4 Mathematics

i
Mathematics – Grade 4
Alternative Delivery Mode
First Quarter – Module 2
Lesson 2: Rounding Off and ordering Numbers
____________________________________________________________
First Edition, 2020

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Published by the Department of Education

Division of Lapu-Lapu City

Development Team of the Module

Writers’ Name : Cecilia S. Dela Cruz

Editors’ Name : Rebecca P. Toring, PSDS District 5
: Glenda B. Pogoy, Principal II
Reviewers’ Name : Melodina Wahing, Principal II
: Elvy Cabalhug, Principal I
Illustrator’s Name : Elizabeth M.Ababon
: Adelyn I. Horquita
Layout : Dante Jr. A. Rondina
Plagiarism Detector Software : PlagiarismDetector.com
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Management Team:
Schools Division Superintendent : Wilfreda D. Bongalos, Ph.D., CESO V
Assistant Schools Division Superintendent : Marcelita S. Dignos, Ed.D., CESE
Curriculum Implementation Chief : Oliver M. Tuburan, Ed.D.
EPSVR- Mathematics : Cecilia O. Arcenal
EPSVR-LRMDS : Teresita A. Bandolon
ADM Coordinator : Marigold J. Cardente
: Jennifer S Mirasol
Printed in the Philippines by:
Department of Education – Region VII, Central Visayas
Division of Lapu-Lapu City
Office Address: B.M. Dimataga St., Poblacion, Lapu-Lapu City
Contact No.: (032) 410-4525
Email Address: oliver.tuburan@deped.gov.ph

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Introductory Message

This learning module in Mathematics __ is believed to be a functional and

meaningful instructional tool when used to facilitate the learners, especially in times
of crisis where pupils are unable to attend classes in school. It provides a means to
clarify the writers’ mission to provide quality learning opportunity in most accessible
means and mechanism. Furthermore, it provides a friendly guide to the teachers
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This Module is a medium through which we can share and examine what we -
as developmental educators believe what we are learning from our experiences. This
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We invite you to enjoy using what we call “fruits of labor” from the
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to your feedback.

For the Teachers

This module is self-paced and self-explanatory. Take time to read
and provide guidance to pupils who need clarifications in
answering the different activities of the module.

For the Pupils

This module is self-paced and self-explanatory. Take time to read
the instruction and its parts and go through with the sequential
order of the lesson. Comply all activities required in this lesson
and submit to your teacher. Do not write anything on the
module. Instead, write all your answers in a separate sheet of
paper or activity notebook required by the teacher.

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 For the Facilitator/Parent
This module is self-paced and self-explanatory. Take time to read
the instruction and its parts and go through with the sequential
order of the lesson. Make sure that there is a learning space at
home provided for your assigned pupil/child to work on. At most,
each module should be done two hours of reading and answering
time and maybe extended when necessary. The role of the
facilitator or the parent is to clarify any content that requires
further guidance and explanation.

Let your assigned pupil/child comply all activities required for this
lesson and submit to the teacher/school. Do not let your assigned
pupil/child write anything on the module. Instead, let the
assigned pupil/child answer in a separate sheet of paper or
activity notebook required by the teacher.

Standard Symbols/Icons used to represent some

parts of the module:

What I Need to Know . It contains learning objectives to be developed

in a material. It introduces the topic/content of the module briefly.

What I Know. This is given to check what the learner knows about the
lesson to take. This contains instruction in whether to proceed or skip the
module.

What’s In. Connects the current lesson with the previous lesson by going
over concepts that were learned previously.

What’s New. Introduces the new lesson through a story, a poem, song,
situation or an activity.

What is It. Provides questions that will help the learner discover and
understand the concept. It also provides a brief discussion of the lesson.

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What’s More. This is a Guided/Controlled Practice. Guided/Controlled
Assessment. Independent Practice. Independent Assessment.

What I Have Learned. A question, fill in the blank sentence/paragraph

to process what the learner learned from the lesson.

What I Can Do. An activity that shall transfer the skills/knowledge

gained or learned into real-life concerns/situations.

Assessment. This evaluates the learner’s level of mastery in achieving

the learning objectives. The task given shall validate the concepts and
provide more opportunities to deepen the learning.

Additional Activity. An activity in any form that can increase the

strength of the response and tends to induce repetitions of actions/learning.

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 What I Need to Know
Introduction:
In this lesson, the learners are expected to rounds numbers to the nearest
thousands and ten thousands. Rounding off of numbers will aid the learners in
developing their skills in estimation. This lesson also let the learners extend their
knowledge and skills in comparing and ordering whole numbers, skills which they
have learned in the previous grades.

Essential learning Competencies:

 
 Rounds numbers to the nearest thousands and ten thousands
 
Orders numbers up to 100 000 in increasing or decreasing order

The lesson is divided into four lessons as sub-tasks, namely:

 
 Lesson 2.1 Rounds numbers to the nearest thousands
 
 Lesson 2.2 Rounds numbers to the nearest ten thousands
 
 Lesson 2.3 Orders numbers up to 100 000 in increasing order


Lesson 2.4 Orders numbers up to 100 000 in decreasing order
 After going through this lesson, learners will:
1. Rounds numbers to the nearest thousands and ten thousands
2. Orders numbers up to 100 000 in increasing or decreasing order

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 What I know
I. Choose the letter of the correct answer.
Round the whole number to the given place value.
1.) 796,489 to the nearest thousands
A. 796 000 B. 796 400 C. 796 500 D. 797 000
2.) 25,931 to the nearest thousands
A. 25 000 B. 25 900 C. 26 000 D. 26 500
3.) 4 572 to the nearest hundreds
A. 4 600 B. 4 700 C. 5 000 D. 5 500
4.) What is 48 718 rounded to nearest ten thousands?
A. 50 000 B. 55 000 C. 55 500 D. 60 000
5.) A number rounded to the nearest ten thousands is 130 000.
Determine the largest possible number.
A. 123 510 B. 125 419 C. 134 641 D. 135 499

II. Arrange the following numbers in ascending order:

1) 46, 12, 39, 61, 8.
A. 12, 39, 46, 61, 8 B. 8, 12, 39, 46, 61
C. 8, 61, 46, 39, 12 D. 61, 46, 39, 12, 8
2.) 44, 110, 99, 37, 56.
A. 110, 99, 56, 44, 37 B. 110, 44, 99, 56, 37
C. 37, 44, 56, 99, 110 D. 44, 56, 37, 99, 110
3.) 555 432, 45 321, 56 431, 22 821, 6 519
A. 55 431, 555 432, 45 321, 6 519, 22 821
B. 22 821, 6 519, 45 321, 55 431, 555 432
C. 555 432, 56 431, 45 321, 22 821, 6 519
D. 6 519, 22 821, 45 321, 56 431, 555 432
III. Arrange the numbers in descending order:
4.) 6700 kg, 3250 kg, 8280 kg, 5450 kg, 2873 kg
A. 6700 kg, 3250 kg, 8280 kg, 5450 kg, 2873 kg
B. 2873 kg, 3250 kg, 5450 kg, 6700 kg, 8280 kg
C. 8280 kg, 6700 kg, 5450 kg, 3250 kg, 2873 kg
D. 8280 kg, 5450 kg, 2873 kg, 6700 kg, 3250 kg
5.) 2135 in, 2720 in, 8001 in, 1133 in, 9820 in
A. 9820 in, 2135 in, 2720 in, 8001 in, 1133 in
B. 1133 in, 9820 in, 2135 in, 2720 in, 8001 in
C. 1133 in, 2135 in, 2720 in, 8001 in, 9820 in
D. 9820 in, 8001 in, 2720 in, 2135 in, 1133 in

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 Lesson 2.1
Rounding Numbers to the Nearest Thousands

What’s In
A. Determine the place value of the digit 3 in the whole number.
1) 2 530- ( ones, tens, hundreds, thousands )
2) 30 500- ( tens, hundreds, thousands, ten thousands,)
3) 385 296 - ( ten thousands, hundred thousands, thousands, hundreds)
4) 43 271- ( tens, hundreds, thousands, ten thousands)
5) 1 392- ( ones, tens, hundreds, thousands )

B. What is the value of the undelined digit?

6) 104 168 - A. 400 B. 4 000 C. 40 000 D. 400 000

7) 90 542 - A. 900 B. 9 000 C. 90 000 D. 900 000

8) 463 981 - A. 900 B. 9 000 C. 90 000 D. 900 000
9) 870 905 -A.80 B. 8 000 C. 80 000 D. 800 000

10) 6 234 -A.20 B. 200 C. 2 000 D. 20 000

What’s New

Once there were fishermen who caught about 38 kilos of big milk fish
(bangus), 149 kilos of lapu lapu fish and 1 282 kilos of galunggong. About
how many kilos of fishes did the fishermen catch?
To estimate the sum of 38, 149 and 1 282 kilos of fish the fishermen
catch, we will first round each given number. Then add the rounded numbers
together.

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 a. What are round numbers?
 
Round numbers end in zero and are used to give estimates.

The given numbers 38, 149 and 1 282 are NOT round numbers.

Let us study the number line below.

30 31 32 33 34 35 36 37 38 39 40
b. Point 38 in the number line. Is 38 closer to 40 or closer to 30?
 
38 is closer to 40 than to 30. So, 38 rounds off to 40.

c. Point 32 in the number line. Is 32 closer to 40 or closer to 30?
 
32 is closer to 30 than to 40. So, 32 rounds off to 30.

d. What about 35 which is halfway between 40 and 30?
 
35 is halfway between 30 and 40. So, 35 rounds off to 40.

e. What other numbers round off to 30? to 40?
  
Other numbers round off to 30 are: 34, 33, 31
 
Other numbers round off to 40 are: 39, 37, 36, 35
Now let us try another examples using number line:

a. Which numbers round off to 100? to 200? Why?


 Numbers round off to 100 are 110,120,130 and 140. These numbers are
close to 100.

 Numbers round off to 200 are 150,160,170, 180 and 190. These
numbers are close to 200.
 
Since the number 149 is close to 100, therefore 149 rounds to 100.

b. Which numbers round off to 1 000? to 2 000? Why?


 Numbers round off to 1 000 are 1 100, 1 200, 1 300 and 1 400. These
numbers are close to 1 000.

  600,1 700, 1 800 and 1 900.
Numbers round off to 2 000 are 1 500,1
These numbers are close to 2 000.

the number 1 282 is close to 1 000, therefore 1 282 rounds to 1
Since
000

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 So 38 kilos of milk fish when rounded to the nearest ten is 40,
149 kilos of lapu lapu fish rounded to nearest hundred is 100,
and 1 282 kilos of galunggong rounded to the nearest thousand is 1
000. The fishermen caught about 1 140 kilos of fishes

What is It

Study these example.

Rounded to the Nearest

Number
Thousands
2 752 3 000
4 278 4 000
8 642 9 000
9 524 10 000
56 415 56 000
73 850 74 000

In rounding numbers, identify the rounding place first.


 If the digit to the right of the rounding place is below 5, roundthe number
down by changing the rest of the digits to the right into zero.

If the digit to the right of the rounding place is 5 or greater, round the
number up by changing the rest of the digits to the right into zero
and adding 1 to the digit in the rounding place.

In the number 4 278 4 is the rounding place. Since 2 is the

number right to the rounding number
and 2 is below 5 round the number
down by changing the rest of the digits
to the right into zero. That makes to
4 000.

8 is the rounding place. Since 6 is the

In the number 8642
number right to the rounding number
and 6 is above 5 round the number up
by changing the rest of the digits to the
right into zero add 1 to the rounding
place. That makes to 9 000.

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 The same with the other number, just identify the rounding place and the
digit right to the rounding place is below 5, round down. If the digit right to the
rounding place is above 5, round up.

What’s More

Read the problem and complete the table below.

Mr. and Mrs. Dela Cruz bought the following appliances and furniture for
their new house in Babag.
Television Php 58 ,640 Cabinet Php 7,635
Refrigerator Php 28,657 Sala Set Php 25, 348
Dining Set Php 9,452
Copy the price of each item. Then, round each to the nearest thousands.
Item Price Thousands
Cabinet
Dining Set
Sala Set
Refrigerator
Television

What I Have Learned

How do we round numbers?

To round numbers:
 
 Look at the place at the left of the number the digit to be rounded.

Check the digit to its right, if it is less than 5, round it down…retain
  If it is 5 and above, round up…add 1 to the
the digit to be rounded.
digit to be rounded.
 
Change all the digits to the right of the digit to be rounded to 0.

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 What I Can Do

Round the whole number to the given place.

1.) 97 199 to the nearest thousands
A. 98 000 B. 97 500 C. 97 400 D. 97 000
2.) 19 841 to the nearest thousands
A. 18 000 B. 18 900 C. 19 000 D. 20 000
3.) 8 514 to the nearest hundreds
A. 8 510 B. 8 500 C. 8 000 D. 7 000
4.) A number rounded to the nearest thousand is 42 000.
Determine the largest possible number.
A. 42 501 B. 42 491 C. 42 483 D. 41 514
5.) What is 4 761 rounded to nearest thousand?
A. 4 000 B. 4 100 C. 4 200 D. 4 300
6.) Angeline rounded 67 590 to 68 000. In which place did she round off?
A. hundred thousands B. ten thousands C. thousands D. hundreds 7.)
Using the digit 4, 5 and 6, which of the following does NOT round off to the
nearest hundreds as 500?
A. 456 B. 465 C. 546 D. 564
8.) 850 is between which two numbers?
A. 600 and 700 B. 700 and 800 C. 800 and 900 D. 900 and 1000
9.) On which day did about 3 800 visitors come to the Art Exhibit?
A. Monday C. Friday
B. Thursday D. Sunday

10.) What is the least number that you can round to the thousands place to get
5 000?
A. 5 999 B. 5 600 C.. 5 500 D. 5 499

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 Lesson 2.2
Rounding Numbers to the Nearest
Ten Thousands
What’s In

Round each of the following to its nearest specific place value.

Numbers Hundreds Thousands

1) 4 139
2) 6 170

3) 6 342
4) 7 563

5) 32 256

What’s New

Solve the given problem as fast as you can.

A. My ones digit is 2. My tens digit is thrice the ones digit. My hundreds digit
is four times the ones digit and my thousands digit is the sum of the ones
and the tens digit. What number am I?
( I am 8 8 62 )

B. I am a 5-digit number. My thousands digit is 9. My ten thousands digit is 3.

My hundreds digit is 6. The other digits is zero. Who am I?
( I am 39 600 )

What is It

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 Rounding numbers can be done in different ways.
Let us round off 12 756 to the nearest ten thousands using:
A. Number Line

10 000 11000 12 000 13 000 14 000 15 000 16 000 17 000 18 000 19 000 20 000

1. Is the number 12 756 nearer to 10 000 compared to its distance from

20 000?
 
Yes. 12 756 is nearer to 10 000.

(Therefore, 12 756 can be rounded off to 10 000)

B. Using the place value.


1 (the rounding place) is 2. Since “2 less
The digit to the right of
than 5,” round down.
(Change all digits to the right of the rounding place to 0s. So, 12 756
rounds down to 10 000)
Study these Examples:
Round off each number to the highest place.
1. 5 4355 = 5 15 435 rounds up to 20 000.

2. 3 1433 < 5 73 143 rounds down to 70 000

What’s More
Round the following numbers. Write your answer on the dog’s food

bowl. 1. Round 1 769 to the nearest hundreds.

2. Round 21 058 to the nearest thousands.

3. Round 84 115 to the nearest ten thousands.

4. Round 83 508 to the nearest ten thousands.

5. Round 745 to the nearest thousands.

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 6. Round 68 563 to the nearest ten thousands.

7. Round 5 469 to the nearest thousands.

8. Round 3 918 to the nearest ten thousands.

9. Round 18 596 to the nearest thousands.

10. Round 26 104 to the nearest ten thousands .

What I Have Learned

How do we round numbers?

In rounding numbers, identify the rounding place first. If the digit to
the right of the rounding place is below 5, round the number down by
 changing the rest of the digits to the right into zero.

If the digit to the right of the rounding place is 5 or greater, round the
number up by changing the rest of the digits to the right into zero
and adding 1 to the digit in the rounding place.

What I Can Do

A. Encircle the best answer.

1. Which number can be rounded to 40 000?
A. 47 713 B. 38 526 C. 34 976 2. Which number
can be rounded to 5 000?
A. 5 286 B. 4 372 C. 4 234
3. Which is the smallest number that can be rounded to 7 000?
A. 7 100 B. 6 514 C. 6 097
4. Which is the largest number that can be rounded to 5 000?
A. 4 460 B. 5 291 C. 5 394

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5. Which number can be rounded to 4 000?
A. 4 713 B. 3 526 C. 3 4976
6. A webinar on Online Classes was attended by 684 352 teachers in Central
Visayas Region. To the nearest ten thousands, how many attended the
webinar?
A. 600 000 B. 680 000 C. 684 000 D. 685 000
7. Which of the following numbers will NOT round to 25 000 ?
A. 25 416 B. 25 123 C. 24 512 D. 24 123
8. Using the digits 5, 4, 8, 3, what is the smallest 4-digit number can
be rounded off to 4 000?

9. Fiona says 753 rounds to 800. Antonette says 753 rounds to 750. Who is
correct?
A. Antonette
B. Fiona
C. Neither of them are right
D. Both of them are right.
10. Round 646,723 to the nearest ten thousands.
A. 600 000 B. 600 500 C. 650 000 D. 660 000

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 Lesson 2.3
Orders Numbers up to 100 000
in Increasing Order
What’s In

A. Read the number and give the place value of the underlined digit

34 567 8674 78 603 65 234 23 287

B. What number is before, after or between the given

number/s? 23 456 ________________

______________ 65 235

67 236 ________________ 67 238

What’s New

Arrange the following in increasing order.

58 345 58 734 58 293 58 456

_____ _____ _____ _____

23 456 23 145 23 523 23 034

_____ _____ _____ _____

99 000 93 000 100 000 95 000

_____ _____ _____ _____

65 345 65 978 65 234 65 785

_____ _____ _____ _____

34 001 34 100 34 010 34 000 _____ _____ _____ _____

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 What is It

How do we arrange numbers in increasing order?

To arrange numbers in increasing order,


 First pick any two numbers and compare them starting from left to right. Find
out which one is less, then put them in correct order.


Then, pick another number and compare it with the one of the first two
numbers you picked.
 
Then, put them in order accordingly. Do the same with the other numbers.

What’s More

Using the clothesline arrange the following numbers in increasing order.

67 123 67 745 67 354 67 452

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 What I Have Learned

To arrange numbers in increasing order follow these steps:


First,pick any two numbers and compare them starting from left to
right.
  
Second, find out which one is less and put them in correct order.

 and compare it with the one of the first
Third, pick another number
two numbers you picked.
  
Then, put them in order accordingly.
 
Lastly, do the same with the other numbers.

What I Can Do

A. Choose the letter of the correct answer.

1. Arrange the numbers in ascending order: 56, 12, 29, 71, 7.
A. 71, 56, 29, 12, 7 C. 56, 29, 7, 71, 12
B. 7, 12, 29, 56, 71 D. 29, 7, 12, 71, 56
2. Jasmine has 32 pieces of candy, Martina has 12 pieces of candy and Sara
has 25 pieces of candy. Arrange Jasmine, Martina and Sara in increasing
order with respect to the amount of candy they have.

A. Jasmine, Martina, Sara C. Martina, Sara, Jasmine B.

Sara, Martina, Jasmine D. Jasmine, Sara, Martina
3. Mang Jose owned a fruit stand. If he sold 36 apples on Monday, 68 apples on
Tuesday and 23 on Wednesday. Put the days in ascending order
according to the amount of apples sold.

A. Monday, Tuesday, Wednesday C. Monday, Tuesday, Wednesday B.

Wednesday, Monday, Tuesday D. Tuesday, Monday, Wednesday
4. How would you put the following numbers in ascending
order: 58, 100, 34, 3, 16?
A. 100, 58, 34, 16, 3 C. 58, 100, 34, 3, 16
B. 3, 16, 34, 58, 100 D. 3, 34, 16, 58, 100
5. Put the given numbers in order, from least to greatest: 123, 321, 132
A. 321, 132, 123 C. 123, 132, 321
B. 321, 123, 132 D. 132, 321, 123
14
 B. Arrange the following numbers in the ladder box. Start with the number with
the least value. Write the letter only.
B. 46 456 C. 82 432 D. 52 134 E.98 453 5.

4.
3.
2.
Start here:
1.

Lesson 2.4
Orders Numbers up to 100 000 in Decreasing Order

What’s In
A. Which number is greater? Box your answer.
1. 32 465 23 543 4. 99 817 99 284
2. 87 756 87 675 5. 34 765 38 654
3. 78 324 87 546
B. Which number is less? Circle your answer.
1. 87 762 90 909 4. 67 134 67 987
2. 21 543 31 876 5. 59 321 68 543
3. 35 458 35 754

What’s New
Arrange the following in decreasing order.

_____ _____ _____ _____

51 203 51 023 51 320 51 401

_____ _____ _____ _____

98 000 95 000 100 000 99 000

_____ _____ _____ _____

45 089 45 723 45 204 45 652

_____ _____ _____ _____

23 987 23 012 23 467 23 230

_____ _____ _____ _____

72 129 72 219 72 921 72 912

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 What is It

How do we arrange numbers in decreasing order?

  
First, pick any two numbers and compare them starting from left to right.
  
Second, find out which one is greater and put them in correct order.

 
Third, pick another number and compare it with the one of the first two
numbers you picked.
  
Then, put them in order accordingly.
 
Lastly, do the same with the other numbers.

What’s More

Arrange the following price list of rice from different stores in

decreasing order. Write it inside the box below.
Denden’s store - Php2,312
El-el’s store - Php2,151
Mila’s store - Php2,213
Roger’s store - Php2,423
Ginas’ store - Php2,319

What I Have Learned

To arrange numbers in decreasing order:

  
First, pick any two numbers and compare them starting from left to right.
  
Second, find out which one is greater and put them in correct order.

 
Third, pick another number and compare it with the one of the first two
numbers you picked.
  
Then, put them in order accordingly.
 
Lastly, do the same with the other numbers.

16
 What I Can Do

A. Choose the letter of the correct answer.

1. Arrange the numbers in decreasing order: 74, 28, 49, 93,15
A. 49, 93,15, 74, 28 C. 93, 74, 49, 28, 15
B. 15, 74, 28, 49, 93 D. 15, 28, 49, 74, 93
2. Paulo has 56 pieces of marbles, Tommy has 92 pieces of marbles and
Joshua has 35 pieces of marbles. Arrange Paulo, Tommy and Joshua
in decreasing order with respect to the amount of marbles they have.
A. Paulo, Tommy, Joshua C. Joshua, Tommy, Paulo
B. Joshua, Paulo, Tommy D. Tommy, Paulo, Joshua
3. If a vendor sold 21 mango on Monday, 58 mango on Tuesday and 63 on
Wednesday. Put the days in descending order according to the amount of
apples sold.
A. Monday, Tuesday, Wednesday C. Monday, Tuesday, Wednesday
B. Wednesday, Tuesday, Monday D. Tuesday, Monday, Wednesday
4. How would you put the following numbers in descending order: 58, 100, 34, 3,
16?
A. 100, 58, 34, 16, 3 C. 58, 100, 34, 3, 16
B. 3, 16, 34, 58, 100 D. 3, 34, 16, 58, 100
5.)Put the given numbers in order, from greatest to least: 123, 321, 132
A. 321, 132, 123 C. 123, 132, 321
B. 321, 123, 132 D. 132, 321, 123
B. Arrange the following numbers in the ladder box. Start with the number with the
greatest value. Write the letter only.
A. 67 345 B. 56 823 C. 32 785 D. 75 134 E. 97 098
Start here: 1.
2.
3.
4.
5.

17
 Assesment
I. Round the whole number to the given place. Choose the letter of the correct
answer.
1. 14 891 to the nearest thousands
A. 14,000 B. 14,900 C. 15,000 D. 16,000
2. 8 611 to the nearest thousands
A. 9 000 B. 8 610 C. 8 600 D. 8 500
3. Using the digit 4, 5 and 6, which of the following does NOT round off to
the nearest ten thousands as 50 000?
A. 41 856 B. 46 788 C. 52 64 D. 54 346
4. What is the least number that you can round to the ten thousands place to get
80 000?
A. 79 999 B. 76 745 C. 75 200 D. 74 199

5. Annie rounded 467 590 to 468 000. In which place did she round off?
A. hundred thousands C. thousands B. ten thousands D.
hundreds
II. Choose the letter of the correct answer.
1. How would you put the following numbers in ascending order: 48, 100, 39, 3,
16?
A. 100, 48, 39, 16, 3 C. 48, 100, 39, 3, 16
B. 3, 16, 39, 48, 100 D. 3, 39, 16, 48, 100
2. Put the given numbers in order, from least to greatest: 123, 321, 132
A. 321, 132, 123 C. 123, 132, 321
B. 321, 123, 132 D. 132, 321, 123
3. The following are the heights of some mountains in feets (ft). Arrange them
in order starting from least to greatest. (3 250 ft, 5 555 ft, 2 880 ft, 7 600 ft )
A. 3 250 ft, 5 555 ft, 2 880 ft, 7 600 ft
B. 2 880 ft, 3 250 ft, 5 555 ft, 7 600 ft
C. 2 880 ft, 5 555 ft. 7 600 ft, 3 250 ft
D. 7 600 ft, 5 555 ft, 3 250 ft, 2 880 ft
4. The following are the weights of trucks in kilograms. Arrange them from
greatest to least. (7 210 kg, 5 665 kg, 9 005 kg, 8 880 kg, 7 230 kg)
A. 7 210 kg, 5 665 kg, 9 005 kg, 8 880 kg, 7 230 kg,
B. 5 665 kg, 7 230 kg, 7 210 kg, 8 880 kg, 9 005 kg
C. 9 005 kg, 8 880 kg, 7 230 kg, 7 210 kg, 5 665 kg
D. 5 665 kg, 7 210 kg, 7 230 kg, 8 880 kg, 9 005 kg
5. The following are the lengths of bamboo sticks in inches. Arrange them
in descending order. (2 980 in, 1 235 in, 1 008 in, 2 270 in, 1 331 in)
A. 2 980 in, 2 270 in, 1 331 in, 1 235 in, 1 008 in
B. 2 270 in, 2 980 in, 1 331 in, 1 008 in, 1 235 in
C. 1 008 in, 1 235 in, 1 331 in, 2 270 in, 2 980 in
D. 1 008 in, 1 331 in, 1 235 in, 2 270 in, 2 980 in

18
ANSWER KEY

.10 30 000 .5 1 000

.9 19 000 .4 80 000
.8 10 000 .3 80 000 .5 A .5 C
.7 5 000 .2 21 000 .4 C .4 B
.6 70 000 .1 1 800 .3 B .3 B
Lesson 22. (What’s More) .2 C .2 C
.1 B II. .1 D I.
.5 9 000 .4 25 000 Assessment
.3 29 000 .2 8 000 .1 59 000
Lesson 21. (What’s More) .5 2 151 .4 2 213
.5 D .5 C .3 2 312 .2 2 319 2 423 .1
.4 C .4 C Lesson 24. (What’s More)
.3 D .3 A
.2 D .2 C .4 67 745 67 452 .3
.1 B II. II. .1 C .2 76 354 67 123 .1
Answer Key of the Pre-test Lesson 23. (What’s More)

19
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Tabilang, A.R., Arce, I.B., Pascua, R.V., Calayag, N.P., Dacuba, L.P., Borais, D.B., Buemia, R.B.,
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Mathematics - Grade 4 Learner’s Material. Department of Education, 2015.

Tabilang, A.R., Arce, I.B., Pascua, R.V., Calayag, N.P., Dacuba, L.P., Borais, D.B., Buemia, R.B.,
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https://worksheets.theteacherscorner.net/make-your-own/fill-in-the-blank/
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20
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Division of Lapu-Lapu City

Department of Education
B.M. Dimataga St., Poblacion, Lapu-Lapu City

Contact No: (032) 410-4525

E-mail Address: oliver.tuburan@deped.gov.ph

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