Republic of the Philippines

Department of Education
SCHOOLS DIVISION OFFICE OF TABACO CITY
Tabaco City

WORKSHEETS IN
MATHEMATICS 4

Writers:
*Maria Cecilia Balaguer *Jenyca Orayan * Ma. Melissa Alcazar
*Maria Cecilia Borjal *Lara Mirasol *Fritzie C. Logronio
*Emelda Bien *Sheina Bueno *Nenita Barja
*Amor Boñon * Glenadette Broncano
*Evangeline Borsal *Roxanne De La Rosa *Rosecel Ann Mercadero

Layout Artist:
Ruel Brondo

Editors:
*Jessica Soliman *Ronaldo Buella *Gerardo Blanza
Dioleta B. Borais - EPS
 TABLE OF CONTENTS

TOPICS PAGE

1.1 Visualizing numbers from 1 001 to 10 000 3

1.2 Identifying the place value and value of a

digit from 1 001 to 10 000 6

1.3 Renaming numbers in expanded form 9

1.4 Reading and writing numbers from 1 001 to 10 000 11

1.5 Rounding numbers to the nearest tens and hundreds 13

1.6 Multiplying a 2- to 3- digit number by a 1- digit number

with and without regrouping 15

1.7 Solving one- step word problems 18

1.8 Dividing 3- to 4- digit numbers by 1- digit numbers

without and with remainder 21

2.1 Identifying prime and composite numbers 24

2.2 Identifying proper fraction, improper fraction and mixed number 26

2.3 Changing fractions to similar terms 29

2.4 Reading and writing decimal numbers 31

3.1 Recognizing a point, line, line segment and ray 33

3.2 Identifying different kinds of angles 35

4.1 Using the different properties of operations 37

4.2 Converting time from minutes to seconds and vice versa 39

4.3 Finding the area of a square and a rectangle 41

4.4 Solving problems involving area of a square and a rectangle 44

4.5 Interpreting data in a pictograph 47

4.6 Telling whether an event is sure to happen, likely to happen

or impossible to happen 49

REFERENCES

2
Name: ________________________________ Score: _____________________
Grade & Section: ________________________ Teacher: ___________________

Topic 1.1: Visualization of Numbers from 1 001 to 10 000

Objective:
To visualize numbers from 1 001 to 10 000

Numbers can be visualized using blocks, flats, longs, and unit.

1 square = 1 unit (1)

10 squares = 1 long (10)

100 squares = 1 flat (100)

1 000 square = 1 block (1 000)

So, having 10 blocks is equivalent to 10 thousands (10 000).
We can also use number discs.

Example #1: Visualize 2 356 using blocks, flats, longs, and unit.

2 blocks = 2 000 3 flats = 300 5 longs = 50 6 units = 6

Example #2: Use number discs to show 5 138.

3
EXERCISES
A. Write the numbers represented by these number discs. Write your answer on the
box.
1.

2.

3.

4.

5.

B. Draw number discs to show these numbers.

1. 5 324

2. 3412

4
 3. 4 253

4. 1 347

5. 6 213

C. COLOR THE NUMBER DISCS

Color the number discs to show the numbers with their corresponding color.
3 451 – blue 5 816 – red 4 275 – orange
6 324 – green 2 354 – yellow

5
Name: ________________________________ Score: _____________________
Grade & Section: ________________________ Teacher: ___________________

Topic 1.2: Place Value and Value of a Digit from 1 001 to 10 000
Objective:
To identify the place value and value of a digit from 1 001 to 10 000

Place Value Chart

Ten thousands Thousands Hundreds Tens Ones
1 0 0 0 0
Numbers through ten thousands have 5 digits.

Value of a Digit
The value of a digit depends on the place it occupies.

Example #1: Identify the place value and value of each digit in 1 785.
Using the place value chart, we can give the place value and value of each digit
of that number.
Ten thousands Thousands Hundreds Tens Ones Place Value
1 7 8 5 Digit
1 000 700 80 5 Value
The digit 5 on the right is in the ones place. Its value is 5.
The digit 8 is in the tens place. Its value is 80.
The digit 7 is in the hundreds place. Its value is 700.
The digit 1 is in the thousands place. Its value is 1 000.

Example #2: Give the place value and value of the digits in 4 627.
Ten thousands Thousands Hundreds Tens Ones
4 6 2 7
To get the value of the digit, multiply the digit by its place value.
The digit 7 is in the ones place. Its value is 7 (7 times 1s).
The digit 2 is in the tens place. Its value is 20 (2 times 10s).
The digit 6 is in the hundreds place. Its value is 600 (6 times 100s).
The digit 4 is in the thousands place. Its value is 4 000 (4 times 1 000s).

EXERCISES
A. Identify the place value of each digit. Write it on its right column.
1. 5 653
Ten thousands Thousands Hundreds Tens Ones

2. 1 462
Ten thousands Thousands Hundreds Tens Ones

3. 2 195
Ten thousands Thousands Hundreds Tens Ones

4. 5 235
Ten thousands Thousands Hundreds Tens Ones

5. 4 841
Ten thousands Thousands Hundreds Tens Ones

6
 6. 8 342
Ten thousands Thousands Hundreds Tens Ones

7. 5 372
Ten thousands Thousands Hundreds Tens Ones

8. 5 446
Ten thousands Thousands Hundreds Tens Ones

9. 7 345
Ten thousands Thousands Hundreds Tens Ones

10. 4 385
Ten thousands Thousands Hundreds Tens Ones

B. Identify the place value and value of the underlined digit.

Number Place Value Value
8 931
7 486
3 958
7 524
9 841

C. COLOR ME!
1. Color the tens place green.

2. Color the thousands place brown.

7
3. Color the hundreds place blue.

4. Color the ones place orange.

5. Color the thousands place red.

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Name: ________________________________ Score: _____________________
Grade & Section: ________________________ Teacher: ___________________

Topic 1.3: Renaming Numbers in Expanded Form

Objective:
To rename numbers in expanded form

Numbers in standard form can be written in expanded form simply by writing it as

the sum of the values of the digits of the number.

Example #1: Write 5 459 in expanded form.

Get the values of each digit of the number.
Digit Place Value Value
9 Ones 9
5 Tens 50
4 Hundreds 400
5 Thousands 5 000
Therefore, 5 459 = 5 000 + 400 + 50 + 9.

Example #2: Write 6 000 + 500 + 60 + 8 in its standard form.

The standard form can be obtained by getting the sum of those values.
6 000 + 500 + 60 + 8 = 6 568

EXERCISES
A. Write the missing value.
1. 7 524 = 7 000 + __________ + 20 + 4
2. 9 841 = __________ + 800 + 40 + 1
3. 4 385 = 4 000 + 300 + _________ + 5
4. 7 345 = 7 000 + 300 + 40 + __________
5. 5 446 = __________ + 400 + 40 + 6
6. 8 342 = 8 000 + __________ + 40 + 2
7. 5 328 = 5 000 + 300 + __________ + 8
8. 8 931 = 8 000 + 900 + 30 + __________
9. 9 285 = __________ + 200 + 80 + 5
10. 6 489 = 6 000 + __________ + 80 + 9

B. Write each number in expanded form.

1. 2 468 = __________________________________________________________
2. 1 324 = __________________________________________________________
3. 5 687 = __________________________________________________________
4. 3 579 = __________________________________________________________
5. 2 369 = __________________________________________________________
6. 9 435 = __________________________________________________________
7. 2 578 = __________________________________________________________
8. 5 137 = __________________________________________________________

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 9. 1 468 = __________________________________________________________
10. 7 498 = __________________________________________________________

C. FIND THE HIDDEN MESSAGE

Give the standard form of the given expanded numbers, and then use the code
below to unlock the message. Write the corresponding letter in the box.
1. 7 000 + 400 + 30 + 5 6. 2 000 + 700 + 30 + 8
2. 5 000 + 400 + 60 + 2 7. 5 000 + 200 + 40 + 9
3. 5 000 + 200 + 40 + 8 8. 8 000 + 500 + 20 + 7
4. 8 000 + 300 + 70 + 1 9. 3 000 + 400 + 60 + 7
5. 7 000 + 400 + 50 + 6

Code:
A E K L M R S W Y
7 435 2 738 3 467 5 462 8 527 5 249 7 456 5 248 8 371

MESSAGE:

1 2 3 1 4 5 3 6 1 7 1 8 1 5 9

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Name: ________________________________ Score: _____________________
Grade & Section: ________________________ Teacher: ___________________

Topic 1.4: Reading and Writing Numbers from 1 001 to 10 000

Objective:
To read and write numbers from 1 001 to 10 000

To read numbers from 1 001 to 10 000, start reading from the biggest place value
down to the lowest, or from left place value to right place value.
To write numbers from 1 001 to 10 000, the digits are separated by a comma or
space in groups of 3 called periods starting from the right.

Example #1: Read and write 1 253 in words.

THOUSANDS UNITS Periods
Ten thousands Thousands Hundreds Tens Ones Place Value
1 2 5 3 Digit
To read the number, follow these steps.
1. 2. 3.
Read the Say the Say only the
digit in the period where digits in the
first period at the digit is. units period.
the left.

1 thousand 253

In words, it is written as “one thousand, two hundred fifty- three.”

Example #2: Write “two thousand, one hundred thirty- four” in figures.
The number is written as 2 134.

EXERCISES
A. Match the numbers in words in Column A with their corresponding figures in Column
B. Write the letter of your answer on the blank.
Column A Column B
_____ 1. One thousand, four hundred seventy- five A. 7 034
_____ 2. Three thousand, four hundred eighty B. 9 484
_____ 3. Four thousand, five hundred thirty- seven C. 2 703
_____ 4. Five thousand, four hundred sixty- two D. 5 301
_____ 5. Nine thousand, four hundred eighty- four E. 9 132
_____ 6. Two thousand, seven hundred three F. 1 475
_____ 7. Six thousand, five hundred forty- seven G. 4 537
_____ 8. Nine thousand, one hundred thirty- two H. 6 547
_____ 9. Seven thousand, thirty- four I. 3 480
_____ 10. Five thousand, three hundred one J. 5 462

B. Complete the table by writing the missing figures and words.

FIGURE WORDS

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 6 462
Seven thousand, five hundred eighty- six
4 517
Five thousand, four hundred eighty- eight
9 536
Six thousand, four hundred sixty- four
7 588
Four thousand, five hundred nineteen
5 490
Nine thousand, five hundred thirty- eight

C. WHO AM I
Find the number then write it in figure and in words.

I am a 4- digit number.
I have a 9 in my ones place.
I have a 2 in my hundreds place.
I have a 4 in my tens place.
I have a 5 in my thousands place.

What number am I?

Answer: In figure

Answer: In words

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Name: ________________________________ Score: _____________________
Grade & Section: ________________________ Teacher: ___________________

Topic 1.5: Rounding Numbers to the Nearest Tens and Hundreds

Objective:
To round numbers to the nearest tens and hundreds

Rounding off numbers is one way of making estimates. When an estimate is given,
the actual number is rounded off to a given place value.
The rounding off process involves “dropping off” digits to the right of a given place
and writing zeroes in place of the “dropped” digits.
In rounding numbers, we can follow these steps.

Example #1: Round off 645 to the nearest tens.

Example #2: Round off 645 to the nearest hundreds.

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EXERCISES
A. Write up if you should round up. Write down if you should round down. Then, round
off each number to the place indicated.
Number Up or down Nearest Tens
1. 627
2. 961
3. 436
4. 4 673
5. 562
Number Up or down Nearest Hundreds
6. 5 842
7. 549
8. 275
9. 6 795
10. 165

B. Round off each number to the place of the underlined digit.

1. 69 - __________ 6. 56 - __________
2. 486 - __________ 7. 4 613 - __________
3. 392 - __________ 8. 485 - __________
4. 5 736 - __________ 9. 68 - __________
5. 236 - __________ 10. 273 - __________

C. MATCH CHICKS TO HENS

Round off the numbers on the chicks to the nearest tens and help them to find their
mom.

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15
Name: ________________________________ Score: _____________________
Grade & Section: ________________________ Teacher: ___________________

Topic 1.6: Multiplying a 2- to 3- digit Number by a 1- digit Number with and without
Regrouping

Objective:
To multiply a 2- to 3- digit number by a 1- digit number with and without
regrouping

Multiplication Sentence
a. can be written horizontally b. can be written vertically

Multiplicand is the number to be added or the number of elements in a set

while multiplier tells the number of times a number is to be added or the number
of sets/ groups. Multiplicand and multiplier are called factors- the numbers that
are multiplied. The answer in a multiplication is called the product.

In multiplying 2- to 3-digit numbers by 1-digit numbers without regrouping,

remember the following steps:

In multiplying 2- to 3- digit numbers by 1- digit numbers with regrouping,

remember the following steps:

Example #1: Multiply 32 by 3.

Step 1: Step 2: So,

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Example #2: Find the product of 232 and 3.
Step 1: Step 2:

Step 3:

So,

Example #3: Give the product of 325 and 6.

Step 1: Step 2:

Step 3:

So,

EXERCISES
A. Find the product.

1. 6.

2. 7.

3. 8.

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 4. 9.

5. 10.

B. Multiply.
1. 22 2. 43 3. 12 4. 211
x 3 x 2 x 3 x 3

5. 212 6. 64 7. 73 8. 48
x 4 x 9 x 6 x 7

9. 732 10. 212

x 4 x 8

C. Find the product. Place your answer on the outer circle.

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Name: ________________________________ Score: _____________________
Grade & Section: ________________________ Teacher: ___________________

Topic 1.7: Solving One- step Word Problem

Objective:
To solve one- step word problem

In solving one- step word problems, follow these steps:

1. UNDERSTAN 2. PLAN
D
Know what is asked Determine the
operation to be used
Know the given facts
Write the number
sentence

3. SOLVE 4. CHECK AND

LOOK BACK
Show the solution
using the operation
Check the answer
State the complete
answer

Example #1: Read and solve the problem.

There are 5 boxes of toys on the shelf. In each box, there are 25 toys. How
many toys are there in all?

Know what is asked - the total number of toys

1. UNDERSTAN Know the given facts- 5 boxes,

D
25 toys in each box

Determine the operation to be used

- multiplication

2. PLAN  Words that help to determine the operation: in

each, in all
Write the number sentence - 5 𝑥 25 − 𝑛

Solution:

3. SOLVE

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 Check the answer:
4. CHECK AND
LOOK BACK Adding 25 five times will give 125.
Complete answer:
There are 125 toys in all.

Example #2: Read and solve the problem.

Mr. Santos is a postman. He has to deliver 178 letters a day. How many
letters must he deliver in 7 days?

1. What is asked? - the total number of letters to deliver

2. What are the given facts? - 178 letters, 7 days
3. What operation to be used? - multiplication
4. What is the number sentence? - 178 𝑥 7 = 𝑛
5. What is the complete answer? - There are 1, 246 letters the postman
must deliver in 7 days.

EXERCISES
A. Fill in the missing.
1.
Mrs. Cruz sold 23 boxes of buttons. If each box contained 8 buttons, how
many buttons did she sell in all?
a. What is asked? - The total number of ________ Mrs.
Cruz sold

b. What are the given facts? - ________ boxes, ________ buttons

c. What operation to be used? - _______________
d. What is the number sentence? - ______ 𝑥 ______ = 𝑛
e. What is the complete answer? - Mrs. Cruz sold __________ buttons in
all.

2.
Ingrid Faye receives a daily allowance of Php 185. How much does she
receive in 7 days?

a. What is asked? - The total amount of __________

Ingrid Faye received in 7 days

b. What are the given facts? - _________ allowance, ______ days

c. What operation to be used? - _______________
d. What is the number sentence? - 𝑃ℎ𝑝 _______ 𝑥 _______ = 𝑛
e. What is the complete answer? - Ingrid Faye received _____________
in 7 days.

B. Read and solve the following problems.

1. A box contains 6 pieces of chocolates. Mother bought 75 boxes. How many
pieces of chocolates were bought in all?

a. What is asked? - __________________________

__________________________

20
 b. What are the given facts? - __________________________
c. What operation to be used? - __________________________
d. What is the number sentence? - __________________________
e. What is the complete answer? - __________________________
__________________________

2.
A group of factory workers can wrap 830 candies an hour. How many candies
can they wrap in 8 hours?

a. What is asked? - __________________________

__________________________
b. What are the given facts? - __________________________
c. What operation to be used? - __________________________
d. What is the number sentence? - __________________________
e. What is the complete answer? - __________________________
__________________________

C. Read, analyze and solve the following problems. Show your solution.
1. A basket holds 105 chicos. How many chicos are there in 8 baskets?

2. Enrico delivered eggs to 6 stores in the market. If he delivered 450 eggs to each
store, how many eggs did he deliver in all?

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Name: ___________________________________ Score: __________________
Grade & Section: ___________________________ Teacher: ________________

Topic 1.8 Dividing 3 to 4- digit numbers by a 1- digit number

with and without regrouping

Objective:
To divide 3 to 4- digit numbers by a 1- digit number with and without regrouping

Division can be thought of as repeated subtraction, grouping objects or things

equally or determining the number of objects in each set.
Study these examples:

The class of IV- Kalinga repacked relief goods for the families affected by Covid-
19 pandemic. There are 1084 packs of noodles to be repacked 4 packs in each bag.
How many bags were used to repack the noodles?

To solve the word problem, we have to determine how many packs of 4 can be
made from 1084. The number 1084 is called the dividend, 4 is the divisor, and the
answer in the division is called the quotient.

To divide the numbers, follow these steps:

Step 1: Write 4 )1084
Divide the first digit of the dividend by the divisor: (1÷4)
The digit 1 has a value of one thousand. Dividing it by 4 will not give a whole
thousand.
2
Step 2: Consider the next digit of the dividend 4 ) 1084
Divide 10 hundreds by 4. -8
(10 hundreds ÷ 4 = 2 hundreds with remainder 2 hundreds) 2
Multiply the partial quotient 2 by divisor 4.
Subtract 8 from 10.
27
4 ) 1084
Step 3: Bring down the next digit of the dividend.
-8
(28 tens ÷ 4 = 7)
28
271 -28
Step 4: Continue the process until there are no more digits to 4 ) 1084 0
bring down. -8
28
Note that division and multiplication are inverse operations. -28
To check the answer, multiply the divisor with the quotient. The 4
Product should be the dividend. -4
0
The noodles were repacked into 271 bags.

22
Another example:
Find the quotient of 2762 and 8.

To divide, follow these steps:

Step 1: Divide 2 thousands by 8 to end up with whole thousands. 3

8 ) 2762
Step 2: Consider the next digit of the dividend. Divide 27 hundreds by 8. -24
Multiply the partial quotient with the divisor, then subtract. 3

Step 3: Bring down the next digit of the dividend. 345 r 2

Divide 36 tens by 8. Multiply, subtract then bring down. 8 ) 2762
-24
The answer is 345 leaving 2 as a remainder. 36
-32
To check: 345 x 8 = 2760 42
-40
2760 + 2 = 2762 2

EXERCISES
A. Complete the division problem.

r r
1. 8 ) 2896 2. 7 ) 735 3. 4 ) 806 4. 3 ) 621 5. 5 ) 133

r
6. 9 ) 3825 7. 4 ) 120 8. 6 ) 126 9. 8 ) 936 10. 6 ) 9249

B. Do the division and write down the remainder in each case. The sum of the
remainder is equal to the number of fruits in the apple tree.

1. 497 ÷ 7 = _____________
2. 218 ÷ 3 = _____________
3. 100 ÷ 3 = _____________
4. 874 ÷ 4 = _____________
5. 124 ÷ 8 = _____________
6. 2010 ÷ 50 = ___________
7. 4699 ÷ 2 = ____________
8. 200 ÷ 5 = _____________
9. 3645 ÷ 9 = ____________
10. 694 ÷ 5 = ____________
Sum of remainders= ______
There are _____ fruits in the apple tree.

23
C. What is the message? Do the division on a separate sheet of paper and match the
letters with the remainder.
1. 4 789 ÷ 5 = _______ Remainder _______ G
2. 6 587 ÷ 4 = _______ Remainder _______ E
3. 2 346 ÷ 7 = _______ Remainder _______ B
4. 8 462 ÷ 7 = _______ Remainder _______ O
5. 7 367 ÷ 3 = _______ Remainder _______ D
6. 2 495 ÷ 8 = _______ Remainder _______ S
7. 9 763 ÷ 7 = _______ Remainder _______ L
8. 511 ÷ 8 = _______ Remainder _______ S
9. 4 598 ÷ 9 = _______ Remainder _______ U
10. 367 ÷ 9 = _______ Remainder _______ S

____ ____ ____ ____ ____ ____ ____ ____ ____ ____
4 6 2 1 5 3 7 7 8 7

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Name: ___________________________________ Score: __________________
Grade & Section: ___________________________ Teacher: ________________

Topic 2.1 Prime and Composite Numbers

Objective:
To identify prime and composite numbers.

How do you determine the number of factors of a given number?

Here’s how you do it:
 Think of each number as a product of two factors. Factors are numbers multiplied
to get a product.
 Write the number as a product of two factors
 List down the factors of that number.

Example:
Number Product of two Numbers Factors
7 1x7 1 and 7
11 1 x 11 1 and 11
8 1x8, 2x4 1,2,4 and 8
12 1x12, 3x4, 2x6, 1,2,3,4,6 and 12

Notice that 7 and 11 have two factors each. The factors of 7 are 1 and 7
and 11 has factors of 1 and 11 which can be divided exactly by 1 and itself. Hence,
7 and 11 are called prime numbers.
However, 8 and 12 have more than two factors each. The factors of 8 are
1,2,4 and 8 and 12 has factors of 1, 2,3,4,6, and 12. Thus, 8 and 12 are called
composite numbers.
Numbers 0 and 1 are neither prime nor composite. They are called special
numbers.

EXERCISES

A. Write P if the number is prime and C if the number is composite.

1. 81 6. 87
2. 72 7. 59
3. 96 8. 103
4. 41 9. 67
5. 55 10. 1024

B. Eratosthenes of Cyrene, a Greek scientific writer invented a method of finding out

prime numbers in a group of numbers commonly known as Sieve of Eratosthenes.
Follow the instructions to help you find prime numbers less than 100. Write them on the
space below.

25
 1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100

Instructions:

a. Cross out 1. It is not a prime number because 1 has only one factor.
b. Encircle 2 and cross out all other even numbers.
c. Encircle 3 and cross out all other numbers which are multiples of 3.
d. Encircle 5 and cross out all other numbers which are multiples of 5.
e. Encircle 7 and cross out all other numbers which are multiples of 7.
f. After these steps, encircle those numbers that are not crossed out. These encircled
number are all prime numbers.

C. Match the statement in Column A with the correct answer in Column B. Write the
corresponding letter on the blank.

______1. The sum of two prime numbers nearest to 50 a. 89

______2. The largest 2- digit prime number b. 94
______3. The prime number nearest to 80 c. 47
______4. The prime number nearest to 90 d. 400
______5. The largest prime number below 50 e. 100
______6. The product of the largest and smallest prime f. 79
numbers below 50 g. 97
______7. The largest 2- digit composite number h. 90
______8. The product of the smallest and largest composite i. 99
Numbers within 100 j. 101
______9. The smallest 3- digit prime number
______10. The smallest 3- digit composite number

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Name: ___________________________________ Score: __________________
Grade & Section: ___________________________ Teacher: ________________

Topic 2.2 Identifying Proper Fraction, Improper Fraction

and Mixed Numbers
Objective:
To identify proper fraction, improper fraction and mixed numbers.

A fraction can name a part of set, a part of a region, can be considered as quotient
or represent a point located on a number line.

Example:
The shaded part represents the numerator while the total
number of equal parts represents the denominator.
1 numerator
fraction bar
3 denominator
This is read as “one- third”.

Kinds of Fractions
A. Proper Fraction
A fraction whose numerator is less than its denominator is called proper fraction.
The following are some examples.
5 8 9
7 11 12
B. Improper Fraction
An improper fraction is a fraction form whose numerator is greater than or equal to
one. The value of an improper fraction is greater than or equal to one. The following
examples are;
4 13 10
4 2 8
C. Mixed Number
A mixed number is the sum of a whole and a fraction. Examples of mixed numbers
are;
2 6 1
10 3 6
5 9 6

EXERCISES

A. Put the following fractions in their correct boxes.

4 10 14 10 11
6 4
8 7 5 10 15

9 8 1 3 12
3
6 12 10 6 20

Proper Fraction Improper Fraction Mixed Number

27
B. Identify whether the fraction is proper, improper or mixed number. Write your answer
on the line then write down the fraction form inside the box.

1. 2.

______________ _____________

3. 4.

_______________ _____________

5. 6.

_______________ _____________

7. 8.

_______________ _____________

9. 10.

_______________ _____________

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C. Fill in each box with a whole number, a mixed number, a proper fraction or an
improper fraction.

1 3 6 7 9 10 12
3 3 3 3 3 3 3

1 1 2
0 1 1 2 2 3 4
3 3 3

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Name: ___________________________________ Score: __________________
Grade & Section: ___________________________ Teacher: ________________

Topic 2.3 Changing fractions to similar terms

Objective:
To change fractions to similar terms
Similar Fractions and Dissimilar Fractions
5 7
Fractions like 9 and are called similar or like
9
fractions having the same denominators.

5 7
9 9

The denominators of these fractions are

1 3
not the same. Fractions like 2 and 4 are
called dissimilar or unlike fractions.

1 3
2 4

In performing addition and subtraction of fractons, always change dissimilar

fractions to similar fractions by getting the least common multiple (LCM) of the
denominators which is also called as least common denominator (LCD).
Example:
2 3
 Change and to its similar fractions or similar terms.
3 4
2 3
Solution 1: List down some equivalent fractions of 3 and until you get similar
4
fractions in the list.
2 2 4 6 8 10
, , , , , …….
3 3 6 9 12 15
3 3 6 9 12 15
, , , , , …….
4 4 8 12 16 20

Solution 2:
List down the least common multiple (LCM) of the denominators 3 and 4.
3 ( 3, 6, 9, 12, 15….. )
4 ( 4, 8, 12, 16, 20 …)
The LCM of denominators 3 and 4 is 12. Use this LCM as the denominator of its
similar term.
2 𝟖
= (12 ÷ 3 is equal to 4 times the numerator 2 getting a product of 8)
3 𝟏𝟐
3 𝟗
= (12 ÷ 4 is equal to 3 times the numerator 3 getting a product of 9)
4 𝟏𝟐
𝟐 𝟑 𝟖 𝟗
Thus the similar terms for and are and respectively.
𝟑 𝟒 𝟏𝟐 𝟏𝟐

30
EXERCISES
A. Match the pair of fractions in Column A with its similar fractions in Column B. Write
the correct answer on the blank.
A B
3 4 20 24
____1. and a. and
10 6 30 30
5 3 12 12
____2. and b. and
7 4 18 18
4 4 12 12
____3. and c. and
6 5 14 14
1 2 35 39
____4. and d. and
2 3 45 45
6 4 9 20
____5. and e. and
9 6 30 30
10 8 3 4
____6. and f. and
12 9 6 6
3 2 20 21
____7. and g. and
7 8 28 28
12 6 27 22
____8. and h. and
14 7 33 33
9 2 30 32
____9. and i. and
11 3 36 36
7 13 24 14
____10. and j. and
9 15 56 56
B. Find the missing number in each pair of similar fraction or similar terms.
2 3
1. and = and
6 5 30 30
4 6 8
2. and = and
5 10 10
5 2 14
3. and = and
7 3 21
8 2 32 22
4. and = and
11 4
4 5
5. 9 and = and
6 18 18
C. Rewrite as similar fractions.
12 5 6 3
1. and 4. 7 and
15 9 4
3 9 3 4
2. 6 and 5. and
12 4 8
4 2
3. 5 and
6

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Name: ___________________________________ Score: __________________
Grade & Section: ___________________________ Teacher: ________________

Topic 2.4 Reading and writing decimal numbers

Objective:
To read and write decimal numbers.

Numbers like 0.1 and 0.02 are decimal numbers. The dot (.) in a decimal is
called the decimal point. The decimal 0.1 and 0. 02 have 1 and 2 decimal places,
respectively.
Here are more examples.

The diagram shows that 3 out of 10 equal

parts in a whole is shaded. It is written in
decimal as 0.3 and is read as “three- tenths”. It
3
can also be expressed as in fraction form.
10

This diagram shows that 25 out of 100

parts are shaded. It is written in decimal as 0.25
and read as “ twenty- five hundredths” and can
25
be expressed as in fraction.
100

In reading decimal, read the decimal as if it is a whole number followed by the

place value of the rightmost digit. The decimal point is read as “and”.

Study this place value chart.

Hundreds tens ones . tenths hundredths

. 4

5 . 3

4 8 . 9

7 2 6 . 2 1

The number 0.4 is read as “four tenths”

5.3 is read as “five and three tenths”
48. 9 is read as “forty- eight and nine tenths”
726.21 is read as “ seven hundred twenty- six and twenty- one
hundredths

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EXERCISES

A. Match the following decimals to its word form.

1. 0.75 a. seven tenths

2. 0.33 b. forty- three and fifteen hundredths
3. 9.27 c. eighty- nine and ninety hundredths
4. 8.03 d. fourteen hundredths
5. 43.15 e. sixty- three and twenty four hundredths
6. 0.7 f. thirty- three hundredths
7. 0.14 g. nine and twenty seven hundredths
8. 28.53 h. seventy- five hundredths
9. 63.24 i. eight and three hundredths
10. 89.90 j. twenty- eight and fifty- three hundredths

B. Write each in decimal form.

1. five hundredths 6. eighty- eight hundredths
2. eight tenths 7. eleven and one hundredths
3. forty hundredths 8. One hundred and one tenths
4. nine and sixty- nine hundredths 9. Ninety- seven hundredths
5. sixty- two hundredths 10. Seventy-nine and three hundredths

C. Read each decimal and write its word name.

1. 0.3 6. 24. 02
2. 0.09 7. 8.04
3. 0.13 8. 14. 06
4. 3.89 9. 124. 02
5. 0.93 10. 645.9

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Name: ___________________________________ Score: __________________
Grade & Section: ___________________________ Teacher: ________________

Topic 3.1 Recognizing a point, line, line segment and ray

Objective:
To recognize a point, line, line segment and ray

Geometric figures like points, line, line segment and ray can be seen almost
everywhere. We draw tangible representations of these ideas to make it easier to
imagine what they look like.

Study some common geometric figures listed below.

Geometric Figures Description Symbol Read as
A point is an exact A Point A
.A location in place

A line is a set of points

. . along a straight path OP or PO Line OP or
O P and extend infinitely in line PO
both directions.

A line segment is a part Line segment

. . of a line having two XY or YX XY or line
X Y endpoints segment YX

A ray is a part of a line

. . with one endpoint and MN Ray MN
M N extends infinitely in one
direction

EXERCISES
A. Name the geometric figure suggested by the given object.
1. edge of a notebook 6. railroad track
2. light from a flashlight 7. sun rays
3. meter stick 8. location of a place in a map
4. two corners of a room 9. Earth’s equator
5. tip of a ballpen 10. a pen

34
B. Use the figure on the right to name all the possible:

1. points A . .B
2. lines
3. line segments
4. rays

. . . .
C D E F

C. Draw the following using a point, line, line segment or ray.

1. Three points that are not on the same line

2. Two rays that share common endpoint
3. A line and a ray intersecting at one point
4. Two line segments sharing common endpoint
5. Three rays with B as an endpoint
6. Two points in a line
7. Two lines intersecting at one point
8. Four line segments forming a plane
9. A line containing Point A, B, C
10.A line segment containing Point X and Y

35
Name_____________________________ Score_________________________
Grade and Section __________________ Teacher ______________________
Topic 3.2 Identifying Different Kinds of Angles
Objective
To identify different kinds of angles
Definitions:
An angle is made up of two rays that have a common endpoint called vertex.
Right angle measures 90° and forms a square corner.
Acute angle measures less than 90° and smaller than a right angle.
Obtuse angle measures greater than 90°but less than 180°.
Examples
Right Angle Acute Angle Obtuse Angle

EXERCISES
A. Identify each angle. Write acute angle, right angle or obtuse angle.

1. 57° 2. 3.
90° 167°

________________ ________________ _______________

4. 5. 6ꓸ
170°
30°
75°

_____________ ________________ ________________

7ꓸ 8ꓸ 9ꓸ
90° 89°
120°

_____________ ________________ ________________

10ꓸ

15° ________________

36
B. Identify if the given measure of an angle is acute, right or obtuse.
1. 90° ________________
2. 120° _______________
3. 158° _______________
4. 47° ________________
5. 78°_________________

C. Refer to the figure below. Identify whether the given angle is acute, right or
obtuse.

A
B

C
O

F D

1. ∠𝐴𝑂𝐹 ___________________ 6. ∠𝐺𝑂𝐴 __________________

2 . ∠𝐹𝑂𝐺 ___________________ 7 . ∠𝐶𝑂𝐹 __________________
3. ∠𝐵𝑂𝐸 ___________________ 8. ∠𝐶𝑂𝐴 __________________
4. ∠𝐵𝑂𝐻 ___________________ 9. ∠𝐷𝑂𝐺 _________________
5. ∠𝐻𝑂𝐴 ___________________ 10. ∠𝐷𝑂𝐶 _________________

D. Name the angles that you can find in each figure and identify them as acute,

right, or obtuse.

Angles Kinds
E Z
1. ______________ _______________

2. ______________ _______________
G
X 3. ______________ _______________

4. ______________ _______________

Y F 5. ______________ _______________
37
Name________________________________ Score________________________
Grade and Section _____________________ Teacher ______________________

Topic 4.1 Using the Different Properties of Operations

Objective
To use the different properties of operations

There are four basic properties of operations commutative, associative,

distributive, and identity.
Commutative property says that changing the order of the addends or
factors will not affect the sum or product. Associative property is changing the grouping
of the addends or factors will not affect the sum or product. Identity property of addition
shows that adding zero to a number gives the number. In multiplication, identity property
is any number multiplied by one, the product is the number. Distributive property of
multiplication over addition lets you multiply a sum by multiplying each addend separately
and then add the products.
Example
BASIC NUMBER PROPERTIES
I. Commutative Property
For addition 4 + 5 = 5 + 4
For Multiplication 4 × 5 = 5 × 4
II. Associative Property
For addition (4 + 5) + 6 = 4 + (5 + 6)
For Multiplication (4 × 5) × 6 = 4 × (5 × 6)
III. Identity Property
For addition 4 + 0 = 4
For Multiplication 4 × 1 = 4
IV. Distributive Property 4 × (5 + 6) = (4 × 5) + (4 × 6)

EXERCISES
A. Write true if the equation is correct and false if it is wrong.

_________1.15 + 12 = 12 + 15 ________6. 8 × (2 + 9) = (8 × 2) + (8 × 9)
_________2. 30 × 1 = 0 ________7. 22 × 1 = 22
_________3. (4 × 5) × 6 = 4 × (5 × 6) ________8.10 + ( 7 + 5 ) = ( 10 + 7 ) +5
_________4. 18 + 0 = 18 ________9. 16 + 14 + 30 = 30 + 14 + 16
_________5. 10 × 8 = 8 + 10 ________10. 9 × 6 × 5 = 6 + 5 + 9

B. Fill in the blank with the missing number, then identify the property used in
each sentence.
1. ( 10 + 21 ) + 14 = ____ + ( 21 + 14 ) _________________________
2. 10 × ____ = 10 _________________________
3. 4 × ( 8 + 5 ) = ( ____ × 8 ) + ( 4 × 5 ) _________________________
4. 15 + 18 = 18 + ____ __________________________
5. ____ × ( 3 + 9 ) = ( 6 × 3 ) + ( 6 × 9 ) __________________________

38
 6. 85 + ____ = 85 __________________________
7. ____ × 33 = 33 __________________________
8. 23 × ( 14 × 11 ) = ( 23 × ____) × 11 __________________________
9. 14 × ____ = 20 × 14 __________________________
10. 20 × ( 5 + 7 ) = ( 20 × 5 ) + ( ____ × 7 ) __________________________

C. Some important number principles are listed in Column A and the example of
each principle is listed in Column B. Write the letter of the example that
illustrate the given principle on the blank.

A B

____ 1. When 1 and another number are a) (10 + 15) + 6 = 10 + (15 + 6)

multiplied the product is the number
itself.
b) 18 x 10 = 10 x 18
____ 2. The order in which we add two
numbers do not affect the sumꓸ
c) 20 × 0 = 0
____ 3. A number which is multiplied can be
separated into two parts. Each part
can be multiplied. The two separate d) 24 × 1 = 24
products can be added to find the
total productꓸ
e) 32 x 0 = 32
____ 4. The way in which we group three or
more numbers when multiplying
them do not affect the product. f) 12 + 34 = 34 + 12

____ 5. The order in which we multiply two

numbers do not affect the product. g) 6 × (20 × 11) = (6 × 20) × 11

____ 6. When we add a number to 0, the

sum is the number itself. h) 8 × (6 + 7) = (8 × 6) + (8 × 7)

____ 7. The way in which we group three or

more number when adding i) 48 + 0 = 48
them does not affect the sumꓸ

____ 8. When 0 is multiplied by a number,

the product is 0ꓸ

39
Name__________________________________ Score____________________

Grade and Section _______________________ Teacher __________________

Topic 4.2 Converting Time from Minutes to Seconds and Vice Versa
Objective
To convert time from minutes to seconds and vice versa
 The minute and second are units to measure time.
60 seconds (s) = 1 minute (min)
 How do we convert one unit of time to another unit?
To change a bigger unit to a smaller unit, we multiply.
To change a smaller unit to a bigger unit, we divide.

Examples
How many seconds are there in 20 minutes?
20 × 60 = 1200 s → Multiply to convert a larger unit of time to a smaller unit
20 minutes = 1 200 seconds
How many minutes are there in 300 seconds?
300 ÷ 60 = 5 min→ Divide to convert a smaller unit to a larger unit
300 seconds = 5 minutes

EXERCISES
A. Convert the following.
1. 600 seconds = ______ minutes
2. 5 minutes = ______ seconds
3. 360 minutes = ______ seconds
4. 1080 seconds = ______ minutes
5. 780 seconds = ______ minutes

B. Read the following sentences. Answer YES if the statement is correct and
NO if not.
_________ 1. There are 10 minutes in 600 seconds
_________ 2ꓸ Five minutes is the same as 300 seconds
_________ 3ꓸ Two minutes is longer than 110 seconds
_________ 4ꓸ There are 360 seconds in 6 minutes
_________ 5ꓸ There are 780 seconds in 12 minutes
C. Read and answer the following problems.
1. Kent walked for 30 minutes. How many seconds did he spent in walking?

__________________________________
2ꓸ Jake arrived at the school gate at 7:00 amꓸ Because he was already late,
he ran from the gate and made it to his classroom in exactly 120 secondsꓸ How
long, in minutes, did he run?

__________________________________
3ꓸ Dave and Chris competed in a raceꓸ Dave reached the finish line after 240
seconds while Chris finished in 3 minutesꓸ Who won the race?

40
Name__________________________________ Score____________________
Grade and Section _______________________ Teacher __________________

Topic 4.4 Solving problem involving area of square and rectangle

Objective
To solve problem involving area of square and rectangle

In solving routine problems involving area of square and rectangle, follow these
steps:

 Understand
o Know what is asked
o Know the given facts
o If any, determine the hidden questions
 Plan
o Determine the operations to be used
o Write the number sentence
 Solve
o Use the operation to solve
 Check and look back
o Write the correct answer

Non-routine problems can be solved without using a standard procedureꓸ They

can be solved by drawing a picture, using a number line, acting out, making a table, and
othersꓸ

Example
A wooden plywood is 105 cm long and 80 cm wideꓸ What is its area?

 Know what is asked – the area of the plywood

 Know the given facts – 𝑙 = 105 𝑐𝑚, 𝑤 = 80 𝑐𝑚
 If any, determine the hidden questions – none
 Determine the operations to be used – multiplication
 Write the number sentence – 105 𝑥 80 = 𝑁
 Use the operation to solve – 105 × 80 = 8 400
 Write the correct answer – 𝑇ℎ𝑒 𝑎𝑟𝑒𝑎 𝑜𝑓 𝑡ℎ𝑒 𝑝𝑙𝑦𝑤𝑜𝑜𝑑 𝑖𝑠 8400 𝑐𝑚2

EXERCISES
Aꓸ Solve the following problems by answering the following questionsꓸ

1. A rectangular chopping board is 14 cm long and 8 𝑐𝑚 wideꓸ What is the area of

the chopping board?
a. What is asked? ________________________________________
b. What are given? _______________________________________
c. What operation is going to be used? ________________________
d. What is the mathematical sentence? _________________________
e. What is the complete answer? _____________________________

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 2. Lisa’s bedroom is in the shape of a square with a side measuring 6 𝑚ꓸ How many
meters of carpet will Lisa need to cover the floor of her bedroom?
a. What is asked? _________________________________________
b. What are given? ________________________________________
c. What operation is going to be used? _________________________
d. What is the mathematical sentence? _________________________
e. What is the answer? _____________________________________

3. Karen and Jay planted okra on a rectangular garden plot. The garden plot
measures 25 cm by 35 cm. What is the area of the garden?
a. What is asked? _________________________________________
b. What are given? ________________________________________
c. What operation is going to be used? ________________________
d. What is the number sentence? ____________________________
e. What is the answer? ____________________________________
4. An envelope is 19 inches long and 16 inches wideꓸ What is the area of the
envelope surface?
a. What is asked? __________________________________________
b. What are given? _________________________________________
c. What operation will be used? _______________________________
d. What is the mathematical sentence? _________________________
e. What is the answer? _____________________________________

Bꓸ Solve the following problems ꓸ

1. The kitchen table is a square whose side measures 12 cm. What its area?

__________________________________________________________
2. Liza has a vegetable garden whose side measures 13 meters. What is the area
of the garden?
__________________________________________________________
3. How many square centimeters can be cut from a sheet of paper 8 cm long and
11 cm wide?

__________________________________________________________
4. A blackboard is 36 cm wide and 72 cm longꓸ What is its area?
__________________________________________________________
5. The Lopez family has 15 meters wide and 20 meters long swimming poolꓸ What
is the area of the pool?
__________________________________________________________
Cꓸ Challenge yourself

1ꓸ Joseph’s garden has a length of 6 m and a width of 2 mꓸ Kyle, on the other hand,
has a garden whose length is 4 m and width is 3 mꓸ Between Joseph and Kyle,
who has a larger garden? Or do their gardens have equal areas?
__________________________________________________________

2ꓸ The area of a rectangular lot is 180 𝑐𝑚2 What is the width of the lot if its length is
15 cm?
__________________________________________________________

42
3ꓸ The area of a square is 100 m2ꓸ What is the measure of each side?
__________________________________________________________

4ꓸ If the area of a rectangle is 286 square m and the length is 26 m, what is the
width of the rectangle?

__________________________________________________________

5ꓸThe playing field has an area of 60 𝑚2 . If the width of the field is 6m, what is the
length of the field?

__________________________________________________________

43
Name__________________________________ Score____________________
Grade and Section _______________________ Teacher __________________
Topic 4.5 Interpreting Data on a Pictograph
Objective
To interpret data on a pictograph
A pictograph is a graph that uses pictures to represent numbers and to
compare information.
* The title of a pictograph tells what the pictograph is all about.
* The legend in a pictograph tells the meaning of the pictures used.
* The labels of a pictograph are small titles or headings that describe the
pictograph in more detail.

Example

 The title of the pictograph is Favorite Colors.

It shows how many students like or prefer
each color
 The colors involved are RED, BLUE,
GREEN, and PURPLE
 One crayon represents 2 students
 The most liked color is purple (17 students)
 The least liked color is green (11 students)
 There are 2 more pupils who prefer blue
than red

EXERCISES
A. Study the data presented in a pictograph, then answer the questions that
follow.

1. What are being compared? __________________________________________

2. How many boxes of cookies did the girls sell in all? _______________________
3. How many more boxes of cookies did Isabella sell than Emma? _____________
4. Which two girls sold a total of 75 boxes of cookies? _______________________
5. Half of the cookies sold by Grace were bought by her friends. How many boxes of
cookies were bought by her friends? ___________________________________

44
B. Teddy’s Food Factory exports bottles of jam. The pictograph shows the
number of bottles exported each day. Use the information from the graph
and tell whether the statements below are TRUE or FALSEꓸ

_________ 1. Friday has the most number of jam bottles exported ꓸ

_________ 2ꓸ The least number of jam bottles have been exported on Thursdayꓸ
_________ 3ꓸ There are more jam bottles exported on Wednesday than on Mondayꓸ
_________ 4ꓸ 2400 jam bottles have been exported on Tuesdayꓸ
_________ 5ꓸ The number of exported jam bottles on Wednesday is 2 greater than
the number of exported jam bottles on Tuesdayꓸ

C. The pictograph shows the number of gifts Steven, Gloria, Andrew, and
Jessica received for Christmas. Give 5 interpretations based on the
information presented in the graphꓸ

1________________________________________________________________

2________________________________________________________________

3________________________________________________________________

4________________________________________________________________

5________________________________________________________________

45
Name: ___________________________________ Score: __________________
Grade & Section: ___________________________ Teacher: ________________

Topic 4.6 Telling whether an event is sure to happen, as likely to happen or

impossible to happen

Objective
To tell whether an event is sure to happen, likely to happen or impossible to happen

The chance that something will happen or how likely an event will occur is termed
as probability. It can be measured with a fraction, number like “50% chance” or we can
use words such as certain, as likely or impossible.
As a number, probability is from 0 (it will never happen) to 1 (it will surely happen).
The event is as likely to happen when they have the same chance of happening (it may
happen or not happen).
Example:
The weather forecaster says that the chance that it will rain today is 50%.
Using a number line ranging from 0 to 1, we can locate 50%.

0 0.5 1
𝟏
𝟐
0% 50% 100%

impossible as likely certain

Since the chance is 0.5 or 50%, this means that it will rain or it will not rain today.

Study some examples:

a. It will snow tomorrow.
-The climate in the Philippines is tropical, so it is impossible to snow.
b. The sun will rise in the East.
-It is certain that the sun will rise every day in the east.
c. Jenny has a skirt and short in her bag. She chooses an outfit to wear at random by
-picking it inside.
The chance of picking one of these outfits is 50%. Therefore, we can describe
the chance as likely to happen.

46
EXERCISES
A. Tell whether the chance on each event is certain, as likely or impossible to happen.

1. What is the chance of picking ?

2. What is the chance of picking ?

3. What is the chance of picking ?

4. What is the chance of picking a flower?

5. What is the chance of picking a ball?

B. Quantify each of the following events or statements as certain, as likely or impossible

to happen.
1. You will obtain 7 when rolling a regular die.
2. Picking a red marble from a bag with 5 yellow and 5 red marbles.
3. Getting a tail after tossing a coin.
4. The sun will set at west.
5. The planet Earth is a part of a solar system.
6. Ice will melt out of the freezer.
7. It will be dark tonight.
8. A triangle has four equal sides.
9. Is it certain or impossible that the pointer will stop on a capital letter? A B
10. The pointer of the spinner will stop at color red?

C. Write three (3) events to match each of the following terms.

PROBABILITY EVENTS
IMPOSSIBLE AS LIKELY CERTAIN
______________ _____________ ___________

______________ _____________ ___________

______________ _____________ ____________

47
 REFERENCES

 Today’s Math 4 ( Nenita V. Policarpio, Amelia G. Ronquillo)

 Hands-on Math 4( Rodelia A. Mariano, Celedonia R. Hermano)
 Spiral Math 4 ( Bielynda C. Daelo)
 Smart in Math 4 ( Kohn Eric L. Pena, Jovanne MarienM. Ocampo, Julie
Ana L. Pizarro)
 Realistic Math 4 ( Imelda D. Cobacha- Dagotdot, Paulino T. Gureng)
 Mathematics in Action ( Lelon R. Capps, W.G. Quast, Mary Ann Haubner,
William L. Cole, Leland Webb, Charles E. Allen
 Power in Math ( Jong del Fierro)
 Our World of Math 4 ( Grace U. Yn)
 Soaring 21st Century Mathematics (Eduardo O. dela Cruz Jr.. Ed. D.
Concesa R. Rapacon, Jonathan C. Glorial, Roberto J. Degolacion)
 https://www.mathworksheets4kids.com

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