Mathematics 4 LAS Quarter 3

4
Mathematics
Third Quarter
LEARNING ACTIVITY SHEETS
i
Note: Practice Personal Hygiene protocols at all times
Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
COPYRIGHT PAGE
Mathematics
Learning Activity Sheet
Grade 4
Copyright © 2020
DEPARTMENT OF EDUCATION
Regional Office No. 02 (Cagayan Valley)
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Schools Division Superintendent : GILBERT N. TONG, PhD, CEO VI, CESO V, City of Ilagan
Asst. Schools Division Superintendent(s) : NELIA M. MABUTI, CESE, City of Ilagan
Chief Education Supervisor, CLMD : OCTAVIO V. CABASAG, PhD
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Development Team
Writers: Marlon C. Del Rosario Anabel N. Manaligod Yolanda B. Allam
Ruby Mae M. Castro Arlyn A. Bulan Grace M. Bernardino
Arnel D. Bersamina Mildred C. Paguirigan Lemar L. Claro
Jaymar B. Prejillana Maria Consuelo M. Zipagan Rowena P. Eugenio
Geremi Allauigan Mercedita C. Eugenio
Content Editor: MARILOU RAÑON, YOLANDA DIAZ, MELANIE TUMALIUAN, JOSEPH R. UANIA,
MONALISA ZAMBALE, NERLISA DOMINGCIL, MARITES TALOSIG
Language Editor: JOSEPH R. UANIA, Education Program Supervisor – MATH
Layout Artists: ERIC C. TUMICAD, Gayong-Gayong Sur Integrated School, City of Ilagan
Focal Persons: JOSEPH R. UANIA, Education Program Supervisor – MATH
EMELYN L. TALAUE, Division LRMS Supervisor
ISAGANI R. DURUIN, Education Program Supervisor–MATHEMATICS, DepEd RO2
RIZALINO G. CARONAN, Education Program Supervisor–LRMDS, DepEd RO2
Printed by: DepEd Regional Office No. 02
Regional Center, Carig Sur, Tuguegarao City
ii
Table of Contents
Competency Page
Describes and illustrates parallel, intersecting, and
..................... 1-7
perpendicular lines using a ruler and a set square.
Describes and illustrates different angles (right, acute, and
..................... 8-12
obtuse) using models.
Describes the attributes/properties of triangles and
..................... 13-17
quadrilaterals using concrete objects or models.
Identifies and describes triangles according to sides and
..................... 18-23
angles
Identifies and describes the different kinds of quadrilateral:
..................... 24-27
square, rectangle, parallelogram, trapezoid and rhombus.
Describes the attributes/properties of triangles and
quadrilaterals using concrete objects or models. Relate ..................... 28-30
triangles to quadrilaterals delete
Identifies and describes the different kinds of quadrilaterals.
..................... 31-34
Relates one Quadrilateral to another quadrilateral
Determines the missing term/s in a sequence of numbers
(even or odd numbers, multiples of a number and factors of ..................... 35-39
a number)
Finds the missing number in an equation involving
..................... 40-44
properties of operations
Finds the elapsed time in minutes and seconds. ..................... 45-48
Estimates the duration of time in minutes. ..................... 49-52
Solves Problems Involving Elapse Time ..................... 53-56
Visualizes the perimeter of any given plane figure in
..................... 57-61
different situations.
Measures the perimeter of any given figure using
..................... 62-66
appropriate tools.
Finds the perimeter of triangles, squares, rectangles,
..................... 67-72
parallelograms, and trapezoids.
Solves routine and non-routine problems in real-life
situations involving perimeter of squares and rectangles, ..................... 73-76
triangles, parallelograms, and trapezoids.
Differentiates the perimeter from area. ..................... 77-83
Converts square centimeters to square meters and vice versa. ..................... 84-88
iii
MATHEMATICS 4
Quarter 3-Week 1
Name: _________________________ Grade Level: __________
Section: ________________________ Date: ________________
LEARNING ACTIVITY SHEET

DESCRIBING AND DRAWING PARALLEL, INTERSECTING AND
PERPENDICULAR LINES USING RULER AND SET SQUARES
Background information for Learners
Parallel lines are lines that do not meet. Intersecting Lines are lines that cross each other.
Perpendicular Lines are lines that intersect and form a square corner.
A.1.Present these figures.
Identifying Parallel, Intersecting, and Perpendicular Lines
How many lines does each diagram below have?
A G I K
B F H J M
Line A intersects with line C. They form intersecting lines.
Line FG and line HI do not intersect. They do not meet at any point. They are parallel lines.
Line KL and line JM intersect in a special way forming square corners. They are
perpendicular lines.
Learning Competency with code
Describe and illustrate parallel, intersecting, and perpendicular lines using a ruler and a set
square. M4GE-IIIa-12.2-12.3.
1
Answer the following:
Exercise 1: Give 2 pairs of parallel lines.
Give 2 pairs of intersecting lines.
Give a pair of perpendicular lines.
B C D E
A F
G H
I J K L
Exercise 2 Directions: Using the figure below, answer the questions that follow.
J
B C
A K L M D
F H I
1. How many lines are there in the figure?

2. What are the intersecting lines?
3. What is the point of intersection of line?
4. Which lines are parallel?
5. Which lines are perpendicular?
2
Exercise 3: Directions: Tell whether the following are parallel lines, intersecting lines or
perpendicular lines.
____parallel lines_____________________ 1.
_____________________2.
_____________________3.
_____________________4.
_____________________5.
Exercise 4: Using a ruler and a set square, draw each pair of lines in the given statements.
1. Line AB and line CD are parallel lines.

2. Line EF and line GH are perpendicular lines.
3. Line IJ and line KL are intersecting lines
3
Exercise 5: Directions: Using a ruler and a set square, draw each pair of lines in the given
statements.
1. Line EF and line GH are parallel lines.

2. Line HI and line JK are perpendicular lines.
3. Line LM and line OP are intersecting lines.
Exercise 6: Direction: Using a ruler and a set square. Draw each pair of lines in the given
statements.

2. Line EF and Line GF are perpendicular lines.
3. Line IJ and line KL are intersecting lines.
4. Line OP and Line FG are parallel lines.
5. Line MN and line OP are intersecting lines.
Reflection
Complete these statements:
I learned that ______________________________________________________

___________________________________________________________________________
_____________________________________________________
I want to learn more on _____________________________________________

___________________________________________________________________________
_____________________________________________________
References for learners

Mathematics 4 Txt Pp.156-157, Mathematics Teachers Guide Pp 205-208
ANSWER KEY
Exercise 1:
1.Line AF and LINE GH are parallel lines, Line BI and LINE EK are also parallel lines.
2.3 Line CL and Line DJ are intersecting line, Line DJ and Line AF are also intersecting
lines.
3. Line AF and Line BI are perpendicular lines, Line AF and Line GH are also perpendicular
lines.
4
Exercise 2.
1. There are 4 lines in the figure.

2. Line AD and JI, Line BF and JI, Line CH and JI
3. Point K, E, and G
4. Line BF and CH
5. Line BF and AD, Line CH and AD
Exercise 3:
1. parallel line
2. perpendicular line
3. intersecting line
4. parallel line
5. intersecting line
Exercise 4
1.
A C
B D
2. E
G H
3. I
J L
5
Exercise 5:
1.
E G
F H
2.
J K
3.
M P
Exercise 6: Direction: Using a ruler and a set square. Draw each pair of lines in the given
statements.
A B
C D
2. Line EF and Line GF are perpendicular lines.

E
G H
3. Line IJ and line KL are intersecting lines.

I
K
J L
6
4. Line OP and Line FG are parallel lines.
O F
P G
5. Line MN and line OP are intersecting lines.
N P
Prepared by:
Marlon C. Del Rosario
Writer
7
MATHEMATICS 4
(Quarter 3, Week 2)
Name: _________________________ Grade Level: __________
Section: ________________________ Date: ________________

DESCRIBING AND ILLUSTRATING DIFFERENT KINDS OF ANGLES
Background Information for Learners
Look at the hands of the clock.

How many hands does it have?
What geometric figures does it each hand represent?
Ray AB meets with ray AC at point A. When two rays meet at a common endpoint, they form
an angle. Point A, the common endpoint, is called vertex. An angle can be named in 3 ways.
< BAC is read as “angle BAC”’.
< CAB is read as ‘angle CAB”’.
< A is read as ‘angle A’ or <1 is read as “ angle 1”.
An angle is measured in degrees ( ̊ ). Angles can be classified according to their

measurements.
A right-angle measures 90̊. It forms a square corner.
An acute angle measures less than 90̊. It is smaller than a right angle.
An obtuse angle measures more than angle 90̊ but less than 180̊ move this
above
8
Learning Competency with Code
Describes and illustrates different angles (right, acute, and obtuse) using models.
(M4GE-IIIb-14)
Exercise 1: Measure each angle using protractor tell whether each kind of angle is right,
acute, or obtuse.
.
_____________ 1.
_____________ 2.
_____________ 3.
_____________ 4.
_____________ 5.
Exercise 2. Draw the following angles.

1. DEF – acute angle
2. GHI – obtuse angle
3. JKL – right angle
Exercise 3. Encircle the angle being asked for.
Obtuse Angle 1.
Acute Angle 2.
Right Angle 3.
Obtuse Angle 4.
Acute Angle 5.
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Exercise 4. Give the kind of angle represented by each of the following figures.
1. 2. 3.
_________ __________ _____________
4. 5.
____________ ____________
Answer Key
Exercise 1
A. 1. obtuse
2. acute
3. right
4. acute
5. obtuse
Exercise 2.
1. 2. 3. J
D G
E F H I K L
2
Exercise 3.
Obtuse Angle 1.
Acute Angle 2.
10
Right Angle 3.
Obtuse Angle 4.
Acute Angle 5.
Exercise 4
1. right angle
2. acute angle
3. right angle
4. acute angle
5. acute angle
Reflection
I learned that_____________________________________________________________
________________________________________________________________________
________________________________________________________________________
I want to learn more on_____________________________________________________

________________________________________________________________________
________________________________________________________________________
References:
Mathematics 4, Learners Material pages 78-81
Grade 4 Teachers’ Guide 97-102
Prepared by:
Anabel N. Manaligod
Writer
11
MATHEMATICS 4
Name: _________________________ Grade Level: __________
Section: ________________________ Date: ________________

DESCRIBING TRIANGLES AND QUADRILATERALS

A polygon is a closed figure made up of several line segments that are joined together.
The line segments are called the sides and do not cross each other, they are exactly two
sides that meet at a point.
A triangle is a polygon with 3 sides and 3 angles.
A quadrilateral is a polygon with 4 sides and 4 angles.
Example:
angle angle
side
side
Triangle Quadrilateral

Describes the attributes/properties of triangles and quadrilaterals using concrete objects or
models. (M4GE-IIIb-15)
Exercise 1. Answer the following questions. Draw a circle if your answer is YES and a
diamond if it is NO.
______1. Do all triangles have 3 equal sides and 3 angles?

______2. Do all quadrilaterals have 4 sides and 4 angles?
______3. Can a quadrilateral be divided into 2 triangles?
______4. Is any 3-sided polygon a triangle?
______5. Is any 4-sided polygon a quadrilateral?
12
Exercise 2. Fill-in the blank with the appropriate description to make the sentence correct.
Number 1 is done for you.i
____________1. I have _3_ sides. I am a triangle.
____________2. I have ___ angles. I am a _________.
____________3. I have ___ sides and __ angles. I am a

____________.
____________4. I have ___ angles. I am a __________.
____________5. I have__ sides and __ angles. I am a

____________.
13
Exercise 3. Complete the table below.
Are the sides

Number of Number of
Object equal? Type of Polygon
sides angles
(YES/NO)
1.
2.
3.
4.
5.
Reflection
I learned that_____________________________________________________________
________________________________________________________________________
________________________________________________________________________

________________________________________________________________________
________________________________________________________________________
References
14
Mathematics 4, Learners Material page 160-161.
Answer Key
Exercise 1
1.
2.
3.
4.
5.
Exercise 2
1. I have _3_ sides. I am a triangle.
2. I have _4_ angles. I am a quadrilateral.
3. I have _3_ sides and _4_ angles. I am a triangle
4. I have _3_ angles. I am a triangle.
5. I have _4_ sides and _4_ angles. I am a quadrilateral.
Exercise 3
Are the sides

Number of Number of
Object equal? Type of Polygon
sides angles
(YES/NO)
1.
3 3 NO TRIANGLE
2.
4 4 NO QUADRILATERAL
3.
4 4 NO QUADRILATERAL
4.
3 3 YES TRIANGLE
15
5.
4 4 YES QUADRILATERAL
Prepared by:
Ruby Mae M. Castro

Writer
16
MATHEMATICS 4
Name: _________________________ Grade Level: __________
Section: ________________________ Date: ________________

IDENTIFIES AND DESCRIBES TRIANGLES ACCORDING TO SIDES
AND ANGLES
Background Information for learners
Explore and Discover!
Triangles can be classified according to their angles
Right Triangle
A right triangle is a triangle in which one of the angles is 90 degrees. ABC is a right
triangle.
A
Acute Triangle B C
An acute triangle has 3acute angles, each measuring has less than 90 degrees DEF is an
acute triangle
17
Obtuse Triangle
Obtuse triangles are those in which one of the three interior angles has a measure greater than
90 degrees. GHI is an obtuse triangle.
H I
Triangles can classify according to their sides
Equilateral Triangle
In an equilateral triangle, all the lengths of the sides are equal. JKL is an equilateral
triangle.
J
K L
Isosceles Triangle
In an isosceles triangle, the lengths of two of the three sides are equal. MNO is an
isosceles triangle.
M
N O
18
Scalene Triangle
A scalene triangle has no equal sides. PQR is a scalene triangle
R
Q
Identifies and describes triangles according to sides and angles M4GE-IIIc-16
Exercise 1.
A. Identify the following triangles according to their angles:
1. 2. 3.
B. Identify the following triangles according to their sides:
4. 5. 6.
19
Exercise 2.
Answer the following questions:

1. How many equal sides does an isosceles triangle have?
2. How many equal sides does an equilateral triangle have?
3. What kind of angle does an acute triangle have?
4. What kind of angle does a right triangle have?
5. What kind of angle does an obtuse triangle have?
Apply your skills!
Using old calendars cut out different triangles. Classify them according to sides and angles.
Exercise 3.
Name the triangle describe in each item:
1. It is a triangle which has a right angle.
2. It is a triangle which has an obtuse angle.
3. It is a triangle which has 3 acute angles.
4. It is a triangle which has 2 equal sides
5. It is a triangle which has no equal sides
6. It is a triangle which has 3 equal sides
Draw the following triangles correctly
1. Right triangle 3. Acute Triangle 5. Isosceles Triangle
2. Obtuse Triangle 4. Equilateral Triangle 6. Scalene Triangle
Reflection
20
I learned that_____________________________________________________________
________________________________________________________________________
________________________________________________________________________

________________________________________________________________________
________________________________________________________________________
References:
Mathematics learner’s materials, pages 162-163, Teacher’s guide pages 213-217
Answer key:
Exercise 1:
A.
1. ACUTE TRIANGLE 2. RIGHT TRIANGLE 3. OBTUSE TRIANGLE
B.
4. SCALENE TRIANGLE 5. ISOSCELES TRIANGLE 6. QUILATERALTRIANGLE
1. 2 equal sides
2. 3 equal sides
3. less than 90 degree
4. 90 degree
5. more than 90 degree
Apply your skills!

(Students will give the output to their teacher)
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Exercise 3.
Name the triangle describe in each item:
1. right triangle
2.. obtuse triangle
3. acute triangle
4. isosceles triangle
5. scalene triangle
Draw the following triangles correctly
1.
2.
3.
4.
5.
6.
Prepared by:
ARLYN A. BULAN
Writer
22
MATHEMATICS 4
Name: _________________________ Grade Level: __________
Section: ________________________ Date: ________________

IDENTIFIES AND DESCRIBES THE DIFFERENT KINDS OF
QUADRILATERAL: SQUARE, RECTANGLE, PARALLELOGRAM,
TRAPEZOID AND RHOMBUS
Look at the different quadrilaterals.
What are the different kinds of quadrilateral?
A quadrilateral is a polygon with 4 sides and 4 angles. The following are different
quadrilaterals:
- A parallelogram has 2 pairs of parallel sides and its opposite sides are equal
- A rhombus is a parallelogram that has 4 equal sides
23
- A rectangle is a parallelogram that has 4 right angles. Its opposite sides are equal.
- A square is a parallelogram that has 4 equal sides and 4 right angles
- A trapezoid has only one pair of opposite sides that are parallel
Learning competency with code
Identifies and describes the different kinds of quadrilateral: square, rectangle, parallelogram,
trapezoid and rhombus m4ge-iiic-17
Exercise 1: A. Identify the following quadrilaterals:
1. 2.
3. 4.
24
5.
B. Answer the following questions. Write YES if the statement is true, NO if it is false and
SOMETIMES if it happens to be true and not.
1. Is a parallelogram a rectangle?
2. Is a trapezoid a parallelogram?
3. Is a square a rectangle?
4. Is a rhombus a square?
5. Is a rectangle a parallelogram?
Exercise 2.
Name the quadrilateral described in each item.
1. It is a parallelogram with 4 equal sides and 4 right angles
2. It is a parallelogram with 4 right angles. Its opposite sides are equal
3. It is a quadrilateral with only one pair of opposite sides that are parallel
4. It is a parallelogram having 4 equal sides
5. It is a quadrilateral with 2 pairs of parallel sides and its opposite sides are equal.
Exercise 3.
Draw the following quadrilaterals using a graphing paper.
1. Square 3. Rhombus 5. Parallelogram
2. Trapezoid 4. Rectangle
25
Reflection
I learned that_____________________________________________________________
________________________________________________________________________
________________________________________________________________________

________________________________________________________________________
________________________________________________________________________
References:
Mathematics learner’s materials, pages 164-165, Teacher’s guide pages 218-219
Answer key:
Exercise 1:
A
1. RHOMBUS 2. TRAPEZOID
3. SQUARE 4. RECTANGLE 5. PARALLELOGRAM
B.
1. SOMETIMES 2. YES 3. YES 4. SOMETIMES 5. SOMETIMES
Exercise 2.
1. Square 2. Rectangle 3. Trapezoid `4. Rhombus 5. Parallelogram
Exercise 3.
1 2.
3. 4.
5.
ARLYN A. BULAN
Writer
26
MATHEMATICS 4
Name: _________________________ Grade Level: __________
Section: ________________________ Date: ________________

DESCRIBING TRIANGLES AND QUADRILATERALS
●A triangle is a polygon with 3 sides and 3 angles. A polygon is a closed figure made
up of several line segments that are joined together. The line segments are called sides
and do not cross each other. There are exactly two sides that meet at a point.
●A quadrilateral is a polygon with 4 sides and 4 angles.
Let’s Explore!
Mr. Tabilang bought a cartolina for his Math class. He needs two
triangles of the same size without wasting any part of the cartolina.
How will he divide it?
What shape are formed?
Describes the attributes/properties of triangles and quadrilaterals using concrete objects or

models. Relate triangles to quadrilaterals delete M4GE-IIId-18.1
27
Directions/Instructions
Exercise 1. Tell whether each figure is a triangle or a quadrilateral.
_________1. ____________4.
_________2. __________5.
_________3. ___________6.
Exercise 2. Using the drawing below, tell whether the figure labelled by each letter is a
triangle or a quadrilateral.
A B D
C
F
G
H
E
Exercise 3. Draw a triangle if the object mentioned represents a triangle.

Draw a quadrilateral if it is not. (Have the pupils imagine the shape of the
objects mentioned.
_____1. Abe is reading a book.
_____2. Ian is using a tripod in doing this experiment.
_____3. Amado is opening the door.
28
_____4. Gani is standing near the traffic sign that says “Children’s `
Crossing.”
_____5. Rafael is writing on the chalkboard.
Reflection
I learned that_________________________________________________________
____________________________________________________________________
____________________________________________________________________
I want to learn more on_________________________________________________

____________________________________________________________________
____________________________________________________________________
References:
MATHEMATICS 4 TG pp. 211-213/LM pp.160-161
Answer Key
Prepared by:
ARNEL D. BERSAMINA
Writer
29
MATHEMATICS 4
Name: _________________________ Grade Level: __________

Section: ________________________ Date: ________________

IDENTIFYING AND DESCRIBING DIFFERENT QUADRILATERALS
●Quadrilateral is a polygon with 4 sides and 4 angles. It can be classified as a square,

a rhombus, a rectangle, a parallelogram, and a trapezoid.
Look at the different quadrilaterals
What are the different kinds of quadrilaterals?
A parallelogram has 2 pairs of parallel sides and its

opposite sides are equal.
A rhombus is a parallelogram that has 4 equal sides.
A rectangle is a parallelogram that has 4 right angles.

Its opposite sides are equal.
30
A square is a parallelogram that has 4 equal sides and
4 right angles.
A trapezoid has only one pair of opposite sides that are
parallel.
Identifies and describes the different kinds of quadrilaterals. Relates one Quadrilateral to
another quadrilateral M4GE-IIId(c)-18.2(7)
Exercise 1. Name the quadrilateral described in each item.
________1. It is a parallelogram with four equal sides and four right angles.
________2. It is a parallelogram with four right angles. Its opposite sides are equal.
________3. It is a quadrilateral with only one pair of opposite sides that are parallel.
________4. It is a parallelogram having 4 equal sides.
________5. It is a quadrilateral with 2 pairs of parallel sides and its opposite sides are
equal
Exercise 2.
Using the drawing below, identify the figures represented by the letters.
A B
D E
31
Exercise 3. Draw each quadrilateral. Follow the measurements given for its sides.
1. Square – 7 cm 4. Rectangle – 5 cm, 10 cm
2. Trapezoid – 5 cm, 7 cm, 4 cm 5. Parallelogram – 8 cm , 4 cm
3. Rhombus – 6 cm
Reflection
I learned that__________________________________________________________
___________________________________________________________________________
_______________________________________________________________
I want to learn more on __________________________________________________

_____________________________________________________________________
_____________________________________________________________________
References
MATHEMATICS 4 TG pp. 216-219/LM pp.164-165
Answer Key
Exercise 1. Exercise 2.
1. Square 1. Square
2. Rectangle 2. Trapezoid
3. Trapezoid 3. Rectangle
4. Rhombus 4. Rhombus
5. Parallelogram 5. Parallelogram
Exercise 3. Pupils will draw a quadrilateral following the measurement given.
Prepared by:
ARNEL D. BERSAMINA
Name of writer
32
MATHEMATICS 4
Name of Learner __________________________ Grade Level__________
Section __________________________________ Score _______________
_______________
DETERMINING THE MISSING TERM/S IN A SEQUENCE OF
NUMBERS
Number Sequence – is a list of numbers arranged in a row. Each number in the sequence is
called a Term.
To find the missing term/s in each sequence of numbers, we must look for its pattern.
➢ Determine the order of numbers if it is ascending or descending.

➢ Find the difference between the consecutive terms.
➢ Determine whether the difference between the terms are all odd, even, multiples of a
number, or a factor of a number.
➢ To find the missing term, use the difference between terms.
Example # 1:
Find the missing terms: 45,37,29 __?___,__?__, 5
The sequence of numbers is in descending order. First, get the difference between 45 and 37.
Same with 37 and 29, the difference is 8. So, the missing terms are 21 and 13 since 13 is 8
more than the last term which is 5.
45-37=8 , 37-29=8 , 29-21=8 , 21-13=8 , 13-8=5
Answer: 45, 37, 29, 21, 13 ,5 1
Example #2
What are the missing terms in 6,8,12____, 26,_____?
Look closely at the difference of 6 and 8(8-6=2), 8 and12 (12-8=4). The difference is a
multiple of 2. The missing terms may be 18 and 36. Adding b6 to 12 becomes 18 and adding
8 to 18 becomes 26. Hence ,18 and 36bare the missing terms.
Answer: 6,8,12,18,26,36
33
Example #3
Find the missing term in this number sequence: 1,3,7, 15,____.
Get the difference of the consecutive terms. Take note that as the number increases, the
difference is multiplied by the common factor of each term which is
2.
1, 3, 7, 15, 31, 63
2 4 8 16 32
To find the missing terms,multiply the preceding difference by 2 and then add the product to
the current term to obtain the next term.
8x2 =16 16+15=31
16x2 = 32 32+31=63
The same process will be done to obtain the succeeding terms.
Example #4
Find the missing terms in the following situations below.
2 6 30 210 ?
1 2 8 48 ?
The numbers inside the squares are multiplied by odd numbers 3,5,7, and 9. Starting with
2x3=6, then 6x5=30, 30x7=210. 210x9=1890, So, the missing number in the last square is.
And the series of numbers inside the circles use even numbers 2,4,6,8, as factor. So, the
missing number inside the circle is (48x8).
Determines the missing term/s in a sequence of numbers (even or odd numbers, multiples of a
number and factors of a number) M4AL-llle-5
Directions/Instruction
Task 1: Find the missing terms in each of the following number sequence:
1. 23,25,27, ____, _____,33 6. 20,21, 23, ___, ____, 35

2. 32, 37, _____, ______, 52,57 7. 3,5,9, ____, ____, 33
3. 85, _____, 77, 73, _____, 65 8. 4, 8, 16, _____, _____, 128
4. 64, 57, ____, 43, _____, 29 9. 1,4,16,64,____, ____
5. 1,2,4, _____, 11, ____ 10. 160, 80, 40, ____, ____, 5
34
Task 2: Fill in the missing terms in the given number sequences:
1. 33, 35, ____, 39, ____,43

2. 41, ___, 51, 56, ____, 66
3. 77, 74, _____, 68, ____, 62
4. 6, 7, 9, _____, 16, _____, 27
5. 25, 24,____, 19, ______, 10
Task 3: Find in the missing terms in the given number sequences.
1. 45, 46, ___, 48, ____, 50

2. 67, ___, 65, ___, 63, ___
3. 2, 7, ___, ___, 22, 27
4. 35, 38, ___, 44, ___, 50
5. 51,46, 41, ___, ___, 26
384 1890
6. 73, 67, 61, ___, 49, ___, 37
7. 27, 31, ___, 39, ___, 47, 51
8. 22,25, 28, 31, ___, ___, 40
9. 15, 20, 25, 30, ___, ___,45
10. 10, 12, 14, 16, ___, ___, 22
Task 4: Read and analyze carefully.
X= 10 O= 18 N=22 I = 35 T= 7
What poisonous substance is produced by metabolic activities of certain organisms,
including bacteria, insects, and plants which may cause serious harm or death? Form the
word by finding the missing term in the following sequence. Use the clues inside the box.
35
Answer Letter
1. 5, ___, 11, 17, 25 _____ ____

2. 2, 3, 6, 11, ___, 27 _____ ____
3.
2 4 3 6 4 8 6 _____ ____
?
5
4. ___, 26, 19, 14, 11, 10 _____ _____

5. 50, 40, 32, 26, ___, 20 _____ _____
Task 5: Want to know the word? This term pertains to a modern building, especially city
offices or apartments, which are extremely tall. Find the missing terms in the following
sequences using the clues inside the bank and write your answer inside the boxes.
3 6 9
? 4 6
P=7 A= 2 R= 28 K= 45 Y= 40
S= 16 C= 77 R= 8 E=5
1. 2, 4, 8, ___, 32, 64 6. 2, 4, 6, ___,10,12

2. 1, 12, 23, 34, ___, 56 7.
3. 8,16, 24, 32, ___, 48 8. 2, __12, 17, 22, 27
4. 1, 4, 9, ___, 25 9. 3, ___, 9, 15, 23, 33
5. 80, ___, 74, 71, 68, 65 10. 42, 35___, 21, 14, 7
Item No. 1 2 3 4 5 6 7 8 9 10
Answer
Letter
36
Reflection:

I learned that _______________________________________________________________
_____________________________________________________________________
___________________________________________________________________________
I want to learn more on ______________________________________________________
___________________________________________________________________________
___________________________________________________________________________
References
Mathematics learner’s material, pages 168-170

Mathematics teacher’s guide, 223-226
Number Smart Quest for Mastery
Answer Key:
Prepared by:
MILDRED C. PAGUIRIGAN
Writer
37
MATHEMATICS 4
Name of Learner ___________________________ Grade Level________
Section____________________________________ Score _____________

FINDING THE MISSING NUMBER IN AN EQUATION INVOLVING
PROPERTIES OF OPERATIONS
➢ An equation is a mathematical sentence that states the equality of two expressions

separated by an equal sign.
➢ The Properties of Operations help us find the missing numbers in an equation.
➢ We can evaluate an equation by performing the operations in each expression.
Example #1:
Gigie is tasked to find the missing numbers in the following equations. She had
already tried to find the missing numbers for almost an hour but still she cannot
find it. Let’s help Gigie find the missing numbers.
1. 22 + 20 + 33 = 33 + 22 ________
2. 4 x ( 15 + 20 = ( ____ x 15 ) + ( 4 x ____ )
3. 8 x 7 = __ x 8
Answers:
1. 22 + 20 + 33 = 33 + 22 + 20
2. 4 x ( 15 + 20 ) = 4 x 15) + 4 x 20
3. 8x7= 7 x 8
38
Example #2
A. (10X2) +(10X5) = ___X ( ___+5)

B. (40+5) + ( ___+15) = (40+30)
Look at this equation. Can you give the missing numbers? Let’s give it a try.
In the first equation, you will use the Distributive Property of Multiplication over addition:
A. 10 X (2 + 5 ) = ( 10X 2) + (10 X 5)
10 X 7 = 20 + 50
70 = 70
B. In the second equation, you will use the Commutative Property and Associative
Property of addition
( 40 + 5 ) + ( 30 + 15 ) = ( 5 + 15 ) + ( 40 + 30 )
45 + 45 = 20 + 70
90 = 90
Finds the missing number in an equation involving properties of operations

M4AL-llle-13
Task 1: Give the missing numbers in the equations below.
1. 6 x ____ = 5 x 6
2. ( 9 x ___ ) x 4 = ___ x ( 2 x 4 )
3. 17 + ___ = 19 + 17
4. (13 + 6 ) + 7 = 13 + ( ___ + ___ )
5. 0 + 6 = ___ + 0
Task 2: Write the missing number.
1. 7 + ( 5 + 6 ) = ( 7 + 5 ) + 6 4. ( 9+ 7) +20 = 9 + (7 + 20)
7 + ____ = _____ + 6 ____+ 20 = 9 + _____
______ = _____ ______ = ______
2. 15+ ( 10 + 3 ) = ( 15 + 10) + 3
15 + ______ = ______ + 3 5. 9 x ( 3 + 5 ) = ( 9 x 3 ) + ( __ x 5 )
______ = ______ 9 x ____ = 27 + _______
____ = ______
39
3. 6 x ( 5 + 10 ) = ( 6 x 5 ) + ( 6 x 10 )
6 x ______ = _____ + 60
______ = _______
Task 3: Find the missing number in each equation below.
1. 4 x ____ = 8 x 4
2. ( 10 x 2 ) x 5 = 10 x ( 5 x _____ )
3. 7 x ( 3 + 5 ) = ( ___ x 3 ) + ( ____ x 5)
4. ( 15 + 21 ) + ( 5 + 29 ) = ( 15 + ___ ) + ( 21 + 29
5. ( 0 + 15 ) + ( 15 x 1 ) = ( 30 + ____ )
Task 4: Use the properties to make the following equations true by filling the
missing numbers.
1. ___ x ( 4 + 8 ) = ( 2 x ____ ) + ( 2 x ____ )
2. 6 + 10 + 12 + 24 = ( ___ + ____ + ( 6 + 24 )
3. (7x1)+0 = _____ x ( 1 + ____ )
4. 12 x _____ = _____ x 15
5. _____ + 240 = 460 + _____
Task 5: Give the property used in each equation. Then, write the missing
numbers.
Property used
1. ( 6 + 12 ) + ( 5 + 7 ) = ( 5 + _____ ) + ( _____ + 12 ) : _______________
2. ( 7 x 6 ) x 5 = _____ ( 6 x _____ ) : ________________
3. 20 + _____ = 40 + _____ : _______________
4. 24 + ( 36 + 50 ) = ( _____ + _____ ) + 50 : _______________
5. 7 x ( 10 + 5 ) = ( _____ x 10 ) + ( 7 x _____ ) : ________________
40
Reflection:
I learned that __________________________________________________________

_________________________________________________________________________
_______________________________________________________________
I want to learn more on__________________________________________________
_________________________________________________________________________
_______________________________________________________________
References for learners:
Teacher’s Guide Mathematics Grade 4, pages 226-229

Most Essential Learning Competency
Mathematics LM, pages 171-172
Lesson Guide in Elementary Mathematics Grade 4,
Answer Key:
Task 1: Give the missing numbers in the equations below.
1. 6 x _5_ = 5 x 6
2. (9x2)x4=9 x (2x4)
3. 17 + 19 = 19 + 17
4. (13 + 6 ) + 7 = 13 + ( _7__ + _6_ )
5. 0 + 6 = _6__ + 0
Task 2: Write the missing number in each equations.
1. 7 + ( 5 + 6 ) = ( 7 + 5 ) + 6 4. ( 9+ 7) +20 = 9 + (7 + 20)
7 + _11_ = __12_ + 6 _16_+ 20 = 9 + _27_
__18_ = __18___ ___36 = _36
2. 15+ ( 10 + 3 ) = ( 15 + 10) + 3
15 + 13 = _25_+ 3 5. 9 x ( 3 + 5 ) = ( 9 x 3 ) + ( _9_ x 5 )
__28_ = ___28_ 9 x _8_ = 27 + _45___
72 = _72_
3. 6 x ( 5 + 10 ) = ( 6 x 5 ) + ( 6 x 10 )
6 x _15_ = ___30__ + 60
__90__ = ___90_
41
Task 3: Find the missing number in each equation below.
1. 4 x __8_ = 8 x 4
2. ( 10 x 2 ) x 5 = 10 x ( 5 x __2___ )
3. 7 x ( 3 + 5 ) = ( __7_ x 3 ) + ( _7___ x 5)
4. ( 15 + 21 ) + ( 5 + 29 ) = ( 15 + __5_ ) + ( 21 + 29
5. ( 0 + 15 ) + ( 15 x 1 ) = ( 30 + __0__ )
Task 4: Use the properties to make the following equations true by filling the
missing numbers.
1. __2_ x ( 4 + 8 ) = ( 2 x _4___ ) + ( 2 x __8__ )
2. 6 + 10 + 12 + 24 = ( _10__ + __12__ + ( 6 + 24 )
3. (7x1)+0 = ___7__ x ( 1 + __0__ )
4. 12 x __15___ = __15___ x 12
5. __460___ + 240 = 460 + __240___
Task 5: Give the property used in each equation. Then, write the missing
numbers.
Property used
1. ( 6 + 12 ) + ( 5 + 7 ) = ( 5 + _6_ ) + ( _7__ + 12 ) : _Associative

2. ( 7 x 6 ) x 5 = __7___ ( 6 x _5____ ) : _Distributive
3. 20 + __40___ = 40 + __20___ : _Commutative
4. 24 + ( 36 + 50 ) = ( __24_ + _36_ ) + 50 : _Associative
5. 7 x ( 10 + 5 ) = ( _7_ x 10 ) + ( 7 x _5 ) : _Distributive
Prepared by:
MILDRED C. PAGUIRIGAN
Writer
42
MATHEMATICS 4
Name of Learner: _______________________ Grade Level: _______

Section: _______________________________ Date: _____________

FINDING ELAPSED TIME
Read and understand the situation below.
Uncle Jay started

grazing his carabao at 5:30 in
the morning. If he finished Draw a picture of an adult man grazing
grazing his carabao at 6:25 in carabao.
the morning, how long did
Uncle Jay graze his carabao?
How will you solve the problem?

You can use a number line to solve for the answer.
5:30 6:00 6:25

Started grazing Finished grazing
You notice that from 5:30 to 6:25 is 55 minutes.

You can also subtract to find the answer:
6:25 5:60 + 25 Rename1 hour as 60 minutes.

6:25 6:85 Add 60 and 25 minutes.
- 5:30 5:30 Subtract.
0:55
So, Uncle Jay grazed his carabao for 55 minutes. The length of time that Uncle Jay
spent grazing his carabao is called elapsed time.
Can you think of other ways to solve the answer to the problem?
43
Learning Competency
Finds the elapsed time in minutes and seconds. M4ME-IIIf-11, (Q3, W6-1)
Directions and Instructions
Task 1: Find the elapsed time shown by each number line.
1.
0 sec 5 sec 30 sec 45 sec 50 sec
Time started: Time ended
10
2.
0 sec 10 sec 50 sec
Time started Time ended
3.
5:35 PM 6:15 PM
Time started:
Time ended
55:35
Task 2: Complete the table by filling in the elapsed time.
Start Time End Time Elapsed Time

1. 0:01:20 0:01:40
2. 0:05:35 0:05:59
3. 0:07:10 0:07:51
4. 2:02 p.m. 2:51 p.m.
5. 3:55 p.m. 4:30 p.m.
6. 8:54 a.m. 9:15 a.m.
7. 10: 45 a.m. 11:30 a.m.
Task 3: Complete the table by filling in the elapsed time.
Plane Flight Schedule

Departure Arrival Elapsed time
Manila 6:30 a.m. Cauayan City 7:40 a.m.
Cauayan City 7:50 a.m. Palanan 8:20 a.m.
Tuguegarao City 3:25 p.m. Basco, Batanes 4:35 p.m.
Manila 6:10 a.m. Tuguegarao City 8:29 a.m.
Palanan 1:45 p.m. Tuguegarao City 2:15 p.m.
How long is the flight from ___?
1. Manila to Cauayan City? ________

2. Cauayan City to Palanan? ________
44
3. Basco, Batanes to Tuguegarao City?
4. Manila to Tuguegarao City?
5. Tuguegarao City to Palanan? _________
Task 4: Read and solve each problem. Write your answer on the space provided.
1. Miko began answering his Math module at 10:35 a.m. and finished at 11:05 a.m. How
long did it take him to answer?
2. Loisa left home at 7:05 a.m. and arrived at school at 7:25 a.m. How long did she
travel?
3. Tina and Chino started cleaning their bedroom at 7:35 in the morning. If they finished
cleaning at 8:40 in the morning, how long did Tina and Chino clean their bedroom?
4. Mona started traveling from Barangay Batong Labang at 3:55 in the afternoon and
arrived at Barangay Rang-Ayan at 4:15 in the afternoon. How long did she travel
from Batong Labang to Rang-Ayan?
Reflection:
I learned that __________________________________________________________

_________________________________________________________________________
_______________________________________________________________
____________________________________________________________________
____________________________________________________________________
Reference(s)
Tabilang, A. R., Arce, I. B., Pascua, R. V., Calayag, N. P., Dacuba, L. P., Borais,
D. B., Buemia, R. B., Collao, M. T., Morandante, L. G., Danao, A. B., Gonzaga, L. N.,
Briones, I. A. & Daganta, J. D. (2015). Mathematics – Grade 4: Learners Manual (1st
Edition). Lexicon Press Inc.
45
Answer Key
Task 2
Task 1 1. 20 seconds
1. 45 seconds 2. 24 seconds
2. 40 seconds 3. 41 seconds
3. 40 minutes 4. 49 minutes
5. 35 minutes
6. 21 minutes
7. 45 minutes
Task 3 Task 4
5.30 minutes
Prepared by
JAYMAR B. PREJILLANA
Writer
46
MATHEMATICS 4
(Quarter 3, Week 6)
Name of Learners: ___________________________ Grade: ___________

Section: _______________________ Date: ____________

ESTIMATES THE DURATION OF TIME IN MINUTES
In this Worksheet you will learn how to estimate the duration of time in minutes. To
estimate the elapsed time, round the minutes in the time ended and time started to tens. Then,
find the difference.
Let’s try to solve the problem:
James jogs everyday around the park. This morning, he started jogging at 6:15 am and
ended at 6:47 am. About how long did he jog this morning?
What is being asked in the problem?
Will you compute for the exact time that James spent in jogging?
What will you do then?
Estimate the amount of time spent by James in jogging.
How will you do it? Round the times in minutes.
Study this.
Actual Times Estimated Times
6:47 6:50
-6:15 -6:20
Subtract the rounded
0:32 0:30
times
Therefore: James jogged for about 30 minutes.
Try to round the actual elapsed time. Is the answer reasonable?
47
Estimates the duration of time in minutes. M4MEIIIf-12, (Quarter 3, Week 62)
Directions: Read the problem below. Complete the table by filling in the estimated and
actual elapsed time.
Exercise 1
Five boys decided to go the market using their bicycle. They recorded their travel
time using the time table below. Complete the table by filling in the estimated and actual
elapsed time.
Actual
Estimated
Name Time Started Time Ended Elapsed
Elapsed Time
Time
Arman 7:07 a.m. 7:39 a.m.
Manny 7:16 a.m. 7:38 a.m.
Joel 7:08 a.m. 7:49 a.m.
Mark 7:24 a.m. 7:35 a.m.
Ryan 7:33 a.m. 7:44 a.m.
Exercise 2
Find the estimated and actual elapsed times in each situation below.
1. The Mariano family arrived in Sta. Victoria at 10:35 in the morning. They left their
house at 10:04 a.m.
Estimated elapsed time: __________ Actual elapsed time: __________
2. Cielo started eating her dinner at 6: 25 p.m. and finished eating at 7:03 p.m.
3. Section A of the Grade 4 class of Batong Labang elementary School started their tour
around Rizal Park at Centro Poblacion, 8:05 a.m. They were back to school at 8:58
a.m.
48
4. May and Roy started working on their project in Science after their classes in the
afternoon at 5:25 p.m. They finished their project at 6:10 p.m.
5. Marlon was called to the Principal’s Office at 3:32 p.m. He came back to his room at
3:55 p.m.
Exercise 3
Complete the table by filling in the estimated elapsed time.
Time started Time ended Estimated elapsed time
12:08 p.m. 12:45 p.m.
3:46 p.m. 3: 57
10: 07 a.m. 10:48 a.m.
8:05 a.m. 8:57 a.m.
5:12 p.m. 5:52 p.m.
Guide Questions
How do we estimate the elapsed time in minutes?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Reflection
I learned that __________________________________________________________
___________________________________________________________________________
_____________________________________________________________
____________________________________________________________________
____________________________________________________________________
49
References:
Teachers Guide in Grade IV page. 236-239, Learners Materials page 178-180
Answer Key
Exercise 1
Actual
Estimated
Name Time Started Time Ended Elapsed
Elapsed Time
Time
Arman 7:07 a.m. 7:39 a.m. 30 32
Manny 7:16 a.m. 7:38 a.m. 20 22
Joel 7:08 a.m. 7:49 a.m. 40 41
Mark 7:24 a.m. 7:35 a.m. 20 21
Ryan 7:33 a.m. 7:44 a.m. 10 11
Exercise 2
1. Estimated elapsed time: 30 Actual elapsed time: 31
Exercise 3
Time started Time ended Estimated elapsed time
12:08 p.m. 12:45 p.m. 40
3:46 p.m. 3: 57 10
10: 07 a.m. 10:48 a.m. 40
8:05 a.m. 8:57 a.m. 50
5:12 p.m. 5:52 p.m. 40
Prepared by:
MARIA CONSUELO M. ZIPAGAN

Writer
50
MATHEMATICS 4
(Quarter 3)
Name of Learner: ________________________ Grade Level: _______

Section: ________________________________ Date: _____________

SOLVING PROBLEMS INVOLVING ELAPSED TIME
Explore and Discover
Amado finished encoding his report in English at 8:15 p.m. If he

started at 7:20 p.m. how many minutes did he finish encoding?
How will you solve the problems?

Use these steps to solve the problems.
Steps Answers
Understand:
1. What is asked in the problem? The time Amado spent encoding
2. What are given? 8:15 p.m. (time ended)
7:20 p.m. (time started)
Steps Answers
Plan:
3. What operation will you use? Subtraction
4. What is the number sentence? 8:15 – 7: 20 = N
Solve:
5. How is the solution done? 8:15 7:75
-7: 20 7:20
Check and Look back:

6. What will you do to check if your Add the difference to the subtrahend.
answer is correct. 7:20
0:55
7:75
7:75 = 8:15
7. What is the answer to the problem? Amado spent 55 minutes encoding
Learning Competency
51
Solves Problems Involving Elapse Time M4ME-IIIg-13.
Directions and Instructions
Task 1: Check the following according to your understanding.
Activities Yes No
1. I read all the contents of the LAS.
2. I find the steps very easy to follow.
3. I know how to read a clock.
4. I can tell the difference between a.m. and p.m.
5. The steps are properly arranged.
6. I can give solution to problem solving.
7. I make use of scratch paper in solving word
problems.
8. I can finish all the tasks given in the LAS.
9. I can follow the instructions given.
10. I will double check my answer to see if it’s the
correct one.
Task 2: Choose the correct answer and put the letter of it on the space provided before the
number.
_______________1. Jack usually wakes up at 7 o’ çlock in the morning. Yesterday, he got up

53 minutes later than usual. What time did Jack wake up?
a.7: 52 c. 7:54
b.7: 53 d. 7:55
_______________2. Teresa cleaned the house at 8:00 in the morning. She finished at 10:00.
How long did Teresa clean the house?
a. 140 minutes c. 110 minutes
b. 105 minutes d. 120 minutes
_______________3. I took the test at 3:00 in the afternoon. I finished the test at 4:15. How
long did I take the test?
a. 1 hour and 15 minutes c. 1 hour and 30 minutes
b. 1 hour and 10 minutes d. 1 hour and 6 minutes
_______________4. The church service started at 9:00 in the morning. It ended after 2 hours.
What time did the Church service end?
a. 9 c. 10
b. 11 d. 12
_______________5. The concert started at 8:30 in the evening. It ended after 3 and a half
hours. What time did the concert end?
a. 11:14 c. 11:25
b. 11:15 d. 11:30
52
Task 3: Read each statement first and solve the problem through completing the table
below.
Maureen started her homework at 7:20 p.m. She finished it at 8:05

p.m. How long did she take to do the homework?
Question Answer
1.What is asked in the problem?
2. What are given?
3.What operation will you use?
4.What is the number sentence?
5. What is the answer to the problem?
A chess game started at 10:20 a.m. and ended at 12:30 p.m. How long
did the game last?
Question Answer
1.What is asked in the problem?
2. What are given?
3.What operation will you use?
4.What is the number sentence?
5. What is the answer to the problem?
Reflection
I learned that ________________________________________________________________

_________________________________________________________________________
_________________________________________________________________________
I want to learn more on________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Congratulations! You did it! Job well done!
53
References
Tabilang, A. R., Arce, I. B., Pascua, R. V., Calayag, N. P., Dacuba, L. P., Borais, D. B., Buemia,
R. B., Collao, M. T., Morandante, L. G., Danao, A. B., Gonzaga, L. N., Briones, I. A.
& Daganta, J. D. (2015). Mathematics – Grade 4 : Learners Manual (1st Edition).
Lexicon Press inc.
Answer Key
Task 1
Task 1 is a self-asses, it’s all right to answer No.
Task 2
1. B 2. D 3. A 4. B 5. D
Task 3
Question Answer
1.What is asked in the problem? How long did Maureen do her homework
2. What are given? 7:20 p.m. 8:05 pm
3.What operation will you use? Subtract
4.What is the number sentence? 8:05 – 7:20 = N
5. What is the answer to the problem? 85 Minutes or 1 hour and 25 minutes
Question Answer
1.What is asked in the problem? How long did the game last
2. What are given? 10:20 12:30
3.What operation will you use? Subtract
4.What is the number sentence? 12:30 -10:20 =N
5. What is the answer to the problem? 2 hours and 10 minutes
Prepared by :
GEREMI ALLAUIGAN
Writer
54
MATHEMATICS 4
Name of Learner: _____________________________ Grade Level: _______

School: ____________________________________ Date: _____________

VISUALIZING THE PERIMETER OF ANY GIVEN PLANE FIGURES
Plane Figures are closed figures. Plane figures with 3 sides are called triangles. Those with 4
figures are called quadrilaterals, those without sides are called circles.
A perimeter is the sum of the length of the sides of a polygon. A perimeter is the distance
around a polygon. To find the perimeter of a triangle, just add the 3 sides. To find the
perimeter of a quadrilaterals, Add the length and the width.
Let’s take a look of this example of finding the perimeter of the given figures:
Figure Name Formula in finding its P= Perimeter

perimeter
Triangle P= side + side +side P= 5cm+ 5cm+5cm
5 cm 5cm P= 15cm
5 cm
Side = 5cm Square P= side x 4 P= 5cm X 4
P= 20cm
Length- 7cm Rectangle P = length + length+ P=

width + width 7cm+7cm+2cm+2cm
Width= 2cm
Or = (2 x l) + (2 x w) P= 18cm
Or= (2x7)+ (2x2)
55
P= 14+ 4
P= 18cm
a= 5cm Trapezoid P=a+b+c+d P=5cm+3cm+3cm+7cm
b= 3cm c=3cm P= 18cm
d=7cm
12 cm Parallelogram P= a+a+b+b P= 12cm + 12 cm + 3

cm + 3 cm
=(2 x a) + (2 x b)
P= 30 cm
3cm 3 cm
12 cm
Visualizes the perimeter of any given plane figure in different situations. M4ME-IIIg-48
Exercise 1.
Use a ruler to draw the following figures with the given measurements.
1. Draw a square. All side measures 8 cm.

2. Draw a rectangle. Its length measures 10 cm and its width is 4cm.
3. Draw a rectangle. Its length measures 15 cm and its width is 8 cm.
4. Draw a parallelogram. Its length measures 14 cm and its width is 7 cm.
5. Draw a triangle. Its three side measures 9 cm.
56
Exercise 2
Compute for the perimeter of the given figure below in centimeters. The first one is
done for you.
10 cm
1. 2. 3.
10 cm
10 cm
15 cm
10 cm
30 cm
40 cm
4. 12 cm
18 cm 5.
18 cm
28 cm
1. P= s + s + s
= 15 cm + 45 cm + 40 cm
= 100 cm
Exercise 3. Read the following and do the given tasks.
1. Mang Aldo gave a box of apples to his grandchild. The box measures 10cm long and
15 cm wide. Draw the box with the exact measurement given.
2. James’s mother bought a neckerchief with 15 cm in each2 equal sides and the other
side is 20 cm . Draw the neckerchief and compute for its perimeter.
3. A rectangular lot is to be planted with eggplant. The two sides of the lot measures 60
cm. And the two other sides are 30 cm. Draw the lot.
57
Reflection
I learned that ________________________________________________________________

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Answer Key
Exercise 1.
7cm 7cm
14cm
58
Exercise 2.
2. P = 20cm + 20 cm + 30 cm
= 70 cm
3. P = 10cm + 10 cm + 10cm + 10 m
= 40 cm
4. P = 12 cm + 18 cm + 18 cm + 28 cm
= 76 cm
5. P = 22 cm + 22 cm + 22 cm + 22 cm
=88 cm
Reflection
I learned that ________________________________________________________________

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
References for Learners
LM - Mathematics for a Better Life pp. 218 – 219

TG – Mathematics 4 pp. 243 - 247
Prepared by:
Mercedita C. Eugenio
Writer
59
MATHEMATICS 4
Name of Learner: _____________________ Grade Level: ________
Section: _____________________________ Date: ______________

MEASURING THE PERIMETER OF ANY GIVEN FIGURE USING APPROPRIATE
TOOLS
The perimeter of a closed figure is the distance around the figure. To find the perimeter of
a polygon get the sum of the lengths or measurements of its sides.
Figure Name Formula in finding its perimeter
Triangle P = S + S+ S
Square P=S×4
Rectangle P=l+l+w+w
=(2xl)+(2xw)
Trapezoid P=a+b+c+d
Parallelogram P=a+b+c+d
=(2xa)+(2xb)
60
EXERCISE 1. Use a ruler to measure the perimeter of the handkerchief, picture frame, and
the neckerchief
A. Handkerchief
B. Picture frame
C. Neckerchief
61
Expected answers:
A. Handkerchief 5 cm
5 cm 5 cm
5 cm
➢ The perimeter of the handkerchief is 20 cm.

B. Picture frame 6 cm
8 cm 8 cm
6 cm
➢ The perimeter of the picture frame is 28 cm.

C. Neckerchief
6 cm 6 cm
10 cm
➢ The perimeter of the neckerchief is 22 cm.
62
Measuring the perimeter of any given figure using appropriate tools. M4ME-lllh-49
Directions
Activity 1. Use a ruler to find the perimeter in cm of the following figures.
1.
2.
3.
4.
63
5.
Activity 2. 2. Follow the directions.

1. Draw a rectangle.
2. Measure its sides. Then, write the measurements on its corresponding sides.
3. Write a formula to find the perimeter of the figure you drew.
4. Find the perimeter
Reflection
I learned that ________________________________________________________________

_________________________________________________________________________
_________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
References
Mathematics 4 (Teacher’s Guide) Pages 243-247

Mathematics for a Better Life 4 (Textbook) Pages 218-219
Answer Key
Activity 1. Use a ruler to find the perimeter in cm of the following figures
1. 24 cm
2. 19 cm
3. 20 cm
4. 24 cm
5. 34 cm
Prepared by:
ROWENA P. EUGENIO
Name of Writer
64
MATHEMATICS 4
Name of Learner: ________________________ Grade Level: ___________

Section: _______________________ Date: _________________

FINDING THE PERIMETER OF TRIANGLES, SQUARES,
RECTANGLES, PARALLELOGRAMS, AND TRAPEZOIDS.
Background Information for the learner.
Read and understand.

To find the perimeter of the plane figures add the measurement of all the sides.
Study the examples:
5cm 5cm Add the measurement of the three sides.
Perimeter = side + side + side
6cm P=s+s+s
P = 5cm + 5cm + 6cm
P = 16cm
10cm Perimeter = side + side + side + side
4cm 4cm P = s + s + s + s/ P= 2(s) + 2(s)
P = 10cm + 10cm + 4cm + 4cm
10cm P=2 x (10cm) + 2 x (4cm)

P = 28cm P= 20cm + 8cm
P=28cm
65
5cm All the sides of the square are equal. The perimeter
of the square is four times the length of each side.
5cm 5cm P = 4 ( s ) /P=s+s+s+s
P = 4 ( 5cm ) / 4 x 5cm
5cm P = 20 cm
8cm Perimeter = side + side + side + side
6cm 6cm P = s + s + s + s / P=2(s) + 2(s)
P = 8cm + 8cm + 6cm + 6cm/P=2(8cm) + 2 (6cm)
8cm P = 28cm P=16cm + 12cm
P=28cm
7cm Perimeter = side + side + side = side
3cm 3cm P= s+s +s+s
6cm P = 7cm + 6cm + 3cm + 3cm
P = 19cm
Learning Competency
Finds the perimeter of triangles, squares, rectangles, parallelograms, and trapezoids. M4ME-
IIIi-51
Directions/Instructions:
A. Find the perimeter of the following squares.
3cm 6cm 2.5cm

1. 3cm 3cm 2. 3.
6cm 6cm 2.5cm 2.5cm
3cm
2.5cm
6cm
66
9cm
12cm
4. 5.
9cm 9 cm
12cm 12cm
9cm
12cm
B. Match the perimeter of the following triangles. Write the letter of the correct answer on the
line before the number.
5cm
__ 1. __2. __3.
11cm 11cm 14cm 18cm 5.6cm 5.6cm
2.5cm
10cm
__4. __5.
3.3cm 7cm 7cm

3.5cm
4.1cm 6cm
a. 16.2cm b. 24.5 c. 24.8cm d. 10.7cm e. 45cm f. 38cm
67
C. Solve for the perimeter of the following rectangles.
1. 11cm 2.
9cm
7.2cm 7.2cm 4.4cm 4.4cm
4cm
9cm
11cm
15cm
3.
6cm 6cm
15cm
5. 8.5cm
4. 18cm
6.8cm 6.8cm
17.3cm
17.3cm
18cm
8.5cm
68
D. Find the perimeter of the following parallelogram.
1. 5.3cm 2. 4.7cm
4.9cm 64.9c
m
22cm 22cm
4.7cm
5.3cm
3. 6.8cm 17cm
4.
3.9cm 3.9cm
4cm 4cm
6.8cm 17cm
5.
14.9 cm
6.3cm 6.3 cm
14.9cm
69
E. Find the perimeter of the following trapezoids.
1. 5cm
2. 3cm
12cm 12cm
10.5cm 10.5cm 3. 7cm
7.3 7.3cm 7.3cm

9cm
5cm
8.5cm
4. 14cm
5. 19cm
8cm 8cm 6cm 6cm
18cm 24cm
F. Read the problem and solve.
1. Mang Berting have a rice land. The rice land is 85 meters wide and 125 meters long.
What is the perimeter of Rice land?
2. Grace’s bag is a square. Each side measures 14 inches. What is the perimeter of her
bag?
Reflection
I learned that ________________________________________________________________

_________________________________________________________________________
_________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
70
References:
New Look in Mathematics 5 pp.273-275
New Look in Mathematics 6 pp.271-274
Teachers Guide pp. 302-309
Answer Key
A B C D E F
1. 12cm 1. 24.5cm 1. 36.4cm 1. 54.6cm 1. 38cm 1. 420 meters
2. 24cm 2. 38cm 2. 26.8cm 2. 19.2cm 2. 29cm 2. 56 inches
3. 10cm 3. 15cm 3. 42cm 3. 21.8cm 3. 29.8cm
4. 36cm 4. 10.7cm 4. 49.6cm 4. 41.8cm 4. 48cm
5. 48cm 5. 24.8cm 5. 51.6cm 5. 42.4cm 5. 55cm
Prepared by:
ROVELINE R. PASCUAL
Writer
71
MATHEMATICS 4
Name of Learner: ______________________________ Grade Level: ______
Section: _____________________________ Date: ____________
SOLVING ROUTINE AND NON-ROUTINE PROBLEMS IN REAL-
LIFE SITUATIONS INVOLVING PERIMETER OF SQUARES AND
RECTANGLES, TRIANGLES, PARALLELOGRAMS, AND
TRAPEZOIDS.
You have learned in your previous lesson that Perimeter is the distance around a figure,
or in other words, the sum of all the sides of a polygon.
Let’s explore and discover how to solve problems involving perimeter! Study the
examples below.
1. Mr. Claro bought a square television with one side measuring 21 in. What is the
perimeter of the square television?
Here are some tips on how to solve math problems:
a. Understand the problem. Ask yourself, what is asked in the problem?

What are the given?
b. Plan how to solve the problem. Think of what strategy you will use to
solve the problem. You can draw the figure if necessary. What operation
will you use? What will be the number sentence or equation?
c. Solve the problem. Apply the equation. Solve it using the given.
d. Check and look back. What is the answer to the problem? Check if your
answer is correct.
Let’s solve the problem following the steps.
a. What is asked? The perimeter of the square television.

What is given? The side of the square television which is 21 in.
b. Draw the figure.
21 in.
What operation will you use? Addition

What is the number sentence or equation? P = s + s + s +s, where P is
the Perimeter, and s is the side of the square.
72
c. Let us solve: P = s + s + s + s
P = 21 in + 21 in. + 21 in. + 21 in.
P = 84 in
d. What is the answer to the problem? The Perimeter of the square television is
84 in.
Let’s have another example:
2. Ms. Castillo has a garden in the shape of a trapezoid. She wants to put fence around it.
If the sides of the garden are 3 m, 6 m, 3 m, and 5 meters respectively, how long will
be the fence of the garden?
a. What is asked? The length of the fence to be used around the garden (Perimeter).
What is given? The sides of the garden which are 3m, 6m, 3m, and 5m.
b. Draw the figure. 5m
3m 3m
6m
What operation will you use? Addition

What is the number sentence or equation? P = 3m + 6m + 3m + 5m
c. Let us solve: P = 3m + 6m + 3m + 5m
P = 17m
d. What is the answer to the problem? The length of the fence around the garden is
17m.
3. A handkerchief measures 20 cm long and 15 cm wide. Beth wants to put a lace
around it. How many centimeters of lace will she buy to decorate its sides?
a. What is asked? How many centimeters of lace will beth buy to decorate her
handkerchief?
What is given? Length which is 20 cm and width which is 15 cm.
b. Draw the figure.
15 cm
20cm
What operation will you use? Addition and multiplication
What is the number sentence or equation? P = (2 x L) + (2 x W), where L is the
Length and W is the Width.
c. Solve the problem. P = (2 x L) + (2 x W)
P = (2 x 20 cm) + (2 x 15 cm)
P = 40 cm + 30 cm
P = 70 cm
d. What is the answer to the problem? The perimeter of the handkerchief is 70 cm,
therefore Beth will need to buy 70 cm of lace to decorate her handkerchief.
*The process of solving problems involving perimeter of a triangle and a parallelogram

goes the same with the examples above. Just remember that Perimeter is the distance around a
figure. So, just add the sides of the figure to get the perimeter.
73
Learning competency
Solves routine and non-routine problems in real-life situations involving perimeter of

squares and rectangles, triangles, parallelograms, and trapezoids. M4MEIIIi-52
Directions/instructions: Answer the following exercises below.
Exercise 1. Solve the following problems below, show your solutions. Answer it in a separate
sheet of paper.
1. The three sides of a triangle measure 26 cm, 35 cm, and 50 cm. What is the perimeter
of the triangle?
2. Angelica’s rectangular flower garden has a length of 14m and a width of 8 m. Find the
perimeter.
3. How many centimeters of ribbon will Maria need to decorate the sides of a bed sheet
which measures 150 cm by 75 cm?
4. Arjay enclosed a vegetable garden with a fence. The four sides of the garden measure
9 m, 13 m, 12 m, and 15 meters respectively. How long is the fence?
5. Princess has an illustration board which is parallelogram in shape. Its length is 15 cm,
and its slanting side is 6 cm. She needs to put a lace around it as a decoration. How
many centimeters of lace does she need?
Exercise 2. Challenge yourself with more problems! Solve each problem and show your
solutions. Use a separate sheet for your answers.
1. Joseph jogs around a rectangular park which measures 110 m by 65m everyday. How
far is the distance will he cover if he goes around the park thrice?
2. A softball diamond is 20 meters long on each side. How many meters does a player run
if he makes 2 homeruns?
3. Julia has a square cartolina whose sides measure 48 inches each. She cuts the cartolina
into two equal rectangles. Find the perimeter of one piece of rectangle?
Reflection
I learned that ________________________________________________________________

_________________________________________________________________________
_________________________________________________________________________

___________________________________________________________________________
___________________________________________________________________________
74
References:
MELC
Mathematics Teacher’s Guide 4
Mathematics Learner’s Material 4 Pp.188-191
Answer Key:
Exercise 1. 1. The perimeter of the triangle is 111 cm.

2. The perimeter of the garden is 44 m.
3. The length of the ribbon needed is 450 cm.
4. The length of the fence is 49 m.
5. The length of the lace needed is 42 cm
Exercise 2. 1. Joseph will cover 1,050 m distance.
2. A player will run 160 m.
3. The perimeter of one rectangle is 144 in.
Prepared by:
LEMAR L. CLARO
Writer
75
MATHEMATICS 4
Name of learners: _____________________________ Level: __________
Section: _____________________________________ Date: ___________

DIFFERENTIATES PERIMETER FROM AREA
Background Information for learner
PERIMETER- is the distance around and outside of a shape. It is the total or sum of the lengths
of all sides of the polygon. It is measured in units (example: cm).
For figure whose shapes are rectangle and squares, we can choose a regular rule for formula
for finding the perimeter. The formula for finding the perimeter of a rectangular figure is:
P= 2L+ 2W
P stands for perimeter, L and W stands for the lengths of the side of the rectangle. L stands for
length and W stands for width.
L 7m
W W 3m 3m
L 7m
➢ To find the perimeter, add the length of all the sides and the result is the parameter.
P= 7m + 7m + 3m = 20m
AREA- is the number of square units covering a surface.
76
W
Study:
A.
1 Square Unit
➢ The measurement of the surface is called area. It is an expressed in square units.

➢ Look at the figure above. What is the area?
Solution 1
Count the number of square units inside the figure.
Solution 2
What is the width? 5
What is the length? 5
Area of square= S × S
5 × 5= 25 square units
B. Area of rectangle
4 Units If each side of the square unit is 1, then the

length of the figure is 4 and the width is 3 units.
Multiply the length by the width and we get the area.
Area of a rectangle= L × W = 4 × 3 = 12 square units
77
Differentiates the perimeter from area (Quarter 3, Week 9 M4ME- III- 53)
Exercise 1: Find the Area
1. 3 units 2. 5 units
4 Units
6 units
A= L × W A= L × W
= __ × __ = __ × __
= ____ = ____
3.
4.
3 Units
8 Units 2 units
A= L × W
= __ × __
= ____
3 Units
78
5. 5 units
3 Units
A= L × W 5 units
= __ × __
= ____
A= L × W
= __ ×__
= ____
Exercise 2: Find the Perimeter
1.
10 m 3. 7m
4m 4m
10 m
P= _______ 15m 15 m
2.
20 cm
20 cm
7m
P= _______ P= ________
79
4.
25 cm 5.
35 cm
25 cm 35 cm 35 cm
P=______ 35 cm
P=_________
Exercise 3: Find the perimeter and area of the rectangle.
1.
2.
80
3
4
5.
Reflection
I learned that _______________________________________________________________

_________________________________________________________________________
_________________________________________________________________________
I want to learn more on ______________________________________________________
_________________________________________________________________________
_________________________________________________________________________
81
References
Mathematics 4 Learner’s Material, p. 185

MELC p. 214
Math for Life 4, pp. 247-248
Mathematics for everyday life, pp. 211-214
Answer Key
Exercise 1: Exercise 2:
1. A= 12 square units 1. P = 28 cm
2. A= 30 square units 2. P= 80 cm
3. A = 24 square units 3. P= 44 m
4. A= 6 square units 4. P= 100 cm
5. A= 25 square units 5. P= 140 m
Exercise 3:
1. A= 14 square units
P= 18 units
P= 40 units
P= 36 units
P= 20 units
P= 12 units
Prepared by:
Grace M. Bernardino
Writer
82
MATHEMATICS 4
Name of Learner: _____________________ Grade Level: _______
Section: _____________________________ Score:_____________

CONVERTING SQUARE CENTIMETERS TO SQUARE METERS
AND VICE VERSA
To convert square centimeters to square meters and vice versa, we need to note that 1
square meter is equivalent to 10 000 square centimeters or
1 sq m = 10 000 sq cm. How do you get that? Start with the conversion from cm to m.
1 m = 100 cm
1 sq m means 1 m multiplied to 1 m or
1 sq m = 1m x 1m
Substitute the conversion factor for m to cm.
1 sq m = 1m x1 m
1 sq m = 100 cm x 100 cm
1 sq m = 10 000 sq cm
A. Converting Square Centimeter to Square Meters
Example 1.
Janitors are busy cleaning the playground of Rang-ayan Elementary School. If the
area of the school playground is 240 000 sq cm, what is its equivalent in square
meters?
To convert 240 000 sq cm to sq m, note that:
1 sq m = 10 000 sq cm
𝟏 𝐬𝐪 𝐦
240 000 sq cm = 240 000 sq cm x CHANGE
𝟏𝟎 𝟎𝟎𝟎 𝐬𝐪 𝐜𝐦
THE FONT COLOR BLUE TO BLACK
240 000 x 1 𝐬𝐪 𝐦 240 000 𝐬𝐪 𝐦
= =
𝟏𝟎 𝟎𝟎𝟎 𝟏𝟎 𝟎𝟎𝟎
= 24 sq m
83
Example 2.
650 000 sq cm = ________________ sq m

𝟏 𝐬𝐪 𝐦
650 000 sq cm = 650 000 sq cm x 𝟏𝟎 𝟎𝟎𝟎 𝐬𝐪 𝐜𝐦
650 000 x 1 𝐬𝐪 𝐦 650 000 𝐬𝐪 𝐦
= =
𝟏𝟎 𝟎𝟎𝟎 𝟏𝟎 𝟎𝟎𝟎
= 65 sq m
B. Converting Square Meter to Square Centimeters
Example 1.
Gina wanted to find out how many square centimeters are there in 5 sq m.
To convert 5 sq m to sq cm, note that:
1 sq m = 10 000 sq cm
𝟏𝟎 𝟎𝟎𝟎 𝐬𝐪 𝐜𝐦
5 sq m = 5 sq m x
𝟏 𝐬𝐪 𝐦
5 x 10 000 𝐬𝐪 𝐜𝐦 50 000 𝐬𝐪 𝐜𝐦
= =
𝟏 𝟏
= 50 000 sq cm
Example 2.
17 sq m = _________________ sq cm
𝟏𝟎 𝟎𝟎𝟎 𝐬𝐪 𝐜𝐦
17 sq m = 17 sq m x
𝟏 𝐬𝐪 𝐦
17 x 10 000 𝐬𝐪 𝐜𝐦 170 000 𝐬𝐪 𝐜𝐦
= =
𝟏 𝟏
= 170 000 sq cm

Converts square centimeters to square meters and vice versa. M4MEIIIj-54
84
Exercise 1.
A. Convert the following to square meters.
1. 80 000 sq cm = __________________ sq m
2. 140 000 sq cm = __________________ sq m
3. 120 000 sq cm = __________________ sq m
4. 570 000 sq cm = __________________ sq m
5. 170 000 sq cm = __________________ sq m
B. Convert the following to square centimeters.
1. 7 sq m = __________________ sq cm
2. 17 sq m = __________________ sq cm
3. 24 sq m = __________________ sq cm
4. 32 sq m = __________________ sq cm
5. 14 sq m = __________________ sq cm
Exercise 2.
Complete the table with the correct unit of square measure needed.
Area in Square Centimeters Area in Square Meters
70 000
60 000
540 000
Exercise 3.
Solve the following problems.
1. Your house has a floor area of 42 sq m. If you will clean your house, how many square
centimeters will you clean?
2. The grassy lawn of Mr. Balao measures 90 000 sq cm. What is the area of his lawn in
square meters?
3. What is 190 000 sq cm converted to sq m?
4. Lia has a long table in their living room with an area of 3 sq m. how many square
centimeters of cartolina does she need to completely cover the table?
5. A 6 sq m glass sliding door was broken. Dave will temporarily replace it with plywood.
6. How many square centimeters of plywood does he need?
85
Reflection
I learned that ________________________________________________________________

_________________________________________________________________________
_________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
References:
Mathematics 4 Learner’s Material
Mathematics 4 Teacher’s Guide
K to 12 Curriculum Guide
Answer Key
Exercise 1 Exercise 2
A. B. Area in Square Area in Square Meters
1. 8 1. 70 000 Centimeters
2. 14 2. 170 000
3. 12 3. 240 000 70 000 7
4. 57 4. 320 000
80 000 8
5. 17 5. 140 000
60 000 6
90 000 9
Exercise 3
540 000 54
1. 420 000 sq cm
2. 9 sq m
3. 19 sq cm
4. 30 000 sq cm
5. 60 000 sq cm
Prepared by:
YOLANDA B. ALLAM
Writer
86
87

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4

LEARNING ACTIVITY SHEETS

LEARNING ACTIVITY SHEET

Background information for Learners

A.1.Present these figures.

Identifying Parallel, Intersecting, and Perpendicular Lines

How many lines does each diagram below have?

Line A intersects with line C. They form intersecting lines.

Learning Competency with code

Exercise 1: Give 2 pairs of parallel lines.

Give 2 pairs of intersecting lines.

Give a pair of perpendicular lines.

1. How many lines are there in the figure?

1. Line AB and line CD are parallel lines.

1. Line EF and line GH are parallel lines.

1. Line AB and line CD are parallel lines.

Complete these statements:

I learned that ______________________________________________________

I want to learn more on _____________________________________________

References for learners

1. There are 4 lines in the figure.

1. Line AB and line CD are parallel lines.

2. Line EF and Line GF are perpendicular lines.

3. Line IJ and line KL are intersecting lines.

5. Line MN and line OP are intersecting lines.

LEARNING ACTIVITY SHEET

Background Information for Learners

Look at the hands of the clock.

An angle is measured in degrees ( ̊ ). Angles can be classified according to their

A right-angle measures 90̊. It forms a square corner.

Exercise 2. Draw the following angles.

Exercise 3. Encircle the angle being asked for.

_________ __________ _____________

I want to learn more on_____________________________________________________

LEARNING ACTIVITY SHEET

Background Information for Learners

Learning Competency with code

______1. Do all triangles have 3 equal sides and 3 angles?

____________1. I have _3_ sides. I am a triangle.

____________2. I have ___ angles. I am a _________.

____________3. I have ___ sides and __ angles. I am a

____________4. I have ___ angles. I am a __________.

____________5. I have__ sides and __ angles. I am a

Are the sides

I want to learn more on_____________________________________________________

Are the sides

Ruby Mae M. Castro

LEARNING ACTIVITY SHEET

Explore and Discover!

Triangles can be classified according to their angles

Triangles can classify according to their sides

Learning Competency with Code

Identifies and describes triangles according to sides and angles M4GE-IIIc-16

A. Identify the following triangles according to their angles:

B. Identify the following triangles according to their sides:

Answer the following questions:

2. How many equal sides does an equilateral triangle have?

3. What kind of angle does an acute triangle have?

4. What kind of angle does a right triangle have?

5. What kind of angle does an obtuse triangle have?

Apply your skills!

Name the triangle describe in each item:

1. It is a triangle which has a right angle.

_ _______

__________2. I have _ angles. I am a _________.

__________3. I have _ sides and __ angles. I am a

__________4. I have _ angles. I am a __________.

________5. I have sides and angles. I am a

Name: _______________ Grade Level:

Find the missing terms: 45,37,29 ?_,?, 5

What are the missing terms in 6,8,12, 26,_?

1. 23,25,27, __, _,33 6. 20,21, 23, _, ____, 35

1. 33, 35, , 39, ,43

1. 45, 46, _, 48, __, 50

1. 5, _, 11, 17, 25 _ __

4. _, 26, 19, 14, 11, 10 _ ___