Our World of Math 4

OUR WORLD OF MATH
EDITION 4
Teacher’s Manual
OUR WORLD OF
OUR WORLD OF MATH
Grade 4
ISBN 978-971-07-4051-2
Copyright ©2017 by Vibal Group, Inc. and Grace U. Yn.

All rights reserved. No part of this book may be reproduced or transmitted
in any form or by any means—digital/electronic or mechanical, including
photocopying, recording, or any information storage and retrieval system—
without permission in writing from the publisher and authors.
Artworks belong solely to Vibal Group, Inc.
Published and printed by Vibal Group, Inc.

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Development Board (NBDB)
This book is organized based on the K to 12 Curriculum issued by the Depart-

ment of Education (DepEd). This is a new curriculum being implemented starting
in Grades 1 and 7 this year 2012. Some changes/refinements are still being
done to make it more responsive to the teaching-learning process.
For any feedback or comments, you may send them to Vibal Group, Inc., through
this number (02) 580-7400 or at inquire@vibalgroup.com.
ii
PREFACE
This Teacher’s Manual aims to guide teachers in their day-to-day classroom instruction. It will
assist teachers to make the teaching-learning process more engaging and meaningful through the
following features:
• Introduction. This enumerates the lesson titles under each chapter.
• Learning Activities. Addressed per lesson, this part covers the objectives, motivational
activity, and teaching tips and pointers. It may also include additional exercises and en-
richment activities.
• Answer Key. This exhibits the answers to the exercises.
Activities for integration of values, technology, and connections with other disciplines are
incorporated in this manual.
The manual includes varied activities and assessment.
The activities in this manual are only suggestions. They can be adapted, adjusted, or modi-
fied to meet the nature and needs of the pupils, availability of resources, and the teaching styles.
For the teachers to understand the framework used and easily implement the suggested ac-
tivities in the manual, a brief discussion on the UbD is presented.
We hope that this Teacher’s Manual will be of big help in making Mathematics teaching more
effective and learning more productive and enjoyable.
The Authors
iii
CONTENTS
Preface iii
To the Teacher v
Budget of Work viii
How to Use the Book 1
Chapter 1 2
Whole Numbers
Chapter 2 13
Operations on Whole Numbers
Chapter 3 30
Number Theory
Chapter 4 47
Fractions
Chapter 5 69
Decimals
Chapter 6 81
Geometry
Chapter 7 90
Patterns and Algebra
Chapter 8 96
Measurements
Chapter 9 113
Statistics and Probability
TO THE TEACHER
Pupils learn more from teachers with certain characteristics and that teachers differ greatly
in their effectiveness. Effective instruction demands interaction with pupils. All levels of thinking
are best achieved through dialectic and systematic teaching where teacher and pupils share ideas.
We should indeed establish a climate where pupil-pupil and teacher-pupil interactions occur freely.
This is best achieved through some techniques for motivation along with certain instructional
strategies that work best with certain objectives.
The following is a list of motivational strategies to carry out the teaching-learning tasks in
harmony.
1. Be honest with pupils. Be an approachable teacher rather than a faultless one. Don’t pre-
tend to know the whole universe.
2. Use the learner to motivate. Discussions of areas of knowledge need to have a special
appeal to the particular age level.
3. Be pragmatic. Cite particular instances how the knowledge can be of use to the pupils’
daily lives.
4. Involve all pupils. Actively involve all pupils in each lesson.
5. Be positive. Reinforcement can improve pupils’ self-confidence.
6. Be personal. Teachers who remain formal at all times tend to build barriers between
themselves and their pupils.
7. Use humor. “Enjoy your pupils!” There is no time when pupils’ attention is more completely
captured than when humor is occurring.
8. Be enthusiastic. Enthusiasm is highly contagious.
9. Challenge your pupils. The lesson becomes boring with no challenge set for the pupils.
Keep the pace brisk yet within the reach of pupils.
10. Use self-competition to motivate and suitable rewards to reinforce positive behavior and
pupils’ success.
Teachers delivering their products do not only include the content preparedness but need the
verbal and non-verbal communication skills to attain the desired learning outcome.
*Voice Control
A. Verbal communication skills consider the following aspects:
a. Volume – You need to ensure that everyone hears you. Keep in mind to reduce sound
interference.
b. Tone – Listen to yourself to see whether you sound monotonous. Speak in a more
interesting manner and loud enough to be heard more clearly.
c. Pauses – Take time to pause for a minute to give pupils time to think and to collect
and organize their answers or responses. A good answer is worth a moment’s wait.
v
*Using Repetition
Pupils admire and respect the teacher who takes time and has enough patience to help
those who have difficulty grasping a concept. This often times requires repetitions. Repetitions
should not be verbatim. Explain the concept in different words in the same context. Saying
the same thing word for word may elicit: “I still don’t get it.” Repeating everything would be
boring. Repeat only important points unless pupils request otherwise.
B. Non-verbal communication skills
* Eye Contact
Teaching should be a multi-channeled dialogue. Beginning teachers, usually because of
insecurity, avoid direct eye contact with the pupils and instead look at their notes. Without
eye contact, teachers experience a communication breakdown and the learning environment
becomes far from optimal.
* Body Movement
Walk throughout the room, pause momentarily, smile or nod your head to elicit your pu-
pils’ confidence in you. Pupils feel good about themselves when they know their teacher is
pleased with them.
* Using Silence
Most teachers talk too much. How much silence can you tolerate? How much can you
refrain from talking? Try to lead and encourage learners rather than dominate the discussions.
Engage each pupil in the discussions.
The success of a particular teaching strategy lies on the teacher’s ability to relate it to the
entire instructional program in a classroom with a particular group of learners. The effects of
teaching-learning depend on the teacher’s ability to get the attention of the learners. In general,
certain aspects of effective classroom pedagogy that affect pupils’ achievement involve the
instructional strategies employed by the teacher as well as the management techniques and
the curriculum design.
Cooperative Learning
Cooperative learning experiences result in higher achievements. They also develop pupils’
social skills such as acceptance, mutual cooperation, respect for self and others, accepting re-
sponsibilities, sharing, reasoning process, following instructions, listening, tolerance, and open-
mindedness. High, average, and low achievers gain equally from cooperative learning experiences.
Mathematical Investigation
Investigation is a teaching strategy that is commonly referred to as the open-ended problem
solving method. Sustained interest and perseverance are the keys to the successful outcomes of
this strategy. An investigation is doing a task, a process, and an activity. The process consists of
systematic exploration, conjecturing, justifying, and generalizing. An investigation may come from
a reaction or inquiry or from a curiosity of an existing phenomenon.
vi
Simulation Games
Simulation games are good motivators and lead to increased retention. A good simulation-type
game can provide a sound and interesting learning experience. Simulation games enable pupils
to interact at their own level and learn how to compute and cooperate with others. If they are
used appropriately, it emphasizes cooperation, not competition. Good classroom management
and rapport with pupils are necessary considerations for good gaming. Anyone adapting a game
in classroom should keep simple rules. Keep the game shorter than the class time and attain a
balance of risk, chance, skill, and knowledge to attain victory.
Inquiry Learning
Inquiry lessons offer pupils opportunities to cultivate their creative talents given freedom and
flexibility. Inquiry learning is student-centered instruction. The pupils’ role is to ask questions,
explore, and discover. This method is often referred to as guided discovery learning. The teacher
must give pupils enough freedom to investigate in their own styles. The teacher must be able to
encourage and reinforce pupils who take risks and then explore a variety of aspects and solutions.
Student-centered Learning
The student-centered learning is another effective method of teaching mathematics. It allows
the pupils to actively participate in the learning process. Student-centered learning also promotes
a positive attitude and provides opportunities for thinking and problem solving. It promotes
self-esteem, assertiveness, confidence, and cooperation on the part of each learner. Each learner
increases the capability to overcome difficulties. Furthermore, it enhances the ability to learn and
for each pupil to master the learning methods.
vii
BUDGET OF WORK
Suggested Budget of Work
FIRST QUARTER
Regular Class Activities – 45 hours
Performance Assessment – 2 hours
Written Quarter Test – 1 hour
Culminating Activities – 2 hours
Scope and Sequence
Chapter 1: Whole Numbers
Lesson 1 Identifying Place Value and Value up to One Hundred Thousand
Lesson 2 Comparing and Ordering Whole Numbers
Lesson 3 Rounding Off
Chapter 2: Operations of Whole Numbers
Lesson 1 Multiplying Whole Numbers
Lesson 2 Computing Mentally in Multiplication
Lesson 3 Dividing Whole Numbers
Lesson 4 Dividing by 10s, 100s, and 1000s
Lesson 5 Performing More Than One Operation
Lesson 6 Solving Word Problems
SECOND QUARTER
Scope and Sequence
Chapter 3: Number Theory
Lesson 1 Factors and Multiples of a Number
Lesson 2 Prime and Composite Numbers and Prime Factorization
Lesson 3 Greatest Common Factor
Lesson 4 Least Common Multiple
Chapter 4: Fractions
Lesson 1 Identifying Fractions
Lesson 2 Renaming Mixed Numbers to Improper Fractions
Lesson 3 Writing Equivalent Fractions and Simplifying Fractions
Lesson 4 Adding Equivalent of Like Fractions and Mixed Numbers Without Regrouping
Lesson 5 Adding Unlike Fractions and Mixed Numbers
Lesson 6 Adding Fractions and Mixed Numbers With Regrouping
viii
Lesson 7 Subtracting Fractions and Mixed Numbers Without Regrouping
Lesson 8 Subtracting Fractions and Mixed Numbers With Regrouping
Chapter 5: Decimals
Lesson 1 Reading and Writing Decimals up to Hundredths
Lesson 2 Relating Decimals and Fractions
Lesson 3 Comparing and Ordering Decimals
Lesson 4 Rounding Off Decimals
THIRD QUARTER
Scope and Sequence
Chapter 6: Geometry
Lesson 1 Identifying and Drawing the Different Kinds of Lines
Lesson 2 Knowing the Kinds of Angles and Using the Protractor
Lesson 3 Identifying the Kinds of Triangles
Lesson 4 Identifying the Kinds of Quadrilaterals
Chapter 7: Patterns and Algebra
Lesson 1 Finding the Missing Term in a Number Pattern
Lesson 2 Finding the Missing Term in an Equation
Chapter 8: Measurements
Lesson 1 Solving for Elapsed Time
Lesson 2 Solving for Perimeter
FOURTH QUARTER
Scope and Sequence
Lesson 3 Solving for Area of a Square, Rectangle, and Composite Figure
Lesson 4 Solving for the Area of a Parallelogram
Lesson 5 Solving for the Area of a Triangle
Lesson 6 Finding the Area of a Trapezoid
Lesson 7 Finding Volume
Chapter 9: Statistics and Probability

Lesson 1 Interpreting Bar Graphs
Lesson 2 Constructing Bar Graphs
Lesson 3 Conducting Simple Experiments
ix
HOW TO USE THE BOOK
Chapte
r
Statistics Lesson 1 Interpreting Bar Graphs

Lesson 2 Constructing Bar Graphs
and Probability Russia

Lesson 3 Conducting Simple Experiments
1
Gold 19
Silver 17
Bronze 19
Great Britain China Information can be gathered, organized,

United States Gold 27 Gold 26 and presented in graphs for easier
Gold 46 Silver 23 Silver 18 comparison between and among data.
South
Silver 37 Bronze 17 Bronze 26
Korea Gathered data may be used to predict
Bronze 38
Gold 9 outcomes.
Silver 3
Bronze 9
Japan
Gold 12 1. Which country has the most number
Silver 8
of gold medals?
Bronze 21
2. Which country, aside from the United
States, has the most number of silver
medals?
2
3. How many gold medals did Russia
get?
4. How many silver medals did the
Philippines get?
5. How many bronze medals did Japan
get?
Philippines
6. How many medals did China get?
Gold 0
Silver 1 7. Construct a bar graph using the
Bronze 0 given data. Make sure to include all
the parts and data needed.
Identifying Place Value and Value

Lesson 1
up to One Hundred Thousand
To multiply whole numbers, start with the least to the largest place value
(right to left). Make sure that the digits are in the correct place values. Regroup
as needed.
Let’s Try 7
A. Fill in the blanks with the correct digits.
4 1. )
3 8 7 4 2 )
3. 9 4 7 1 3 )
5. 32 3 9 3 8
Let’s L k Back
Engage
3 Let’s Say
6 – – –
Study the following examples. – – –

A. Read the 1. The Run-for-the-Environment event also asked the participants to
following bring cleaned PET bottles and white paper for recycling. There were – – –
numbers. 123 kilograms of white paper collected and sold for 512 per kilogram.
1. 2598 How much was collected from the sales of white paper? If 525 students
2. 1003 –
participated and brought 115 PET bottles each, how many PET bottles
3. 10 000 were collected?
B. Write the Solution:
following in
number form.
123
× 12
4. Three Therefore, 51,476 is collected from the sales of
thousand, nine The Philippines is one of the ten countries with the longest 246
hundred eighty- + 1230 white paper.
four coastline in the world. It is 36 289 kilometers long. How
1476
)
2. 5 5 1 0 5 )
4. 15 3 0 4 5 6. )
21 6 5 5 2
5. Five thousand, do we read this number? – – –
sixty-one
6. Seven To answer the second question, by multiplication, we have
thousand, eighty – – –
Let’s Build Your Understanding 5 12

525
× 115
You may omit the zeros but make
12
525
× 115 – – –
The place value chart shows the value of each digit in 2625 sure to place the rightmost digit 2625
36 289. 5250 in the correct place. 525 –
+ 52500 + 525
Ten
Thousands Hundreds Tens Ones 60375 60375
Thousands
3 6 2 8 9
Thus, there were 60 375 collected PET bottles.
4 Chapter 1 Whole Numbers 34 Chapter 2 Operations on Whole Numbers Lesson 3 Dividing Whole Numbers 49
1 Each chapter starts with FOCI. It lists the lessons covered by the
whole chapter. Along with it is the CORE IDEA, it states the big idea
4 LET’S LOOK BACK includes drills and exercises that can help your
problem recall the previous lesson or the skills that your pupils need
to be discussed in the chapter. to understand the lesson better.
2 Each chapter starts with SHARE WHAT YOU KNOW questions.

These questions check what the pupils know. You may use their answer 5 LET’S BUILD YOUR UNDERSTANDING unfolds important
concepts through investigation and uses these concepts to help you
as a springboard in the upcoming discussion. answer the problem in the Engage part.
learning, LET’S SAY poses illustrative examples.

3 ENGAGE presents real-life problems related to the lesson. You may
use this problem as a motivational or opening activity to introducte 6 ForThisextended
includes approaches or methods to enhance your solving
the lesson proper. This ends with a question to be answered as you techniques. Also, it has knowledge-based sets of examples and
go along with the discussion. This part may be used for motivation or additional real-life problems. This is useful for the development of
as a springboard to introduce a new topic. concepts or the topic itself. You may also use this as a guide for the
students during seatworks.
x
4. the point on the number line
0 1
5. the point on the number line
0 1 2 3
6. A 1-kilogram sugar was divided equally among 7 people. What fraction of a kilogram
of sugar did each person get?
B. Show the following fractions or mixed numbers.
1
7. Show a set of shapes where are rectangles.
4
2
8. Show a set of balls where of the set are basketballs.
3
1
9. Show a triangle that is blue.
2
3
10. Show a circle that is red.
4
3
11. Show 1 on a number line.
4
5
12. Show on the number line.
7
Let’s Remember
8
➜ Fractions may be used to show a part of a whole, part of a set, or a point on the number line.
➜ The numerator of a fraction shows how many parts are being discussed. The denominator
tells the number of equal parts in one whole.
➜ A proper fraction is a fraction whose numerator is less than its denominator.
➜ An improper fraction is a fraction whose numerator is greater than or equal to its denominator.
Lesson 1 Identifying Fractions 121
Let’s Check Your Understanding

9 Let’s Extend Your Understanding
10
Group Work A. Divide the figure. Shade the given fraction.
A. Identify the fraction for each of the following figures. 3 1
1. Shaded region = 1. green 3. red
4 4
1 2
red pink
4 8
1
violet
2
2. Point A =
2 1
2. blue 4. blue
9 6
0 A 1 1 1
yellow yellow
3 3
3. Fraction of the set that is shaded = 4 1
orange green
9 2
B. Plot the points on the number line.
2
5. Point x =
3 0
5
6. Point y =
4 0
4. Shaded region =
8
7. Point z =
5 0
5. Point B =
Think About This
0 A B 1
11 How do you spend a day?
Write down your tasks for a day and the time spent for each.
Then write the fraction of a day that you spend on each task.
122 Chapter 4 Fractions Lesson 1 Identifying Fractions 125
7 LET’S TRY includes a set of exercises that would check how well
your pupils have learned and understood the lesson.
10 LET’S EXTEND YOUR UNDERSTANDING includes word
problems that would challenge your pupils to think deeply and
critically. It covers their daily experiences and relate it to the
mathematical concept that they have learned.
8 LET’S REMEMBER summarizes the important information that

your pupils should not forget in the lesson.
11 THINK ABOUT THIS presents a challenge question, puzzle, or
activity that may test your understanding of the concepts of the
lesson.
9 Furthermore, the exercises in LET’S CHECK YOUR

UNDERSTANDING enrich and deepen the knowledge and skills
obtained in the lesson. You can either ask your pupils work on it
individually, by pairs, or as a group. Additional exercises in selected
lessons under the Deepening part of this manual are provided. You
may use it for further practice of the students.
xi
Chapter
review
Answers to Share What You Know
1. The 40 dolls may be packed by 1s, 2s, 4s, 5s, 8s, 10s, 20s, and 40.
The 36 toy cars may be packed by 1s, 2s, 3s, 4s, 6s, 9s, 12s, 18s, and 36.
The 28 sets of blocks may be packed by 1s, 2s, 4s, 7s, 14s, and 28.
2. The toys may be packed by 1s, 2s, and 4s so that there is an equal number of dolls,
toy cars, and sets of blocks in a bag. The greatest number of each kind of toy is 4.
3. In order to make sure that all the boxes contain the same number of dolls, toy cars,
and sets of blocks, there has to be an equal number of each kind of toy. This happens
when the least common multiple is used. The least number of each kind of toy
needed is 72.
12
Summary of Key Ideas
• A factor of a number divides the number equally without any remainder.

• When a number is multiplied by 1, 2, 3, 4, 5, and so on, the products are the
multiples of the number.
• Prime numbers are numbers that have only 2 factors—1 and itself.
• When two numbers have 1 as their GCF, they are said to be relatively prime.
• Composite numbers have more than 2 factors.
• Zero and 1 are special numbers. They are neither prime nor composite.
• Composite numbers may be expressed as a product of prime numbers. This called
prime factorization.
Chapter Review 109
Let’s Reflect 13 Let’s Think and Apply 15

Gabbie solved an item incorrectly. Research on the Philippine Peso–US Dollar exchange rates for the past 6 months to 1
year. What were the Peso–Dollar exchange rates? When was the peso at its lowest? Is
3 1 4
+ = this good or bad? When is the peso at its highest? Is this good or bad? Explain.
5 2 7
Gabbie does not understand why the denominators have to be the same before addition
can be done. How will you explain this to Gabbie?
Let’s Answer
16
14
A. Encircle the letter of the correct answer.
1. Which decimal is represented by the shaded region?
Let’s Connect
Meteorology
Fractions are also used in meteorology—the study of weather.
a. 0.4 c. 0.04
An okta is a unit of measure for cloud cover at a given location. Each okta represents
1 b. 0.6 d. 0.06
of the sky covered by clouds. Scientists study the amount of cloud cover to know how
8
much sunshine reaches the ground during the day. The less cloud cover there is during 7
2. The following numbers are equivalent to except
the day, the warmer is the temperature. 10
70
a. c. 0.7
You may use any object which has been divided into 8 equal parts. Count the number 100
of grids or fractions of the grid with cloud in them. b. 0.70 d. 0.07
3. In 29.17, the digit in the tenths place has a value of

a. 20 c. 0.1
b. 9 d. 0.07
4. Which digit in the number 10.92 has the least value?

a. 1 c. 9
b. 0 d. 2
Zero (0) okta means the sky is completely clear. Four (4) oktas mean the sky is half
cloudy and eight (8) oktas mean the sky is completely cloudy.
182 Chapter 4 Fractions Chapter Review 221
12 CHAPTER REVIEW contains answers to SHARE WHAT YOU

KNOW and the SUMMARY OF KEY IDEAS discussed in the 15 Help your pupils increase their self-confidence as they think
critically and gradually experience growth and success in doing
chapter. It also includes all the important formulas, properties, and mathematics as they answer the activities in LET’S THINK AND
mathematical procedures discussed in the chapter. APPLY.
13 LET’S REFLECT will help your pupils review their understanding

of the main concept of the chapter. It includes quotations, 16 LET’S ANSWER contains both objective and comprehensive
tests to check how well you have learned and understood the
anecdotes, and even activities that can help your pupils to reflect lessons in the chapter. Answers to this and other exercises are
on the concept’s application in your daily life. presented in the “Answer Key” part of this manual.
14 Connect learning to other disciplines and everyday experiences in

the LET’S CONNECT.
xii
OUR WORLD OF
Teacher’s Manual
1 Whole Numbers
This chapter has three lessons:

• Lesson 1 discusses place value and value of numbers up to one hundred thousand.
• Lesson 2 shows how to compare and order numbers through 100 000.
• Lesson 3 discusses rounding off numbers to nearest thousand and ten thousand.
LESSON 1 Identifying Place Value and Value up to One Hundred Thousand
1. Learning Activities
A. Objectives
At the end of the lesson, the pupils are expected to:
• identify the place value and value of a given digit in a number;
• read and write numbers up to hundred thousand in symbols and in words; and
• write given numbers in expanded, word, and standard forms.
B. Motivation
Provide a short review in reading 4-digit numbers. You may also present a place value that
shows the value of each digit of the given number or example.
Use Engage and Let’s Build Your Understanding on pp. 4–5 to stimulate the pupils in
reading larger value of numbers.
C. Lesson Proper
Use the same format from the motivation part and give other examples to the pupils.
Discuss to the class the process of writing numbers in expanded form. You may use the
examples in Let’s Say on pp. 5–7. Provide several examples so that pupils will obtain the basic
idea of writing the expanded form of numbers.
Discuss the process in writing the word form a given number. You may use the examples
in Let’s Say on pp. 5–7. Provide other numbers to be written in word form. Guide the pupils
to acquire the proper format in writing numbers in word form.
Point out the idea from Let’s Remember on p. 8. Consider the exercises in Let’s Try on
page 7. You may ask some pupils to write their answers on the board and explain it to the class.
Divide the class into groups and let them work on the exercises in Let’s Check Your
Understanding (Group Work – A and B) on p. 8.
D. Deepening
Use the exercises in Let’s Extend Your Understanding on pp. 9–10.
Discuss to the pupils the Think About This part on p. 10. Let the pupils think of the possible
answer.
2 Chapter 1
E. Assessment
Assess the pupils’ acquired knowledge by asking them to work on Let’s Check Your
Understanding (Individual Work) on pp. 8–9.
2. Answer Key
Let’s Try
A.
1. ten thousands 4. thousands
2. hundreds 5. tens
3. hundreds
B.
6. 75 920 9. 40 387
7. 80 496 10. 99 095
8. 59 495
C.
11. 80 000 + 9000 + 70 + 4; eighty-nine thousand, seventy-four
12. 50 000 + 7000 + 400 + 2; fifty-seven thousand, four hundred two
13. 80 000 + 5000 + 800 + 30; eighty-five thousand, eight hundred thirty
14. 40 000 + 9000+ 300 + 20 + 1; forty-nine thousand, three hundred twenty-one
15. 90 000 + 3000 + 700 + 60 + 5; ninety-three thousand, seven hundred sixty-five

Group Work
A.
1. 3 4. 2
2. 5 5. 0
3. 9
B.
6. 8035 9. 60 480
7. 35 824 10. 10 590
8. 26 837
Individual Work
A.
1. 39 042 4. 47 902
2. 76 719 5. 79 820
3. 84 302
Whole Numbers 3
B.
6. Thirty-one thousand, four hundred seventy-two
7. Sixty-eight thousand, seven hundred ninety-one
8. Twenty-three thousand, four hundred five
9. Ten thousand, ninety-three
10. Twenty-five thousand, seven hundred eight
C.
11. 5000, 600 13. 57 000
12. 400 14. 20 000, 8000, 400, 10
Let’s Extend Your Understanding

A.
1. Answers vary. Check to make sure that the digit in the ones place is an odd number (1, 3,
5, 7, or 9) and that no digit was repeated in the number.
2. Answers vary as long as the 0 is in the thousands place and no digit was repeated in the
number.
3. Answers vary as long as 9 is in the thousands place and no digit was repeated in the number.
4. 98 765
5. 10 234
6. 89 765
7. 9087
8. 20 134
B.
9. 53 971
10. 20 468
11. 100 times
Think About This

58 314
LESSON 2 Comparing and Ordering Whole Numbers
A. Objectives
• compare numbers using relation symbols;
• order numbers using place value chart; and
• arrange numbers from least to greatest and from greatest to least.
4 Chapter 1
B. Motivation
Start off the mood of the pupils by giving some review of comparing and ordering numbers.
Use the problem posted in Engage on p. 11 to start the topic. You may also use other
references or change the given provinces for this part. Ask the pupils how to get the correct
answer.
C. Lesson Proper
Introduce the topic to the class after the pupils were able to determine the answer from
the motivational part.
Present an illustration of relation symbols that are used in comparing numbers. Use Let’s
Build Your Understanding on pp. 11–12 for the discussion of relation symbols.
Using a place value chart, discuss the process on how to determine the order of given
numbers. Utilize Let’s Say, pp. 12–14 for further discussion. Use Let’s Try on p. 15 to provide
other examples to the pupils. Give the important points from Let’s Remember on p. 15 and
give a concrete example to the pupils.
Divide the class into groups and let them answer the exercises in Let’s Check Your
Understanding (Group Work) on p. 16. Ask some of the group members to discuss their
answers in front of the class.
D. Deepening
Determine the pupils’ knowledge by asking them to answer the exercises in Let’s Extend
Your Understanding on p. 17.
Let the pupils solve or answer the problem in Think About This on the same page.
E. Assessment
Assess the pupils’ skills in comparing and ordering numbers by letting them work on Let’s
Check Your Understanding (Individual Work) on p. 16.
Or you may use the following exercises:
A. Arrange the following numbers in ascending order.
1. 19 432, 17 202, 18 338, 13 092
2. 94 501, 24 687, 12 945, 89 374
3. 67 231, 67 945, 67 794, 67 633
4. 14 001, 14 038, 14 107, 14 090
5. 47 985, 49 758, 45 987, 48 579
B. Arrange the following numbers in descending order.
1. 23 988, 29 765, 25 103, 22 413
2. 39 014, 39 715, 39 650, 39 197
3. 28 612, 28 316, 28 947, 28 003
4. 70 032, 70 012, 70 068, 70 042
5. 56 214, 57 301, 55 821, 50 697
Whole Numbers 5
2. Answer Key
Let’s Try
A.
1. < 4. <
2. > 5. <
3. <
B.
6. 3872, 65 159, 90 523
7. 20 151, 49 078, 55 042
8. 81 187, 84 218, 85 764, 87 715
9. 10 364, 12 264, 13 564, 15 064
10. 36 157, 36 517, 36 571, 36 751

Group Work
A.
1. 17 286 4. 83 333
2. 54 473 5. 19 804
3. 70 988
B.
6. 12 853, 13 652, 16 583, 18 463
7. 30 452, 40 852, 50 352, 90 752
8. 100, 1000, 10 000, 100 000
9. 50 318, 51 830, 53 018, 58 301
10. 24 019, 24 091, 24 725, 24 763
Individual Work
A.
1. < 4. >
2. < 5. >
3. >
B.
6. 7841 7481 8417 8147
7. 97 850 98 570 89 750 79 580
8. 4 thousands 14 hundreds 142 tens 10 000
9. 25 948 29 580 25 498 29 450
10. 13 987 1987 17 981 2398
6 Chapter 1
A.
1. 0
2. 0, 1
3. 9
4. 7, 8, 9
5. 3, 2, 1, 0
B.
6. 16 800, 16 700, 16 600, 16 500
7. 56 083, 46 083, 36 083, 26 083
8. 26 500, 25 500, 23 500, 21 500
9. 45 998, 45 989, 45 898, 45 889
10. 50 678, 49 778, 48 878, 47 978
C.
Lake Labas, Lake Pagusi, Naujan Lake, Lake Mainit, Taal Lake
Think About This

1. 54 321
2. 10 234
Additional Tasks
A.
1. 13 092, 17 202, 18 338, 19 432
2. 12 945, 24 687, 89 374, 94 501
3. 67 231, 67 633, 67 794, 67 945
4. 14 001, 14 038, 14 090, 14 107
5. 45 987, 47 985, 48 579, 49 758
B.
1. 29 765, 25 103, 23 988, 22 413
2. 39 715, 39 650, 39 197, 39 014
3. 28 947, 28 612, 28 316, 28 003
4. 70 068, 70 042, 70 032, 70 012
5. 57 301, 56 214, 55 821, 50 697
Whole Numbers 7
LESSON 3 Rounding Off
A. Objectives
• round off numbers to the nearest thousand and ten thousand;
• utilize number line in determining the rounded off value of a given number; and
• identify the least or greatest number that rounds off to a given number.
B. Motivation
Prepare a short review for the pupils about rounding off.
Present Engage on p. 18. You may present the same illustration for the pupils. Use a number
line to represent the given numbers.
C. Lesson Proper
Introduce the topic to the class by giving other numbers to be rounded off. Utilize Let’s
Build Your Understanding on page 19. Let the pupils take note of the symbols to be used to
show the rounded off value of a given number.
Use the examples in Let’s Say on pp. 19–21. Make sure that the topic will be discussed step-
by-step or in a process so that pupils will be able to acquire the idea of rounding off numbers.
Provide more examples for further discussion and mastery of the process in rounding numbers.
Give the exercises in Let’s Try on pp. 21–22. Ask some pupils to show to the class the
method they used to get the answer.
Divide the class into groups and let them do the exercises in Let’s Check Your Understand-
ing (Group Work) on p. 22. Make sure that each pupil from the group will be able to explain
how the group came up with their answers.
D. Deepening
Give to the pupils the exercises in Let’s Extend Your Understanding on p. 24.
Engage the pupils with the task given on Think About This on p. 24. Discuss the answers
to the pupils.
E. Assessment
Assess the pupils’ knowledge by giving the exercises in Let’s Check Your Understanding
(Individual Work) on pp. 23–24.
8 Chapter 1
2. Answer Key
Let’s Try
A.
1. 2, 3; 3; 3; 3000 4. 20, 21; 20; 20 000; 20 000
2. 4, 5; 5; 5; 5000 5. 2, 3; 3; 3; 30 000
3. 6, 7; 6; 6; 60 000
B.
Nearest Nearest Nearest

Nearest Ten
Hundred Thousand Ten Thousand
6. 7350 7350 7400 7000 10 000
7. 60 214 60 210 60 200 60 000 60 000
8. 45 392 45 390 45 400 45 000 50 000

Group Work
A.
1. 54 000 4. 80 000
2. 90 000 5. 100 000
3. 11 000
B.
6. Thousands 9. Thousands
7. Ten thousands 10. Ten thousands
8. Thousands/hundreds
Individual Work
A.
1. 48 000
47 000 48 000
2. 50 000
40 000 50 000
3. 94 500
94 000 94 600
Whole Numbers 9
4. 95 000
94 000 95 000
5. 90 000
90 000 100 000
B.
Tens Hundreds Thousands Ten Thousands
6.77 903 77 900 77 900 78 000 80 000
7.28 555 28 560 28 600 29 000 30 000
8.52 634 52 630 52 600 53 000 50 000
9.10 909 10 910 10 900 11 000 10 000
10.99 999 100 000 100 000 100 000 100 000

1. 75, 76, 77, 78, 79, 80, 81, 82, 83, 84
a. 84
b. 75
2. Any whole number from 450 to 549
a. 549
b. 450
3. Any whole number from 500 to 1499
a. 1499
b. 500
4. Any whole number from 55 000 to 64 999
a. 64 999
b. 55 000
Think About This

a. 20 583, 20 538, 20 853, 20 835
b. thousands – 30 258, 30 285
ten thousands – 30 528, 30 582, 30 852, 30 825, 32 058, 32 085, 32 580, 32 508, 32 850, 32 805
10 Chapter 1
Chapter Review
Let’s Reflect
A. A thousand ten pesos is 10 000 pesos. It is the bigger amount of money.
B. The new number is 10 times bigger than the originally intended value. Had this been a mistake
in a check, I would return the check for correction of amount and word form.
Let’s Connect
1. In 421 – tens; in 10 921 – tens; in 25 469 ten thousands; in 23 169 ten thousands
2. In 10 921 – 900; in 25 469 – 9; in 23 169 – 9
3. Agusan River basin, Mindanao River basin, Cagayan River basin
4. 11 000 km2; 25 000 km2; 23 000 km2
Let’s Think and Apply

Possible Answer: The biggest number in the list is the second one (497__). Both the first and
second numbers in the list has 4 in the thousands place. Had the inkblot covered a 9 in the first
number, the tens digit still ensures that the second number is greater than the first. The last of the
three numbers is definitely the smallest, since it is only a 3-digit number.
Let’s Answer
A.
1. b 5. d
2. c 6. a
3. a 7. a
4. c 8. b
B.
9. False
10. True
11. False
12. False
13. False
14. True
C.
15. 20 000 18. 200

16. 473 19. 80
17. 8000
Whole Numbers 11
D.
20. 46 000 23. 97 090

21. 90 000 24. 71 000
22. 54 300
E.
25. 5 28. 14 999

26. 12 500 29. 80 704
27. 46 499
F.
30. 28 604
31. 52 135
32. Answers vary. Sample answers include: (rounded to the nearest ten thousand)
50 237 52 307
50 237 52 370
50 273 52 703
50 273 52 730
50 327 53 027
50 372 53 072
50 723 53 072
50 732 53 207
52 037 53 270
52 073 53 720
33. 14 041
12 Chapter 1
2 Operations on Whole Numbers
This chapter has six lessons:

• Lesson 1 illustrates multiplication of whole numbers.
• Lesson 2 gives a strategy on mental computation by multiples of 10, 100, and 1000.
• Lesson 3 discusses the process of division of whole numbers.
• Lesson 4 gives a strategy for quick division of numbers by multiples of 10, 100, and 1000.
• Lesson 5 demonstrates the process of performing more than one operation.
• Lesson 6 discusses the steps when solving word problems.
LESSON 1 Multiplying Whole Numbers
A. Objectives
• determine the process of multiplying whole numbers;
• use different strategies in multiplying whole numbers; and
• solve problems involving multiplication of whole numbers.
B. Motivation
Give the pupils a 5- to 10-item exercise on multiplying one- to two-digit numbers using
flash cards. In that way, the pupils will recall the process regarding multiplying numbers. Give
them time to solve on their paper about multiplying two-digit numbers. You may also have the
pupils answer Let’s Look Back on p. 32.
Show the word problem in Engage on p. 32 and its solution in Let’s Build Your Understand-
ing on pages 32–33. You may change the given on Engage with two digit numbers.
C. Lesson Proper
In addition to Let’s Build Your Understanding, you may also use the area model to deepen
the understanding of the pupils.
Refer to word problems in Let’s Say on pp. 34–35 to enhance their skills in solving word
problems involving multiplying larger numbers.
Ask the pupils to answer the exercises in Let’s Try on pp. 35–36. Let the pupils read Let’s
Remember on page 36. Check pupils’ understanding by giving more examples. Call several
pupils to answer them on the board.
Let the pupils work on the exercises in Let’s Check Your Understanding (Group Work) on
pp. 36–37. This may be done in groups of five.
Operations on Whole Numbers 13

D. Deepening
To enhance the pupils’ skills in multiplying three-digit numbers with one- to three- digit
numbers, give them the exercises in Let’s Extend Your Understanding on pp. 38–39. This may
also be given as homework.
E. Assessment
Ask the pupils to answer the exercises in Let’s Check Your Understanding (Individual
Work) on pp. 37–38.
2. Answer Key
Let’s Try
A.
1. 12 408 5. 1729
2. 42 078 6. 2678
3. 18 855 7. 47 712
4. 364
B.
8. 57,500
9. 553,820
10. a. 3150 tickets
b. 515,750

Group Work
A.
1. 43 414
2. 18 756
3. 11 964
4. 431 5. 672 6. 937
× 23 × 13 × 58
1293 2016 7496
+ 862 + 672 + 4685
9913 8736 54346
B. Output may vary.
Individual Work
A. William Oughtred
B.
16. 5732 km 19. 10 500 eggs
17. 46 000 m 20. 515,527
18. 4818 km2
14 Chapter 2
1. 21 756
2. 22 098
3. 54 412
4. 254 446
Think About This

742 × 83 = 61 586
LESSON 2 Computing Mentally in Multiplication
A. Objectives
• multiply mentally by 10, 100, and 1000, including the multiples;
• estimate a product by rounding off its factors;
• come up and use different mental computation strategies in multiplying whole
numbers; and
• solve problems mentally involving multiplication of whole numbers
B. Motivation
Direct the pupils to Let’s Look Back on p. 40. You may add more items so more pupils will
be able to participate. Call several pupils to answer the items orally. This will help the pupils
recall how to mentally multiply by 10 and 100.
Use the Engage part on p. 40 and ask the pupils to answer the problem. Divide the class
into five groups and discuss the solutions in groups.
C. Lesson Proper
Discuss and explain the answer in the Engage part using the Let’s Build Your Understanding
on pp. 40–41. Present more illustrative examples in the Let’s Say on pp. 42–43 and explain to
the class.
Let the pupils answer the exercises in Let’s Try on p. 43 to determine the pupils’ under-
standing about the process of multiplying whole numbers mentally.
D. Deepening
Give the Let’s Extend Your Understanding and Think About This on p. 46 to enrich the
pupils’ knowledge in multiplying whole numbers mentally.
E. Assessment
Utilize the Individual Work of Let’s Check Your Understanding on p. 45 to assess the pupils.

You may also use the following exercises:
A. Solve for the product. Write you answer on the blank.
1. 360 × 20 = ______ 4. 65 × 30 = ______
2. 157 × 10 = ______ 5. 98 × 7 = ______
3. 250 × 5 = ______
B. Estimate the product by rounding off the factors.
1. 205 × 25 = ______ 4. 544 × 23 = ______
2. 196 × 37 = ______ 5. 57 × 58 = ______
3. 341 × 11 = ______
2. Answer Key
Let’s Try
A.
1. 280 6. 6600
2. 7500 7. 2400
3. 1020 8. 63 000
4. 390 9. 1000
5. 4800 10. 90
B.
11. 48 000 13. 42 000
12. 27 000 14. 45 000
C. affixing 3 tail-end zeros

Group Work
A.
1. 4500 4. 3030
2. 3400 5. 12 000
3. 32 000 6. 260
B.
7. 108 11. 210
8. 77 12. 164
9. 90 13. 95
10. 96
Individual Work
A.
1. 1000 3. 1200
2. 8000 4. 880
16 Chapter 2
5. 480 8. 780
6. 3550 9. 240
7. 27 000 10. 1200
B.
11. c 13. c
12. c 14. b
C.
50 500 5000
102 1020 10 200
248 24 800 24 800

A.
1. 100 5. 50
2. 30 6. 10
3. 75 7. 40
4. 100
B. Yes, he is correct. Multiplying by 10 and then by 100 is equivalent to multiplying by 1000.
Think About This

Answers vary. Possible answers: To find the factors, one may look at the ones digit of the
product and use the corresponding factors. One can also use estimation to come up with the factors.
a. 489 and 9 c. 23 and 9
b. 51 and 23 d. 489 and 51
Additional Tasks
A.
1. 7200 4. 1950
2. 1570 5. 686
3. 1250
B.
The actual product are:
1. 5125 4. 12 512
2. 7252 5. 3306
3. 3751
When the factors are rounded off to the highest place value, the products are:
1. 5000 4. 10 000
2. 8000 5. 3600
3. 3300

LESSON 3 Dividing Whole Numbers
A. Objectives
• determine the process of dividing whole numbers;
• use different strategies in dividing whole numbers; and
• solve word problems involving division of whole numbers.
B. Motivation
To refresh the pupils about division, have them answer A and B in Let’s Look Back on
page 46.
Have the pupils read the Engage part on p. 46. You may discuss and ask the pupils to solve
for the answer or the pupils may perform a role-play using this example.
C. Lesson Proper
Discuss and explain the answer of the Engage part in the Let’s Build Your Understanding
on pp. 46–47. Show the process of dividing whole numbers using the examples in Let’s Say,
pp. 47–48.
Give the exercises in Let’s Try on pp. 49–50 to know the pupils’ understanding in the pro-
cess of dividing whole numbers. Have the pupils read Let’s Remember on p. 50.
D. Deepening
Let the pupils answer the exercises in Let’s Extend Your Understanding and Think About
This on pp. 52–53 to enhance their knowledge in division of whole numbers.
The pupils may also perform the exercises in Let’s Check Your Understanding (Group
Work) on p. 51.
E. Assessment
Utilize the exercises in Let’s Check Your Understanding (Individual Work) on pp. 51–52
to evaluate the pupils’ knowledge in division of whole numbers.
You may use the following exercises:
Directions: Solve for the following problems. Write your answer on the space provided.
1. Vincent bought 12 pieces of customized tumbler to be given to his friends. If the total
cost of the tumblers is 52,112, how much does each tumbler cost?
2. Mang Leroy harvested 3150 eggs. He wants to place the eggs into the trays. If an egg
tray can hold 30 eggs, how many egg trays does he need to hold all the harvested eggs?
3. There are 1392 Grade 4 pupils in St. Mark College. If each section has 48 pupils, how
many Grade 4 sections does the school have?
4. A bookshelf has 15 rows. If there are 675 books, how many books can each row contain?
5. Melissa earned 55,400 on her tutorial services. How much did she earn each day if she
worked for 15 days?
18 Chapter 2
2. Answer Key
Let’s Try
A.
2914 203 25
1. 3) 8 7 4 2 4. 15) 3 0 4 5 7. 99) 2 4 7 6
–6 – 30 – 1 98
27 4 496
– 27 – 0 – 495
4 45 1
– 3 – 45
12 0
– 12
0
1021 123 2052

2. 5) 5 1 0 5 5. 32) 3 9 3 8 8. 4) 8 2 0 9
–5 – 32 – 8
1 73 2
– 0 – 64 – 0
10 98 20
– 10 – 96 – 20
5 2 9
– 5 – 8
0 1
523 31 2
3. 9) 4 7 1 3 6. 21) 6 5 5 2
– 45 – 63
21 25
– 18 – 21
33 42
– 27 – 42
6 0
B.
9. 275 plastic bottle caps
10. 900 pairs of bottled water
11. 25 pairs

Group Work
A.
1. 350 6. 451 r.1
2. 121 7. 236
3. 52 r.1 8. 500
4. 234 9. 1250 r.1
5. 150 r.1 10. 1901
B.
11. 402 15. 2136
12. 427 r.4 16. 165 r. 30
13. 904 17. 2277 r.1
14. 732
Individual Work
A.
306 46
1. 7) 2 1 4 2 3. 49) 2 2 5 4
– 21 – 196
4 294
– 0 – 294
42 0
– 42
0
115 2 604
2. 8) 9 2 1 7 4. 11) 6 6 4 8
–8 – 66
12 4
– 8 – 0
41 48
– 40 – 44
17 0
– 16
1
B.
5. 349 10. 209 r. 20
6. 1137 11. 21
7. 1903 12. 165 r. 30
8. 608 r. 6 13. 102 r. 2
9. 2350 r. 1
20 Chapter 2
1. 578
2. 526,000
3. 78 packs; 780 pieces
Think About This

Answers may vary.
Additional Task
1. 5176 4. 45 books
2. 105 egg trays 5. 5360
3. 29 sections
LESSON 4 Dividing by 10s, 100s, and 1000s
A. Objectives
• mentally divide numbers by 10s, 100s, and 1000s; and
• solve word problems involving division of numbers by 10s, 100s, and 1000s.
B. Motivation
Using the concept of money in the form of 10-peso coin, 100-peso bill, and 1000-peso bill,
do computations on dividing by 10, 100, and 1000. Have the pupils observe patterns which
will lead to the idea that dividing by 10 is the same as canceling out 1 tail-end zero from the
dividend, dividing by 100 can be easily obtained by canceling out 2 tail-end zeros from the
dividend, and so on. Use the Engage part on p. 54 or the given problem below as example:
A charity sold 545,300 worth of concert tickets for their event. If each ticket costs 5100,
how many tickets were sold?
For further review, you may also have the pupils answer Let’s Look Back on p. 54.
C. Lesson Proper
Explain the answer in the Engage part using the Let’s Build Your Understanding on pp.
54–55. You can also use the methods to explain the given problem in the motivation. Discuss
more examples in Let’s Say on pp. 55–57 and explain using the different methods in dividing
whole numbers.
Let the pupils answer the exercises in Let’s Try on p. 58 to know their understanding in
the process of dividing whole numbers by 10s, 100s, and 1000s.

D. Deepening
The pupils may perform the exercises in Let’s Check Your Understanding (Group Work)
on p. 58 or you may use the following exercises to deepen the pupils’ understanding in divid-
ing whole numbers.
Directions: Find the missing number of each equation. Write your answers in the box.
1. 35 800 ÷ = 358 4. 78 500 ÷ = 7850
2. ÷ 10 = 2584 5. ÷ 100 = 614
3. 56 000 ÷ 1000 =
E. Assessment
For more practice, have the pupils answer Let’s Extend Your Understanding on pp. 59–60
and Think About This on p. 60. You may give them as homework.
You may give the following exercises to the pupils to assess their understanding about
division of whole numbers by 10s, 100s, and 1000s.
Directions: Solve for the quotient. Write your answer on the blank.
1. 57 880 ÷ 10 = ______
2. 100 000 ÷ 100 = ______
3. 93 000 ÷ 1000 = ______
4. 85 600 ÷ 10 = ______
5. 64 200 ÷ 100 = ______
2. Answer Key
Let’s Try
A.
1. 72 4. 503
2. 45 5. 473
3. 890
B.
6. 8 9. 630
7. 20 10. 507
8. 84
C.
11. 8 14. 60
12. 17 15. 100
13. 49
D.
16. 11 19. 10
17. 50 20. 74
18. 8
22 Chapter 2
Group Work
1. 420 7. 79
2. 260 8. 90
3. 50 9. 5
4. 700 10. 89
5. 5 11. 20
6. 16 12. 3
Individual Work
A.
÷ 10 ÷ 100 ÷ 1000
1. 5900 590 59
2. 7000 700 70 7
3. 3600 360 36
4. 48 000 4800 480 48
5. 90 000 9000 900 90
B.
6. 7620 10. 2000
7. 800 11. 30 000
8. 4000 12. 100
9. 85 000 13. 10

A.
1. 12 5. 800
2. 80 6. 400
3. 5 7. 20
4. 30 8. 50
B.
9. 90 12. 700
10. 20 13. 400
11. 70
Think About This

Answers vary.

Additional Work
Deepening
1. 100 4. 10
2. 25 840 5. 61 400
3. 56
Assessment
1. 5788 4. 8560
2. 1000 5. 642
3. 93
LESSON 5 Performing More Than One Operation
A. Objectives
• perform operations on whole numbers; and
• model and explain situations that involve one or more operations.
B. Motivation
Direct the pupils to Let’s Look Back on p. 61. Have them answer the items orally. This will
serve as a practice on addition and subtraction of two- to four-digit whole numbers.
Use the problem posted in Engage on p. 61 as example. Ask the pupils to answer the
problem. The pupils may be grouped in pairs.
C. Lesson Proper
Start the discussion by explaining the Engage part using the discussion in Let’s Build Your
Understanding on p. 61. Discuss more illustrative examples in Let’s Say on pp. 62–64 and
explain the process of performing more than one operation.
The pupils may answer the exercises in Let’s Try on p. 64 to determine their understanding
in performing more than one operation.
Elicit Let’s Remember on p. 64 from pupils by asking them how they solve mathematical
sentences with more than one operation.
D. Deepening
Provide the exercises in Let’s Extend Your Understanding and Think About This on pp.65–66
to deepen the pupils’ knowledge and understanding in performing more than one operation.
E. Assessment
Give the exercises in Let’s Check Your Understanding (Individual Work) on p. 65 to evaluate
the pupils.
24 Chapter 2
2. Answer Key
Let’s Try
A.
1. 80 3. 150
2. 55 4. 57
B.
5. 1120 7. 5
6. 60 8. 120
C.
9. 43 11. 66
10. 90 12. 82

Group Work
1. 57 5. 23
2. 6 6. 6
3. 82 7. 486
4. 0 8. 36
Individual Work
A.
1. 106 5. 408
2. 194 6. 113
3. 71 7. 143
4. 57 8. 80
B.
9. 40 11. 47 000
10. 60 12. 10

1. 120 4. 12
2. 403 5. 44
3. 30 6. 3
Think About This

Answers vary.

LESSON 6 Solving Word Problems
A. Objectives
• solve word problems involving the four basic operations;
• utilize and integrate the previous learning with four basic operations;
• visualize the problem using models; and
• solve real-life problems involving the four basic operations.
B. Motivation
Direct the pupils to Let’s Look Back on p. 67. Have them answer the exercise individually.
Show the word problem on Engage on p. 67. Then discuss the illustrative solutions in Let’s
Build Your Understanding on pp. 67–69.
C. Lesson Proper
For further mastery, discuss thoroughly the example problem and its solutions in Let’s Say
on pp. 69–70. You may give another problem(s) to be discussed with the pupils.
Let the pupils answer the exercises in Let’s Try on p. 70 to be shown on the board and can
be done in pairs or individually.
Ask the pupils to form groups of four to answer the word problems in Let’s Check Your
Understanding on p. 71. Make sure that all the members of each group are able to present
and explain the solution.
D. Deepening
To deepen the understanding and skills of the pupils, give the word problems in Let’s
Extend Your Understanding on pp. 73–74 and Think About This on p. 74. The exercises may
serve as their homework.
E. Assessment
Ask the pupils to answer the exercises in Let’s Check Your Understanding (Individual Work)
on pp. 72–73.
You may also give the following exercise:
Directions: Solve for the following word problems. Write your answer on the space
provided.
1. Frederick sold 10 cookies while Joanna sold 9 cookies. If each cookie costs 525, how
much is the total cost of sold cookies?
2. Christian has 5500. His mother gave him 5120. In the afternoon, he bought a burger
for 560 and a pineapple juice for 525. How much money was left with him?
26 Chapter 2
3. There are 28 mangoes, 15 apples, and 20 bananas on the table. If 19 of these fruits are
already rotten, how many fruits are still in good condition?
4. There are 12 roses, 15 tulips, 8 lilacs, and 13 daffodils to be arranged in 4 vases. If the
vases should have equal number of flowers, how many flowers should each vase have?
5. Peter bought 20 colored pens that costs 511 each while Rebecca bought 18 colored
pens that costs 59 each. How much is the total cost of all colored pens?
2. Answer Key
Let’s Try
1. 5925 m
2. 5075 m
3. 3528 chocolate bars
4. 18
5. 5636

Group Work
1. 9565 × 2 = 19 130 square kilometers; accept also the estimated product of 10 000 × 2 = 20 000
square kilometers
2. a. 7500 bags
b. 4050 kg
3. a. 51,560
b. 5975
c. 5585
4. 206 pouches
Individual Work
1. a. 1260 m b. 2520 m c. 8820 m
2. a. 2520 m b. 10 080 m c. 17 640 m
3. a. 10 080 m b. 20 160 m c. 35 280 m
4. a. 720 m b. 1440 m c. 2880 m
5. a. 89 bags
b. 4 pieces of pandesal
c. 52,492
6. 8960 cm
7. 13 buses

1. 927 × 10 = 9270
Since 9 is less than 10, then the product of 9 and 927 must be less than 9270.
2. 192 digits
3. 269
4. 46 and 47
5. 12:04 p.m. The lights flash together every 240 seconds or 4 minutes.
6. a. 4
b. 8
c. 4, 4
7. a. 16 pencils
b. 6 notebooks per child
Think About This

55 cards
Additional Task
1. 5475
2. 5535
3. 44 fruits
4. 12 flowers
5. 5382
Chapter Review
Let’s Reflect
Answers vary.

Answers vary.
Let’s Answer
A.
1. c 5. b
2. b 6. a
3. c 7. d
4. d
28 Chapter 2
B.
8. 23 540 16. 153 600
9. 78 100 17. 43 600
10. 80 600 18. 800
11. 59 000 19. 92
12. 292 000 20. 75
13. 105 000 21. 200
14. 60 260 22. 120
15. 49 200 23. 140
C.
24. 36 048 29. 3007
25. 41 150 30. 3012 r2
26. 3036 31. 5901 r3
27. 12 852 32. 360
28. 209 33. 3600
D.
34. 687
35. 54,816; 56,020
36. 25 jars
37. 370 colored pictures
38. 51,280
39. 5120

3 Number Theory
This chapter has four lessons:

• Lesson 1 illustrates factors and multiples of a number.
• Lesson 2 explains prime and composite numbers and a technique in getting the prime
factorization of a number.
• Lesson 3 explains the concept of getting the common factors and the greatest common factor
of a set of numbers.
• Lesson 4 presents the common multiples and the least common multiple of a set of numbers.
LESSON 1 Factors and Multiples of a Number
A. Objectives
• find the factors and multiples of a number;
• differentiate factors from multiples of a number; and
• solve real-life problems involving factors and multiples of a number.
B. Motivation
Present a puzzle: I am thinking of a number. If I divide it by 2, there is a remainder of 1.
If I divide it by 5, there is a remainder of 2. If I divide it by 10, there is a remainder of 7. What
number could it be? (This is for Multiples)
Present the following problem: Arrange 42 chips into equal rows. In what ways can this
be done? (Expected answers: 1 row of 42, 2 rows of 21 chips each, etc.) You may also have
the pupils answer the items in Let’s Look Back on p. 82 to review the pupils.
Present the situational problem from Engage on p. 82. Then have a brief introduction about
factors and multiples of a number. Discuss the solution in the Let’s Build Your Understanding
on pp. 82–84.
C. Lesson Proper
Present to the class the problems in Let’s Say on pp. 84–85 and discuss the solution for it.
Give the pupils a hint or clue on how are they are going to answer the problem and when will
they use factor and multiples on a certain word problem.
Give them a glimpse on Let’s Remember on p. 86 to strengthen their ideas about the topic.
Direct the pupils to Let’s Try. Use numbers 1 and 2, letter A on p. 85 and numbers 7 and 8,
letter B on p. 86 for practice set.
30 Chapter 3
D. Deepening
Let the pupils answer numbers 3–6, part A of Let’s Try on page 85 and numbers 9–11, part
B of Let’s Try on p. 86 to deepen the pupils’ skill in listing factors and multiples.
Divide the class into groups and have the groups answer Let’s Check Your Understanding
(Group Work) on pp. 86–87. For further practice, have the pupils answer Let’s Check Your
Understanding (Individual Work) on p. 87. This may serve as their homework.
E. Assessment
Direct the pupils to Let’s Extend Your Understanding on p. 88. Have them read and answer
the exercise individually. Call several pupils to answer the questions. Write on the board
important observations cited by the pupils.
You may also use the exercises below.
1. A theater interior designer is asked to arrange 96 chairs in which each row will have
the same number of chairs. How many equal rows can he have if each row must have
a minimum of 15 chairs and a maximum of 20 chairs?
2. Clarence was instructed by his doctor to drink his medicine every 4 hours. If Clarence
took his first dose of medicine at 4 a.m., when must he drink his fourth dose?
3. Marcus was assigned to select a number of applicants for an interview. He asked the
applicants to form a straight line and chose every 4th applicant. How many applicants
on the line were selected if there were 25 applicants?
2. Answer Key
Let’s Try
A.
1. 1, 3, 9, 27 4. 1, 2, 3, 4, 6, 8, 9, 12, 18, 24, 36, 72
2. 1, 31 5. 1, 3, 29, 87
3. 1, 5, 11, 55 6. 1, 2, 4, 5, 10, 20, 25, 50, 100
B.
7. 4, 8, 12, 16 10. 20, 40, 60, 80
8. 9, 18, 27, 36 11. 25, 50, 75, 100
9. 11, 22, 33, 44

Group Work
A.
1. 1, 2, 4, 7, 14, 28 4. 1, 2, 4, 8, 16, 32, 64
2. 1, 2, 3, 4, 6, 9, 12, 18, 36 5. 1, 3, 9, 11, 33, 99
3. 1, 2, 5, 10, 25, 50
Number Theory 31
B.
6. 3, 6, 9, 12, 15, 18, 21 9. 11, 22, 33, 44, 55, 66, 77
7. 7, 14, 21, 28, 35, 42, 49 10. 15, 30, 45, 60, 75, 90, 105
8. 9, 18, 27, 36, 45, 54, 63
C.
11. 72 13. 36 candies
12. 11
Individual Work
A.
1. 1, 2, 4 4. 1, 2, 4, 8
2. 1, 5 5. 1
3. 1, 2, 19, 38
B.
6. 12, 24, 36 9. 30, 60, 90
7. 16, 32, 48 10. 399, 798, 1197
8. 60, 120, 180
C.
11. 192 boxes 13. 10:51 a.m.
12. 46 or 66

The multiples of 2 are even numbers. They end with 0, 2, 4, 6, or 8.
A multiple of 5 ends with 0 or 5.
The sum of the digits of a multiple of 3 is divisible by 3.
120 ✓ 213✓ 275 350
623 471✓ 360 ✓ 94
Think About This

a. 1
b. The product of the pair of numbers.
Additional Task
1. He can arrange the chairs in 6 rows with 16 chairs in each row.
2. 4 p.m.
3. 6 applicants
32 Chapter 3
LESSON 2 Prime and Composite Numbers and Prime Factorization
A. Objectives
• differentiate prime from composite numbers;
• identify prime and composite numbers;
• give the prime factorization of a number; and
• show the solution in finding the prime factorization of a number.
B. Motivation
Have the pupils answer Let’s Look Back on p. 89.
Present the problem in Engage on p. 89 then present and discuss the solution in Let’s Build
Your Understanding on pp. 89–90.
C. Lesson Proper
Discuss Let’s Say on pp. 91–92 for additional illustrative examples.
Instruct the pupils to accomplish the exercises in Let’s Try on pp. 92–93 to enhance the
skills and understanding of concepts on prime and composite numbers, including prime
factorization.
Ask the pupils what they have learned in the lesson. Elicit from them Let’s Remember
on p. 93.
D. Deepening
Have the pupils work in pairs and answer Let’s Check Your Understanding (Group Work)
A and B on pp. 93–94. Then, call random pupils to explain their answers.
For individual practice, you may use the exercises below to measure the understanding
of the pupils.
A. Identify each number if it is a prime or composite.
1. 55 4. 77
2. 23 5. 37
3. 11
B. Write the prime factorization of each number. Use the factor tree to show your solution.
1. 12 4. 32
2. 15 5. 55
3. 24
Number Theory 33
E. Assessment
Give as short exam the exercises in Let’s Check Your Understanding (Individual Work) on
p. 94 and Let’s Extend Your Understanding on p. 95 to assess the acquired learning of the pupils.
Direct the pupils to Think About This on p. 95. This may serve as an individual homework.
You may give the following as additional items.
A. Identify each number if it is a prime or composite.
1. 81 4. 83
2. 62 5. 48
3. 53
B. Write the prime factorization of each number. Use the factor tree to show your solution.
1. 77 4. 42
2. 65 5. 81
3. 40
2. Answer Key
Let’s Try
A.
1. composite 6. composite
2. prime 7. composite
3. prime 8. composite
4. composite 9. prime
B.
11. 2 × 3 × 5 14. 7 × 7
12. 5 × 13 15. 2 × 7 × 7
13. 2 × 2 × 3 × 3

Group Work
A.
Prime numbers (encircled) – 2, 3, 5, 7, 11, 13, 17, 19, 23, 29, 31, 37, 41, 43, 47, 53, 59, 61, 67, 71,
73, 79, 83, 89, 97
Composite numbers (colored boxes) – the rest of the numbers except 1
B.
1. 4 4. 8
2. 8 5. 4
3. 8
34 Chapter 3
Individual Work
A.
1. C 6. P
2. C 7. C
3. C 8. C
4. P 9. P
5. C 10. C
B.
11. 3 × 13 14. 2 × 3 × 7
12. 2 × 5 × 7 15. 2 × 2 × 5 × 5
13. 2 × 2 × 3 × 7 16. 11 × 11
C.
17. 17
18. 58 – 31 = 27

1. 5, 7; 11, 13; 17, 19; 29, 31; 41, 43; 59, 61; 71, 73
2. False. The number 2 is an even number that is also a prime number.
3. Yes. Possible explanation: All numbers ending in 5 are multiples of 5. Hence, there are at least
3 factors, 1, 5, and the number itself.
Think About This

1. 5 + 7
2. 13 + 17
3. 19 + 23
4. 13 + 37
Additional Tasks
Deepening
A.
2. prime 5. prime
3. prime
B.
1. 2 × 2 × 3 4. 2 × 2 × 2 × 2 × 2
2. 3 × 5 5. 5 × 11
3. 2 × 2 × 2 × 3
Number Theory 35
Assessment
A.
1. composite 4. prime
3. prime
B.
1. 7 × 11 4. 2 × 3 × 7
2. 5 × 13 5. 3 × 3 × 3 × 3
3. 2 × 2 × 2 × 5
LESSON 3 Greatest Common Factor

A. Objectives
• find the common factors and the greatest common factor of two to three given numbers;
and
• use techniques in finding the greatest common factor—listing, factorization, and/or
continuous division.
B. Motivation
Direct the pupils to Let’s Look Back on p. 96. Call several pupils to list down the factors
of the given numbers using tree diagram on the board.
Pose the problem in Engage on p. 96. Illustrations and drawings may help the pupils in un-
derstanding the problem. Discuss the solution on Let’s Build Your Understanding on pp. 97–98.
C. Lesson Proper
Discuss and perform the three methods in finding the greatest common factor. Present
illustrative examples of the three methods in finding the greatest common factor in Let’s Say
on pp. 98–99. Give additional examples.
Ask the pupils to answer Let’s Try on p. 91. This activity must be done individually.
D. Deepening
Divide the class into 5 groups. Have them answer Let’s Check Your Understanding (Group
Work) on p. 100.
As additional items, write the following on the board.
A. Use listing to find the common factors of each pair or set. Encircle the GCF.
1. 15 and 10 4. 42 and 35
2. 27 and 18 5. 78 and 104
3. 15 and 60
36 Chapter 3
B. Use prime factorization or continuous division to find the GCF of each pair or set.
1. 21 and 49 4. 60 and 84
2. 56 and 72 5. 64 and 112
3. 48 and 80
Make sure that every member of the group will have the chance to explain their group’s
answers. Have the pupils answer the exercises in Let’s Check Your Understanding (Individual
Work) on pp. 100–101.
E. Assessment
Present to the pupils Let’s Extend Your Understanding and Think About This on p. 101.
Give the exercises to them as homework.
You may present the following items as additional homework or as review the following day.
A. Use listing to find the common factors of each pair or set. Encircle the GCF.
1. 18 and 12 4. 65, 80, and 45
2. 26 and 24 5. 63, 108, and 72
3. 48 and 60
B. Use prime factorization or continuous division to find the GCF of each pair or set.
1. 96 and 64 4. 128, 96, and 64
2. 72 and 126 5. 108, 189, and 81
3. 120 and 90
2. Answer Key
Let’s Try
A.
1. 12: 1, 2, 3, 4, 6, 12
16: 1, 2, 4, 8, 16
common factors: 1, 2, 4; GCF = 4
2. 45: 1, 3, 5, 9, 15, 45
18: 1, 2, 3, 6, 9, 18
3. 36: 1, 2, 3, 4, 6, 9, 12, 18, 36
54: 1, 2, 3, 6, 9, 18, 27, 54
common factors: 1, 2, 3, 6, 9, 18; GCF = 18
4. 75: 1, 3, 5, 15, 25, 75
100: 1, 2, 4, 5, 10, 20, 25, 50, 100
5. 60: 1, 2, 3, 4, 5, 6, 10, 12, 15, 20, 30, 60
90: 1, 2, 3, 5, 6, 9, 10, 15, 18, 30, 45, 90
45: 1, 3, 5, 9, 15, 45
common factors: 1, 3, 5, 15; GCF = 15
Number Theory 37
B.
6. 15 = 3 × 5
27 = 3 × 3 × 3
GCF = 3
7. 28 = 2 × 2 × 7
56 = 2 × 2 × 7 × 2
GCF = 2 × 2 × 7 = 28
8. 56 = 2 × 2 × 2 × 7
70 = 2 × 7×5
GCF =2 × 7 = 14
9. 52 = 2 × 2 × 13
21 = 3 × 7
GCF = 1
10. 18 = 2 × 3 × 3
34 = 2 × 17
45 = 3 × 3 × 5
GCF = 1

Group Work
A.
1. 1, 5 4. 1, 2
2. 1 5. 1, 2, 4, 5, 10, 20
3. 1, 3
B.
6. 4 9. 7
7. 1 10. 40
8. 5
Individual Work
A.
1. Yes 4. No
2. No 5. Yes
3. Yes 6. Yes
B.
7. 2 10. 48
8. 9 11. 15
9. 11
38 Chapter 3
C.
12. Assuming that a rectangle with length a and width b and a rectangle with length b and
width a are the same, the following are the possible length and width:
29 cm by 1 cm 24 cm by 6 cm 19 cm by 11 cm
13. a. 30 groups
b. 4 male
c. 5 female

1. 12, 33, 48
2. 12 and 20, 12 and 26, 12 and 48, 20 and 26, 20 and 48, 26 and 48
3. 12 and 33, 12 and 48, 33 and 48
4. 12 and 35, 20 and 33, 26 and 33, 26 and 35, 33 and 35, 35 and 48
5. 12 and 20, 20 and 48
Think About This

Yes. Two numbers that differ by 1 have no other common factor except for 1.
Additional Tasks
Deepening
A.
1. 15: 1, 3, 5, 15
10: 1, 2, 5, 10
2. 27: 1, 3, 9, 27
18: 1, 2, 3, 6, 9, 18
3. 15: 1, 3, 5, 15
60: 1, 2, 3, 4, 5, 6, 10, 12, 15, 20, 30, 60
4. 42: 1, 2, 3, 6, 7, 14, 21, 42
35: 1, 5, 7, 35
5. 78: 1, 2, 3, 6, 13, 26, 39, 78
104: 1, 2, 4, 8, 13, 26, 52, 104
Number Theory 39
B.
1. 21 = 3 × 7
49 = 7×7
GCF = 7
2. 56 = 2 × 2 × 2 × 7
72 = 2 × 2 × 2 × 3 × 3
GCF = 2 × 2 × 2 = 8
3. 48 = 2 × 2 × 2 × 2 × 3
80 = 2 × 2 × 2 × 2 × 5
GCF = 2 × 2 × 2 × 2= 16
4. 60 = 2 × 2 × 3 × 5
84 = 2 × 2 × 3 × 7
GCF = 2 × 2 × 3 = 12
5. 64 = 2 × 2 × 2 × 2 × 2 × 2
112 = 2 × 2 × 2 × 2 × 7
GCF = 2 × 2 × 2 × 2= 16
Assessment
A.
1. 18: 1, 2, 3, 6, 9, 18
12: 1, 2, 3, 4, 6, 12
2. 26: 1, 2, 13, 26
24: 1, 2, 3, 4, 6, 8, 12, 24
3. 48: 1, 2, 3, 4, 6, 8, 12, 16, 24, 48
60: 1, 2, 3, 4, 5, 6, 10, 12, 15, 20, 30, 60
4. 65: 1, 5, 13, 65
80: 1, 2, 4, 5, 8, 10, 16, 20, 40, 80
45: 1, 3, 5, 9, 15, 45
5. 63: 1, 3, 7, 9, 21, 63
108: 1, 2, 3, 4, 6, 9, 12, 18, 27, 36, 54, 108
72: 1, 2, 3, 4, 6, 8, 9, 12, 18, 24, 36, 72
B. by continuous division
2 96 64
2 48 32 2 72 126
2 24 16 3 36 63
1. 2.
2 12 8 3 12 21
2 6 4 4 7
3 2
GCF = 2 × 2 × 2 × 2 × 2 = 32 GCF = 2 × 3 × 3 = 18
40 Chapter 3
2 120 90 3 108 189 81
3 60 45 3 36 63 27
3. 5.
5 20 15 3 12 21 9
4 3 4 7 3
GCF = 2 × 3 × 5 = 30 GCF = 3 × 3 × 3 = 27
2 128 96 64
2 64 48 32
2 32 24 16
4.
2 16 12 18
2 8 6 4
4 3 2
GCF = 2 × 2 × 2 × 2 × 2 = 32
LESSON 4 Least Common Multiple
A. Objectives
• determine the least common multiple of two to three given numbers; and
• find the LCM using listing, prime factorization, and/or continuous division.
B. Motivation
Direct the pupils to Let’s Look Back on p. 102. Call several pupils to give the multiples of
the given items. This will serve as a review of multiples.
Present the problem in Engage on p. 102. Discuss the solution in Let’s Build Your
Understanding on pp. 102–103. Ask the question “Is the GCF always less than the LCM?
Explain.” to be answered later after discussing Least Common Multiple.
C. Lesson Proper
Discuss the examples in Let’s Say on pp. 103–105 to illustrate the process of finding the least
common multiple of a set of numbers using the three methods given. For more examples, you
may answer with the pupils Let’s Try A, items 1–2 on p. 105 and Let’s Try B, items 6–7 on p. 106.
Ask again the question “Is the GCF always less than the LCM? Explain.” Elicit Let’s
Remember on p. 106. Have the pupils answer individually the remaining items in Let’s Try on
pp. 105–106.
Number Theory 41
D. Deepening
For more practice, have the pupils work in pairs in answering Let’s Check Your Under-
standing (Group Work) on pp. 106–107.
You may use the following as additional items.
A. Use listing to find the common multiple of each pair or set. Encircle the LCM.
1. 4 and 6 4. 18, 12, and 9
2. 9 and 12 5. 16, 32, and 24
3. 15 and 20
B. Use prime factorization or continuous division to find the LCM of each pair or set.
1. 12 and 15 4. 30, 16, and 24
2. 9 and 24 5. 15, 18, and 12
3. 15 and 18
To check the pupils’ understanding of the lesson, have them answer Let’s Check Your
Understanding (Individual Work) on p. 107.
E. Assessment
Explain to the pupils the exercises in Let’s Extend Your Understanding and Think About
This on pp. 107–108. This may serve as their homework.
You may use the following items as a short test after the lesson.
A. Use listing to find the common multiples of each pair or set. Encircle the LCM.
1. 12 and 16 4. 32, 16, and 24
2. 15 and 25 5. 13, 26, and 39
3. 13 and 39
B. Use prime factorization or continuous division to find the LCM of each pair or set.
1. 18 and 12 4. 15, 12, and 21
2. 20 and 28 5. 12, 24, and 30
3. 14 and 21
2. Answer Key
Let’s Try
A.
1. 24, 48, 72 4. 60, 120, 180
2. 6, 12, 18 5. 70, 140, 210
3. 20, 40, 60
B.
6. 28 9. 72
7. 36 10. 42
8. 80
42 Chapter 3
Group Work
A.
1. 5: 5, 10, 15, 20, 25, 30, 35, 40, 45, 50
10 : 10, 20, 30, 40, 50, 60, 70, 80, 90, 100
2. 8: 8, 16, 24, 32, 40, 48, 56, 64, 72, 80
12: 12, 24, 36, 48, 60, 72, 84, 96, 108, 120
3. 3: 3, 6, 9, 12, 15, 18, 21, 24, 27, 30
7: 7, 14, 21, 28, 35, 42, 49, 56, 63, 70
4. 20: 20, 40, 60, 80, 100, 120, 140, 160, 180, 200
50: 50, 100, 150, 200, 250, 300, 350, 400, 450, 500
5. 9: 9, 18, 27, 36, 45, 54, 63, 72, 81, 90
15: 15, 30, 45, 60, 75, 90, 105, 120, 135, 150
B.
6. 63 9. 56
7. 36 10. 90
8. 70
Individual Work
A.
1. 42, 84, 126 4. 50, 100, 150
2. 12, 24, 36 5. 52, 104, 156
3. 24, 48, 72
B.
6. Yes 9. No
7. No 10. Yes
8. Yes

A.
1. 126 4. 320
2. 150 5. 4080
3. 448
B.
6. a. every 60th person d. 33
b. 50 e. 8
c. 41
7. Thursday, September 20
8. Possible answers include 4, 12, 20, 28, 36, 44, …
Number Theory 43
Think About This
1, 2, 4, 6, 8, 12, 24
Additional Tasks
Deepening
A.
1. 4: 4, 8, 12, 16, 20, 24, 28, 32, 36, 40
6: 6, 12, 18, 24, 30, 36, 42, 48, 54, 60
2. 9: 9, 18, 27, 36, 45, 54, 63, 72, 81, 90
12: 12, 24, 36, 48, 60, 72, 84, 96, 108, 120
3. 15: 15: 15, 30, 45, 60, 75, 90, 105, 120, 135, 150
20: 20, 40, 60, 80, 100, 120, 140, 160, 180, 200
4. 18: 18, 36, 54, 72, 90, 108, 126, 144, 162, 180
12: 12, 24, 36, 48, 60, 72, 84, 96, 108, 120
9: 9, 18, 27, 36, 45, 54, 63, 72, 81, 90
5. 16: 16, 32, 48, 64, 80, 96, 112, 128, 144, 160
32: 32, 64, 96, 128, 160, 192, 224, 256, 288, 320
24: 24, 42, 72, 96, 120, 144, 168, 192, 216, 240
B. by prime factorization
1. 12 = 2 × 2 × 3
15 = 3×5
LCM = 2 × 2 × 3 × 5 = 60
2. 9 =3×3
24 = 3×2×2×2
LCM = 3 × 3 × 2 × 2 × 2 = 72
3. 15 = 5 × 3
18 = 3×3×2
LCM = 5 × 3 × 3 × 2 = 90
4. 30 =5×3×2
16 = 2 × 2 × 2 × 2
24 = 3×2×2×2
LCM = 5 × 3 × 2 × 2 × 2 × 2 = 240
5. 15 =5×3
18 = 3×2×3
12 = 3×2×2
LCM = 5 × 3 × 2 × 3 × 2 = 180
44 Chapter 3
Assessment
A.
1. 12: 48, 96, 144, …
16: 48, 96, 144, …
2. 15: 60, 120, 180, …
20: 60, 120, 180, …
3. 13: 39, 78, 117, …
39: 39, 78, 117, …
4. 32: 96, 192, 288, …
16: 96, 192, 288, …
24: 96, 192, 288, …
5. 13: 78, 156, 234, …
26: 78, 156, 234, …
39: 78, 156, 234, …
B. by continuous division
3 15 12 21
2 18 12
5 5 4 7
3 9 6
2 1 4 7
1. 3 3 2 4.
2 1 2 7
2 1 2
7 1 1 7
1 1
1 1 1
LCM = 2 × 3 × 3 × 2 = 36 LCM = 3 × 5 × 2 × 2 × 7 = 420
3 12 24 30
2 20 28
2 4 8 10
2 10 14
2 2 4 5
2. 5 5 7 5.
2 1 2 5
7 1 7
5 1 1 5
1 1
1 1 1
LCM = 2 × 2 × 5 × 7 = 140 LCM = 3 × 2 × 2 × 2 × 5 = 120
7 14 21
3 2 3
3.
2 2 1
1 1
LCM = 7 × 3 × 2 = 42
Number Theory 45
Chapter Review
Let’s Reflect
Explanations may vary.

The prime numbers are 101, 103, 107, 109, 113, 127, 131, 137, 139, 149, 151, 157, 163, 167, 173,
179, 181, 191, 193, 197, and 199.
Let’s Answer
A.
1. False 5. True
2. True 6. True
3. True 7. True
4. True 8. False
B.
9. b 12. d
10. d 13. a
11. a 14. b
C.
15. 1, 2 18. 1, 18, 30
16. 9 19. 11, 55, 121
17. 90, 57 20. 4, 6, 12
D.
21. 3 24. 17
22. 1 25. 1
23. 25
E.
26. 120 29. 96
27. 36 30. 120
28. 140
F.
31. 12
32. 117
33. Possible answers include: 2 and 3, 2 and 6, 2 and 9, 2 and 18, 3 and 6, 3 and 9, 3 and 18,
6 and 9, 6 and 18, 9 and 18
34. By 5, 6, 8, 10, 12, 15, 20, 24, 120
35. After 12 hours at 2 a.m.
46 Chapter 3
4 Fractions
This chapter has eight lessons:

• Lesson 1 shows how to identify fractions and mixed numbers.
• Lesson 2 discusses how to rename mixed numbers to improper fractions and vice versa.
• Lesson 3 demonstrates writing equivalent fractions as well as simplifying fractions.
• Lesson 4 discusses how to add like fractions and mixed numbers without regrouping.
• Lesson 5 shows how to add unlike fractions and mixed numbers.
• Lesson 6 explains how to add fractions and mixed numbers with regrouping.
• Lesson 7 shows how to subtract fractions and mixed numbers without renaming.
• Lesson 8 discusses how to subtract fractions and mixed numbers with renaming.
LESSON 1 Identifying Fractions
A. Objectives
• identify the fraction or mixed number given a diagram showing shaded regions, part
of a set, or a point on the number line;
• shade/mark/plot fractions on a region, set, or a number line; and
• solve problems involving identifying fractions and mixed numbers.
B. Motivation
Provide a short review on identifying fractions (in particular preparation for identifying
the denominator) by presenting some real objects (or worksheet items) which the pupils can
actually divide into equal parts. The class may also use clay figures that have been modeled
carefully. Have the pupils cut the figure into desired equal parts. This emphasizes the need to
have equal parts when naming fractions.
You may ask the pupils to answer Let’s Look Back on p. 116 as a part of the short review.
Use Engage and Let’s Build Your Understanding on pp. 116–117 to introduce and discuss
the lesson.
C. Lesson Proper
Present to the class the different concepts of fractions: as part of a region or set, as a point
(number) on the number line, and as division. Discuss also the different kinds of fractions
(proper and improper).
Introduce mixed numbers by using the items in Let’s Say on pp. 118–119. Provide several
examples of identifying fractions and mixed numbers.
Fractions 47
Point out the idea from Let’s Remember on p. 121. Consider the exercises in Let’s Try on
pp. 120–121. You may ask some pupils to write their answers on the board and explain it.
Divide the class into groups and let them work on the exercises in Let’s Check Your Un-
derstanding (Group Work – A and B) on pp. 122–123.
D. Deepening
Use the exercises in Let’s Extend Your Understanding on p. 125.
Discuss Think About This on p. 125, and have the pupils share their thoughts with the
rest of the class.
E. Assessment
Assess the pupils’ acquired knowledge by asking them to work on Let’s Check Your Un-
derstanding (Individual Work) on pp. 123–124.
2. Answer Key
Let’s Try
A.
4 1 7
1. or 4.
8 2 9
2 1 7 1
2. or 5. or 2
10 5 3 3
4 1 1
3. or 6. of sugar
12 3 7
B. Answers vary.

Group Work
A.
6 1 3
1. or 4.
12 2 7
3 1 4 2
2. or 5. or
9 3 6 3
4 1 3
3. or 6.
12 3 7
B.
4 1 4
7. Yellow = or 9.
12 3 15
8 2 15 3
Green = or 10. or
12 3 50 10
8. 4 eggs
48 Chapter 4
Individual Work
A.
1.
2.
3.
4.
0 1
5.
6.
7.
0 1 2
B.
1
8.
10
10 5
9. or
24 12
10. 60 pages
8 2 12 3
11. or are prime numbers; or are composite numbers
20 5 20 5
12. 6 shirts
8 1
13. or
24 3
Fractions 49
A.
B.
5.
0 1
6.
0 1
7.
0 1 2
Think About This

Answers vary.
LESSON 2 Renaming Mixed Numbers to Improper Fractions
A. Objectives
• name the fraction or mixed number representing a figure, set, or point on the number
line; and
• rename mixed numbers to improper fractions and vice versa.
B. Motivation
Start by having the pupils read the fractions and mixed numbers in Let’s Look Back on p.
126. The teacher may also present to the pupils with a recipe calling for a mixed number or
fractional amount. Make sure that the pupils can identify the mixed numbers correctly.
Use the problem posted in Engage on p. 126. Encourage the use of models or fraction
blocks. Ask the pupils how to get the correct answer.
50 Chapter 4
C. Lesson Proper
Recall what mixed numbers are. Emphasize that a mixed number is a sum of a whole and
a fractional part.
Use Let’s Build Your Understanding on pp. 126–127 for the illustration of the relationship
between a mixed number and an improper fraction. Lead the students to realize why the rule
for renaming one form to the other is such by using fraction models or real objects. Utilize
Let’s Say on pp. 128–129 for further discussion.
Use Let’s Try on p. 130 to provide other examples to the pupils. Give the important points
from Let’s Remember on p. 130.
Understanding (Group Work) on pp. 130–131. Ask some of the group members to discuss
their answers in front of the class.
D. Deepening
Check on the pupils’ understanding by asking them to answer the exercises in Let’s Check
Your Understanding (Individual Work) on pp. 131–132.
Let the pupils answer the item in Think About This on p. 133.
E. Assessment
Assess the pupils’ skills in renaming mixed numbers to improper fractions and vice versa
by letting them work on Let’s Extend Your Understanding on p. 133. Provide other exercises
for the pupils to work on individually.
2. Answer Key
Let’s Try
A.
1 2
1. 2 3. 2
2 5
1 3
2. 3 4. 2
3 10
B.
7 22
5. 7.
3 4
25 52
6. 8.
2 9
Fractions 51
Group Work
A.
1 1 5
1. 3 3. 2 5. 1
2 4 8
5 1
2. 6 4. 2
6 3
B.
4 1 1
6. 1 8. 3 10. 4
5 6 2
3 6
7. 5 9. 2 11. 5
10 7
C.
12 11 55
12. 14. 16.
5 4 8
13 41
13. 15.
3 9
Individual Work
A. 3 7
1 or
4 4
0 1 2 3
1 1 5 2 10 1 5
1 or 2 or or 2 or
4 4 4 4 4 2 2
B. K O L M P N Q
0 1 2 3
C.
10 3 1
8. 2 10. 9 12. 4
13 5 12
1 3
9. 4 11. 6
7 10
D.
17 86 123
13. 15. 17.
6 9 8
13 54
14. 16.
4 5
52 Chapter 4
A.
1. 6 3. 13 5. 6
2. 9 4. 4 6. 19
B.
7 1
7. cups or 3 cups
2 2
15 3
8. kg or 3 kg
4 4
9. 11 fifths
Think About This

3
5
4
LESSON 3 Writing Equivalent Fractions and Simplifying Fractions

A. Objectives
• find equivalent fractions;
• solve for missing terms in a pair of equivalent fractions; and
• express fractions in simplest form or lowest terms.
B. Motivation
The teacher may use paper folding to illustrate equivalent fractions. The teacher may also
1
use real objects, like a chocolate bar, and cut into several pieces. Point out . Cut the entire
1 2
bar into more pieces. What fraction shows now? Present Engage on p. 134.
2
C. Lesson Proper
Utilize Let’s Build Your Understanding on pp. 134–135. Focus on the different ways of
finding equivalent fractions and how to determine if fractions are equivalent. Discuss how to
simplify fractions. Use the examples in Let’s Say on pp. 136–137. Make sure that the examples
are discussed step-by-step.
Give the exercises in Let’s Try on p. 138. Ask some pupils to show to the class the method
they used to get the answer. Elicit Let’s Remember on p. 138.
Have the class do the exercises in Let’s Check Your Understanding (Group Work) on p. 139.
Fractions 53
D. Deepening
Group the class into cooperative learning groups. Give to the pupils the exercises in Let’s
Extend Your Understanding on p. 140.
Engage the pupils with the problem given in Think About This on p. 140. Discuss the
answers.
E. Assessment
Assess the pupils’ knowledge by giving the exercises in Let’s Check Your Understanding
2. Answer Key
Let’s Try
A.
1. = 3. ≠ 5. =
2. = 4. ≠
B.
6. 50 8. 4
7. 12 9. 12
C.
3 9 1 1 7
10. 12. or 2 14. 2 or
5 4 4 3 3
3 3
11. 13.
4 5

Group Work
A.
1. 12 5. 3
2. 10 6. 8
3. 36 7. 33
4. 32 8. 7
B.
6 6 1 7 57
9. 12. or 1 15. 5 or
7 5 6 10 10
2
10. 13. 3
7
6 13
11. 14.
7 14
54 Chapter 4
Individual Work
A.
12
1. 4, 72, 18 3. 27, 48, 72 5. 46, 92, 2
40
2. 45, 35, 105 4. 15, 84, 96
B.
1 11 25
6. 9. 12.
3 15 38
3 7 3 17 1
7. 10. or 1 13. or 4
5 4 5 4 4
7 3
8. 11.
9 5

(note to LA: please see pdf file for reference)
Think About This

16
a. 12; simplify the fraction first.
36
b. No. Equivalent fractions are arrived at by multiplying or dividing the numerator and denomi-
nator by the same number. Doing so means multiplying by a fraction equal to 1, which does
not change the value of the original number.
LESSON 4 Adding Like Fractions and Mixed Numbers Without Regrouping
A. Objectives
• add like fractions and mixed numbers without regrouping; and
• solve problems involving addition of like fractions and mixed numbers.
B. Motivation
Give the pupils a drill on simplifying fractions and mixed numbers as preparation for writ-
ing final answers in simplest form. You may use Let’s Look Back on p. 141.
Show the word problem in Engage and its solution in Let’s Build Your Understanding
on pp. 141–142. The teacher may use fraction bars/models so that the lesson becomes more
concrete for the pupils.
C. Lesson Proper
Use the other examples presented in Let’s Say pp. 142–145. Introduce the two methods of
solving—using the improper fraction form of the given numbers and using the mixed number
form.
Fractions 55
Ask the pupils to answer the exercises in Let’s Try on p. 145. Ask some pupils to show
their solutions on the board. Elicit Let’s Remember on p. 145.
Let the pupils work on the exercises in Let’s Check Your Understanding (Group Work),
on p. 146. This may be done with their cooperative learning partners. Remind the pupils to
express final answers in simplest form. Note that an improper fraction may be in simplest form
already if the numerator and denominator are relatively prime. These need not be converted
to mixed number in order to be considered as simplest form.
D. Deepening
To enhance the pupils’ skills in adding like fractions and mixed numbers, give them the
exercises in Let’s Extend Your Understanding on p. 147. This may also be given as homework.
Have the pupils answer the question in Think About This on p. 147.
E. Assessment
Work) on pp. 146–147.
2. Answer Key
Let’s Try
5 5 1 19 79
1. 4. or 1 7. 3 or
7 4 4 20 20
2 1 3 3 98
2. 5. 1 or 8. 19 or
3 2 2 5 5
6 1 3 11
3. or 1 6. 2 or
5 5 4 4

Group Work
A.
3 7 11
1. 3. 5. 3
5 10 12
3 4
2. 1 4. 6. 4
4 5
B.
4 9
7. 1 or kg
5 5
2 12
8. 2 or kg
5 5
7 27
9. 2 or km
10 10
56 Chapter 4
Individual Work
A.
5 23
1. 3. 1 5.
6 24
5 4
2. 4.
11 7
B.
1 7
6. 7. 28 kg 8. Yes
2 10

14 64
1. 2 or cm
25 25
1
2. of the collection
2
1 3
3. 1 or liters
2 2
Think About This
1
No. A unit fraction is a fraction which numerator is 1. An example of a unit fraction is .
2
1 1
+ =1
2 2
The sum is not less than 1.
LESSON 5 Adding Unlike Fractions and Mixed Numbers
A. Objectives
• add unlike fractions and mixed numbers without regrouping; and
• solve problems involving addition of unlike fractions and mixed numbers without
regrouping.
B. Motivation
Recall first how to add like fractions and mixed numbers. Recall also how to get the least
common multiple of a set of numbers. You may use the items in Let’s Look Back on page 148
for review.
Use the Engage part on p. 148 as an example. The teacher may provide the pupils with
fraction bars/models to help the pupils solve the problem.
Fractions 57
C. Lesson Proper
Discuss and explain the answer of the Engage part in Let’s Build Your Understanding on
pp. 148–149. Show the process of adding more fractions and mixed numbers by using the
examples in Let’s Say on pp. 150–153. Discuss two ways of adding mixed numbers.
Give the exercises in Let’s Try on p. 154 to check on the pupils’ understanding of the lesson.
Have the pupils read Let’s Remember on p. 154.
D. Deepening
Let the pupils answer the exercises in Let’s Extend Your Understanding and Think About
This on p. 157. It would help to provide the pupils with number cutouts/cards bearing the
numbers 1, 2, 3, 4, 5, 6, 7, 8, and 9 as they answer Let’s Extend Your Understanding. The pupils
may also perform the exercises in Let’s Check Your Understanding (Group Work) on p. 155.
E. Assessment
Utilize the exercises in Let’s Check Your Understanding (Individual Work) on pp. 155–156
to evaluate the pupils’ understanding of addition of unlike fractions and mixed numbers.
2. Answer Key
Let’s Try
7 1
1. 6.
10 12
2 27 67
2. 7. 1 or
3 40 40
7 53
3. 8.
8 63
3 11 13 37
4. 2 or 9. 1 or
4 4 24 24
11 95 19 166
5. 7 or 10. 7 or
12 12 21 21

Group Work
A.
2 1 9 2 10 27
1. and 3. and 5. and
8 8 15 15 30 30
4 5 15 14 6 35
2. and 4. and 6. and
6 6 35 35 60 60
B.
8 3 13
7. 9. 11.
9 4 14
11 1 61 35
8. or 1 10. 12.
10 10 72 66
58 Chapter 4
Individual Work
A.
17 19 13 58
1. 4. 7. 3 or
24 24 15 15
1 5 10 15 183
2. 1 or 5. 8. 6 or
4 4 11 28 28
3 8 44
3. 6. 4 or
8 9 9
B.
5 17
9. of a pizza 12. 15 kg
24 20
23 4
10. 1 cup 13. 4 m
24 9
3
11. 1 hr
20

Answers may vary.
Think About This

1 1
+
11 110
LESSON 6 Adding Fractions and Mixed Numbers with Regrouping
A. Objectives
• add fractions and mixed numbers with regrouping; and
• solve word problems involving addition of fractions and mixed numbers.
B. Motivation
Recall how to add fractions and mixed numbers without regrouping. Have the pupils do
some drills. You may use Let’s Look Back on p. 158.
Use the problem in Engage on p. 158 as an example. Ask the pupils to answer the problem.
The pupils may be grouped in pairs.
Fractions 59
C. Lesson Proper
Understanding on pp. 158–159. Discuss more illustrative examples in Let’s Say on pp. 160–162
and explain the process of regrouping.
Have the pupils answer the exercises in Let’s Try on p. 163 to determine pupils’ under-
standing in regrouping in addition.
Ask the pupils what they have learned in the lesson. Elicit Let’s Remember on p. 163. Have
the pupils do the exercises in Let’s Check Your Understanding (Group Work) on p. 164.
D. Deepening
Provide the pupils exercises from Let’s Extend Your Understanding and Think About This
on p. 165 to deepen the pupils’ knowledge and understanding of the lesson.
E. Assessment
Give the exercises in Let’s Check Your Understanding (Individual Work) on pp. 164–165.
Make the necessary corrections and explanations as needed.
2. Answer Key
Let’s Try
1 19 19 349
1. 3 or 6. 11 or
6 6 30 30
1 13 7 247
2. 4 or 7. 10 or
3 3 24 24
11 116 7 247
3. 3 or 8. 10 or
35 35 24 24
1 21 3 185
4. 4 or 9. 13 or
5 5 14 14
5 77 17 485
5. 8 or 10. 13 or
9 9 36 36

Group Work
A.
1 45 3 91
1. 2 3. 11 or 5. 11 or
4 4 8 8
1 66 2 52 19 211
2. 13 or 4. 10 or 6. 8 or
5 5 5 5 24 24
B.
1 13 11 155 5 59
7. 2 or 9. 8 or 11. 9 or
6 6 18 18 6 6
1 105 19 159 11 323
8. 13 or 10. 4 or 12. 13 or
8 8 35 35 24 24
60 Chapter 4
Individual Work
A.
4 54 13 277 1 61
1. 10 or 3. 11 or 5. 12 or
5 5 24 24 5 5
3 115 5 221 1 61
2. 14 or 4. 18 or 6. 10 or
8 8 12 12 6 6
B.
7 31
7. 2 or kg
12 12
1 121
8. 4 hours, hours, 242 minutes, or 4 hours 2 minutes
30 30
1 25 7 91
9. a. 6 or m b. 7 or m
4 4 12 12
3 53
10. 10 or kg
5 5

1
81 m
4
Think About This

29 24
Possible answer: In the second exercise, when 4 was regrouped, should have been
24 24
5 5
regrouped as 1 whole, leaving more. Answer should have been 5 .
24 24
LESSON 7 Subtracting Fractions and Mixed Numbers Without Regrouping
A. Objectives
• subtract fractions and mixed numbers without regrouping; and
• solve word problems involving subtraction without regrouping.
B. Motivation
Direct the pupils to Let’s Look Back on p. 166. Guide them in answering the items.
Show the word problem on Engage on p. 166. Then discuss the illustrative examples in
Let’s Build Your Understanding on pp. 166–167.
Fractions 61
C. Lesson Proper
Recall how to perform addition of fractions and mixed numbers. Present an item with a
missing addend, and by inspection, have the pupils determine the missing number. From this,
present subtraction of fractions. For further examples, discuss thoroughly the problems and
its solutions in Let’s Say on pp. 168–169. You may give other problem(s) to the pupils.
Let the pupils answer the exercises in Let’s Try on p. 170. Call on some pupils to show
and explain their solution on the board. Elicit Let’s Remember on p. 170. Ask the pupils to
work with their cooperative learning partner(s) in answering the items in Let’s Check Your
Understanding (Group Work) on pp. 170–171.
D. Deepening
To deepen the understanding and skills of the pupils, give the items in Let’s Extend Your
Understanding and Think About This on p. 172. The exercises may serve as their homework.
E. Assessment
Have the pupils answer Individual Work on Let’s Check Your Understanding on p. 171.
2. Answer Key
Let’s Try
1 7
1. 6.
9 12
1 22
2. 7.
6 45
1 11
3. 8.
2 24
3 11
4. 1 9. 6
10 21
1 29
5. 6 10. 2
4 72

Group Work
A.
1 1 4
1. 3. 5. 5
5 4 7
1 2 8
2. 4. 4 6. 4
2 5 15
B.
3 2 5
7. 9. 11. 15
10 7 28
1 1 13
8. 10. 12. 6
9 12 36
62 Chapter 4
Individual Work
A.
3 2
1. 3. 2 5. 3
5 9
3 5 2
2. 4. 6. 4
8 24 3
B.
1
7. 1 kg 10. 2 pizzas
2
1 11
8. 1 m 11. 2 L
8 48
4
9. kg
5
2
25
6 8
25 25
3 7 1
25 25 25
Think About This

120 pages
LESSON 8 Subtracting Fractions and Mixed Numbers with Regrouping
A. Objectives
• subtract fractions and mixed numbers with regrouping;
• illustrate subtraction of fractions and mixed numbers; and
• solve word problems involving subtraction of fractions and mixed numbers.
Fractions 63
B. Motivation
Recall how to subtract fractions and mixed numbers without renaming. Do some drills.
The items on Let’s Look Back on p. 173 may be used.
Use the Engage part on p. 173 as problem opener. Have the pupils work in cooperative
learning groups. Using fraction models (bar or discs), have the pupils solve the problem. You
may discuss and ask the pupils to discuss their solutions.
C. Lesson Proper
Discuss and explain the answer of the Engage part in the Let’s Build Your Understanding
on pp. 173–174. Show the process of renaming wholes and mixed numbers using the examples
in Let’s Say on pp. 174–176. Encourage the pupils to try out the different strategies presented.
Give the exercises in Let’s Try on p. 177. Have the pupils read Let’s Remember on p. 177.
D. Deepening
Let the pupils answer the exercises Let’s Check Your Understanding (Group Work) on p.
178. The pupils may also perform the exercises in Let’s Extend Your Understanding and Think
About This on pp. 179–180.
E. Assessment
Utilize the exercises in Let’s Check Your Understanding (Individual Work) on pp. 178– 179
to assess the pupils’ understanding of the lesson.
2. Answer Key
Let’s Try
1 19 8 71
1. 2 or 6. 7 or
9 9 9 9
7 79 1
2. 6 or 7.
12 12 2
1 3 7 19
3. 1 or 8. 1 or
2 2 12 12
1 9 19 163
4. 2 or 9. 6 or
4 4 24 24
1 41 15 155
5. 8 or 10. 5 or
5 5 28 28

Group Work
A.
1. 3 5. 2
2. 10, 20 6. 9
3. 4 7. 8
4. 2 8. 17
64 Chapter 4
B.
32 1 5
9. 13. 2 or
35 2 2
3 5 41
10. 14. 6 or
10 6 6
1 7 6 20
11. 1 or 15. 2 or
6 6 7 7
5 77 1 19
12. 9 or 16. 6 or
8 8 3 3
Individual Work
A.
3 67 7 97
1. 16 or 5. 5 or
4 4 18 18
1 5 11 137
2. 2 or 6. 9 or
2 2 14 14
11 11 131
3. 7. 8 or
18 15 15
43 187
4. 2 or
72 72
B.
7 13
8. a. b.
20 20
13 85 5 17
9. Box B is 3 or kg. It is 1 or kg heavier than Box A.
24 24 12 12
3 53
10. 5 or m
10 10
11 179
11. 14 or kg
12 12
19 23 143
12. a. km b. 5 or km
24 24 24

5
1. 1 kg
12
2
2. a. of his salary
7
b. 528,000
1 5
3. 2nd placer – 1 or km from the finish line
4 4
Fractions 65
3 19
3rd placer – 2 or km from the finish line
8 8
7 207
4th placer – 5 or km from the finish line
40 40
101 1301
5th placer – 10 or km from the finish line
120 120
4. The portions that will go to the sons do not add up to a total of 1 whole, which should be
‘all the goats.’
Think About This

Answers vary.
Chapter Review
Let’s Reflect
Explanations may vary.

A.
1 1
A= E=
4 8
1 1
B= F=
4 16
1 1
C= G=
8 8
1
D=
16
B. Answers vary.
Let’s Answer
A.
1. b 6. d
2. a 7. d
3. c 8. d
4. a 9. c
5. d 10. b
66 Chapter 4
B.
1 3
11. 14.
4 7
4 3
12. 15.
9 4
2 1 5
13. 16. 2 or
9 2 2
C.
5 3
17. 20.
12 5
18. 1 21. 3
3 1 6
19. 22. 1 or
4 5 5
3 1 52
23. 28. 17 or
4 3 3
2 26
24. 6 29. 8 or
3 3
3 1 3
25. 30. 1 or
4 2 2
9 19 1 3
26. 1 or 31. 1 or
10 10 2 2
7 61
27. 6 or
9 9
Fractions 67
D.
4 1
32. 40.
5 10
4 19 2
33. 1 or 41.
15 15 45
1 141 5 13
34. 7 or 42. 1 or
20 20 8 8
1 442 1 85
35. 7 or 43. 7 or
63 63 12 12
3 13 7 15
36. 2 or 44. 1 or
5 5 8 8
1 16 3
37. 5 or 45.
3 3 5
1 16 2 11
38. 5 or 46. 3 or
3 3 3 3
7
39.
30
E.
2 19 38
47. of the pens 49. 1 or km
5 20 20
1 1
48. 50. of the garden
5 9
68 Chapter 4
5 Decimals

• Lesson 1 discusses reading and writing decimals, including its place value and value, up to
hundredths.
• Lesson 2 relates decimals to fractions.
• Lesson 3 shows how to compare and order decimals.
• Lesson 4 deals with rounding off decimals.
LESSON 1 Reading and Writing Decimals up to Hundredths
A. Objectives
• read and write decimal numbers;
• identify the decimal given a place value chart, region, or point on the number line;
• name the place value and value of a digit in a decimal number;
• write the expanded form of a decimal number; and
• identify the place value of a given decimal number.
B. Motivation
Provide a short review on reading whole numbers. You may use Let’s Look Back on p. 190.
Ask the pupils where they usually encounter decimals.
C. Lesson Proper
Use Engage and Let’s Build Your Understanding on pp. 190–192 to introduce the lesson.
Discuss to the pupils how to read decimal numbers. Relate this to how whole numbers
are read. Using decimal block models, discuss how a tenth and a hundredth look like. Have
the pupils form certain decimal numbers.
Use Let’s Say on pp. 192–193 to further introduce the hundredth place.
Provide several examples of decimal numbers that the pupils may form using the decimal
block models. Ask the pupils how the numbers are read.
Discuss the process in writing the word and expanded forms of a given decimal number.
Point out the idea from Let’s Remember on p. 194.
Consider the exercises in Let’s Try on the same page. Then, divide the class into groups
and let them work on the exercises in Let’s Check Your Understanding (Group Work – A, B,
and C) on pp. 195–196.
Decimals 69
D. Deepening
To further practice the pupils in reading and writing decimals up to hundredths, have them
answer the exercises in Let’s Extend Your Understanding on p. 197. Also have the pupils share
their answers to Think About This on p. 197.
E. Assessment
Understanding (Individual Work) on pp. 196–197. Add the following items.
Complete the following.
1. 7.89 = 7 + 0.8 +
3
2. 2.43 = 2 + +
100
3. 13.54 = +3+ + 0.04
2. Answer Key
Let’s Try
A.
1. “four tenths” 4. “eight and ninety-seven hundredths”
2. “five and two tenths” 5. “nine and sixty-four hundredths”
3. “three and one hundredth”
B.
6. 4 8. 0.4
7. 0.04 9. 400
C.
10. 0.08, 0.24, 0.74
11. 2.28, 2.53, 2.91

Group Work
A.
1. 0.6 5. 0.15
2. 1.03 6. 2.4
3. 5.42 7. 0.09
4. 0.7 8. 0.40 or 0.4
B.
9. 0.3 13. 15.2
10. 1.7 14. 2.9
11. 0.01 15. 4.05
12. 0.53 16. 1.17
70 Chapter 5
C.
A = 0.3 E = 2.1
B = 0.8 F = 2.4
C=1 G = 2.9
D = 1.5
Individual Work
A.
1. Eight tenths
2. Two hundredths
3. Twenty-nine hundredths
4. One and six tenths
5. Three and one hundredth
6. Four and seventy-five hundredths
B.
7. 0.5 10. 0.04
8. 1.2 11. 0.75
9. 0.20 or 0.2
C.
12. Tenths, 0.1 15. Tenths, 0.4
13. Hundredths, 0.09 16. Tens, 10
14. Hundredths, 0.01 17. Ones, 9
D.
18. Ones 21. 4
19. Hundredths 22. 0
20. 40

1. 5.29 4. 4.49
2. 0.75 5. 1
3. 2.33
Think About This

Answers vary.
Additional Task
1. 0.09
4
2.
10
3. 10, 0.4
Decimals 71
LESSON 2 Relating Decimals and Fractions
A. Objective
• relate decimals to fractions and vice versa by renaming one form to the other.
B. Motivation
Start off by giving a review on reading and writing decimals. Have the pupils answer orally
Let’s Look Back on p. 198.
Use the problem in Engage on p. 198 to start the lesson. Ask the pupils how to get the
correct answer.
Group the pupils into cooperative learning groups and have the groups form the fraction
and the decimal using fraction model/decimal model kits.
C. Lesson Proper
Once the pupils can read decimal numbers properly, ask them another way of expressing
the number. For example, after reading 1 tenth correctly as a decimal, ask how else “one tenth”
1
may be written. Lead the pupils to realize that the number may be written as a fraction .
10
Use Let’s Build Your Understanding on p.199 for further discussion. Focus on using
equivalent fractions with a denominator of 10 or 100 when renaming fractions to decimals.
Utilize Let’s Say on p. 200 for further discussion.
Use Let’s Try on p. 201 to check on pupils’ understanding of the lesson. Make the necessary
corrections depending on the nature of pupils’ mistakes. Give the important points from Let’s
Remember on p. 201.
Understanding (Group Work) on p. 202. Ask some of the group members to discuss their
answers in front of the class.
D. Deepening
Determine the pupils’ knowledge by asking them to answer the exercises in Let’s Extend
Your Understanding on p. 203. Let the pupils answer the item in Think About This on the
same page.
E. Assessment
Ask the pupils to do the items in Let’s Check Your Understanding (Individual Work) on
p. 202.
72 Chapter 5
2. Answer Key
Let’s Try
A.
3 7 17
1. 4. 1 or
10 10 10
3 2 52
2. 5. 2 or
50 25 25
19
3.
20
B.
6. 0.9 9. 0.05
7. 0.71 10. 1.3
8. 0.6
C.
3
11. cm
20
6 381
12. 15 or
25 25
9
13. 0.9 L or L
10
Group Work
A.
1. 0.1 6. 2.04
2. 0.07 7. 3.75
3. 0.11 8. 1.03
4. 0.5 or 0.50 9. 1.38
5. 1.8
B.
1 3 8
10. 14. 1 or
5 5 5
1 1 201
11. 15. 4 or
5 50 50
1 7 107
12. 16. 2 or
25 50 50
7 27 1527
13. 17. 15 or
20 100 100
Decimals 73
Individual Work
A.
1. 0.96 6. 0.4
2. 1 7. 1.4
3. 1.8 8. 3
4. 0.5 9. 2.14
5. 0.85
B.
6 9 109
10. 14. 1 or
25 100 100
11 9 19
11. 15. 1 or
20 10 10
3 87 387
12. 16. 3 or
5 100 100
7 7 707
13. 17. 14 or
100 50 50

9
1. 12 cm, 12 cm 3. 14.9 cm, 14 cm
10
1 7
2. 0.2 kg, kg 4. 0.7 kg, kg
5 10
Think About This
50.50 means fifty centavos. 50.05 is five centavos.
LESSON 3 Comparing and Ordering Decimals

A. Objectives
• compare decimals using relation symbols; and
• arrange decimals in ascending or descending order.
B. Motivation
Recall how to compare and order whole numbers. Have the pupils answer Let’s Look
Back on p. 204.
Use the problem posted in Engage on p. 204 to start the lesson. Ask the pupils how to get
the correct answer. Provide the class with decimal model blocks for use during the exploration.
74 Chapter 5
C. Lesson Proper
Use Let’s Build Your Understanding on pp. 204–205 to teach comparing two numbers. Lead
the pupils to realize that the process is similar to how to compare whole numbers. Emphasize
also the use of the correct relational symbols for comparing numbers.
Utilize Let’s Say on pp. 206–207 for further discussion. Use Let’s Try on p. 207 as additional
examples. Guide the pupils in answering these.
Give the important points from Let’s Remember on p. 208.
Understanding (Group Work) on pp. 208–209. Ask some of the group members to discuss
their answers in front of the class.
D. Deepening
Check on the pupils’ grasp of lesson by having them answer the exercises in Let’s Check
Your Understanding (Individual Work) on pp. 209–210.
E. Assessment
Let the pupils solve and answer the problem in Let’s Extend Your Understanding and Think
About This on p. 210.
2. Answer Key
Let’s Try
A.
1. 0.15 4. 15.25
2. 2.8 5. 0.01
3. 7.03
B.
6. 0.05, 0.5, 5.0 9. 2.02, 2.03, 2.23
7. 3.2, 3.6, 3.7 10. 15.8, 17.1, 19.5
8. 7.89, 7.9, 7.98

Group Work
A.
1. 0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 0.57 < 0.6
2. 0.03 < 0.30

0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1
3. 0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1 1.1 1.2 1.3 1.2 > 0.12
Decimals 75
4. 0 0.1 0.2 0.3 0.4 0.5 0.1 < 0.12
5. 3 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.5 < 3.55
B.
6. 0.2, 0.23, 0.3, 0.32 9. 9.05, 9.5, 9.7, 9.75
7. 0.05, 0.5, 0.51, 5.0 10. 4.08, 4.6, 4.68, 4.86
8. 3.42, 4.32, 34.2, 43.2
Individual Work
A.
1. > 4. >
2. < 5. =
3. < 6. <
B.
7. 70.7, 7.77, 7.70, 7.07 10. 1.8, 1.5, 1.08, 1.05
8. 5.2, 0.52, 0.25, 0.2 11. 3.75, 3.72, 3.71, 3.7
9. 0.91, 0.9, 0.19, 0.09
C.
12. Contestant A
13. Usain Bolt; Usain Bolt, Tyson Gay, Asafa Powell, Justin Gatlin, Maurice Greene

1–4. Answers vary.
5. 0.75
Think About This

Answers vary. Comparing and ordering of decimals is similar to comparing and ordering of
whole numbers. We compare the digits in the corresponding place value, starting with the biggest
place value.
LESSON 4 Rounding Off Decimals
A. Objectives
• round off decimal numbers to the nearest tens, ones, and tenths;
• utilize number line in determining the rounded off value of a given decimal number;
and
• identify the least or greatest number that rounds off to a given one.
76 Chapter 5
B. Motivation
Prepare a short review for the pupils on rounding off of whole numbers. Have them answer
orally Let’s Look Back on p. 211.
Present Engage on p. 211. Use a number line to represent the given numbers.
C. Lesson Proper
Utilize Let’s Build Your Understanding on pp. 211–212 to discuss the concept of rounding
off. Lead the pupils to realize that rounding off with decimals is similar to rounding off of
whole numbers.
Recall the symbol to be used in showing a rounded off value (approximate).
Use the examples in Let’s Say on pp. 212–214. Make sure that the pupils can describe the
process in their own words. Focus also not just on the procedure but on the concept behind
the rule.
Give the exercises in Let’s Try on pp. 214–215. Have the pupils discuss their solutions and
answers with their cooperative learning groups.
Ask the class, “How do we round off decimal numbers?” Elicit Let’s Remember on p. 215.
Let the class do the exercises in Let’s Check Your Understanding (Group Work) on pp.
216–217.
D. Deepening
Give to the pupils the exercises in Let’s Extend Your Understanding on p. 218. Then,
engage the pupils with the item given on Think About This on p. 218. Have the pupils share
their answers and thoughts.
E. Assessment
Assess the pupils’ understanding by giving the exercises in Let’s Check Your Understanding
2. Answer Key
Let’s Try
A.
Nearest tens Nearest ones Nearest tenths
75.32 80 75 75.3
56.93 60 57 56.9
87.61 90 88 87.6
109.37 110 109 109.4
Decimals 77
B.
1.
Province Nearest whole Nearest tenth
South Cotabato 3936 3936
Cotabato 9009 9009
Sultan Kudarat 5298 5298.3
Sarangani 3601 3601.3
General Santos 493 492.9
2. a. Any decimal number with two decimal places from 0.75 to 0.84.
b. 0.75
c. 0.84

Group Work
A.
1. 1.40, 1.40, 1.40 or 1.4
1.30 1.35 1.40
2. 0.70, 0.70, 0.70 or 0.7
0.70 0.75 0.80
3. 15, 15, 15
14 15
4. 30, 30, 30
20 30
5. 4.6, 4.6, 4.6
4.5 4.6
B.
Nearest tens Nearest ones Nearest tenths
6. 10 11 10.5
7. 20 17 17.5
8. 30 29 29.4
9. 20 18 18.0 or 18
10. 40 44 44
78 Chapter 5
Individual Work
A.
1. 29.0 or 29 9. 99.2
2. 15.6 10. 100
3. 0.9 11. 525.90
4. 29 12. 550.00
5. 79 13. 528.00
6. 150 14. 5153.20
7. 99.9 15. 5700
8. 99.1
B.
16. Answers vary. 19. 1.14
17. Answers vary. 20. 0.65
18. 0.64

1. 6.57 ≈ 6.6 3. 0.45 ≈ 0.5
2. 5.13 ≈ 5.1 4. 8.75 ≈ 8.8
Think About This
Answers vary.
Chapter Review
Let’s Answer
A.
1. b 8. b
2. d 9. c
3. c 10. a
4. b 11. b
5. d 12. d
6. b 13. b
7. a 14. d
B.
15. True 19. False
16. False 20. True
17. True 21. False
18. False 22. True
Decimals 79
C.
23. 0.4 28. 4.07
24. 1.3 29. 0.75
25. 0.09 30. 0.78
26. 0.27 31. 0.76
27. 12.1 32. 0.05
D.
1 3 23
33. 37. 4 or
2 5 4
3 1 901
34. 38. 9 or
25 100 100
1 13 53
35. 39. 2 or
25 20 20
3 13 1 13
36. 1 or 40. 3 or
10 10 4 4
E.
41. < 44. =
42. < 45. <
43. =
F.
46. a. 23 hundredths, 2 and 3 hundredths, 23 tenths
b. 0.06, 0.6, 0.8, 0.86
506 60 560
c. ,5 , 50.6,
100 100 10
47. a. 0.8, 0.63, 0.17, 0.09
b. 52 and 4 tenths, 52 and 4 hundredths, 524 hundredths, 5 and 24 tenths
9 39
c. 30.9, 3.9, 3 ,
100 100
G.
48. 6 50. 1.1
49. 0.8 51. 30
H.
52. 8.65
53. 1.54
54. a. 10, add 0.01 to the previous term
b. 11.9, subtract 0.1 from the previous term
c. 10.7, add 1.1 to the previous term
d. 28.34, add 0.06 to the previous term
80 Chapter 5
6 Geometry

• Lesson 1 illustrates the different kinds of lines.
• Lesson 2 discusses the different kinds of angles and using the protractor.
• Lesson 3 shows the classifications of triangles.
• Lesson 4 presents the kinds of quadrilaterals.
LESSON 1 Identifying and Drawing the Different Kinds of Lines
A. Objectives
• identify parallel, intersecting, and perpendicular lines;
• determine the characteristics of each kind of line; and
• identify the kind of line represented by everyday objects.
B. Motivation
Review the pupils about the geometric ideas they have encountered in the previous grade
levels. Direct them to Let’s Look Back on p. 228. Have the pupils show the said items, and
guide them in identifying the geometric ideas.
Print out a sample of an art or painting that depicts different kinds of lines. (You may
print out the sample art and give it individually to the pupils or print out a big one that can
be posted in front of the class). Ask the pupils to encircle or highlight the lines that they can
observe from the given image.
Present to the pupils the item from Engage on p. 228.
C. Lesson Proper
Using the lines encircled or drawn by the pupils, group these lines according to perceived
characteristic. Make sure that pupils will have participation in grouping these lines.
Introduce to the class the different kinds of lines. Use the lines that were seen in the image
given in the motivation part. Utilize Let’s Build Your Understanding on pp. 228–229 for the
discussion of the definition of each kind of lines.
Use Let’s Say on pp. 230–231 for a discussion of how to draw each kind of line using a
ruler and a set square.
Have the pupils read Let’s Remember on p. 233 to summarize what has been taught. Provide
the Let’s Try on pp. 232–233.
Geometry 81
D. Deepening
Have the pupils answer with a partner the exercises in Let’s Check Your Understanding
(Group Work) on pp. 234–235.
Let the pupils do Let’s Extend Your Understanding and Think About This on p. 236.
E. Assessment
Present to the pupils Let’s Check Your Understanding (Individual Work) on pp. 235–236.
This may serve as their homework.
2. Answer Key
Let’s Try
A.
1. Parallel 4. Parallel
2. Intersecting 5. Intersecting
3. Parallel 6. Perpendicular
B. Check the figures drawn by the pupils.

Group Work
A.
1. Perpendicular 5. Parallel
2. Parallel 6. Intersecting
3. Parallel 7. Intersecting
4. Intersecting 8. Perpendicular
B. Check the figures drawn by the pupils.
Individual Work
Check the figures drawn by the pupils.

Answers vary. Check the figures drawn by the pupils.
Think About This

Answers vary, depending on the strokes of the pupils as they write the letters of the alphabet.
82 Chapter 6
LESSON 2 Knowing the Kinds of Angles and Using the Protractor
A. Objectives
• identify the different kinds of angles;
• measure the angles using a protractor;
• construct angles given a measurement; and
• classify the angles according to its measure.
B. Motivation
Present a video of aircrafts lifting off. Point out to the pupils how the nose of an aircraft
is angled so that it can take off properly. The teacher may also use the angle of trajectory of
certain objects. The idea is to focus on the angle being made.
Direct the pupils to Let’s Look Back on p. 237. Have them recall the measuring tools they
have seen and used in the previous grades. Ask them to describe the said measuring tools.
Then, tell the pupils that they will be using another measuring tool. Introduce the protractor
and ask the pupils if they know what a protractor is for.
Discuss to the pupils Engage and Let’s Build Your Understanding on pp. 237–241.
C. Lesson Proper
Provide examples of angles and have the pupils name the angles in different ways.
Provide exercises on reading a protractor. Have the pupils do Let’s Try (A) on pp. 242–243.
Discuss the classification of angles. Use Let’s Say on pp. 241–242. Using the items on Let’s
Try (A), have the pupils classify each angle.
Point out the idea from Let’s Remember on p. 244. Consider the exercises in Let’s Try (B)
on the same page.
Divide the class into groups and let them work on the exercises in Let’s Check Your
Understanding (Group Work – A and B) on pp. 245–248.
D. Deepening
Direct the pupils to the exercises in Let’s Extend Your Understanding on p. 250. Then, have
the pupils discuss the item on Think About This on p. 250. Let the pupils think of the possible
answers and share in the cooperative learning groups.
E. Assessment
Geometry 83
2. Answer Key
Let’s Try
A.
1. 160°, obtuse 4. 115°, obtuse
2. 10°, acute 5. 105°, obtuse
3. 30°, acute
B.
6. 55°, acute 9. 150°, obtuse
7. 70°, acute 10. 60°, acute
8. 155°, obtuse

Group Work
A.
1. 68°, acute 5. 38°, acute
2. 65°, acute 6. 130°, obtuse
3. 90°, right 7. 90°, right
4. 120°, obtuse 8. 30°, acute
B.
9. Estimate varies, 100° 12. Estimate varies, 40°
10. Estimate varies, 75° 13. Estimate varies, 150°
11. Estimate varies, 10°
Individual Work
A.
1. 20°, acute 5. 45°, acute
2. 170°, obtuse 6. 60°, acute
3. 90°, right 7. 95°, obtuse
4. 160°, obtuse
B. Check the figures done by the pupils.

A.
1. Angle BMC 6. Angle DMB
2. Angle CMD 7. Angle AMC
3. Angle AME 8. Angle CME
4. Angle AMB 9. Angle BME
5. Angle EMD 10. Angle AMD
Think About This

Answers vary.
84 Chapter 6
LESSON 3 Identifying the Kinds of Triangles
A. Objectives
• classify the triangles according to sides; and
• identify the kinds of triangle according to angles.
B. Motivation
Recall the different kinds of angles discussed previously. Call several pupils to answer
Present pictures of objects with triangles. Have the pupils highlight the triangles.
Show the problem in Engage on p. 251 and the discussion of the lesson in Let’s Build Your
Understanding on pp. 251–253.
C. Lesson Proper
Refer to the items and figures in Let’s Say on p. 254. Have the pupils solve for missing
angles in a triangle, given that the sum of all interior angles is 180 degrees.
Ask the pupils to answer the exercises in Let’s Try on p. 255.
pp. 256–257. This may be done in pairs.
Summarize by asking the pupils to read Let’s Remember on p. 255.
D. Deepening
Give them the exercises in Let’s Extend Your Understanding on p. 258. This may also be
given as homework.
Have the pupils think about the item in Think About This on the same page.
E. Assessment
Work) on pp. 257–258.
2. Answer Key
Let’s Try
A.
1. Acute 4. Acute
2. Obtuse 5. Obtuse
3. Right
Geometry 85
B.
6. Isosceles 9. Scalene
7. Isosceles 10. Scalene
8. Scalene
C.
11. 90° 14. 60°
12. 40° 15. 51°
13. 100°

Group Work
A.
1. scalene 4. isosceles
2. isosceles 5. scalene
3. equilateral 6. scalene
B.
7. right 10. acute
8. acute 11. obtuse
9. obtuse 12. right
Individual Work
A.
1. scalene, obtuse 5. scalene, right
2. equilateral, acute 6. scalene, acute
3. scalene, obtuse 7. isosceles, acute
4. isosceles, right
B.
8. 70° 11. 64°
9. 68° 12. 50°
10. 45°
C. Check the drawn figures done by the pupils.

Scalene Isosceles Equilateral
Acute 4 4 4
Right 4 4 8
Obtuse 4 4 8
Think About This

4 cm
86 Chapter 6
LESSON 4 Identifying the Kinds of Quadrilaterals
A. Objectives
• identify the kinds of quadrilaterals;
• classify quadrilaterals according to the characteristics;
• draw quadrilaterals given conditions; and
• appreciate the use of quadrilaterals in real-life situations.
B. Motivation
Present to the pupils Let’s Look Back on p. 261. Recall to them triangles while answering
the items. Then, you may introduce quadrilaterals by combining two triangles.
Have the pupils trace some four-sided figures. Define a four-sided polygon as a quadrilateral.
Show the figure on Engage on p. 259.
C. Lesson Proper
Present the different kinds of quadrilaterals shown in Let’s Build Your Understanding on
pp. 259–260. Make sure that, as each term is defined, the pupils can draw/visualize the figures.
Utilize Let’s Say on p. 261 to further organize the family of quadrilaterals.
Let the pupils answer the exercises in Let’s Try on pp. 261–262.
Ask the pupils to form groups of four to answer the items in Let’s Check Your Understand-
ing (Group Work) on pp. 262–263. Make sure that all the members of each group will be able
to present and explain the solution.
D. Deepening
To deepen the understanding of concepts of the pupils, give the items in Let’s Extend Your
Understanding on p. 264. This may serve as their homework.
E. Assessment
Provide the pupils with items from Let’s Check Your Understanding (Individual Work) on
pp. 263–264.
2. Answer Key
Let’s Try
A.
1. True 4. False
2. True 5. True
3. True
Geometry 87
B.
Figure Parallelogram? Rectangle? Rhombus? Square?
Square 4 4 4 4
Rectangle 4 4 8 8
Rhombus 4 8 4 8
Parallelogram 4 8 8 8

Group Work
A.
1. rectangle, parallelogram 4. parallelogram, rhombus
2. parallelogram 5. square, rectangle, parallelogram, rhombus
3. trapezium 6. trapezoid
B.
7. true 10. true
8. true 11. false
9. true
Individual Work
A.
1. BJKL
2. BJKL
3–5. Answers vary.
B.
6. Yes, No, Yes, No, No 8. Yes, No, No, Yes, Yes
7. Yes, No, No, No 9. Yes, No, No, Yes

A.
1. square, rectangle
2. trapezoid
3. parallelogram, rectangle, square, rhombus
4. parallelogram, rectangle, trapezoid, trapezium, square, rhombus
5. parallelogram, rectangle, square, rhombus
6. parallelogram, rhombus, trapezoid, trapezium
Think About This

A. square, rectangle
B. 360°. The diagonals divide the parallelogram into two triangles, each of which has an interior
angle sum of 180°.
88 Chapter 6
Chapter Review
Let’s Reflect
Answers vary.

Explanations vary. Guide the pupils in doing the activity.
Let’s Answer
A.
1. a 6. c
2. d 7. a
3. b 8. c
4. b 9. a
5. d 10. b
B.
11. always 16. always
12. never 17. never
13. always 18. sometimes
14. always 19. always
15. never 20. sometimes
C.
21. 45° 24. 160°
22. 60° 25. 90°
23. 60° 26. 78°
D.
27–32. Check pupils’ drawings
E.
33. parallelogram, rectangle, rhombus, square
34. rectangle, square
35. rhombus, square
36. trapezoid
37. rectangle, square
38. rhombus, square
39. square
Geometry 89
7 Patterns and Algebra
This chapter has two lessons:

• Lesson 1 discusses number patterns and finding the next number in a pattern.
• Lesson 2 shows how to solve for a missing term in an equation.
LESSON 1 Finding the Missing Term in a Number Pattern
A. Objectives
• identify the next number in a number pattern;
• describe the rule used to generate a number pattern; and
• demonstrate appreciation for the use of patterns in real-life situations.
B. Motivation
The teacher may do some actions, like stomping a foot or clapping the hands, following a
pattern. Have the pupils determine the succeeding actions. Elicit from the pupils the nature
of the pattern. You may also have the pupils answer Let’s Look Back on p. 274.
Present the item in Engage on p. 274. Allow the pupils to solve the problem in their coop-
erative learning groups.
Discuss the solutions using Let’s Build Your Understanding on pp. 274–275.
C. Lesson Proper
Use the examples in Let’s Say on p. 276 for other number patterns. Discuss also the terms
used to generate the rule for a number pattern.
Have the pupils do Let’s Try on p. 277. Encourage the pupils to describe the pattern they
see in each item. Point out the idea in Let’s Remember on p. 277.
Ask the pupils to answer Let’s Check Your Understanding (Group Work) on p. 278.
D. Deepening
Discuss the item in Think About This on p. 279.
E. Assessment
Understanding (Individual Work) on p. 278.
90 Chapter 7
2. Answer Key
Let’s Try
Note: For the rule of each pattern, accept all possible rules as seen by the pupils.
1. 50; add 10 to the previous number
3. 36; subtract 12 to the previous number
7. 64; double the previous number
8. 243; multiply the previous number by 3

Group Work
A.
1. 13 4. 40
2. 29 5. 324
3. 64 6. 54
B.
7. 21 10. 58
8. 50 11. 102
9. 38
Individual Work
A.
1. 32 4. 46
2. 63 5. 88
3. 30 6. 216
B.
7. 143 10. 5270
8. 368 11. 25
9. 4050 12. 729
Patterns and Algebra 91

C.
13. 125; divide the previous term by 2
14. 45; add 2 to the previous term
17. 33; divide the previous term by 3

1. 21; number on top multiplied by 3
2. 8; biggest number outside the triangle minus the smallest number outside the triangle = number
inside the triangle
3. 23; add all the numbers around the square
4. 6; number in the upper right portion multiplied by the number in the lower left portion)
5. 7; common factor of the numbers around the triangle.
Think About This

25
LESSON 2 Finding the Missing Term in an Equation
A. Objective
• solve for the missing term in an equation by inspection, using the properties, or by
working backwards.
B. Motivation
Review the pupils’ ability to add and multiply mentally. Have them answer Let’s Look
Back on p. 280.
Present a pan balance. Place an object on one pan. Ask the pupils how many of another
object will balance the first one. Using the image of the pan balance, ask the pupils what will
happen if we take away one quantity from one pan. What must we do to keep the pans bal-
anced? Lead the pupils to realize that what is done to one side of the pan balance must also
be done on the other side, in order to maintain, in mathematical terms, equality.
Define an equation as a statement of equality. One side is equal to the other.
Use the item in Engage on p. 280.
92 Chapter 7
C. Lesson Proper
Explain the answer in the Engage part using the Let’s Build Your Understanding on p. 281.
Discuss more examples in Let’s Say on p. 282.
The teacher may provide more examples to illustrate how to use the different methods
presented in the book—inspection, working backwards or undoing, properties of addition
and multiplication.
Let the pupils answer the exercises in Let’s Try on p. 283. Discuss the solutions in class.
Do a quick review by asking the pupils to read Let’s Remember on the same page. Then,
group the pupils into cooperative learning groups. Do Let’s Check Your Understanding (Group
Work) on p. 284.
D. Deepening
The pupils may perform the exercises in Let’s Extend Your Understanding and Think
E. Assessment
Ask the pupils to do the exercises in Let’s Check Your Understanding (Individual Work)
on pp. 284–285.
2. Answer Key
Let’s Try
1. 18 6. 7, 102
2. 37 7. 9
3. 93, 19 8. 5, 5
4. 2 9. 27
5. 7, 19 10. 2

Group Work
A.
1. 40 5. 17 9. 180
2. 66 6. 70 10. 40
3. 12 7. 33 11. 60
4. 15 8. 36 12. 16

B.
13. 7 18. 441
14. 12 19. 228
15. 8 20. 954
16. 10 21. 23
17. 13 22. 9
Individual Work
A.
1. 29 6. 71
2. 30 7. 107
3. 0 8. 110
4. 15 9. 119
5. 28 10. 42
B.
11. 10 16. 123
12. 2 17. 47
13. 1 18. 5075
14. 10 19. 976
15. 30 20. 913

1. 40 4. 39
2. 26 5. 103
3. 4 6. 3
Think About This

17 chickens, 4 cows
94 Chapter 7
Chapter Review
Let’s Reflect
Explanations vary.

Answers vary.
Let’s Answer
A.
1. a 4. a
2. b 5. c
3. c
B.
8. 11 099; subtract 1100 from the previous term
9. 972; multiply previous term by 3
10. 8; divide previous term by 2
11. 59; alternate of + 5, – 2 to the terms
12. 345; alternate × 5, – 1
C.
13. 7 18. 121
14. 12 19. 30
15. 10 20. 40
16. 2 21. 1331
17. 0 22. 718
D.
23. 13
24. 21
25. 52,100

8 Measurements
This chapter has seven lessons:

• Lesson 1 discusses how to solve for elapsed time.
• Lesson 2 shows how to solve for perimeter.
• Lesson 3 illustrates solving for area of squares, rectangles, and composite figures.
• Lesson 4 demonstrates how to solve for the area of a parallelogram.
• Lesson 5 deals with solving for area of a triangle.
• Lesson 6 shows how to find the area of a trapezoid.
• Lesson 7 discusses volume.
LESSON 1 Solving for Elapsed Time
A. Objectives
• solve for the elapsed time;
• determine the end time or start time; and
• solve word problems involving elapsed time.
B. Motivation
Provide a short review on reading time using an analog clock. Have the pupils answer
Discuss to the pupils Engage and Let’s Build Your Understanding on pp. 292–293.
C. Lesson Proper
The teacher may present other examples to further illustrate the methods used in the book.
Discuss the other items in Let’s Say on p. 294.
Give the items in Let’s Try (A) p. 294. Make sure that the pupils can solve for the elapsed
time (duration) correctly, before proceeding to B on p. 295 for the problem solving items.
Group the class into cooperative learning teams and have them work on Let’s Check Your
Summarize the lesson by asking the pupils to read Let’s Remember on p 295.
D. Deepening
Use the exercises in Let’s Extend Your Understanding on pp. 297.
Challenge the pupils to solve the item in Think About This on p. 297. Have the class share
their thoughts and solutions.
96 Chapter 8
E. Assessment
2. Answer Key
Let’s Try
A.
1. 1 hr 15 min 4. 2 hrs 3 min
2. 1 hr 30 min 5. 12 hrs 30 min
3. 2 hrs 45 min
B.
6. 7:15 a.m. 9. 3:50 a.m.
7. 80 min 10. 15 hours
8. 8:45 a.m.

Group Work
A.
1. 11 12 1 3. 11 12 1 5. 11 12 1
10 2 10 2 10 2
9 3 9 3 9 3
8 4 8 4 8 4
7 6 5 7 6 5 7 6 5
2. 11 12 1 4. 11 12 1 6. 11 12 1
10 2 10 2 10 2
9 3 9 3 9 3
8 4 8 4 8 4
7 6 5 7 6 5 7 6 5
B.
7. 8:20 a.m. 10. 9:00 a.m.
8. 55 minutes 11. 8:48 p.m.
9. 50 minutes
Individual Work
A.
1. 22 min 6. 11:34 p.m.
2. 1 hr 15 min 7. 2:30 a.m.
3. 38 min 8. 3:13 a.m.
4. 7:47 a.m. 9. 10:45 a.m.
5. 9:32 a.m.
Measurements 97
B.
10. 9:30 p.m.
11. a. 565(Take note that 510 is paid per additional hour or a fraction thereof)
b. 9 hrs
c. 4:01 p.m.
12. a. 8 hrs 5 min
b. 3:35 p.m.

1. 65 times
2. 8:18 p.m.
3. a. 1:40 p.m.
b. 4:40 p.m.
Think About This

204 seconds or 3 min 24 seconds
LESSON 2 Solving for Perimeter
A. Objectives
• solve for the perimeter of polygons;
• solve for the missing side of a polygon; and
• solve word problems involving perimeter.
B. Motivation
Provide the pupils with geoboards/peg boards. Mention that the horizontal or vertical
distance between two points is 1 unit. Have the pupils create a figure, using rubber bands,
that is 4, 8, 10 units around. The class may also use popsicle sticks of the same length in case
the geoboard is not available. Each stick measures 1 unit. Have the pupils create a polygon
(define this) with only 4 sticks, 8 sticks, or 10 sticks.
Ask the pupils if they know what perimeter is. Direct them to Let’s Look Back on p. 298.
Guide them in answering the items.
Show the word problem in Engage on p. 298 and its solution in Let’s Build Your Under-
standing on pp. 299–300.
C. Lesson Proper
Present more examples from Let’s Say on pp. 300–302.
Ask the pupils to answer the exercises in Let’s Try on pp. 302–303. Discuss the solutions.
Point out that tracing around the figure or going around in one direction will ensure that no
side of the polygon is missed out.
98 Chapter 8
pp. 304–305. This may be done in groups of five.
Summarize the lesson using Let’s Remember on p. 303.
D. Deepening
Have the pupils do Let’s Extend Your Understanding on pp. 307–308.
The problem in Think About This on p. 308 may be given as homework.
E. Assessment
Work) on pp. 306–307.
2. Answer Key
Let’s Try
A.
1. 63 cm 4. 84 cm
2. 82 cm 5. 132 cm
3. 120 cm
B.
6. 12 cm
7. The rectangle’s dimension is 27 cm by 9 cm.
8. 240 m

Group Work
A.
1. Sides = 7 cm, 6 cm, 2 cm, 4 cm, 2 cm, 4 cm, 3 cm, 6 cm
Perimeter = 34 cm
2. Sides = 5 cm, 9 cm, 3 cm, 2 cm, 2 cm, 7 cm
Perimeter = 28 cm
Perimeter = 28 cm
4. Sides = 2 cm, 2 cm, 2 cm, 4 cm, 2 cm, 2 cm, 2 cm, 2 cm, 2 cm, 4 cm, 2 cm, 2 cm
Perimeter = 28 cm
Perimeter = 28 cm
6. Sides = 9 cm, 3 cm, 3 cm, 2 cm, 2 cm, 2 cm, 2 cm, 4 cm, 2 cm, 7 cm
Perimeter = 36 cm
Measurements 99
B.
7. 35 cm 10. 30 cm
8. 44 cm 11. 40 cm
9. 60 cm 12. 68 cm
Individual Work
A.
1. 47 cm 4. 24 cm
2. 54 cm 5. 36 cm
3. 100 cm 6. 48 cm
B.
7. 4374 m 10. 150 cm
8. 70 cm 11. 40 m
9. 64 cm

1. 23 cm 3. 14 m
1
2. 4 cm 4. 24 cm
2
Think About This
9 rectangles
LESSON 3 Solving for Area of a Square, Rectangle, and Composite Figures

A. Objectives
• identify the measures of the sides of a square or rectangle;
• determine the shapes that make up a composite figure;
• divide a composite figure into its parts;
• solve for the area of a square, rectangle, and composite figures made up of squares
and rectangles; and
• solve word problems involving area of squares and rectangles.
B. Motivation
Ask the pupils if they remember what area is. Lead them to Let’s Look Back on p. 309.
Guide the pupils in answering the items.
Divide the class into groups of four. Direct the class to the Engage part on p. 309 and ask
the pupils to answer the problem.
100 Chapter 8
C. Lesson Proper
Discuss and explain the answer in the Engage part using the discussion in Let’s Build Your
Understanding on pp. 310–311.
Present more illustrative examples in the Let’s Say part on pp. 311–312 and explain it to the
class. Emphasize the point that cutting up a figure into parts, as well as transferring portions
onto another part of the figure (as long as there is no overlap), will not change its area.
Use a sheet of paper as an example. Area is everything that the paper is. Cut the paper into
2 parts and switch the positions of the parts. Ask the pupils, “Is everything on the original sheet
of paper still in this ‘new’ paper? They might not look the same, but the area remains the same.”
Let the pupils answer the exercises in Let’s Try on pp. 312–313 to determine the pupils’
understanding of the lesson. Discuss the solutions.
Have the class work in their cooperative learning teams on the items in Let’s Check Your
Summarize the lesson by asking the pupils to read Let’s Remember on p. 313.
D. Deepening
Give the Let’s Extend Your Understanding and Think About This on pp. 317–318 to enrich
the pupils’ knowledge of area of squares, rectangles, and composite figures.
E. Assessment
Utilize the Individual Work of Let’s Check Your Understanding on pp. 315–317.
2. Answer Key
Let’s Try
A.
1. 3.
2. 4.
B.
5. 400 cm2 8. 124 cm2
6. 864 cm2 9. 202 cm2
7. 270 cm2 10. 540 cm2
Measurements 101
Group Work
A.
1. 2 units; 4 units2 4. 6 units by 1 unit; 6 units2
2. 2 units by 3 units; 6 units2 5. 3 units; 9 units2
3. 4 units by 3 units; 12 units2 6. 5 units by 2 units; 10 units2
B.
7. 5 10. 7
8. 9 11. 15
9. 4
C.
12. 14 cm 15. 228 cm2
13. 16 cm 16. 1 m
14. 225 cm2
Individual Work
A.
1. 100 cm2 4. 111 cm2
2. 200 cm2 5. 216 cm2
3. 73 cm2
B.
6. a. 9 cm b. 81 cm2
7. a. 7 cm b. 32 cm
8. a. 6 cm b. 24 cm
9. a. 10 cm b. 40 cm2
10. P = 40 cm Area = 64 cm2
11. P = 112 cm Area = 384 cm2

1. 136 cm2
2. garden = 24 cm2, walkway = 24 cm2
3. 45 cm2
4. New area is 9 times of the old one
5. a. 24 cm2 b. 80 cm2 c. 198 cm2
Think About This

100 cm2 (Note that a square is a rectangle.)
102 Chapter 8
LESSON 4 Solving for the Area of a Parallelogram
A. Objectives
• identify the base and height a parallelogram;
• solve for the area of a parallelogram; and
• solve word problems involving area of a parallelogram.
B. Motivation
Recall to the pupils the formula for the area of square and rectangle. Answer Let’s Look
Back on p. 319 with the class.
Use the Engage part on p. 319 as an example. The teacher may also use graphing paper
cutouts of parallelograms to further illustrate the figure and derivation of area formula.
C. Lesson Proper
Discuss and explain the answer of the Engage part in Let’s Build Your Understanding on
p. 320.
Present other examples from Let’s Say on pp. 321–322. The teacher may ask the pupils who
might be having a difficult time looking for and identifying the height of the parallelogram to
use their set squares (refer to lesson on drawing perpendicular lines).
Give the exercises in Let’s Try on pp. 323–324 as seatwork.
To summarize the lesson, have the pupils read Let’s Remember on p. 324.
D. Deepening
Let the pupils answer the exercises in Let’s Check Your Understanding (Group Work) on
p. 325 in pairs.
Utilize the exercises in Let’s Extend Your Understanding and Think About This on
pp. 327–328.
E. Assessment
Give the exercises in Let’s Check Your Understanding (Individual Work) on pp. 326–327
to evaluate the pupils’ understanding of the lesson.
Measurements 103
2. Answer Key
Let’s Try
A.
1. Base = 5 units, height = 6 units, area = 30 square units
4. 437 cm2
5. 117 cm2
B.
6. 4 m 8. 6 cm
7. 8 cm 9. 13 in
C. F
10. A B 14.
E
D C
G
H
E F
11. 15. A B
H G
D C
A B
E F
13. 16.
D C H G

Group Work
1. 18 cm2 4. 135 cm2
2. 104 cm2 5. 231 cm2
3. 84 cm2
Individual Work
A.
1. Base = 5 units, height = 3 units
104 Chapter 8
B.
7. 24 square units 10. 15 square units
8. 9 square units 11. 25 square units
9. 5 square units
C.
12. 24 cm2 15. 156 cm2
13. 9 cm2 16. 70 cm2
14. 108 cm2

1. 7
2. Unshaded = 6 cm2; shaded region = 39 cm2
3. 8 cm
4. 48 cm
5. 45 cm2
6. 15 000 cm2
Think About This

Answers vary.
LESSON 5 Solving for the Area of a Triangle
A. Objectives
• identify the base and height of a triangle;
• solve for the area of a triangle; and
• solve word problems involving area of triangles.
B. Motivation
Recall how to solve for the area of a parallelogram. Have them answer Let’s Look Back
on p. 329.
Use the problem in Engage on p. 329 to start the lesson. The teacher may also ask the pu-
pils to bring a parallelogram cutout and a pair of scissors so they can perform the activity and
discover for themselves how the parallelogram may be divided into two congruent triangles.
Measurements 105
C. Lesson Proper
Follow through with the relationship between the formula for area of a parallelogram and
that of a triangle. Use Let’s Build Your Understanding on pp. 329–331.
Utilize Let’s Say on pp. 331–334 for examples.
Use Let’s Try on pp. 334–335 for guided drills. Discuss the items and solutions in detail to
make sure the class understands the lesson.
Divide the class into cooperative learning groups. Let them answer the exercises in Let’s
Check Your Understanding (Group Work) on p. 336.
Summarize the lesson by asking the class to read together Let’s Remember on p. 335.
D. Deepening
Let the pupils do the items in Let’s Extend Your Understanding on pp. 338–339 and Think
E. Assessment
Have the class answer the exercises in Let’s Check Your Understanding (Individual Work)
on pp. 336–337. This may be given as homework.
2. Answer Key
Let’s Try
A.
1. AB 4. MN
2. EG 5. OQ
3. HI 6. UV
B.
7. 14 10. 120 cm2
8. 22.5 11. 56 mm2
9. 6
C.
12. 9 cm 14. 18 cm
13. 35 m 15. 30 mm

Group Work
1. 30 unit2 5. 100 cm2
2. 24 cm2 6. 594 cm2
3. 35 cm2 7. 480 cm2
4. 54 cm2 8. 36 cm2
106 Chapter 8
Individual Work
A.
1.
ba
e
bas
se
base
2.
se
ba
se
ba
base
base
3.
base
se
ba
B.
4. base = 4 units, height = 4 units, area = 8 unit2
9. 16 unit2

1. 35 cm2
2. Shaded = 32 cm2, unshaded = 32 cm2
5. 56 cm2
6. 174 cm2
7. 189 cm2
Think About This

Square EFGH = 72 cm2, square IJKL = 36 cm2
Measurements 107
LESSON 6 Finding the Area of a Trapezoid
A. Objectives
• identify the base and height of a trapezoid;
• solve for the area of a trapezoid; and
• solve word problems involving area of a trapezoid.
B. Motivation
Do a quick review of the different formula for area of parallelogram and triangle.
Use Engage and Let’s Build Your Understanding on pp. 340–343 to introduce the lesson.
The teacher may also use cutouts of trapezoids on graphing paper.
C. Lesson Proper
After thorough discussion of the formula and how to apply it, use the examples from Let’s
Say on pp. 343–344.
Have the pupils do Let’s Try on pp. 344–345. Discuss each item’s solution.
Divide the class into groups. Do drills from Let’s Check Your Understanding (Group Work)
on pp. 345–347.
Summarize the lesson by having the pupils read Let’s Remember on p. 345.
D. Deepening
Use the exercises in Let’s Extend Your Understanding on pp. 348–349.
Have the pupils think about the item on Think About This on p. 349. After some time, call
on some pupils to share their thoughts with the rest of the class.
E. Assessment
Assess the pupils’ acquired knowledge by asking them to work on Let’s Check Your Un-
derstanding (Individual Work) on pp. 347–348.
2. Answer Key
Let’s Try
1 45
1. 22 or 22.5 or 4. 48 m2
2 2
2. 21 5. 81 cm2
3. 18 6. 150 m2
108 Chapter 8
Group Work
A.
1. Bases – 4 units, 6 units; height – 4 units
5. Bases – 6 units, 1 unit; height – 4 units
B.
6. 88 cm2 9. 63 cm2
7. 25 cm2 10. 380 cm2
8. 234 cm2
Individual Work
A.
1. 14 sq. units
1 45
2. 22.5 or 22 or sq. units
2 2
3. 26 sq. units
4. 30 sq. units
5. 39 sq. units
B.
6. 300 cm2 9. 170 cm2
7. 210 cm2 10. 650 cm2
8. 648 cm2

1. 211 cm2 4. 170 cm2
2. 1156 cm2 5. 104 cm2
3. 576 cm2
Think About This

Answers vary.
Measurements 109
LESSON 7 Finding Volume
A. Objectives
• determine the volume of solids by counting cubes;
• determine the volume of prisms; and
• solve word problems involving volume of prisms.
B. Motivation
Use the problem posted in Engage on p. 350 as example. Ask the pupils to answer the
problem. The pupils may be grouped in pairs.
C. Lesson Proper
Understanding on pp. 350–351. The teacher may also use unit cubes to discuss and demonstrate
to the pupils the concept of volume.
Discuss more illustrative examples in Let’s Say on pp. 352–353 and explain the process of
finding volume. For practice, have the pupils answer the exercises in Let’s Try on pp. 353–354.
Discuss the solutions and answers thoroughly.
Have the pupils do Let’s Check Your Understanding (Group Work) on pp. 355–356.
Summarize by using Let’s Remember on p. 354.
D. Deepening
Provide the exercises in Let’s Extend Your Understanding and Think About This on
pp. 357–358.
E. Assessment
Give the exercises in Let’s Check Your Understanding (Individual Work) on pp. 356–357.
2. Answer Key
Let’s Try
A.
1. 36 cubic units 4. 126 cm3
2. 60 cubic units 5. 616 cm3
3. 80 cubic units
B.
6. 2400 cm3
7. 3 m3
110 Chapter 8
Group Work
A.
1. 30 cubic units 4. 20 cubic units
B.
7. 1 cm3 10. 1000 cm3
8. 125 cm3 11. 8000 cm3
9. 27 cm3
C.
12. 600 cm3 15. 1056 cm3
13. 315 cm3 16. 6000 cm3
14. 648 cm3
Individual Work
A.
1. 5 × 3 × 3 4. 3 × 3 × 3
2. 2 × 2 × 4 5. 3 × 3 × 6
3. 5 × 5 × 3
B.
6. 8 cm3 9. 72 cm3
7. 6000 cm3 10. 2976 cm3
8. 512 cm3

A.
1. 252 cm3
2. 24 cm3
3. 200 cm3
B.
4. 5000 cm3 7. 11 cm
5. 33 600 cm3 8. 24 cm
6. 8 cm 9. 15 240 cm3
Think About This

a. 6 c. 8
b. 12 d. 1
Measurements 111
Chapter Review
Let’s Reflect
Explanations vary.

Answers vary.
Let’s Answer
A.
1. d 6. c
2. b 7. a
3. c 8. d
4. b 9. d
5. b 10. d
B.
11. 6 cm, 52 cm
12. 286 cm2, 22 cm
13. 126 cm2, 46 cm
14. 12 cm, 9 cm (answers interchangeable)
C.
15. 36 cm, 54 cm2 18. 30 cm, 30 cm2
16. 54 cm, 168 cm2 19. 60 cm, 150 cm2
17. 102 cm, 592 cm2 20. 112 cm, 300 cm2
D.
21. 128 cm2 25. 560 cm2
22. 422 cm2 26. 420 cm2
23. 67 cm2 27. 116 cm2
24. 225 cm2 28. 760 cm2
E.
29. Alvin took longer to finish. He finished at 8:15 a.m.
30. 5:35 p.m.
31. 54 posts, 54 m
32. Maximum capacity is 3125 m3; 2.5 m
33. 4 small containers
34. 1164 cm2, 3024 cm3
112 Chapter 8
9 Statistics and Probability
This chapter has three lessons:

• Lesson 1 discusses how to interpret bar graphs.
• Lesson 2 shows how to construct bar graphs.
• Lesson 3 discusses conducting simple experiments.
LESSON 1 Interpreting Bar Graphs
A. Objectives
• identify the parts of a bar graph; and
• interpret a bar graph.
B. Motivation
The teacher may show bar graphs from newspapers and other sources. Ask the class if
they know what the bar graph is about.
Present Engage and Let’s Build Your Understanding on pp. 368–370.
C. Lesson Proper
Discuss the parts of a bar graph. Present another example from Let’s Say on p. 371.
Present again the bar graphs from newspapers and other sources used in Motivation. Call
several pupils to point out the parts of the graph.
Consider the exercise in Let’s Try on p. 372.
Point out the reminders in Let’s Remember on p. 372. Then, group the class into cooperative
learning groups and have the groups answer Let’s Check Your Understanding (Group Work)
on pp. 373–374.
D. Deepening
Have the class discuss the item from Think About This on p. 376.
E. Assessment
Statistics and Probability 113

2. Answer Key
Let’s Try
1. Possible answer: Meat Eaten by Grade 4 Students at Lunch
2. Possible answer: Meat
3. Possible answer: Number of Students
4. Chicken
5. Beef
6. Pork
7. Around 45
8. Around 53
9. Around 38
10. Around 58

Group Work
1. Amount of money spent by John during recess
2. Amount of money spent
3. Days of the week
4. Tuesday
5. Wednesday
6. 540
7. Thursday and Friday
8. The graph shows the number of students who went to the school clinic on certain months.
9. August
10. July
11. Around 150
12. Around 100
13. Around 150
Individual Work
A.
1. (Estimated values)
Cheese 120
Chicken 240
Ham 160
Tuna 20
Egg 190
114 Chapter 9
2. a. Chicken
b. Tuna
c. 730
B.
3.
10:00 a.m. – 11:00 a.m. 125
11:00 a.m. – 12:00 noon 50
12:00 noon – 1:00 p.m. 100
1:00 p.m. – 2:00 p.m. 75
2:00 p.m. – 3:00 p.m. 150
4.
a. 2:00 p.m. – 3:00 p.m., 1:00 p.m. - 2:00 p.m.
b. 25
c. 25
d. 175

1. school bus, public transport
2. 7
3. 44
8 2
4. or
44 11
5. 32
Think About This

Answers vary.
LESSON 2 Constructing Bar Graphs
A. Objectives
• organize data in a chart/table; and
• construct bar graphs.
B. Motivation
Recall what bar graphs are for and what are the parts of a bar graph. You may use Let’s
Look Back on p. 377.
Present the item in Engage on p. 377. The teacher may use sticky notes of the same size
to represent each “car” and have the pupils create the bar graph using these note sheets.

C. Lesson Proper
Use Let’s Build Your Understanding on pp. 377–379 for the steps in constructing bar graphs.
Utilize Let’s Say on pp. 380–382 for further discussion.
Have the pupils answer Let’s Try on p. 382. Discuss how the bar graphs the pupils have
come up with may be different because of different scales used. This is a good opportunity
for the teacher to discuss with the pupils the importance of choosing a good scale for the
vertical axis.
Recall the steps in constructing bar graphs.
Divide the class into groups and let them answer the exercises in Let’s Check Your Under-
standing (Group Work) on p. 383. Ask the groups to present their bar graphs.
D. Deepening
Determine the pupils’ understanding and acquisition of the skill by asking them to answer
the exercises in Let’s Extend Your Understanding on pp. 385–386.
Let the pupils answer the reflection item in Think About This on p. 386.
E. Assessment
Let the class work on the items in Let’s Check Your Understanding (Individual Work)
on p. 384.
2. Answer Key
Let’s Try
Answers vary. Be sure to check the scale of the vertical axis.
Possible answer:
Monthly Electrical Consumption of a Certain Household
250
Electrical Consumption (kW/h)
200
150
100
50
0
Jan Feb Mar Apr May June July Aug Sept Oct Nov Dec
Month
116 Chapter 9
Group Work
A.
Mango 14
Banana 17
Watermelon 3
Pineapple 4
Papaya 5
Apple 7
B.
20
16
12
0
Mango Banana Watermelon Pineapple Papaya Apple
Individual Work
A.
Favorite Color Frequency (Tally Marks) Number
Red 6
Green 7
Pink 5
Purple 3
Blue 7
Yellow 4
Orange 1
Black 2

B.
Favorite Color
Title
8
7
6
Number of People
5
4
3
2
1
0
Red Green Pink Purple Blue Yellow Orange Black
Colors

A.
Favorite Vegetables of Grade 4 and 4 Students

10
7
Number of Students
6
Grade 4 students
5
4 Grade 5 students
0
er ay nt
ts ow oli aw pla
ar
ro
uli
fl oc tch sit g
c ca br pe eg
Vegetables
118 Chapter 9
B.
1. 12
2. 3
(For items 1 and 2, see the encircled bars in the graph below.)
Favorite Ice Cream Flavor

20
18
16
14
Legend:
12
boys
10
8 girls
0
te go nd oa
d
se
cola nilla n sa yr ee
c ho va ma i e
ok am ro
ck ch
co cre
Chocolate
3. Chocolate
4. Cheese
5. Mango
6. Mango
7. 6
8. Mango, rocky road, cheese
9. 7
3
10.
10
11. 28
12. 19
Think About This

Answers vary.

LESSON 3 Conducting Simple Experiments
A. Objectives
• define probability and terms related to it;
• list the possible outcomes of an experiment; and
• solve for the probability of an event happening.
B. Motivation
Ask the pupils what they remember about outcomes of familiar events and probability
(discussed in Grade 3). You may use Let’s Look Back on p. 387 for review.
Present the item in Engage on p. 387. Have the pupils discuss in class their solutions and
answers.
C. Lesson Proper
Introduce the lesson using Let’s Build Your Understanding on pp. 387–388.
Use the examples in Let’s Say on pp. 388–389 to further illustrate probability.
Give the exercises in Let’s Try on p. 389. Ask pupils to discuss his/her solution to the class.
Divide the class into groups and let them do the exercises in Let’s Check Your Understanding
(Group Work) on pp. 390–391.
Summarize the lesson by having the pupils read Let’s Remember on p. 390.
D. Deepening
Give to the pupils the exercises in Let’s Extend Your Understanding on p. 392.
Engage the pupils with the task given on Think About This on p. 392.
E. Assessment
Assess the pupils’ understanding by giving the exercises in Let’s Check Your Understanding
2. Answer Key
Let’s Try
5 1
1. 3.
6 2
2 1
2. 4.
13 4
120 Chapter 9
1 8
5. a. d.
5 25
1
b. 0 e.
5
7
c.
25

Group Work
A.
1. (heads, heads), (tails, tails), (heads, tails), (tails, heads)
2. red, blue, green, yellow
3. Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday
4. January, February, March, April, May, June, July, August, September, October, November,
December
5. 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19
6. blue, white, red, yellow
B.
1
7. a. d. 0
6
1 2
b. e.
2 3
1 1
c. f.
2 6
1 1
8. a. e.
10 2
11 2
b. f.
20 5
9 11
c. g.
20 20
1
d.
5
Individual Work
A.
1 3
1. a. d.
4 4
1 1
b. e.
4 2
1
c.
2

1
2. a. d. 1
7
1 2
b. e.
7 7
2 4
c. f.
7 7
B.
5 9
3. a. c.
28 56
5 17
b. d.
14 56
1 1
4. a. d.
12 3
1 1
b. e.
12 3
1 7
c. f.
6 12
Note for item e: Remove the possibility of pupils thinking that months with 31 days also
have 30 days. You may say, “What is the probability of choosing a month with exactly 30 days?”

1. 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
2. 7
3. 2 and 12
4. 2 and 12, 3 and 11, 4 and 10, 5 and 9, 6 and 8
5. 0
5
6.
36
1
7.
12
Think About This

1
8
Chapter Review
Let’s Reflect
Explanations vary.

Answers vary.
122 Chapter 9
Let’s Answer
A. 1. d 6. d
2. a 7. c
3. a 8. a
4. d 9. b
5. c 10. c
B.
Sum Ways of getting the sum
2 (1, 1)
3 (1, 2), (2, 1)
4 (1, 3) (2, 2), (3, 1)
5 (1, 4), (2, 3), (3, 2), (4, 1)
6 (1, 5), (2, 4), (3, 3), (4, 2), (5, 1)
7 (1, 6), (2, 5), (3, 4), (4, 3), (5, 2), (6, 1)
8 (2, 6), (3, 5), (4, 4), (5, 3), (6, 2)
9 (3, 6), (4, 5), (5, 4), (6, 3)
10 (4, 6), (5, 5), (6, 4)
11 (5, 6), (6, 5)
12 (6, 6)
Number of Ways of Getting Certain Sums From a Pair of Dice

7
Number of Ways of Getting the Sum
0
two three four five six seven eight nine ten eleven twelve
Dice Sum
C.
11. a. Battery A, because it lasted the longest.
b. 2 hours more
12. 4
1 1
13. a. c.
4 3
5 2
b. d.
12 11

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OUR WORLD OF MATH

Copyright ©2017 by Vibal Group, Inc. and Grace U. Yn.

Artworks belong solely to Vibal Group, Inc.

Published and printed by Vibal Group, Inc.

Member: Philippine Educational Publishers Association (PEPA); Book

This book is organized based on the K to 12 Curriculum issued by the Depart-

B. Non-verbal communication skills

Chapter 9: Statistics and Probability

Statistics Lesson 1 Interpreting Bar Graphs

and Probability Russia

Great Britain China Information can be gathered, organized,

Identifying Place Value and Value

Study the following examples. – – –

Let’s Build Your Understanding 5 12

2 Each chapter starts with SHARE WHAT YOU KNOW questions.

learning, LET’S SAY poses illustrative examples.

5. the point on the number line

B. Show the following fractions or mixed numbers.

Lesson 1 Identifying Fractions 121

Let’s Check Your Understanding

B. Plot the points on the number line.

122 Chapter 4 Fractions Lesson 1 Identifying Fractions 125

8 LET’S REMEMBER summarizes the important information that

9 Furthermore, the exercises in LET’S CHECK YOUR

Answers to Share What You Know

• A factor of a number divides the number equally without any remainder.

Chapter Review 109

Let’s Reflect 13 Let’s Think and Apply 15

3. In 29.17, the digit in the tenths place has a value of

4. Which digit in the number 10.92 has the least value?

182 Chapter 4 Fractions Chapter Review 221

12 CHAPTER REVIEW contains answers to SHARE WHAT YOU

13 LET’S REFLECT will help your pupils review their understanding

14 Connect learning to other disciplines and everyday experiences in

This chapter has three lessons:

LESSON 1 Identifying Place Value and Value up to One Hundred Thousand

Let’s Check Your Understanding

Let’s Extend Your Understanding

Think About This

LESSON 2 Comparing and Ordering Whole Numbers

Let’s Check Your Understanding

7. 97 850 98 570 89 750 79 580

8. 4 thousands 14 hundreds 142 tens 10 000

9. 25 948 29 580 25 498 29 450

10. 13 987 1987 17 981 2398

Think About This

Nearest Nearest Nearest

Let’s Check Your Understanding

90 000 100 000

Let’s Extend Your Understanding

Think About This

Let’s Think and Apply

15. 20 000 18. 200

20. 46 000 23. 97 090

25. 5 28. 14 999

This chapter has six lessons:

LESSON 1 Multiplying Whole Numbers

Operations on Whole Numbers 13

Let’s Check Your Understanding