MODULE ONE

WHOLE NUMBERS

  CORE IDEA

Module One is an introduction to whole numbers, which are a part of real

numbers that do not include fractions, decimals, or negative numbers. Counting
numbers are also considered whole numbers. Whole numbers are positive integers
including zero. The main difference between whole numbers and natural numbers is
that natural numbers are also positive integers but do not include zero. Hence we can
say that natural numbers mean whole numbers whereas, whole numbers do not mean
natural numbers.

Learning Outcome:
After this lesson, students will be able to:

1. define 'whole numbers'

2. explain what makes a number a whole number
3. demonstrate understanding of whole numbers on a number line

Unit Lesson:

● LESSON 1.1: PLACE VALUE

● LESSON 2.1: ADITION OF WHOLE NUMBERS
● LESSON 3.1: SUBTRACTION OF WHOLE NUMBERS
● LESSON 4.1: MULTIPLICATION OF WHOLE NUMBERS
● LESSON 5.1: DIVISION OF WHOLE NUMBERS
 LESSON 1.1
PLACE VALUE

Learning Objectives
After this lesson, students will be able to:

1. Break down numbers into their place values

2. Understand the value of ones, tens, and hundreds
3. Understand how many ones make up a ten, how many tens make
up a hundred, etc.
4. Be able to comprehend what the place values of a given number
represent
5. Understand how expanded form relates to the formation of a
number with base ten blocks

Place value development carries on through the elementary years by increasing the
place value to build bigger numbers. Place value is a crucial concept that is taught
beginning in kindergarten. Place value refers to the digit's value based on its position
and can be a difficult concept for young learners to comprehend, but recognizing this
concept is critical for learning math.
 PRE- TEST 1. 1

Place Value Models – Tens and Ones

Identify the number represented by the given model.

1.)

A. 22
B. 20
C. 24
D. 20

2.)

A. 10
B. 12
C. 14
D. 15
3.)

A. 22
B. 23
C. 24
D. 25

4.)

A. 30
B. 55
C. 52
D. 40
5.)

A. 23
B. 24
C. 35
D. 21
 LET’S DISCUSS

Place Value
Place value, in mathematics, describes the value of every digit in a number depending
on its position. These positions start from the unit’s place (one’s place). The order of the
place value of digits in a number from right to left is given as ones/units, tens, hundreds,
thousands, ten thousand, and so on.
What is Place Value?
Place value is the value of each digit in a number. The value of every digit in a number
is different based upon its position. A number might have two similar digits but different
values, which is decided by the position that the digit holds in the number.
Place Value Meaning
Place value is the value of a digit according to its position in the number such as ones,

tens, hundreds, and so on. For example, the place value of 5 in 3458 is 5 tens, or 50.
However, the place value of 5 in 5781 is given as 5 thousand or 5,000. It is important to
understand that a digit can be the same, but its value depends on its position in the
number.
Example: Write down the place value of each digit in the number 543.

The correct place value of each digit in the number can be given as:

● 5 × 100 = 500 or 5 hundreds

● 4 × 10 = 40 or 4 tens
● 3 × 1 = 3 or 3 ones

Place Value Chart

Place value charts help us to make sure that the digits are aligned in the correct places.
A place value chart displays the correct position or place of a digit in a number. To
identify the positional values or worth of different digits in a number accurately, we first
write the given digits in the place value chart to check their position. To make the
process easier, the larger numbers are divided into periods that are separated with the
help of commas. There are two types of place value charts that are most commonly
used:
Indian place value chart
International place value chart
We can refer to the International or Indian place value chart based on the numeral
system that both the charts follow. The Indian place value chart is based upon
the Indian numeral system, while the International place value chart is based upon the
internationally accepted numeral system. The main difference between the Indian and
the International numeral system is the placement of the separators (commas) and the
nomenclature of different place values.

Place Value Chart with Decimals

The decimal place value chart shows the place value of the digits in a decimal number.
A decimal number system is used to express the whole numbers and fractions together
using a decimal point. This decimal point lies between the whole number part and the
fractional part. While the whole number part follows the usual place value chart of ones,
tens, hundreds, and so on, there is a slight difference in the place value of the numbers
to the right of the decimal point. If we go to the right after the decimal, the place values
start from tenths and go on as hundredths, thousandths, and so on. The first place to
the right of the decimal is on the one-tenth (1/10th) position, the next one is 1/100 and it
goes on. Observe the following place value chart for decimal numbers.
 LEARNING EXCERCISE 1. 2

Encircle the place value model which shows the number 24.
A. B.

6.
 Encircle the place value model which shows the number 56.

A. B.
7.

Encircle the place value model which shows the number 62.

A. B.
8.
 Encircle the place value model which shows the number 50.

A. B.
9.

Encircle the place value model which shows the number 37.

A. B.
10.
c c c c c c c c
 LESSON 2.1 ADDITION OF WHOLE NUMBERS

Learning Objectives
After this lesson, students will be able to:

Objective: Adds
2-
3 digit numbers with 2 or more
addends without regrouping
1. Distinguish the whole numbers.
2. Identify how to add a whole number.
3. Participate actively in adding whole numbers using objectives; and
4. Demonstrate an object using a number and in a sentence.

Adding whole numbers

Adding whole numbers is what this lesson will teach you. Also, there is a calculator to
help you practice. Adding whole numbers means that we are combining numbers to
form a total.

Each number being added is called an addend and the total, which is the answer to the
addition problem is called sum.
 PRE- TEST 2.1

A. Copy and add.

1)
3
+
0

1.) 3 + 0 =

2.) 1 + 4 =

3.) 5 + 2 =

4.) 0 + 5 =

5.) 4 + 4 =

6.) 6 + 3 =

7.) 3 + 1 =

8.) 2 + 4 =
 9.) 7 + 1 =

10.) 6 + 2 =

LET’S DISCUSS

Whole Numbers
Are numbers that consist of a set of natural or counting numbers and including zero.

Example: 0,1,2,3,4,5,6,7,8,9,10

Addition
The addition is taking two or more numbers and adding them together, that is, it is the
total sum of 2 or more numbers.  + A sign that use to add numbers.

Example:

And is

Number Sentence: 2 + 1 = 3
 And is

Number Sentence: 2 + 2 = 4

And is

Number Sentence: 4 + 1 = 5
Adding numbers with 1 digit is pretty straightforward. In general, you can do it
mentally or use your fingers. Adding zero to a number never changes the number

Take a close look at the following additional problems.

1 4 5 6 5 5 6 3
+2 + 5 + 7 + 8 + 5 +3 + 4 +3
3 8 12 14 10 8 9 6

The answer for one of them is wrong.

Can you tell which one?

You got it right! It is the second one. 4 + 5 is not equal to 8.

4+ 5 = 9.

Now, let us move on to something more interesting, adding numbers with two digits.

When adding two-digit numbers, add the ones first. Then, add the tens.
Let us try to add 36 to 17 using expanded notation.
38 = 30 + 8 and 14 = 10 + 4

adding the ones ( 8 and 4 ) gives 12 and 12 = 10 + 2

Adding the tens (40, 10, and 10) gives 60 and 60 + 3 = 63

Let us add 57 to 45

57 = 50 + 4 and 44 = 40 + 4

Adding the ones (7 and 5) gives 12 and 12 = 10 + 2

Adding the tens (50, 30 , and ,20) gives 100 and 100 + 7 = 107

We can accomplish the same by arranging the numbers in vertical columns as shown
below

1 1

38 54

+ 14 + 44

52 98

6+6=12 10 + 8 = 18

In the above, we add the one’s column first. Then, we carry over the tens to the tens
column. The 1 that we carry over has a place value of 10. However, there is no need to
write 10 because as we saw before in place value putting a 1 here in the tens place
means that there is 1 tens

LET’S TRY

B. Add the following:

1. Leah bought 12 mangoes, Lina bought five mangoes. How many mangoes do
they have in all?

And is

The addition number sentence: 12 + 5 =

2. Regina gets 3 apples while Mary gets 4 apples. How many apples did Lisa and
Marry get?

And is

The addition number sentence: 3 + 4 =

C. MULTIPLE CHOICE.

1.) Which of these symbols is used to represent addition?

A. +
B. -
C. X
D. ÷
2.) Addition means to put one group of items together with other items and then count to
see how many items there are all together. True or False?
A. True
 B. False
3.) The answer to an addition problem is called
A. Sum
B. Addend
C. Digits
4.) When adding 87 + 37, the number that goes in the one place is
A.1
B. 2
C. 5
D. 4
5.) When adding 87 + 37, the number that goes in the hundreds place is
A. 2
B. 3
C. 4
D. 1

D. ENUMERATION

6.) What is place value?

7.) What is the sign that use to add numbers?

8.) What is whole number?

9.) Each number being added is called ?

10.) The answer to the addition problem is called 

SUBTRACTION OF WHOLE
LESSON 3.1
NUMBERS

Learning Objectives
After this lesson, students will be able to:

a) Students will be able to identify how to subtract number using

horizontal and vertical subtraction.
b) Student will be able, solves problems and illustrates subtraction as
‘taking away sets”.
c) Student will be able to value the importance of patience in problem
solving.

To subtract whole numbers, we write them as in an addition problem and subtract each

digit moving from the right to the left. If when subtracting digits, the top number is
smaller than the bottom, borrowing becomes necessary. 
 PRE – TEST 3.1

Subtract the following –

1.) 2 – 1 =
2.) 3 – 1 =
3.) 5 – 3 =
4.) 6 – 3 =
5.) 7 – 4 =
6.) 5 – 2 =
7.) 10 – 6 =
8.) 8 – 4 =

9.) 6 – 1 =
10.) 10 – 3 =
11.) 12 – 3 =
12.) 10 – 4 =
13.) 15 – 5 =
14.) 14 – 4 =
15.) 9 – 6 =
 LET’S DISCUSS

Subtraction
Subtraction is the operation of taking the difference of two numbers and. Here, is called
the minuend, is called the subtrahend, and the symbol between the and is called the
minus sign.

These are the symbols that are used in subtraction.

1. – called minus
2. = called equals

Definition of Terms:
Minuend:  The larger number that is subtracted
Subtrahend:  The smaller number that have been subtracted
Difference: The result / answer in the number subtracted

Subtraction Equation

3 2 1
 Minuend
Difference

Subtrahend

Strategies in Basic Subtraction

● CROSS OBJECT STRATEGY

● FINGER FOLDING STRATEGY
● DOT STRATEGY

Example of Cross Object Strategy

5- 2= 3
 8- 3= 5

Example of Finger Folding Strategy

–
5–2=3

–
8–3=5

Example of DOT STRATEGY

– 3–2=1

5–3=2
 –

LEARNING ACTIVITY 3.1

A. Find the difference of the following orally:

1.)

=
–

2.) 6–2=

3.)

7–3=
 4.) 4
– 2

5.)
WHAT I HAVE LEARNED?
– =

ACTIVITY 3.2

B. Find the Sum of the following:

1.) 10
– 3

2.) 5
– 5

3.) 10 – 6 =

4.) 6 –1=

5.) 9 – 0=

C. ENUMERATION
 6 – 8.) Enumerate the three basic strategies of subtraction?

D. REFLECTION

9- 10 .) What you have learned in this lesson?

LESSON 4.1
MULTIPLICATION OF WHOLE
NUMBERS

Learning Objectives
After this lesson, students will be able to:
a) understand the process of multiplication
b) be able to multiply whole numbers
c) be able to understand the multiplication sentence.

Introduction

Multiplication of whole numbers is the sort way to do repeated addition. The numbers
being multiplied are called factors while the answer is called product.

PRE- TEST 4.1

 Find the product.
1.) 3 × 4 =
2.) 5 × 3 =
3.) 2 × 4 =
4.) 4 × 5 =
5.) 10 × 4 =

LET’S DISCUSS

Multiplying whole numbers

Multiplying whole numbers starts with a solid knowledge of a multiplication table. I may
never say this enough! The more you know your multiplication table, the easier it is
going to be for you to perform multiplication.

When numbers are multiplied, each number is called a factor. The result of multiplying
numbers is called a product.

The easiest multiplication we can perform is the one with one digit because all we need
is a good remembrance of the multiplication table.

Look at the following multiplication problems. You can get your answer right off a
multiplication table. Note that 0 × 6 = 0. In fact, any number times 0 = 0.
Multiplicand and Multiplier

We will learn about the multiplicand and multiplier. The number to be multiplied is called
the multiplicand. The number with which we multiply are called the multiplier.

1. Multiply 7 by 8

      7   → Multiplicand

×    8       → Multiplier

56       → Product

2. Multiply 9 by 7

  9  → Multiplicand

×    7      → Multiplier

63     → Product

The result obtained is called the product.

Multiplication sentence
A multiplication sentence is a number sentence used to express multiplication. It is a
type of equation that is limited to the operation of multiplication. Multiplication sentences
are made up of at least three terms: two factors and a product.

home / primary math / multiplication / multiplication sentence

In a multiplication sentence, the second factor is referred to as the multiplicand. It

is the number that is multiplied by the first factor, referred to as the multiplier.
However, since multiplication exhibits the commutative property, which means
that the position of either of the two factors in a multiplication problem can be
switched, the terms multiplicand and multiplier can be ambiguous. As such, most
texts simply refer to both terms as factors rather than using the terms
"multiplicand" and "multiplier." In either case, the solution to a multiplication
problem is referred to as its product. The symbol "·" is also used to denote
multiplication; it means the same thing as "×."

Example:
 LEARNING ACTIVITY 4.1

A. Write the following as a multiplication sentence:

1.)

2.)

3.)

4.)

=
5.)

B. MULTIPLE CHOICE

5. Which of the following is equal to 5 x 2?

a) 2 + 2 + 2 + 2 + 2 b) 2 + 2 + 2

c) 2 + 2 + 2 + 2 d) 2 + 2

6. Which of the following is equal to 6 x 4?

a) 4 + 4 + 4 b) 4 + 4 + 4 + 4 + 4

c) 4 + 4 + 4 + 4 + 4 + 4 d) 4 + 4 + 4 + 4

7. Which of the following is equal to 3 x 7?

a) 7 + 7 b) 7 + 7 + 7

c) 7 + 7 + 7 + 7 d) 7 + 7 + 7 + 7 + 7

8. Which of the following is equal to 5 x 3?

a) 3 + 3 + 3 + 3 + 3 b) 3 + 3 + 3 + 3

c) 3 + 3 + 3 d) 3 + 3

9. Which of the following is equal to 2 x 5?

a) 5 + 5 + 5 b) 5 + 5 + 5 + 5 + 5

c) 5 + 5 + 5 + 5 d) 5 + 5

10. Which of the following is equal to 7 x 6?

a) 7 + 7 + 7 + 7 + 7 + 7 + 7 b) 7 + 7 + 7 + 7

c) 7 + 7 + 7 + 7 + 7 + 7 d) 7 + 7 + 7

D. REFLECTION

1.) What you have learned in this lesson?

LESSON 5.1
DIVISION OF WHOLE NUMBERS

Learning Objectives
After this lesson, students will be able to:

a) Students will know basic definitions for division

b) Students will know how to divide numbers with answers that
work out evenly
c) Use three different ways to represent division.
d)   Divide whole numbers.

Introduction

Some people think about division as “fair sharing” because when you divide a number
you are trying to create equal parts. The division is also the inverse operation of
multiplication because it “undoes” multiplication.
In multiplication, you combine equal sets to create a total. In division, you separate a
whole group into sets that have the same amount. For example, you could use division
to determine how to share 40 empanadas among 12 guests at a party.

PRE- TEST 5.1

A. MULTIPLE CHOICE

1.) What is the answer to a division problem?

a. divisor
b. quotient

c. dividend

2.)  What is the divisor?

a. The number you are dividing by

b. The number you are dividing

c. The answer to a division question

3.) What is the best estimate for the answer to 20 ÷ 3?

a. 6
b. 7
c. 9
4.) What is 40 ÷ 10?
a. 6
b. 4
c. 6

5.) Does the division problem have a remainder? 36 ÷ 4

a. yes
b. no

6.) Does the division problem have a remainder?  41 ÷ 3

a. yes

b. no

7.) Does the division problem have a remainder? 65 ÷ 4

a. yes
b. no

8.) In the problem 4,285 divided by 5, the first digit in our answer is going to be in
which place value?
a. ones c. tens
b. hundreds d. thousands

9.) 144 divided by 18 equals 8. Which number is the quotient?

a. 144
 b. 8
c. 18

10.) 144 divided by 18 equals 8. Which number is the dividend?

a. 144
b. 8
c. 18

11.) 144 divided by 18 equals 8. Which number is the divisor?

a. 144

b. 8
c. 18

12.) Johnny and his 6 friends divide 63 baseball cards amongst themselves.  How many
baseball cards does each one get?

a. 10r3

b. 8
c. 9
d. 11
 LET’S DISCUSS

What is Division?

Division is one of the four basic operations: addition, subtraction, and multiplication are
the other three.

Division is a simple operation in which a number is divided. It’s easiest to think of it as a

number of objects being divided among a certain number of people, such as in the
above example. Of course, you always want to give the same amount to each person to
be fair! That’s basically how division works, you divide numbers into equal groups of
numbers.

So, how can you solve a division problem? First, you have to know the parts of a
division problem.

Parts of a Division Problem

There are three main parts to a division problem: the dividend, the divisor, and the
quotient.
The dividend is the number that will be divided. The divisor is the number of “people”
that the number is being divided among. The quotient is the answer.

How to Solve Division Problems

Solving simple division problems is closely linked to multiplication. In fact, to check your
work, you’ll have to multiply the quotient by the divisor to see if it equals the dividend. If
it doesn’t, you’ve solved incorrectly.

Let’s try solving one simple division problem. For example:

12 ÷ 2 =

In this problem, you can see how Happy Numbers helps children visualize the problem.
There are 12 oranges. There are 2 placed in each box. How many boxes are there?

The answer is 6.

You can check the answer by multiplying the quotient, 6, by the divisor, 2, (6 x 2) which
gives us 12. So, the answer is correct.

Ways to Represent Division

 

As with multiplication, division can be written using a few different symbols. We showed
this division written as 15 ÷ 5 = 3, but it can also be written two other ways:
 

 
Each part of a division problem has a name. The number that is being divided up, that is
the total, is called the dividend. In the work in this topic, this number will be the larger
number, but that is not always true in mathematics. The number that is dividing the
dividend is called the divisor. The answer to a division problem is called the quotient.
3 Ways to Represent Division
 
12 ÷ 3 = 4 (with a division symbol; this equation is read “12 divided by 3 equals 4.”)
 

   (with a division or long division symbol; this expression is read “12 divided by 3
equals 4.” Notice here, though, that you have to start with what is underneath the symbol. This
may take some getting used to since you are reading from right to left and bottom to top!)
 

 (with a fraction bar; this expression can also be read “12 divided by 3 equals 4.” In this
format, you read from top to bottom.)
 
In the examples above, 12 is the dividend, 3 is the divisor and 4 is the quotient.
 
Dividend ÷ Divisor = Quotient
 

Dividing whole numbers

Dividing whole numbers is the opposite of multiplying whole numbers. It is the process
by which we try to find out how many times a number (divisor) is contained in another
number (dividend).
 The answer in the division problem is called a quotient. In the division problem above
(24 ÷ 6), 4 is contained into 24,6 times. (6 × 4 = 24)

Once you understand how division is written, you are on your way to solving simple
division problems. You will need your multiplication facts to perform division. 

Consider the following problems:

10 ÷ 5 =?
48 ÷ 2 =?
30 ÷ 5 =?
 
In the first problem, 10 ÷ 5, you could ask yourself, “how many fives are there in ten?” You can
probably answer this easily. Another way to think of this is to consider breaking up 10 into 5
groups and picturing how many would be in each group.
 
10 ÷ 5 = 2
 
To solve 48 ÷ 2, you might realize that dividing by 2 is like splitting into two groups or splitting
the total in half. What number could you double to get 48?
 
48 ÷ 2 = 24
 
To figure out 30 ÷ 5, you could ask yourself, how many times do I have to skip count by 5 to get
from 0 to 30?  “5, 10, 15, 20, 25, 30. I have to skip count 6 times to get to 30.”
 
30 ÷ 5 = 6

Example:

1.) Compute 35 ÷ 5.

Answer: 7

2,) Compute 32 ÷ 4.

Answer- 8
 

LEARNING ACTIVITY 5.1

A. Division Groups

Look at the pictures and answer the questions

1. How many dogs are there altogether?

2. How many groups of 3 can you make out of this?

4. How many groups of 3 can you make out of this?

5.) How many groups of 6 can you make out of this?

LEARNING EXERCISE 5.1

B. Divided the following.

1.) 6 ÷ 6 =
2.) 10 ÷ 10 =
3.) 24 ÷ 8 =
4.) 21 ÷ 7 =
5.) 14 ÷ 7 =

C. ENUMERATION

6.) What is the answer to a division problem?

7.)  What is the divisor?

8 – 10 What are the three parts of division problem?

D. REFLECTION

1.) What you have learned in this lesson?