numbers. Use the phrase “greater than”, “less than” or “equal to”. Then
write a number sentence. The first is done for you.

1) 641 is less than 800 + 50. 641 < 850

2) 2 984 is __________ 2 450.

3) 75 thousand is __________ 75 000.

4) 40 000 + 2 000 + 30 + 1 is __________ 42 031

5) 9 hundreds is _________ 92 tens.

Direction: Choose the correct letter to make the sentence true. Write your answer
before the number. USE CAPITAL LETTER

A. < B. > C. =

1) 186 ____ 300 6) 14, 980 _____ 14, 980

2) 364 ____ 346 7) 1, 987 _______ 1,978
3) 9, 840 ____ 9,804 8) 12, 890 _____ 12, 890
4) 8, 321 _____ 17,000 9) 987, 432, 987 _____ 9, 000, 000
5) 214, 152 _____ 213, 152 10) 11, 890 _____ 11, 890

Arrange the whole numbers in each set from greatest to least.

1. 639 , 683 , 689 , 622
____________ , ____________ , ___________ , ____________
2. 643 125 , 463 892 , 894 653 , 976 425
____________ , ___________ , ___________ , ____________
3. 73 290 , 33 881 , 51 464 , 46 860
____________ , ___________ , ___________ , _____________
4. 6 874 , 3 000, 5 890 , 4 834
____________ , ___________ , ___________ , _____________
5. 6 900 , 6 859 , 6 325 , 6 758
____________ , ___________ , ___________ , _____________
Let’s work more!

Write I if the numbers are arranged increasing order, D if the numbers are arranged in
decreasing order, and N if neither of the two.
______1. 76 543 65 437 34 567
______2. 93 510 95 310 100 935
______3. 8 350 8 530 58 030
______4. 100 000 99 990 99 090
______5. 390 181 318 900 381 090
______6. 50 300 50 030 50 003
______7. 24 018 24 081 24 108
______8. 18 560 18 065 18 056

Let’s REFLECT!

In what ways can you still improve as a person?

Checkpoint:

Round the whole number to the given place. Encircle the letter of the correct answer.
1. 488 to the nearest ten
A) 590 B) 490 C) 480 D) 500
2. 897,499 to the nearest thousand
A) 898,000 B) 897,000 C) 897,500 D) 897,400
3. 18,891 to the nearest thousand
A) 18,000 B) 18,900 C) 19,000 D) 20,000
4. 8914 to the nearest hundred
A) 8910 B) 8900 C) 9000 D) 8800
5. 542 136 to the nearest hundred thousand
A) 500 000 B) 600 000 C) 540 000 D) 542 000
6. 795 456 to the nearest ten thousand
A) 700 000 B) 800 000 C) 706 000 D) 600 000

Complete the number sentence by choosing the correct number from the set and
writing it in the box.
1. 800 + 10 + 4 =

2. > 4 076

3. < 11 500

4. 123 805 >

5. 99 109 <

6. = 341 995

7. < 201 995

Related/Supplementary Links:

https://www.mathsisfun.com/rounding-numbers.html
https://www.onlinemathlearning.com/comparing-ordering-numbers.html
https://www.superteacherworksheets.com/comparing-3-digit-numbers.html

Closing Prayer:

We thank you Lord for this wonderful opportunity that we have learned today.
And for the knowledge and wisdom that we continue to harbor. Keep us safe from any
harm and lead us your way. As we go on our way, we hope that you will continue to
guide us and help us to be a better student, and for our educators to continue to share
their knowledge and experience for the sake of our future. Bless us oh Lord with your
mercy and wisdom.

We thank you Lord for everything and be with us always. Amen

 ST. CATHERINE PAROCHIAL SCHOOL Issue No. 1 Page __ of __
LEON, ILOILO MATHEMATICS 4 Learning Module
Prepared by: Approved by:

ANGEL FAITH S. FACURIB FRITZ C. CABANGAL, Principal Effectivity Date:

MODULE 1, QUARTER 1, WEEK 3

Lesson 1: Whole Numbers
Lesson 1.4: Multiplying numbers up to 3-digit
Lesson 1.5: Estimating the products

Prayer:
Dear Lord and Father of all, Thank you for today. Thank you for ways in which
you provide for us all. For Your protection and love we thank you. Help us to focus our
hearts and minds now on what we are about to learn. Inspire us by Your Holy Spirit as
we listen and write. Guide us by your eternal light as we discover more about the
world around us. We ask all this in the name of Jesus. Amen.
(from www.lords-prayer-words.com)

Introduction/Overview:
“Hello dear students! We will now explore the world of Multiplying by Two to
Three-Digit Numbers and Estimating the products of 3- to 4-digit numbers
by 2- to 3- digit numbers. Buckle up and get ready for your take – off!
Each box has 25 small biscuits. The bakeshop
sells 1 256 such boxes in a week. How many
small biscuits does it sell in all in a week?
Multiply: 1 256 x 25 =
1 1
1 2 3
25 pieces
1 2 5 6

X 2 5
1

1
6 2 8 0
+ 2 5 1 2
3 1 4 0 0
 Estimating the products of 3- to 4-digit numbers by 2- to 3- digit
number

1 2 5 6 Round off to the HIGHEST 1 0 0 0

place value
X 2 5 x 3 0
0 0 0 0
+ 3 0 0 0 0
3 0 0 0 0

Pre-assessment:
Find the product.

1 23 2 253 3 453
x 32 x 43 x 321

Estimate the product.

1 75 2 823 3 3 628
x 42 x 172 x 49

Objectives:
At the end of this module, the learner should be able to achieve the following
competencies:
 multiplies numbers up to 3-digit numbers by up to 2-digit numbers without or
with regrouping
 estimates the products of 3- to 4-digit numbers by 2- to 3- digit numbers with
reasonable results
Discussion:

Multiplying by Two to Three-Digit Numbers

Romela can type 85 words per minute.

How many words can she type in
254 minutes?

Multiply: 254 x 85 =

Step 1 Multiply 254 by the ones Step 3 Multiply the product

digit. in Step 2 by 10 since
8 has a value of 80.
2 2
254
x 5 2 0 3 2 x 10 = 20 320
12 7 0

Step 2 Multiply 254 by the tens Step 4 Add the partial products.
digit.
4 3
4 3 2 2
254 254
x 8 x 85
2 032 1 270 Partial products
+ 20 320
21 590

Answer: 254 x 85 = 21 590

Romela can type 21 590 words in 254 minutes.

Estimating Products
Vincent made an error in multiplying 86 by 4 315.
Vincent’s Work
Can you spot the error?

4 3 1 5
Estimation can be used to spot error in computations.
x 8 6
Let’s estimate the product of 4 315 and 86.
2 5 8 9 0
+3 4 5 2 0
STEP 1 60 41 0

Round the factors to their highest 4 315 4 000

place values. x 86 x 90

STEP 2 Oops! My answer is way too

small compared to the
estimate. My answer must be
Multiply.
incorrect!
4 000
x 90
360 000

Estimation helps us know whether our answer is correct. The actual product of
4 315 and 86 is:
2 1 4
1 3
4 3 1 5
x 8 6
1 1
2 5 8 9 0
+ 3 4 5 2 0 0
3 7 1 0 9 0

It is close to the estimated value.

 LET’S REMEMBER!
In multiplying a number by a 2 to 3-digit factor, follow these steps:
1. Multiply the number by the ones digit, the tens digit, and so on.
2. Add the partial products.

To estimate products, round each factor to its highest place value. Then multiply
the rounded factors. Some real-life situations require n estimated number rather than
an exact one.

Mindrill

Activity:

Find the product.

1 75 2 2 403 3 425

x 64 x 12 x 213

4 8 209 5 3 804

x 153 x 231

Multiply. Compare the products by writing > , < , or = in the boxes.

1 163 273 2 250 1 042

x 45 x 28 x 42 x 63
 3 016 1 508 4 406 828
3
x 127 x 196 x 52 x 31

What is the world’s fastest growing land plant?

(It can grow up to 1 foot or 30.48 cm a day!)
To answer the question, do the following:
1. Find the products of the factors.
2. Cross out the box that contains the product.
3. Read the word formed by the remaining letters.

36 142 367 258 3 672

x 58 x 34 x 12 x 26 x 14

68 384 861 3 801 3 312

x 44 x 25 x 42 x 21 x 76

704 125 672 1 005 37 081

x 421 x341 x125 x 45 x 21

Answer Box
M U N R B E L
2 088 6 708 51 408 4 828 9 213 79 821 9 550

C A I P I T M
2 992 4 416 4 404 251 712 296 384 45 225 678 110

E O B H S O O
36 162 84 000 28 013 778 701 42 625 38 279 526 387
Complete the table below.

x 3 12 23

21

32

23

123

310

1 213

Each box has 21 crayons. Estimate the number of crayons in a shop with these given
numbers of boxes.

17 985 4 810

96 1 698 19 016

741 5 027 11 203

Let’s REFLECT!

To multiply means to make copies of or to

reproduce. What are things or situations in the
world that you would like to multiply? Why?
Checkpoint
Read each item carefully. Circle the letter of the best answer.
1. In 16 x 25 = 400, what do you call 400?
A. sum B. product C. quotient D. difference
2. Third multiplied 1 089 by a number and got 0. What number did he multiply to
1 089?
A. 0 B. 1 C. 10 D. 1 089
3. Which expression gives the same product as 400 x 578?
A. 575 x 390 C. 578 x 400
B. 574 x 401 D. 576 x 402
4. Which pair of numbers best completes the table?
A. 102 and 102 000
B. 104 and 104 400 Number Number x 1000

64 64 000
C. 98 and 98 800
76 76 000
D. 94 and 93 040
87 87 000

5. A pen weighs 29 grams. Which of the following

is the best estimate of the total weight of 998 pens?
A. 2 000 g B. 3 000 g C. 20 000 g D. 30 0000 g
6. A newly-built school has 50 classrooms. If each room needs 50 chairs, how many
chairs should the school buy?
A. 2 50 B. 2 000 C. 2 500 D. 25 000
7. Daren exercise every day of the week. If he performs 35 push-ups each day, how
many push-ups does he perform in 30 days?
A. 1 000 B. 1 050 C. 1 150 D. 1 200
8. What is the estimated product of 148 x 43?
A. 7 000 B. 6 300 C. 6 400 D. 6 000
9. What is the estimated product of 182 x 15?
A. 2 000 B. 3 000 C. 2 730 D. 1 000
10. Suppose a US dollar is equal to Php 49. How much will you receive in pesos if you
exchange $ 1 000?

A. Php 490 C. Php 490 000

B. Php 49 000 D. Php 49
Related/Supplementary Links:

https://www.math-only-math.com/estimating-products.html
https://www.onlinemathlearning.com/estimating-product.html
https://www.onlinemathlearning.com/multiplication-grade4.html
https://www.math-salamanders.com/math-multiplication-worksheets.html

Closing Prayer:

We thank you Lord for this wonderful opportunity that we have learned today.
And for the knowledge and wisdom that we continue to harbor. Keep us safe from any
harm and lead us your way. As we go on our way, we hope that you will continue to
guide us and help us to be a better student, and for our educators to continue to share
their knowledge and experience for the sake of our future. Bless us oh Lord with your
mercy and wisdom.

We thank you Lord for everything and be with us always. Amen

 ST. CATHERINE PAROCHIAL SCHOOL Issue No. 1 Page __ of __
LEON, ILOILO MATHEMATICS 4 Learning Module
Prepared by: Approved by:

ANGEL FAITH S. FACURIB FRITZ C. CABANGAL, Principal Effectivity Date:

MODULE 1, QUARTER 1, WEEK 4-5

Lesson 1: Whole Numbers
Lesson 1.6: Multiplying mentally 2-digit by 1-to 2- digit numbers

Prayer:
Dear Lord and Father of all, Thank you for today. Thank you for ways in which
you provide for us all. For Your protection and love we thank you. Help us to focus our
hearts and minds now on what we are about to learn. Inspire us by Your Holy Spirit as
we listen and write. Guide us by your eternal light as we discover more about the
world around us. We ask all this in the name of Jesus. Amen.
(from www.lords-prayer-words.com)

Introduction/Overview:
25 x 11?

In the grocery, Ren finds that a pack of jellies contains

25 pieces. How many jellies will he have if he buys 11
packs? Can you multiply 25 by 11 mentally?
It’s easy!

25
x11
275
The sum of 2 and 5 is 7.

To find the product of 25 and 11, just insert the sum of 2 and 5 between the digits
and 5. Ren will have 275 jellies if he buys 11 packs.
 Pre-assessment:
Multiply mentally.
1) 2 x 21 = _____ 6) 8 x 81 = _____
2) 3 x 21 = _____ 7) 9 x 12 = _____
3) 4 x 32 = _____ 8) 11 x 45 = _____
4) 5 x 81 = _____ 9) 3 x 54 = _____
5) 6 x 14 = _____ 10) 11 x 83 = _____

Objectives:
At the end of this module, the learner should be able to achieve the following
competencies:
 multiplies mentally 2-digit by 1-to 2- digit numbers with products up to 200 and
explains the strategies used
 solves routine and non-routine problems involving multiplication of whole
numbers including money using appropriate problem solving strategies and tools

Discussion:

PARTITIONING STRATEGY
15
x 6
60 (10 x 6 = 60) Partition 15 into 10
and 5.
+ 30 (5 x 6 = 30)
90

So, 15 X 6 = 90
Multiply by partitioning.
23 48
x 5 x 3
100 20 x 5 120 40 x 3
+ 15 3x5 + 24 8x3
115 144
 COMPENSATION STRATEGY
14 X 9 = (14 X 10) – 14
= 140 – 4
= 126
To multiply a number by 11 or 9,
multiply it by 10 and add or
36 X 11 = (36 X 10) + 36 subtract the number.
= 360 + 36
= 396

Multiply by compensating.
16 x 9 = (16 x 10) – 16 48 x 11 = (48 x 10) + 48
= 160 – 16 = 480 + 48
= 144 = 528

Solving Multiplication Stories

There are 110 classrooms in a big school. Each classroom has 40 chairs. How
many chairs are there in all?

STEP 1 Understanding the problem.

Given : 110 classrooms
40 chairs
Asked : total number of chairs

STEP 2 Plan. Multiply 40 by 100.

STEP 3 Solve. 110 x 40 = 4 400

STEP 4 State the answer. There are 4 400 chairs.

Example: There are 3 600 seconds in an hour.
How many seconds are there in 24 hours?

What is asked: The total number of seconds in 24 hours.

What are the given: 3 600 seconds in one hour and 24 hours
Operation to be used: Multiplication
Number Sentence: 3 600 x 24 = N
Solution: 3 600 X 24 = 86 400
Conclusion: There are 86 400 seconds in 24 hours.

LET’S REMEMBER!
Knowing how to multiply numbers mentally is useful in real life. Some strategies
for mental multiplication are portioning and compensating.

Steps in problem solving:

 What is asked
 What are the given
 Operation to be used
 Number Sentence – The total number of or The total amount of
 Solution
 Conclusion

Mindrill

Multiply mentally using partitioning strategy.

1) 3 x 65 = ________ 5) 6 x 14 = ________
2) 4 x 53 = ________ 6) 4 x 23 = ________
3) 9 x 12 = ________ 7) 5 x 16 = ________
4) 8 x 81 = ________ 8) 7 x 31 = ________
Multiply mentally using compensation strategy
1) 11 x 83 = _______ 5) 9 x 23 = _______
2) 11 x 55 = _______ 6) 9 x 14 = _______
3) 11 x 19 = _______ 7) 11 x 16 = _______
4) 9 x 32 = ________ 8) 11 x 45 = ______

Problem Solving
1. A round trip ticket from Manila to Iloilo City costs PHP 2 500. How much would
group of 36 tourists pay in all for their tickets?
What is asked:__________________________________________________________
What are the given:______________________________________________________
Operation to be used:________________________
Number Sentence: ________________________
Solution:

Conclusion:

2. The world’s largest pumpkin weighs 481 kilograms. How much would 15 of this
pumpkin weigh?
What is asked:__________________________________________________________
What are the given:______________________________________________________
Operation to be used:________________________
Number Sentence: ________________________
Solution:

Conclusion:
3. Rylie Gail’s daily allowance for fare and lunch id Php 250. There are 21 school
days in August. How much allowance will she receive for the month?
What is asked:__________________________________________________________
What are the given:______________________________________________________
Operation to be used:________________________
Number Sentence: ________________________
Solution:

Conclusion:

4. A factory employs 134 workers. If each worker receives a weekly salary of

Php 3 785, how much does the factory spend for workers’ salaries every week?
What is asked:__________________________________________________________
What are the given:______________________________________________________
Operation to be used:________________________
Number Sentence: ________________________
Solution:

Conclusion:

5. There were 42 mangoes in each crate. 12 such crates of mangoes were delivered
to a factory. 104 mangoes were rotten and had to be thrown away. How many
mangoes were left?
What is asked:__________________________________________________________
What are the given:______________________________________________________
Operation to be used:________________________
Number Sentence: ________________________
Solution:

Conclusion:
Think SMART! Think,
Find a pair of numbers with: Think,
Think…
 a sum of 15 and a product of 54.
 a sum of 20 and a product of 96.
 a sum of 60 and a product of 900.

Checkpoint:

Multiple Choice. Encircle the letter of the correct answer.

1. When a math question asks you find the product of something it's asking you to
_____.
A. Add C. Multiply
B. Subtract D. Divide
2. A(n) is the answer when two or more numbers are multiplied
together.
A. factor C. array
B. product D. multiple
3. Which multiplication equation represents, "2 times as many as 8 is 16?"
A. 16 ÷ 8 = 2 C. 16 x 2 = 32
B. 2 + 8 = 10 D. 2 x 8 = 16
4. Carol received 189 votes for class president. Emma received twice that number of
votes. How many votes did Emma receive?
A. 278 C. 378
B. 368 D. 345
5. Romeo watched 5 television shows that were each 26 minutes long. How much time
did he spend watching television?
A. 31 minutes B. 21 minutes
C. 100 minutes D. 130 minutes
6. Multiply. 46 x 10 =?
A. 46 C. 460
B. 406 D. 4,600
7. Answer this multiplication question. 12 x 14 =?
A. 160 C. 168
B. 24 D. 25
8. A bus driver travels 234 miles every day. How many miles does the bus driver travel
in 5 days?
A. 1,050 miles C. 1,170 miles
B. 1,150 miles D. 1,520 miles
9. Twenty-five sticks, each 50 cm long, are placed end to end to form a straight line.
How long would the line be?
A. 1 250 cm C. 1 350 cm
B. 1 300 cm D. 1 500 cm
10. The cat is 10 times heavier than the mouse. How heavy is the cat if the mouse
weighs 120 g?
A. 350 g C. 3 400 g
B. 360 g D. 3 600 g

Related/Supplementary Links:

https://study.com/academy/topic/4th-grade-math-multiplication-strategies-mental-
math.html
https://www.math-salamanders.com/mental-math-4th-grade.html

Closing Prayer:

We thank you Lord for this wonderful opportunity that we have learned today.
And for the knowledge and wisdom that we continue to harbor. Keep us safe from any
harm and lead us your way. As we go on our way, we hope that you will continue to
guide us and help us to be a better student, and for our educators to continue to share
their knowledge and experience for the sake of our future. Bless us oh Lord with your
mercy and wisdom.
 We thank you Lord for everything and be with us always. Amen.

ST. CATHERINE PAROCHIAL SCHOOL Issue No. 1 Page __ of __

LEON, ILOILO MATHEMATICS 4 Learning Module
Prepared by: Approved by:

ANGEL FAITH S. FACURIB FRITZ C. CABANGAL, Principal Effectivity Date:

MODULE 1, QUARTER 1, WEEK 6-7

Lesson 1: Whole Numbers
Lesson 1.7: Dividing whole numbers

Prayer:
Dear Lord and Father of all, Thank you for today. Thank you for ways in which
you provide for us all. For Your protection and love we thank you. Help us to focus our
hearts and minds now on what we are about to learn. Inspire us by Your Holy Spirit as
we listen and write. Guide us by your eternal light as we discover more about the
world around us. We ask all this in the name of Jesus. Amen.
(from www.lords-prayer-words.com)

Introduction/Overview:

Let’s EXPLORE the planet of DIVISION!

Four pupils equally divided 20 stars among themselves. How many stars did each pupil
get?

20 ÷ 4 = 5 Each pupil got 5 stars.

Division means sharing equally.

 Khate has 12 chocolate bars. Each day, she eats 3 chocolate bars. How many
days will the chocolate bars last?

Day 1 12 – 3 = 9
Day 2 9–3=6

Day 3 6–3=3 12 ÷ 3 = 4
Day 4 3–3=0 The chocolate bars will last for 4 days.

Division means repeated subtraction.

Let’s recall! 72 ÷ 9 = 8

dividend quotient

divisor

Read as “72 divided by 9 is 8.”

Pre-assessment:
Find each quotient.
1. 32 ÷ 8 =_____ 4. 40 ÷ 5 =_____
2. 7 ÷ 7 =_____ 5. 60 ÷ 6 =_____
3. 30 ÷ 6 =_____ 6. 54 ÷ 9 =_____
Find the estimated quotient.
1. 40 ÷ 5 =_____ 3. 54 ÷ 9 =_____
2. 60 ÷ 6 =_____ 4. 60 ÷ 6 =_____
5. 32 ÷ 8 =_____ 6. 7 ÷ 7 =_____
Find the quotient and the remainder.

1) 9⟌585 2) 8⟌936 3) 6⟌425 4) 7⟌3 650 5) 5⟌631

Find the quotient.
1) 60 ÷ 30 = _____ 3) 80 ÷ 20 = _____ 5) 500 ÷ 10 = _____
2) 400 ÷ 20 = _____ 4) 900 ÷ 90 = _____ 6) 4 000 ÷ 400 = _____
Objectives:
At the end of this module, the learner should be able to achieve the following
competencies:
 divides 3- to 4-digit numbers by 1-to 2-digit numbers without and with remainder
 divides mentally 2- to 4-digit numbers by tens or hundreds or by 1 000
 estimates the quotient of 3- to 4-digit dividends by 1- to 2-digit divisors with
reasonable results

Discussion:
1 242 stickers were given to the children who visited the theme park. Each child
received 6 stickers. How many children visited the theme park?
1 242 ÷ 6 = ________
STEP 1
2
Divide 12 hundreds by 6. 6⟌1 242
Since the digit in the thousands place - 12 2x6
is less than 6
STEP 2
20
Divide 4 tens by 6. 6⟌1 242
Since 6 > 4, write 0 in the quotient - 12
above the tens place. 04
- 0 0x6
4
STEP 3
207
Divide 42 ones by 6. 6⟌1 242
Since 6 > 4, write 0 in the quotient - 12
above the tens place. 04
- 0
42
- 42 7x6
0
The quotient is 207. The remainder is 0.
Therefore, there are 207 children visited the theme park
To check: 207 x 6 = 1 242
Since the product of the quotient and the divisor is the dividend, the answer is correct.
More examples: Divide 618 by 12.

Divisor (12) has two digits. Consider the two digits of the
dividend from the left (61).

Now, consider the left most digit of the divisor 12 i.e. 1 and
the left most digit of the dividend i.e. 6.

As, 1 goes into 6, 6 times. So, 6 may be the left most digit
of the quotient.

Let us check 12 × 6 = 72, but 72 > 61.

Quotient = 51
Now, consider 5 instead of 6 as left most digit of the
Remainder = 6
quotient.

Let us check 12 × 5 = 60, but 60 < 61.

Now, write 5 as the left most digit of the quotient and 60

below the 61.

Subtract 61 - 60 = 1. Write 1 as remainder.

Bring down 8 from the dividend 618 and write it to the right
of 1.

It makes the remainder 18, which we consider as dividend

now. i.e. we have to find 18 ÷ 12.

1 goes into 1, 1 time. So, 1 may be the second digit of the

quotient.

Let us check. 12 × 1 = 12 and 12 < 18

So, write 1 as quotient next to the 5 and 12 below the 18.

Subtract 18 - 12 = 6. Write 6 as remainder.

6 becomes the final remainder as there is no digit left in

dividend 618 to bring down and the remainder 6 cannot be
divided by the divisor 12.

Divide 8268 by 15.

 Divisor (15) has two digits. So, we will divide by 2-
digit divisors. Consider the two digits of the
dividend from the left (82).

Now, consider the left most digit of the divisor 15

i.e. 1 and the left most digit of the dividend i.e. 8.

As, 1 goes into 8, 8 times. So, 8 may be the left

most digit of the quotient.

Let us check 15 × 8 = 120, but 120 > 82.

So, consider 7 and check 15 × 7 = 105, but 105 >

Quotient = 551 82.
Remainder = 3 Now, consider 6 and check 15 × 6 = 90, but 90 >
82.

Now, consider 5 and check 15 × 5 = 75, and 75 <

82.

Write 5 as the left most digit of the quotient and 75

below the 82.

Subtract 82 - 75 = 7. Write 7 as remainder.

Bring down 6 from the dividend 8268 and write it to

the right of 7.

It makes the remainder 76, which we consider as

dividend now. i.e. we have to find 76 ÷ 15.

Repeat the process of 2nd step till we get a

remainder either 0 or a number which is not
divisible by divisor (15).

Dividing by Multiples of 10, 100 and 1 000

5 000 tickets are sold in bundles are there?

5 000 ÷ 50 = 1 000
or you may divide it this way:
5 000 = 500 = 100
50 5

More examples:
80 ÷ 10 = 80 = 8 = 8
 10 1

40 ÷ 20 = 40 = 4 = 2
20 2

16 000 ÷ 800 = 16 000 = 160 = 20

800 8
Estimating Quotients

An African elephant can eat more than 2 984 kilograms of plant matter in 11
days. About much plant matter can it eat in a day?

2 984 ÷ 11 = ______

To estimate the quotient, round both the

dividend and divisor to their highest place
values, then divide.
2 984 3 000 = 3 000 = 300
11 10 10
Let’s find the actual
An African elephant can eat
quotient.
about 300 kg of plant a day.
Wow, that’s a lot!
11 ⟌2 984
- 22
78
- 77
Since 2 984 ÷ 11 is about 300, 14
we write this as - 11

2 984 ÷ 11 ≈ 300. 3

2 984 ÷ 11 = 271 r. 3
This is read as “2 984 divided by 11 is
271 is close to 300!
Approximately 300.”

LET’S REMEMBER!

To divide a number by multiples of 10, 100, or 1 000:

 Cancel the same number of zeros in the dividend as there are in the divisor; and
  Divide the numbers formed by the remaining digits.
To estimate the quotient of two numbers:
1. Round the numbers to their highest place values or to a number that can be
divided easily by the divisor.
2. Divide the rounded number.

Mindrill

Find the quotient and the remainder.

1.) 585 ÷ 9 = ___________ 6.) 5 391 ÷ 21 = ___________

2.) 936 ÷ 8 = ___________ 7.) 7 070 ÷ 33 = ___________

3.) 1 652 ÷ 7 = __________ 8.) 9 530 ÷ 25 = __________

4.) 6 145 ÷ 6 = ___________ 9.) 3 650 ÷ 7 = __________

5.) 1 632 ÷ 12 = __________ 10.) 6 908 ÷ 22 = ___________

How long is a whale shark?

To find out, divide the numbers below (1-9). Cross out the word above each quotient.
Read the phrase formed by the remaining words.

the it is above about

46 28 35 32 10

twice thrice the same

12 105 16 21

length as one two three

18 42 63 432 56

cars jeepneys buses airplanes

15 114 146 101

3.) 828 ÷ 18 2.) 1 785 ÷ 17 1.) 180 ÷ 12

6.) 832 ÷ 26 5.) 5 733 ÷ 91 4.) 1 482 ÷ 13

 9.) 336 ÷ 28 8.) 392 ÷ 7 7.) 2 222 ÷ 22

Find the quotient. Do it as fast as you can.

1.) 60 ÷ 30 = ___________ 6.) 8 000 ÷ 40 = ___________

2.) 400 ÷ 20 = ___________ 7.) 12 000 ÷ 600 = ___________

3.) 700 ÷ 350 = __________ 8.) 900 ÷ 90 = __________

4.) 1 200 ÷ 400 = ___________ 9.) 25 000 ÷ 5 000 = __________

5.) 7 000 ÷ 350 = __________ 10.) 18 000 ÷ 6 000 =___________

Estimate the quotient.

1.) 54 736 ÷ 8 ≈ ____________ 6.) 3 112 ÷ 98 ≈ _____________

2.) 7 816 ÷ 8 ≈ _____________ 7.) 8 666 ÷ 94 ≈ _____________

3.) 389 ÷ 41 ≈ _____________ 8.) 77 777 ÷ 777 ≈ _____________

4.) 732 ÷ 68 ≈ _____________ 9.) 66 891 ÷ 69 ≈ _____________

5.) 456 ÷ 47 ≈ _____________ 10.) 82 045 ÷ 415 ≈ _____________

Assignment

Who Lives Longest?

Find the maximum lifespan of each animal by finding the quotient.

Goat Lion

Years Years

16 000 ÷ 2 000 4 500 ÷ 300

 Blue Whale African Elephant

Years Years

24 000 ÷ 300 70 000 ÷ 2 000

Dolphin Alligator

Years Years

900 ÷ 30 100 000 ÷ 2 000

Checkpoint
Multiple Choice. Encircle the letter of the correct answer.
1. What do you call the process of sharing a number equally?

A. Addition C. Multiplication
B. Subtraction D. Division

2. A box of 120 candies is to be divided equally among 6 children. How many

candies will each child get? In this problem, what do you need to look for?

A. Divisor C. Quotient
B. Product D. Dividend

3. 103÷3=?

A. 705 C. 940
B. 701 D. 458

4. Sally has 57 beads. If she wants to split the beads evenly between her 4 friends,
how many beads will she have left over?

A. 1 C. 25
B. 98 D. 4

5. 8⟌280

A. 35 C. 40
B. 38 D. 42

6. A roller coaster holds of 184 people. If each car holds 8 people, how many cars
are there?

A. 854 C. 25
B. 365 D. 23

7. 734 is divisible by which of these numbers?

A. 7 C. 2
B. 4 D. 10
8. The answer to a division problem is called the
A. product C. sum
B. quotient D. difference

9. Rick has 468 baseball cards in 9 albums. Each album has the same number of
baseball cards. How many baseball cards are in each album?

A. 42 C. 52
B. 46 D. 62

10. At the school concert there were 560 people seated in 8 rows. If there were no
empty seats, how many people were in each row?

A. 553 people C. 70 people

B. 480 people D. 60 people

11. What is the quotient q and remainder r of the division 547 ÷ 4 = ?

A. q = 3 and r = 136 C. q = 136 and r = 3

B. q = 136 and r = 0 D. q = 136 and r = 27

12. When 36 000 is divided by a number, the quotient is 3 000. What is the number?

A. 12 000 C. 120
B. 1 200 D. 12

13. A company donates 6 750 books and shares these books equally among 9
schools. How many books does each school receive?

A. 750 C. 850
B. 830 D. 950

14. Sam’s allowance for 5 days is Php 375. How much is her daily allowance?

A. Php 125 C. Php 55

B. Php 75 D. Php 35

15. Samantha had 5,132 grams of jellybeans. She gave the jellybeans to 4 of her
friends to be shared equally. How many grams of jellybeans did each of her friends
get?

A. 1,283 g C. 1,384 g
B. 1,383 g D. 20,528 g

Related/Supplementary Links:

https://www.youtube.com/watch?v=ZAd6Os0xFgc
https://www.khanacademy.org/math/cc-fourth-grade-math/division
https://www.homeschoolmath.net/worksheets/long_division.php
 Closing Prayer:

We thank you Lord for this wonderful opportunity that we have learned today.
And for the knowledge and wisdom that we continue to harbor. Keep us safe from any
harm and lead us your way. As we go on our way, we hope that you will continue to
guide us and help us to be a better student, and for our educators to continue to share
their knowledge and experience for the sake of our future. Bless us oh Lord with your
mercy and wisdom.

We thank you Lord for everything and be with us always. Amen

ST. CATHERINE PAROCHIAL SCHOOL Issue No. 1 Page __ of __

LEON, ILOILO MATHEMATICS 4 Learning Module
Prepared by: Approved by:

ANGEL FAITH S. FACURIB FRITZ C. CABANGAL, Principal Effectivity Date:

MODULE 1, QUARTER 1, WEEK 8

Lesson 1: Whole Numbers
Lesson 1.8: Solves multi-step routine and non-routine problems
involving division and any of the other operations

Prayer:
Dear Lord and Father of all, Thank you for today. Thank you for ways in which
you provide for us all. For Your protection and love we thank you. Help us to focus our
hearts and minds now on what we are about to learn. Inspire us by Your Holy Spirit as
we listen and write. Guide us by your eternal light as we discover more about the
world around us. We ask all this in the name of Jesus. Amen.
(from www.lords-prayer-words.com)

Introduction/Overview:

What is Order of Operations?

 
In math, order of operations are the rules that state the sequence in which the
multiple operations in an expression should be solved. 
A way to remember the order of the operations is PEMDAS, where in each letter stands
for a mathematical operation.
 P  Parentheses
 E  Exponent
 M  Multiplication
 D  Division
 A  Addition
 S  Subtraction
 
The PEMDAS rules that state the order in which the operations in an expression should
be solved, are:
1. Parentheses - They take precedence over all other operators. The first step is to
solve all the operations within the parentheses. Work out all groupings from inside to
out. (Whatever is in parentheses is a grouping)
2. Exponents - Work out all the exponential expressions. 
3. Multiplication and Division - Next, moving from left to
right, multiply and/or divide whichever comes first.
4. Addition and Subtraction - Lastly, moving from left to
right, add and/or subtract whichever comes first.

Why Follow Order of Operations?

 
Follow the rules of the order of operations to solve expressions so that everyone
arrives at the same answer.
 
Here’s an example of how we can get different answers if the correct order of
operations is NOT followed.

Expression solved using Order of

Expression solved from Left to Right
Operations (PEMDAS)

6x3+4x(9÷3) 6x3+4x(9÷3)
6 X 3 + 4 x ( 9 ÷ 3 ) 6 X 3 + 4 x ( 9 ÷ 3 ) → P
18 + 4 x ( 9 ÷ 3 ) 6 X 3 + 4 x 3 → M
22 x ( 9 ÷ 3 ) 18 + 4 x 3 → M
198 ÷ 3 18 + 12 → A
= 66     ✘ = 30     ✔

Pre-assessment:
Do the following operations. Do not use a calculator.
1.) 5 – 3 + 6 = __________ 6.) 50 – 9 x 3 + 4 = ________
2.) 7 + 12 - 8 = _________ 7.) 42 – 40 ÷ 8 = _________
3.) 24 – 21 ÷ 3 = _________ 8.) 6 x 3 + 50 ÷ 2 = ________
4.) 60 ÷ 6 x 5 = _________ 9.) 15 x 5 – 56 = ________
5.) 12 ÷ 3 + 4 x 5 = ________ 10.) 6 + 8 x 2 – 20 = _______

Objectives:
At the end of this module, the learner should be able to achieve the following
competencies:
 solves multi-step routine and non-routine problems involving division and
any of the other operations of whole numbers including money using appropriate
problem solving strategies and tools

Discussion:
Operations
"Operations" mean things like add, subtract, multiply, divide, squaring, etc. If it isn't a
number it is probably an operation.
 But, when you see something like...

7 + (6 × 52 + 3)

... what part should you calculate first?

Start at the left and go to the right?

Or go from right to left?

Warning: Calculate them in the wrong order, and you can get a wrong answer !

So, long ago people agreed to follow rules when doing calculations, and they are:

Order of Operations

Do things in Brackets First

Exponents (Powers, Roots) before Multiply, Divide, Add or Subtract

Multiply or Divide before you Add or Subtract

Otherwise just go left to right

 LET’S REMEMBER!

The order of operations is best known as MDAS. It means “Multiply or Divide

whichever comes first from the left before you Add or Subtract.”

Mindrill

Use the right order of operations to find the answer.

1.) (25 + 5) x 3 – 13 = ________ 6.) 2 + 14 x 5 – 5 = ________

2.) 19 + 12 x 2 – 4 = ________ 7.) 22 + 4 x 5 – 13 = _________

3.) 42 + 32 ÷ 4 = _________ 8.) 13 – 42 ÷ 7 + 2 = _________

4.) 12 + 34 x 2 ÷ 2 = ________ 9.) 15 + 2 – 14 ÷ 7 = _________

5.) (4 + 3) x (2 + 5) = ________ 10.) 7 – 3 x 1 + 4 = ________

Assignment
Do the following operations.

Let’s
REFLECT!
Do you do any of these house chores?
 do the laundry

wash the dishes

clean the bedroom
Share the sequence of steps in
doing each task.
Checkpoint

Choose the best answer to each question.

1. Which of the following is equal to 40 + 55?

A. 40 X 55 C. 40 + 40

B. 40 – 55 D. 55 + 40

2. Which of the following is equal to (12 x 6) x 5?

A. (12+6)X5 C. 12 x (6 + 5)
B. 12 x (6 x 5) D. 12 + 6 x 5

3. Which of the following is equal to 18(12 + 37)?

A. 18 + 12 + 37 C. 18 x 12 + 37
B. 12(18 + 37) D. (18 x 12) + (18 x 37)

4. 9 + 6 x (8-5)

A. 21 C. 45
B. 27 D. 83

5. (14 – 5) ÷ (9 – 6)

A. 5 C. 6
B. 3 D. 0
6. 5 x 8 + 6 ÷ 6 – 12 x 2
A. 19 C. 27
B. 17 D. 184
7. A caterer charges a setup fee of Php 50, plus Php 20 per person. How much will
the caterer charge if 35 people attend the party, and the customer has a coupon for
Php 100 off the total?
A. Php 650 C. Php 2350
B. Php 750 D. Php 2450
8. 9–8÷4+2
A. 23 C. 9
B. 19 D. 16
9. 8 + 21 ÷ 3 – 5
A. 27 C. 4
B. 10 D. 20
10. 20 – 3 + 23
A. 15 C. 25
B. 13 D. 9

Related/Supplementary Links:

https://www.mathsisfun.com/operation-order-bodmas.html
https://www.purplemath.com/modules/orderops.htm
https://www.khanacademy.org/math/pre-algebra/pre-algebra-arith-prop/pre-algebra-
order-of-operations/v/order-of-operations

Closing Prayer:

We thank you Lord for this wonderful opportunity that we have learned today.
And for the knowledge and wisdom that we continue to harbor. Keep us safe from any
harm and lead us your way. As we go on our way, we hope that you will continue to
guide us and help us to be a better student, and for our educators to continue to share
their knowledge and experience for the sake of our future. Bless us oh Lord with your
mercy and wisdom.

We thank you Lord for everything and be with us always. Amen