In
Elementary Mathematics
Grade 4
Chapter I
Whole Numbers
Comprehension of Multiplication
DEPARTMENT OF EDUCATION
BUREAU OF ELEMENTARY EDUCATION
in coordination with
ATENEO DE MANILA UNIVERSITY
2010
Reformatted for distribution via
DepEd LEARNING RESOURCE MANAGEMENT and DEVELOPMENT SYSTEM PORTAL
INSTRUCTIONAL MATERIALS COUNCIL SECRETARIAT, 2011
GRADE 4
Region 3
Region 4 A (CALABARZON)
Flordeliza D. Yamo Laguna
Araceli C. Montoya San Pablo City
Estelita Q. del Rosario Cavite City
National Capital Region (NCR)
Remylinda T. Soriano Manila
Maria Brucal Makati
Lina Sea Taguig/Pateros
Analee Pacaa Pasig/San Juan
Ferdinand S. Bergado
Ma. Cristina C. Capellan
Emilene Judith S. Sison
Julius Peter M. Samulde
Roy L. Concepcion
Marcelino C. Bataller
Myrna D. Latoza
Eric S. de Guia Illustrator
Consultants
PROJECT MANAGEMENT
Yolanda S. Quijano Director IV
Angelita M. Esdicul Director III
Simeona T. Ebol Chief, Curriculum Development Division
Irene C. de Robles OIC, Asst. Chief, Curriculum Development Division
Virginia T. Fernandez Project Coordinator
EXECUTIVE COMMITTEE
Jesli A. Lapus Secretary, Department of Education
Jesus G. Galvan OIC, Undersecretary for Finance and Administration
Vilma L. Labrador Undersecretary for Programs and Projects
Teresita G. Inciong Assistant Secretary for Programs and Projects
Printed By:
ISBN 971927753x
TABLE OF CONTENTS
Introduction ..................................................................................................................................iv
Matrix ........................................................................................................................................v
I.
Whole Numbers
D. Comprehension of Multiplication
Properties of Multiplication ............................................................................................. 1
Distributive Property of Multiplication over Addition ....................................................... 4
Multiplying 5 or More Digit Factors by 3 Digit Factors
with and without Regrouping .............................................................................. 8
Multiplying 5 or More Digit Factors by 4 to 5Digit Factors
with and without Regrouping .............................................................................. 11
Multiplying Numbers having Zeros in both Factors without Regrouping ........................ 14
Multiplying Numbers having Zeros in both Factors with Regrouping . 17
Multiplying by Multiples of 10, 100 and 1000 ................................................................. 19
Estimating Products ....................................................................................................... 22
Multiplying Mentally without Regrouping ......................................................................... 25
Numbers in Exponential Form ....................................................................................... 27
Numbers from Standard Form to Scientific Notation ..................................................... 31
Numbers in Scientific Notation to Standard Form .......................................................... 34
Analyzing Problems Involving Multiplication ................................................................... 37
Solving Problems Involving Multiplication ....................................................................... 40
Solving 2Step Problems ................................................................................................ 43
iii
I N T R O D U C T I O N
The
skills are
consistent
with
the
Basic
Education
Curriculum
iv
COMPETENCIES
I.
VALUES INTEGRATED
STRATEGIES USED
MULTIPLE
INTELLIGENCES
TECHNIQUES
Whole Numbers
D. Comprehension of Multiplication
1.
Health consciousness
Cooperation
6.
Love of nature
Concept development
Working back
Guess and check
Cooperative learning
Concept development
Mental math
Using estimation
Guess and check
Completing tables
Concept development
Use equation
Looking for pattern
Use tables
Charting, Nature
Manipulative
Cooperative groups,
Independent study,
Reading, Logic, Number,
Speaking,
Puzzle
Independent activity
Cooperation
Cooperation
Hardwork
Resourcefulness
7. Application of Multiplication
7.1 Solve word problems involving
multiplication of whole number
including money
Analyze the word problem
Tell:
what is used
what is/are given
the word clue/s the
hidden question the
operation to be used
Transform the word problem into a
number sentence
Use the correct operation
State the complete answer
8. Application of Multiplication and any
of Addition/Subtraction

vi
Properties of Multiplication
I.
Learning Objectives
Cognitive:
Psychomotor:
Affective:
4+7
7+4
(2 + 5) + 6
9 + (4 + 2)
2. Review
Write each number on the left as a product of two numbers in different ways.
18 = 6X3
3x6
9x2
2x9
1x18
20 =
32 =
25 =
42 =
3. Motivation
Miss Daisy has 25 pupils. She required each pupil to read two books for home reading
per month. How many books will the children read in 10 months?
Valuing:
What do you think will be developed among the pupils of Miss Daisy?
What do you think shall we get from reading many books?
B. Developmental Activities
1. Presentation
25 x 2 = 50
What are the factors? Do you think that if we interchange the factors, the product will still
be the same? Let us see.
1 x 25 = 50
50 = 50
Therefore: 25 x 2 = 2 x 25
Materials: counters
Group size: pairs
Procedure:
Distribute 40 counters to each pair.
Say 2 multiplication problems using the same factors (e.g. 3 x 6, 6 x 3).
Each pupil in pair shows and solves one of the problems using counter.
Pupils compare the products and discuss.
Repeat activity (510 mins.).
a.
Distribute cards to all the pupils. Each card contains a different multiplication fact
such as 4 x 2 = 8 and 2 x 4 =8. Each child will look for his/her partner. Include in the
multiplication facts 0 and 1, factors like 0 x 1=0, 1 x 0=0, 3 x 1=3, 1 x 3=3
b.
B
7X0 = 0
0X7 = 0
C
2X1 = 2
1X2 = 2
8X3 = 24
3X8 = 24
9X0 = 0
0X9 = 0
6X1 = 6
1X6 = 6
7X9 = 63
9X7 = 63
15X0 = 0
0X15 = 0
12X1 = 12
1X12 = 12
What have you observed in Group A? If the order of the factors are changed,
does the product also change or remain the same? (Then present the commutative
Property of multiplication) Does addition also have this property?
c.
How about column B? What have you observed? (Introduce the zero property.)
How about column C? What can you say about the numbers multiplied by 1?
(Introduce the identity property.)
Present 2 cartolina strips showing.
(4x2) x 5
=
8 x 5 = 40
4 x (2 x 5)
=
4 x 10 = 40
40
=
40
Therefore, (4x2) x 5 = 4 x (2 x 5)
6 x (4x3)
(6 x 4) x 3
72
=
=
=
6 x 12 = 72
24 x 3 = 72
72
Therefore, 6 x (4x3) = (6 x 4) x 3
What have you observed? Do the groupings of the factors affect the product?
(Introduce the associative property)
2. Group Activity
Distribute activity cards.
Each group will answer the exercises in the activity card and report.
property is illustrated.)
a) 3 x 6 = 6 x 3
c) (8 x 4) x 5 = 8 x (4 x 5)
e) 6 x 0 = 0
(Identify what
b) 1 x 12 = 12
d) 18 x 9 = 9 x 18
f) 12 x (2 x 5) = (12 x 2) x 5
3. Generalization
What are the properties of multiplication? Define each.
Commutative Property changing the order of the factors does not change the
product.
Associative Property changing the grouping of the factors does not change the
product.
Zero Property any number multiplied by zero equals zero.
Identity Property any number multiplied by 1 equals the number.
C. Application
Mang Tonyo prepares his harvest to be brought to the market. He has 5 baskets of tomatoes.
If each basket contains 300 tomatoes, how many tomatoes are there in all? (Prove your answer
by showing the commutative property)
Solution:
5 x 300 = 300 x 5
1 500 = 1 500
IV. Evaluation
A. Use multiplication properties to solve the following.
1)
4 X 3 = ____
3 X 4 = 12
2 X 9 = _____
4) (3 X 3) X 5 = 3 X (3 X 5)
9 X 5 = 3 X 15
___=___
2) 9 X 2 = 18 3)
9 X 1 =_____
0 X 5 =_____
5) (2 X 4) X 6 = 2 X (4 X 6)
___ X 6 = 2 X ___
___=___
2)
3)
4)
5)
(4 x 8) x 3 = 4 X (8 x 3)
120 x 0
29 x 1
(14 x 5) x 8 = 14 x (5 x 8)
V. Assignment
Solve and fill in the blanks the correct answer.
1) 5x 8 = 8 x 5
6) (2 x 3) X 6 = 2 x (3 x 6)
___=___
__ x 6 = 2 x ___
2) 9 x 4 = 4 x 9
___=___
___=__
7) 14 x 1 = ___
3) 6 x 0 =___
8) 100 x 0 =___
4) 80 x 1 =___
9) 4 x 9 = ___x___
5) (3 x 8) x 4 = 3 X (8 x 4)
10) 7 x 3 = 3 x 7
___x 4 = 3 x ___
___=___
___=___
I.
Learning Objectives
Cognitive:
Psychomotor:
Affective:
1.
2.
3.
4.
5.
6.
7.
8.
6x2=2x6
(4 x 8) x 2 = 4 x (8 x 2)
9x0=
1 x 25 =
7x6=6x7
9x0=
75 x 1 =
(3 x 9) x 6 = 3 x (9 x 6)
9. (6 x 0) x 5 = 6 x (0 x 5)
10. (4 x 1) x 9 = 4 x (1 x 9)
11. 4 x 12 = 12 x 4
12. 36 x 1 = 1 x 36
13. 4 x 10 = 10 x 4
14. 300 x 0 =
15. 95 x 1 =
16. (1 x 7) x 8 = 1 x (7 x 8)
3. Motivation
Rene works every morning as a dishwasher at Chefoo restaurant earning
P120.00 per day and every afternoon as cook at Gardenia Garden Restaurant
earning P250.00 a day. If he works for 5 days a week in both restaurants, how much
is his earning for a week?
Valuing:
What kind of person is Rene?
How many jobs does he has?
How many days does he work a week?
Would you want to be like Rene?
Stress the value of ones work.
B. Developmental Activities
1. Presentation
a. Study the problem
What are the jobs of Rene? Answer: Dishwasher and as Cook
How much does he earn as dishwasher? Answer : P120.00
How much does he earn as cook? Answer : P250.00
How many days does he work in a week? 5
What is the number sentence? (5 x P120) + (5 x P250) = n or
5 (P120.00 + P250.00) = n
b. Present the following illustrations.
Write the number sentence below the illustration.
3x4
3x5
(3 x 4) + (3 x 5)
(3 x 4) + (3 x 5) = 3 x (4 + 5)
12 + 15 = 3 x 9
27 = 27
Ask: Did the answers change in the two illustrations?
What was done in the second illustration? (the stars were grouped together)
4 x (4 + 3) = 4 x 7 = 28
4x 4
4x3
(4 x 4) + (4 x 3) = 16 + 12 = 28
Therefore, 4 x (4+3) = (4 x 4) + (4 x 3)
Explain why the answers are the same.
2. Group Activity
a. Divide the class into 3 groups. Give them counters. Distribute the activity cards. Show by
means of counters the following combination facts showing the distributive property of
multiplication over addition.
A 2 x (4 + 8) = (2 x 4) + (2 x 8)
B 5 x (6 + 7) = (5 x 6) + (5 x 7)
C 4 x (5 + 9) = (4 x 5) + (4 x 9)
b. Draw in your manila paper your work and explain it to the class. (Advise the pupils to use
crayons to make their work nice and presentable.)
3. Practice Exercises
Solve using the distributive property of multiplication.
The example is given to you.
(3 + 4) x 8 = (3 x 8) + (4 x 8)
= 24 + 32
= 56
a. 6 x (3 + 3)
b. 4 x (5 + 4)
c. (6 + 3) x 7
d. (2 x 7) x 8
e. (3 + 2) x 4
f. (3 + 6) x 9
g. (2 + 5) x 7
h. 9 x (4 + 4)
i. 8 x (3 + 3)
j. 3 x (2 + 7)
4. Generalization
What is the distributive property of multiplication?
Distributive property of multiplication over addition is also known as breaking apart. The
product will not change if one factor is expressed as the sum of two addends then multiplied
by the other factor.
C. Application
Liza and Marie have 3 dolls and 4 stuffed toys each. How many toys do they have in all?
IV. Evaluation
A. Give the missing numbers.
1) 3 x (7 + 4) = ( ___ x 7) + (3 x 4) = _____
2) 9 x (3 + 4) = (9 x 3) + (9 x ___) = _____
3) 5 x (10 + 3) = (___ x 10) + (5 x 3) = _____
4) 6 x (4 +4) = (6 x 4) + (___ x 4) = _____
5) (3 + 4) x 5 = (3 x 5) + (___ x 5) = _____
B. Rename the second factor as two addends and find the product.
1) 6 x 12
2) 8 x 25
3) 5 x 14
4) 3 x 13
5) 7 x 9
C. Solve these problems. Write the necessary label for the final answer
1. Jojo, Grace and Len have 5 ribbons and 3 headbands each. How many ribbons and
headbands do they have?
2. Each of the 7 pupils in a class has 3 storybooks and 4 coloring books. How many books do
they have?
3. Eight farmers were given 2 cows and 3 hogs each to take care of. How many animals were
given to them?
V. Assignment
1.
Show the distributive property of multiplication over addition then solve for the product.
Example:
6 x 7 = 6 x (4+3)
= (6 x 4) + (6 x 3)
= 24 + 18
= 42
a. 9 x 15
b. 3 x 21
c. 2 x 9
d. 8 x 18
e. 4 x 10
2.
a. There were 8 pupils who helped the science teacher. Each of them carried 3 beakers and 2
alcohol lamps. How many things did the pupils carry?
b. Each of the 9 families in our street has 4 fruit trees and 2 shade trees. How many trees are
there in our street?
c.
Jojo and his 4 friends were given 4 guavas and 3 chicos each by their Uncle Bert. How many
fruits did they get?
I.
Learning Objectives
Cognitive:
Psychomotor:
Affective:
Multiply 5 or more digit factors by 3digit factors without and with regrouping
Illustrate multiplying by 5 or more digit factors using partial product method
Appreciate the importance of trees
How many mangoes did Mang Ambo and his coworkers gather in one day?
What is asked in the problem?
How can we solve the problem?
Show the solution by using the sum of partial products.
12 234
x 123
36 702
Step 1
Multiply 12 234
by 3
12 234
x 123
36702
24468
12 234
x 123
36702
24468
+ 12234
Step 2
Multiply 12 234
by 2
12 234
x 123
36702
24468
+ 12234
1504782
Step 3
Multiply 12 234
by 1
Step 4
Add the partial
products
More Practice
Show the solution.
a. 14 213
x 132
b. 16 821
x 424
c. 23 568
x 238
d) 21 963
x 453
e) 72 584
x 921
2. Group Activity
Each group will be given activity sheets/cards containing 3 items. Each group that
finishes the work will display them on the board. The group with the most number of correct
answers will be given a prize.
65 218
x 456
21 465
x 382
392 146
x 781
24 693
x 423
421 826
x 321
95 218
x 523
76 542
x 352
621 483
x 218
24 986
x 142
3. Generalization
How do we multiply 5 or more digit factors by 3digit factors without and with regrouping?
We multiply 5 or more digit factors by 3digit factors by multiplying all the digits
in the multiplier by the ones digit of the multiplicand to get the first partial product,
then by the tens digit to get the second partial product and the hundreds digit to get
the third partial product and so on. Then add the partial products to get the final
product.
C. Application
Mr. Mendoza can gather 12 350 eggs in a week from his poultry farm. How many eggs can
he gather in 12 weeks?
IV. Evaluation
Solve for the products.
1) 32 512
2) 29 786
x 312
x 521
3) 69 214
x 382
4) 35 683
x 748
5) 21 463
x 121
10
V. Assignment
Give the products.
1) 85 354
2) 82 806
x 978
x 814
3) 49 236
x 314
4) 421 832
x 175
5) 678 322
x 387
I.
Learning Objectives
Cognitive:
Find the product of 5 or more digit factors by 4 to 5digit factors without and with
regrouping
Multiply 5 or more digit factors by 4to5 digit factors with and without regrouping
Show nationalism by patronizing Philippine products.
Psychomotor:
Affective:
References:
Materials:
Value:
92
x 4
80
x 6
91
x 5
81
x 7
64
x 3
2. Review
Solve for the product.
69 432
x 413
32 184
x 215
98 521
x 762
(This is in the form of a contest. The first one to give the correct answer will receive a
reward.)
11
3. Motivation
Show pictures of different Philippine fruits. What is your favorite fruit? Why? Point out to
the children that Philippine fruits are comparable if not better than foreign fruits. By buying
Philippine fruits, we can help our economy.
Valuing:
What character trait do we show if we buy our own products?
B. Developmental Activities
1. Presentation
a. Present the problem
The Bureau of Plant Industry needs chico seedlings for tree planting
throughout the country. If 1 538 schools will participate giving 15 120 seeds
each, how many seeds can be collected by the Bureau?
b. Analyze the problem
How many schools will participate in giving chico seeds to the bureau?
How many seeds will each school give to the bureau?
What will you do to solve the problem?
Show the solution on the board the long method.
1) 15 120
x 1 538
120960
c.
15 120
x 1 538
120960
45360 .
15 120
x 1 538
120960
45360 .
75600 .
15 120
x 1 538
120960
45360 .
+ 75600 .
15120 .
23254560
3
2
4
5
0
4
6
1
0
0
8
5
0
0
0
0
5
0
5
0
1
2
6
6
1
5
3
8
Answer: 23,254,560
12
3
0
4
0
4
2
4
0
0
1
To multiply:
Solution:
5
3
8
9
1
6
2
345 x 162
345 x 162 = 55 890
2. Practice Exercise
a. Group Activity
Each group will perform the exercise. It will be done using cooperative learning and
using the Lattice multiplication.
23 564
x 2 135
b. Individual Exercise
Find the product.
64 325
21 832
x 256
x 464
36 842
x 218
14 683
x 123
56 943
x 416
3. Generalization
How do we multiply 5 or more digit factors by 4 to 5digit factors with and without
regrouping?
C. Application
The marble factory can produce 55 683 marbles a day. How many marbles can be produced
in 2 365 days?
13
IV. Evaluation
1. Solve using the algorithm method.
42 183
331 247
x 1 358
x 7 265
294 375
x 2 153
329 457
x 11 263
375 168
x 21 341
173 212
x 45 326
V. Assignment
A. Solve the following using the two methods.
46 935
2 564
I.
Learning Objectives
Cognitive:
Psychomotor:
Affective:
14
842
x2
524
x3
400
x7
523
x 10
3. Review
Show how to solve for the product using the long method on the board. Elicit the steps.
Be sure that the pupils follow correctly and carefully the steps in multiplying using the long
method.
Valuing:
Are you also careful in doing other things aside from our activities in Math? How?
Find the product.
65 432
x 765
What did you do to get the correct product?
4. Motivation
Sing the song (tune: Are you sleeping).
Mathematics! Mathematics!
How it thrills, how it thrills
Addition, Subtraction
Multiplication, Division
Mental Math! Mental Math!
(Repeat)
B. Developmental Activities
1. Presentation
The Zoom Rice Milling Company delivered 300 trucks of rice in Metro Manila. If
each truck contains 40 000 sacks, how many sacks did the company deliver in all?
a. Analyze the problem
How many trucks of rice did the company deliver?
How many sacks are in each truck?
What is asked?
What is the operation to be used?
Show the solution
15
Written exercises
10 411
20 011
x 200
x 60
20 500
x 101
40 004
x 2 000
70 100
x 300
95 000
x 100
80 003
x 300
How did you come up with the answers? Is there a faster way to solve for the
product? Elicit the patterns.
2. Group activity
Divide the class into two groups.
Give them activity sheets where the exercises are written. Each group will report their
answers.
60 002
30 052
21 220
23 001
x 300
x 1001
x 40
x 200
11 000
x 500
21 200
x 400
30 022
x 30
Dyad
Pair the children. Each pair will work on these exercises.
32 000
10 052
50 012
52 003
3 002
x 300
x 101
x 400
x 100
x 303
3. Generalization
How do we multiply 5 or more digit factors having 1 to 3 zeros in both factors without
regrouping?
Any number multiplied by zero equals zero. If the zeros in both factors are found
at the end, multiply the given numbers then count the number of zeros found at the
end of the factors and write them in the answer.
C. Application
There are 12 300 members of Barangay Masikap. If each member contributed 30 packs of
noodles for the Lutong Bayan Project, how many packs of noodles were collected?
IV. Evaluation
A. Find the product.
44 000
x 21
60 021
x 302
43 002
x 321
2 340
x 21
32 011
x 101
34 000
x 210
16
V. Assignment
Find the product.
a. 30 002
x 320
b. 42 102
x 43
c. 21 004
x 102
d. 60 002
x 41
e. 32 102
x 403
I.
Learning Objectives
Cognitive:
Psychomotor:
Affective:
Find the product of 5 or more digit factors having 1 to 3 zeros in both factors with
regrouping
Multiply 5 or more digit factors having 1 to 3 zeros in both factors with
regrouping in all places
Show cooperation during class activities
References:
Materials:
Value:
30 100
x 4
80 020
x 3
7 001
x 5
70
x 50
200
x 20
600
x 400
2. Review
Find the product.
80 100 93 002
x 50
x 30
72 000
x 40
80 100
x 50
61 003
x 30
17
3. Motivation
Game: Roll the Dice (Number in the dice should be prepared by the teacher to fit to the
objective)
A player rolls two dice. The player will multiply the two numbers that appear on the two
dice. Each number corresponds to an exercise like the following:
61 001
x 400
81 012
x 60
61 001
x 200
70 200
x 40
31 100
x 60
B. Developmental Activities
1. Presentation
A shoe factory pays each laborer
owner pay for its 50 laborers?
2. Group Activities
Cooperative Exercise
Complete the table.
x
86 000
90 042
809 051
700 800
40
50
4 300 000
60
70
80
7 203 360
56 633 570
Divide the class into three groups. Give each group an activity card/sheet.The members
of the group will help each other answer the following exercises shown below.
64 000
x 30
70 800
x 40
80 700
x 150
90 050
x 203
460 010
x 50
391 021
x 100
3 620 400
x
720
1 210 055
x
302
80 007
x 701
18
3. Generalization
How do we multiply 5 or more digit factors having 1 to 3 zeros in both factors with
regrouping in all places?
Remember:
1. Use the same steps in multiplying.
2. Regroup whenever necessary.
3. Write zero in the product if zero is multiplied by any number or bring down the
terminal zeros of the factors and proceed with multiplying the nonzero digits.
C. Application
Ralph is a salesman of electrical appliances. His average sales for a month is
What is his sales for 105 months?
23,005.
IV. Evaluation
Find the product.
40 056
x 40
30 108
x 50
46 003
x 203
30 050
x 700
200 052
x 60
460 005
x 102
370 501
x
50
462 003
x 800
92 005
x 300
305
V. Assignment
Find the product.
61 002
x 40
1 874 002
x
108
20 621 000
x
306
I.
Learning Objectives
Cognitive:
Psychomotor:
Affective:
19
8 x 10
36 x 100
9 x 1000
4 x 1000
16 x 10
11 x 10
25 x 100
35 x 1000
3. Review
Have the class count together by tens up to 100, and by hundreds up to 1 000.
4. Motivation
Show pictures of people or families hit by calamities like typhoon or earthquake.
Valuing:
How does our government help the people during typhoon or earthquake? How
about you, how do you help others during heavy typhoon, fire and the like?
B. Developmental Activities
1. Presentation
Barrio San Agustin was hit by typhoon Lucing last October. The president promised to
give each family
12,250.00. If there were 100 families in the barrio, how much will be
given to the families in Barrio San Agustin?
Analyze the problem.
a. What calamity hit Barrio San Agustin last October?
b. What did the president promise each family in the barrio?
c. How many families are there in the barrio?
d. What is asked in the problem?
e. What operations will help solve the problem?
f. What is the answer? Show and discuss the solution on the board.
Challenge the class to find the pattern for the following:
A. 52 163 x 4 = 208 652
B. 21 846 x 3 = 65 538
52 163 x 40 = 2 086 520
21 846 x 30 = 655 380
52 163 x 400 = 20 865 200
21 846 x 300 = 6 553 800
52 163 x 4 000 = 208 652 000
21 846 x 3 000 = 65 538 000
Ask: What pattern did you observe? How do we multiply numbers by multiples of 10?
100? 1 000?
20
2. Group Activities
1) Answer the following.
a. 21 882 b. 23 635
x 40
x 30
f. 32 185
x 10
g. 24 683
x 100
c. 21 245
x 500
d. 53 421
x 200
e. 38 456
x 3 000
h. 12 832
x 1 000
i. 32 145
x 500
j. 18 321
x 7 000
d. 22 135 x 1 000 = n
e. 34 312 x 400 = n
3. Fixing Skills/Practice
Complete the table.
X
a. 24 345
b. 21 632
c. 25 998
d. 32 529
e. 37 292
60
400
2 000
4. Generalization
How do we multiply numbers by multiples of 10? 100? 1 000?
Multiply the multiplicand by the nonzero digits of the multiplier, then annex to
the product as many terminal zeros as there are in the multiplier to get the final
product.
C. Application
Solve this problem.
Miss Lim receives a monthly salary of
IV. Evaluation
Find the product.
a. 32 561 x 20 =
b. 46 128 x 300 =
c. 15 212 x 40 =
d. 62 183 x 100 =
e. 21 421 x 5 000 =
f. 52 183 x 200 =
g.
h.
i.
j.
k.
l.
46 214 x 10 =
12 836 x 100 =
45 681 x 1 000 =
21 468 x 300 =
42 612 x 50 =
69 421 x 80 =
21
V. Assignment
Complete the table.
X
60
1 200
6 000
a. 21 345
b. 53 466
c. 25 364
d. 51 528
e. 85 432
Solve the following math problems.
1. Multiply 80 to the sum of 320 and 180.
2. What is the product of 2 145 and 50?
3. What is 319 000 minus the product of 376 and 800?
Estimating Products
I.
Learning Objectives
Cognitive:
Psychomotor:
Affective:
Estimate the product of two factors with 5 or more digits and 2 to 3digit
numbers
1. Tell the importance of caring for our environment
2. Find the estimated product of two factors with 5 or more digits and
2 to 3 digit numbers
Show love for nature
Estimating the products of two factors with 5 or more digits and 2 to 3digit
numbers
BECPELC I.D.3
textbooks in Math 4
cutouts, chart, activity cards, number wheel, pictures
Love for nature
22
2. Review
Review rounding off numbers.
Round off to the nearest:
Tens
Hundreds
Thousands
Ten
Thousands
Hundred
Thousands
213 685
172 294
36 428
69 123
3. Motivation
a. Show the picture of three baskets full of mangoes. About how many mangoes do you
think are contained in the baskets? (Pupils are expected to give different numbers.)
b. Explain that what they give are just estimates. They give estimates of the number of
mangoes in the baskets. They are not sure and did not actually count the number of
mangoes in the baskets.
B. Developmental Activities
1. Presentation
The garden club is selling orchid plants at
12,323.00 a pot to collect funds. If 123 pots
were sold, about how much money did the club get?
a. How much is a pot of orchid plant?
b. How many pots were sold?
c. What phrase in the problem indicates that what is asked is an estimated product?
Let us study how to estimate products.
1.
12,323
10,000
x 123
x 100
2.
10,000
x 100
1,000,000
23
3. Guided Practice
Estimate the product by rounding each factor to the nearest tens.
a. 14 325
b. 21 178
c. 56 683
d. 47 928
x 42
x 43
x 62
x 37
e. 34 625
x 63
f. 51 321
x 28
i. 45 682
x 78
j. 21 456
x 81
g. 32 182
x 33
h. 52 146
x 45
Target Game
Prepare a wheel with numbers. At the back of each number is a corresponding exercise
to be solved. The pupil who is called will make a target on the wheel and answer the
corresponding exercise at the back. The pupil will the most number of correct answer wins.
4. Generalization
How do you estimate the product of 2 factors?
To estimate the products, round the factors to the highest/greatest place value
then multiply the rounded factors.
C. Application
Solve each problem.
1. A nursery sells 34 296 seedlings a day. About how many seedlings can be sold in 23 days?
2. A town has an average of 81 989 number of trees. Give the estimated total number of trees
of 12 towns.
IV. Evaluation
Estimate the product.
a. 34 231
x 62
b. 184 599
x 586
c. 265 463
x 371
e. 98 521
x 241
f. 48 214
x 34
a. 631 236
x 143
b. 184 599
x 586
c. 265 463
x 371
d. 572 169
x 39
e. 491 641
x 334
d. 43 960
x 42
V. Assignment
Estimate the product.
24
I.
Learning Objectives
Cognitive:
Psychomotor:
Affective:
24
x 2
12
x 4
16
x 1
22
x 4
11
x 7
3. Review
Estimate the products.
32 465
12 365
x 28
x 47
72 146
x 52
31 654
x 32
46 123
x 81
4. Motivation
Do you like fruits? What is your favorite fruit? What food nutrients do we get from fruits?
Which do you prefer to eat, chocolate candies or fruits? Why?
Why do we have to eat fruits everyday?
B. Developmental Activities
1. Presentation
a. Present this word problem.
A kilo of mango costs
25
54
x 2
31
x 5
43
x 3
64
x 2
21
x 8
54
x 2
41
2
?
21
4
?
32
2
?
40
2
?
2. Group Activity
Divide the class into three groups. Give each group an Activity Card like the one below.
Record which group answered first, the second and the third. Answers will be written on the
other square.
22
43
21
44
129
84
2X
3X
4X
Answers
63
32
41
126
96
164
52
72
30
104
216
120
3. Generalization
How do you multiply mentally 2digit numbers by 1digit number without regrouping?
In multiplying mentally, multiply first the ones and then the tens, without using
paper and pencil.
C. Application
Solve mentally.
1. There are four rows of chairs in Miss Lunas class. If there are 10 chairs in each row, how
many chairs are there in all?
2. Rizal Primary School has three sections in Grade 4. Each section has 42 pupils. How many
Grade 4 pupils are there in Rizal Primary School?
IV. Evaluation
A. Multiply mentally.
41
x2
86
x2
42
x3
31
x3
44
x2
40
x2
30
x5
41
x5
B. Multiply mentally.
23 x 3 =
2 x 50 =
21 x 4 =
21 x 9 =
3 x 62 =
4 x 50 =
C. Prepare 5 exercises on multiplying numbers mentally without regrouping. Include the answers.
26
IV. Assignment
A. Multiply mentally.
61
20
x 3 x 10
24
x 2
36
x 1
43
x 3
64
x 2
72
x 2
73
x 2
54
x 2
82
x 2
11
x 7
43
x 2
33
x 3
50
x 2
I.
Learning Objectives
Cognitive:
Psychomotor:
Affective:
Materials:
Value:
36
x4
22
x3
81
x2
18
x5
50
x4
27
2. Review
a.
b.
12
c.
30
10
d.
48
6
2
3. Motivation
Look at the given data below. Notice how the numbers are written.
Standard Form
Product of Factors
Exponential Form
1
2
= 2
2
2
4
= 2x2
2
3
8
= 2x2x2
2
4
16
= 2x2x2x2
2
5
32
= 2x2x2x2x2
2
6
64
= 2x2x2x2x2x2
2
What did you observe about how the numbers are written?
B. Developmental Activities
I.
Presentation
Group 1
1. Look at the numbers in the table. How is 2 related to 4 and 4 to 8?
2. Write your observations on the chart.
Given Data
Observation/s
a. 2
b. 4
c. 8
d. 16
e. 32
f. 64
Group 2
a. Tell something about this illustration.
b. How many times is number 2 being written?
28
Exponential Form
2x2
2x2x2
2x2x2x2
Product
2x2x2x2x2
2x2x2x2x2x2
Group 3
a. What did you observe about the way 2 is written?
b. Observe from the first to the sixth number.
Group 4
a. Compare the following data to those of the powers of 2. Do they show a pattern? How?
b. Write your observations below.
3
=
3
9
=
3x3
27
=
3x3x3
81
=
3x3x3x3
243
=
3x3x3x3x3
729
=
3x3x3x3x3x3
Observations: __________________________________________
2. Analysis and Discussion
Ask the pupils the following questions:
a. What happens to 2 when multiplied by another 2? By another 2?
b. What did you observe about the numbers from 2 up to 64? How about the factors?
Illustrations:
2 4 8 16 32 64
What is the relation of the first number to the second number?
What happens when you double 2, 4 and so on?
Does it form a pattern?
Do you know that any number can also be expressed in exponential form? How are we
going to do this?
0
4 = 1  A nonzero number raised to the zero power is always 1.
1
5 = 5  A number raised to the first power is always equal to itself.
2
6 = 36 Any number raised to the second power is always multiplied by itself.
29
exponent
2
d.
e.
8
4
9
d. 7 x 7 x 7 x 7 x 7 x 7
e. 9 x 9 x 9 x 9 x 9 x 9 x 9
IV. Evaluation
A. Match column A with column B.
A
B
3
1) 5
a. three cubed
5
2) 4
b. five cubed
2
3) 2
c. five to the seventh power
7
4) 5
d. two squared
3
5) 3
e. four to the fifth power
B. Write the standard form.
5
1) 3
4
3) 5
3
5) 6
2) 14
5
4) 9
30
V. Assignment
Select the letter of the correct answer.
1)
7x7x7x7x7=
7
5
a. 7
b. 7
2)
9x9x9x9=
9
4
a. 4
b. 9
3)
10 =
0
a. 10
b. 10
c. 5
4)
c. 9
1
c. 10
5)
4 =
a. 12
b. 16
64 =
2
a. 8
b. 2
c. 64
8
c. 8
I.
Learning Objectives
Cognitive:
Psychomotor:
Affective:
31
2. Review
Write the standard form for the following:
a. 2
b. 3
c. 4
d. 5
e. 6
3. Motivation
The teacher shows a picture of the solar system and asks the following questions:
a. What is the composition of the solar system?
b. What is the closest planet to the sun?
c. How far is this planet from the sun? Do you know what planet this is? It is Mercury.
Problem:
Mercury is the planet closest to the sun. It is about 60 000 000 kilometres from
the sun. How far is it from the sun?
Valuing:
How are you going to answer the different exercises? Why?
How do you feel if you get a correct answer?
B. Developmental Activities
1. Presentation
Introduce the lesson through illustration/drawing.
Sun
Mercury
Scientific Notation
60 000 000 = 6 x 10
exponent
7 zeros (shows the number of zeros)
Example # 2
Standard Form
500
Scientific Notation
2
5 x 10
32
Example # 3
How many zeros are there?
40 000
th
Example # 4
360
Think: 360 is between 300 and 400.
2
300 = 3 x 10
2
400 = 4 x 10
Shortcut method:
2
3. 6. 0. = 3.6 x 10
2. Practice Exercises
Dyad Grouping
Write in scientific notation.
a) 30
b) 600
c) 7 400
3. Generalization
How do we write numbers from standard form to scientific notation?
Standard numerals are written in scientific notation as a product of 2 factors. The
first factor is greater than or equal to 1 but less than 10 and the second factor is a
power of 10.
C. Application
Triad Grouping
Write in scientific notation.
1)
2)
3)
4)
5)
300
6 000
40 000
800 000
700 000 000
IV. Evaluation
1. Fill in the missing number.
2
a. 600 = ___ x 10
b. 7 000 = 7 x 10__
33
80
500
240
6 700
31 000
V. Assignment
Express in scientific notation.
1) 564 000
2) 3 120 000
3) 6 400 000 000
I.
Learning Objectives
Cognitive:
Psychomotor:
Affective:
pocket for
multiplier
The numbers can be changed.
34
2. Review
Write the numbers in exponential form.
a. 6 000
b. 7 000 000
c. 80 000 000
d. 860 000
e. 3 800 000
3. Motivation
Mercury is the planet closest to the sun. It is about 60 000 000 km from the sun.
a. How far is Mercury from the sun?
b. What did we study yesterday?
c. What did we do with the number?
B. Developmental Activities
1. Presentation
60 000 000 is in what form of the number?
7
6 x 10 , what is this form?
How did we express the numbers?
Suppose, we do it this way:
7
6 x 10 60 000 000
How did I write the given number?
Do you know how to do it?
2. Group Activity
a. Present this number.
7
6 x 10 60 000 000
What is the exponent?
Based on previous lesson, the exponent shows the number of zeros 60 000 000 has.
7
6 x 10
60 000 000
35
3. Practice Exercises
Write in standard form (group activity)
3
a. 3 x 10
6
b. 4 x 10
8
c. 6 x 10
3
d. 6.1 x 10
6
e. 9.3 x 10
4. Generalization
How do we write numbers in scientific notation to standard form?
To change scientific notation to standard numerals, move the decimal point to the right of
the decimal point adding zeros after the last nonzero digit depending on the exponent to
make it a whole number.
C. Application
Write in standard numerals:
4
8 x 10
2
9 x 10
5
1.2 x 10
3
2.81 x 10
IV. Evaluation
1. Match column A with column B.
A
B
2
1. 6 x 10
a. 6 000
4
2. 6 x 10
b. 60 000
3
3. 6 x 10
c. 600
5
4. 6 x 10
d. 6 000 000
6
5. 6 x 10
e. 600 000
2. Write in standard form.
2
a. 8 x 10
2
b. 8.1 x 10
5
c. 2.16 x 10
8
d. 3.49 x 10
7
e. 6.11 x 10
36
V. Assignment
Write in standard form.
3
1) 3 x 10
4
2) 4 x 10
6
3) 9.3 x 10
3
4) 12 x 10
8
5) The earth is about 1.5 x 10 km from the sun.
I.
Learning Objectives
Cognitive:
Psychomotor:
Affective:
Analyze word problem involving multiplication by telling what is asked, what are
given, the word clue/s, the hidden question and the operation to be used
Transform the word problem into a number sentence
Strengthen family ties through annual reunion
23 x 3 = _____
124 x 2 = _____
800 x 70 = _____
7 000 x 9 = _____
2. Review
Game Power: Ordering of steps
Each group will be given strips of cartolina with steps in analyzing word problems written
on it. The group who places the strips in correct order first will be the winner.
37
3. Motivation
Mr. Jamisons family holds a reunion once a year. Fifteen of the grandchildren invited 3
friends each. How many of their friends are expected to attend the reunion?
a. What does Mr. Jamisons family do every year?
b. Are you doing it too?
c. If Mr. Jamisons family holds a reunion once a year, what do you think he should do so
that there will be no problem financially?
B. Developmental Activities
1. Presentation
The teacher groups the pupils into 4. Each group is given a card with a problem written
on it. Read and answer the questions that follow.
2. Group Activity
Group 1
Rose bought 4 ribbons at
change did she get?
a.
b.
c.
d.
e.
f.
Group 2
Rose bought 4 ribbons at
change did she get?
a.
b.
c.
d.
e.
f.
Group 3
Ana brought home 3 baskets of papaya with 8 pieces in each basket. Susan
brought home 12 mangoes. How many fruits did Ana and Susan bring home
altogether?
a.
b.
c.
d.
e.
f.
38
Group 4
Ana brought home 3 baskets of papaya with 3 pieces in each basket. Susan
brought home 12 mangoes. How many fruits did Ana and Susan bring home
altogether?
3. Analysis/Abstraction
Analyzing word problem has steps to follow. These steps are:
1. Reading and analyzing the problem
2. Knowing what are the key facts
a. Know the question
b. Know the what are given
c. Know if there is a hidden question
d. Know the word clue/s
e. Know what operations to use
3. Planning what to do.
a. Formulate the mathematical sentence
4. Oral Exercises
Teacher reads the problem and asks the pupils to answer the questions orally.
There were 12 packages with 24 paper plates in each package. If 142 of the
plates were used, how many plates were not used?
a.
b.
c.
d.
e.
f.
a.
b.
c.
d.
e.
f.
5. Generalization
How do we analyze and solve word problems involving multiplication?
In analyzing word problems, take note of the following:
a. What is asked
d. The operation/s to be used
b. The given facts
e. The hidden question/s
c. The word clue/s
f. The mathematical sentence
39
IV. Evaluation
The teacher will present problems and asks the pupils to answer the questions that follow.
1. In the canteens refrigerator, there were 4 trays of eggs. Each tray had 12 eggs. The cook used
15 eggs. How many eggs were left in the refrigerator?
a. What is asked in the problem?
b. What are given?
c. What is the hidden question?
d. What is/are the word clue/s?
e. What is the operation to use?
f. What is the mathematical sentence?
2. Ben bought 6 Tshirts. His brother also bought 6 Tshirts. Each Tshirt costs
much did all the TShirts cost?
a. What is asked in the problem?
b. What are given?
c. What is the hidden question?
d. What is/are the word clue/s?
e. What is the operation to use?
f. What is the mathematical sentence?
285.00. How
V. Assignment
Read and analyze the problem. Answer the questions correctly.
Lita bought 5 kilograms of lapulapu which costs
150.00 per kilogram and 3 kilograms of
bangus which costs
110.00. How much did she pay for the lapulapu? How much did she pay for
the bangus? How much did she pay in all?
a.
b.
c.
d.
e.
f.
I.
Learning Objectives
Cognitive:
Psychomotor:
Affective:
40
References:
Materials:
Value:
BECPELC I.D.7.1
textbooks in Math 4
flash cards, chart, learning activity sheet
Industry
40 x 9 = _____
50 x 30 = _____
20 x 700 = _____
600 x 8 = _____
400 x 30 = _____
20 x 90 = _____
500 x 8 = _____
60 x 20 = _____
2. Review
What are the steps in solving a problem?
a. Have a game on rearranging the steps in analyzing word problems that are written on
strips of cartolina.
b. The group who finishes ahead of the others is declared the winner.
3. Motivation
How many of you have gardens at home? What are planted in your garden? Are they in
rows? How do farmers plant seedlings in a farm?
Valuing:
Is it important to have gardens at home? Why?
B. Developmental Activities
1. Presentation
An orchard contains 8 rows of trees. If there are 10 trees in a row, how many
trees are there?
The teacher specifies that to solve a word problem, the pupils must always think of the
steps in solving a word problem. Let us use the following guide in solving word problems.
a.
b.
c.
d.
e.
f.
g.
What is asked?
What are given?
What operations are to be used?
Write the number sentence.
Do the operation.
What is the answer?
Check if your answer make sense.
41
2. Group Activity
Remind the pupils of the importance of analyzing the problems first before solving for the
answer.
a. Group the pupils.
b. Each group is given an activity sheet with a problem written on it.
c. They will solve the problems using the steps in problem solving.
Activity 1
Supply the missing information below.
a. What is asked?
b. What are given?
c. What operations are to be used?
d. Write the number sentence.
e. What is the answer?
Activity 2
Illustrate the problem.
Activity 3
Write the given data and solve for the answer.
a. What is asked?
b. What are given?
c. What operations are to be used?
d. Write the number sentence.
e. What is the answer?
3. Practice Exercises
The teacher gives problems and lets the pupils solve for the answer by following the steps.
a. Mang Julios jeepney uses 175 litres of gasoline in a week. How many litres of gasoline
can it consume in 15 weeks?
b. A basket of lanzones costs
1,285.00. How much do 25 baskets of lanzones cost?
c. There are 1 648 shoppers who go to Mabuhay Department Store everyday. How many
shoppers go to the store in 59 days?
d. There are 953 names listed in each guest book of the National Museum. How many
names are listed in 52 guest books?
4. Generalization
What are the steps in solving word problems?
C. Application
Read and solve on your paper.
1. Mrs. Dizon, the school nurse examined 48 pupils per day. How many pupils did she examine
in 5 days?
42
2. Alissa and her classmates used 5 packs of cornstarch for their maja blanca recipe. Each
pack cost them
19.00. How much did they spend for cornstarch?
IV. Evaluation
Read the problems carefully. Solve and label your answer.
1. Mr. Fuentes ordered 45 boxes of baseball gloves. Each box contains 12 gloves. How many
baseball gloves will Mr. Garcia receive?
2. Jose earns
48.00 a day. How much will he earn in 5 working days?
3. Mark planted 16 plots of pechay plant in the garden. Each plot contains 26 pechay plants. How
many pechay plants are there in all?
V. Assignment
Solve.
1. Aling Rosa sells flowers. She can sell 12 dozens of roses a day. How many roses can she sell in
two weeks?
2. It was Laras seventh birthday. Her mother bought 15 kilos of pork. If each kilo costs
120.00,
how much did her mother spend for pork?
I.
Learning Objectives
Cognitive:
Psychomotor:
Affective:
43
Story:
The statue of Liberty is one hundred fiftyone (_____) feet tall. The tip of the torch is three
hundred five (_____) feet above the ground. It is made with over three hundred (_____) thin
sheets of copper. To climb the top of the statue, there are one hundred sixtyeight (_____)
steps.
a.
b.
c.
d.
2. Review
Ask pupils about the different steps in solving word problems.
3. Motivation
Do you know what a mailman is?
What is his work?
What do you notice on the mail envelope?
Is this important? Why?
Here is a problem about stamps. Let us find what it is all about.
Problem:
Marie had 153 pages in her stamp album. There were 12 stamps on each page.
She gave 63 stamps to her friend. How many stamps were left with her?
B. Developmental Activities
1. Presentation
Children, if you are to solve the problem, what are you going to do?
If I will let you work in groups, what are you going to do? Why?
Activities Discovery Approach
Group 1
Acting out the problems
Materials: magazines, pieces of art paper
The pupils are to present the problem by acting it out. One member will act as Marie and
others will help in answering the problem using improvised album and stamps.
Group 2
Solving the problem (Computation)
Materials: chalk, miniboards
The group is allowed to have a direct computation based on their understanding about
the problem. The group should come out with only one common answer.
Group 3
Picture illustrations about the problem.
Materials: manila paper, mini board, chalk, crayons, marker pen
The group is to give the answer to the problem by illustrating it through pictures.
44
Read
Understand
Plan
Solve
Look back to check the answer
C. Application
Solve and give the correct answer.
1. Naty has a vegetable garden. Last week, she sold 65 pieces of papaya for
10.00 each
and 90 pieces of ampalaya for
5.00 each. How much was her total sales last week?
2. Pacita bought 6 kilograms of rice at
24.00 a kilogram and 4 bars of laundry soap at
19.00 each. How much did she pay in all?
IV. Evaluation
Solve and give the correct answer.
1. Rey bought 3 boxes of apples. Each box contained 321 apples. He gave 480 apples to his
brothers and sisters. How many were left with Rey?
45
V. Assignment
Solve the following word problems and label your answers.
1. Jubal packed 12 pillowcases in a box. Each pillowcase costs
25.00. How much would 3
boxes of pillowcase cost?
2. A group of balikbayan rented 3 cottages at
1,275.00 each. They also rented 2 extra beds at
475.00 each. How much did the group pay for the cottages and the extra beds?
46