e ey QUARTER 2 MathematicsRepublic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as acondition the payment of royatties. Borrowed materials (songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and the authors do not represent nor claim ownership over them. This module was carefully examined and revised in accordance with the standards prescribed by the DepEd Regional Office 44 and CLMD CALABARZON. All parts and sections of the module are assured not to have violated any tules stated in the Intellectual Property Rights for learning standards. The Editors PIVOT 4A CALABARZON Math G4PIVOT 4A Learner's Material Quarter 2 First Edition, 2020 Mathematics Grade 4 Job S. Zape, Jr. PIVOT 4A Instructional Design & Development Lead Romyr L. Lazo Content Creator & Writer Jhonathan 8. Cadavido & Romyr L. Lazo Internal Reviewer & Editor Ephraim L. Gibas & Sonny Bhoy Layout Artist & Illustrator John Albert A. Rico & Melanie Mae N. Moreno Graphic Artist & Cover Designer Ephraim L. Gibas IT & Logistics lores Published by: Department of Education Region IV-A CALABARZON Regional Director: Wilfredo E. Cabral Assistant Regional Director: Ruth L, Fuentes PIVOT 44 CALABARZON Math G4Guide in Using PIVOT 4A Learner’s Material For the Parents/Guardians This module aims to assist you, dear parents, guardians, or siblings of the learners, to understand how materials and activities are used in the new normal. It is designed to provide information, activities, and new learning that learners need to work on. Activities presented in this module are based on the Most Essential Learning Competencies (MELCs) in Mathematics as prescribed by the Department of Education. Further, this learning resource hopes to engage the learners in guided and independent learning activities at their own pace. Furthermore, this also aims to help learners acquire the essential 21st century skills while taking into consideration their needs and circumstances You are expected to assist the children in the tasks and ensure the learner’s mastery of the subject matter. Be reminded that learners have to answer alll the activities in their own notebook. For the Learners ‘The module is designed to suit your needs and interests using the IDEA instructional process. This will help you attain the prescribed grade- level knowledge, skills, attitude, and values at your own pace outside the normal classroom setting. ‘The module is composed of different types of activities that are arranged according to graduated levels of difficulty—from simple to complex. You are expected to : a, answer all activities on separate sheets of paper; b. accomplish the PIVOT Assessment Card for Learners on page 37 by providing the appropriate symbols that correspond to your personal assessment of your performance; and c. submit the outputs to your respective teachers on the time and date agreed upon. PIVOT 4A CALABARZON Math G4Parts of PIVOT 4A Learner’s Material K to 12 Delivery Process Descriptions ‘What I need to know Introduetion What is new ‘This part presents the MELC/s and the desired learning outcomes for the day or week, purpose of the lesson, core content and relevant samples. ‘This maximizes awareness of his/her own knowledge as regards content and skills required for the lesson. What I know What is in Development What is it This part presents activities, tasks and contents of value and interest to learner. This exposes him/her on what he/she knew, what he/she does not know and what he/she wants to know and learn. Most of the activities and tasks simply and directly revolve around the concepts of developing mastery of the target skills or MELC/s. What is more What I can do Engagement What else I can do In this part, the learner engages in various tasks and opportunities in building his/her knowledge, skills and attitude/values (KSAVs) to meaningfully connect his/her concepts after doing the tasks in the D part. This also exposes him/her to real life situations/tasks that shall: ignite his/ her interests to meet the expectation; make his/her performance satisfactory; and/or produce a product or performance which will help him/her fully understand the target skills and concepts . What I have learned Assimilation What I can achieve This part brings the learner to a process where he/she shall demonstrate ideas, interpretation, mindset or values and create pieces of information that will form part of his/her knowledge in reflecting, relating or using them effectively in any situation or context. Also, this part encourages him/her in creating conceptual structures giving him/her the avenue to integrate new and old learnings. ‘This module is a guide and a resource of information in understanding the Most Essential Learning Competencies (MELCs). Understanding the target contents and skills can be further enriched thru the K to 12 Learning Materials and other supplementary materials such as Worktexts and Textbooks provided by schools and/or Schools Division Offices, and thru other learning delivery modalities, including radio-based instruction (RBI) and TV-based instruction rv PIVOT 44 CALABARZON Math G4Identifying the Multiples and Factors of a Given Number up to 100 Lesson Getting a multiples of a number is look like skip counting with the same number. Multiples of a number, are the same numbers that are added repeatedly. Example, the multiples of 2 are 2,4,6,8,10. As you can see, its look like skip counting by 2s or repeating in adding by 2s. You can also easily get the multiples of a certain number by multiplying the number by another whole number. For example, you can get the multiples of 3 by multiplying 3 by 1,2,3,4,5 and so on, therefore the multiples of 3 are 3,6,9,12, 15 and so on. Factors are the numbers that when you multiply can give a larger number or a product. In every number, it has at least two factors, the number itself and one. However, some numbers have more than two factors, like 12. ‘The factors of 12 are 1 and 12, 2 and 6, and 3 and 4. Therefore, if you ask to list the factors of 12, you would write; 1, 2, 3, 4, and 6. Both multiples and factors are significant and prerequisite lesson before expanding and reducing fractions in lowest term and finding the patterns in a number. ‘Therefore this lesson will help you for your future lesson. This time, focus your attention on how to identify the factors and multiples of a given number up to 100. A. Multiples Look at the model blocks below. Try to analyze how you can get the multi ples of 4. When you multiply 4 by 1, 2, 3, and 4, you can get multiples of this EEE 1x4=4 2x4=8 3x4=12 4x 4-16 Therefore the multiples of 4 are 4, 8, 12, 16 and so on. How about 5, can you tell at least 10 multiples of these number? The multiples of 5 are 5, 10, 15, 20, 25, 30, 35, 40, 45, 50. You will notice, that this lesson is not new to you, since you have already learned how to skip counting from your previous grades. Now, you may proceed with your next topic. PIVOT 4A CALABARZON Math G4 6B. Factors How about identifying the factors of a number 4? Look at this example. 4 4 When you express number 4 as a product of two or more numbers, each of this counting JN JN number; 1, 2, and 4 are factors of 4. ix4 2x2 You will notice, that the number itself can be one of its factors. How about identifying the factors of a number like 16? In this example, you will noticed that 16 16 1 number 16 has two or more factors. These /\ JN JN are 1, 2, 4, 8 and 16 or the number it self. 1x162x8 4x4 Now that you already know how to identify the multiples and factors of a given number, try to do the following learning tasks below. Learning Task 1: Identify the multiples of the following number inside the box. Write your answer on your notebook. ae 1, 2 3, SMB 6, 7, 9, 10 29 2, 3, ammo, 8 9, [112 IRe 4 & 3, G, 6, 9, 10, 15, 16 1 2 4, OMEN NNiap—te, eas 3) 10 4, 6, 8, 12, “15.24, “48. 1)9 1,3, 4,9, 15, 18, 20,27 618 ‘1,2, 4, 9, 15, 18, 20, 27 2) 20 1, 2,4, 5, 10,20, 40,60 7)56 1, 2, 7, 8, 28, 20, 56, 60 3) 30 1, 2,3,5, 6, 10,1530 8)42 1, 2,3,6, 7,14, 21, 42 4) 45 1,3,5,9, 15, 20,35,45 9) 72 —-1,2,3,4,6,8,9,12, 18,24,36,72 4 1, 2,5, 8, 10, 15, 32,64 10)90 1,2, 3, 5, 6,10, 15,18, 30, 45 Learning Task 3: Write the first six multiples of each number in your notebook. 17 4) 10 8 5) 12 8 6) 15 Learning Task 4: Write the factors of each number in your notebook. 1) 20 4) 32 2) 24 5) 45 Ee peastu satus tubo Boe a HOSIBEEEEDBEDISECEE( (1) 7 PIVOT 4A CALABARZON Math G4Learning Task 5: Identify what is asked in each item below. Write your answer in your notebook. 1) What number I am if I’m between 21 and 31, a multiple of 4 and 7. 2) What number I am if 1 am a factor of 70 and I'm between 30 to 40. 3) What number I am if I am a factor of 90 but not a multiple of 6 and 9? I am greater than 10 but smaller than 20. 4) Iam an even number smaller than 48 but not greater than 30. I am multiples of 6 and a factor of 72. What number I am? 5) Lam odd number smaller than 56 but not greater than 28. I am multiples of 7 and has a factor of 7 We can find multiple of a given number by multiplying the number by another whole number other than 0. When you express a number as a product of two or more counting numbers, then each of these counting numbers is a factor of the given number. Learning Task 6: Write the letter of the correct answer. Write your answer in your notebook. 1) Which of the following is a factor of 96? A) 24 and 4 b) 12 and 8 c) 2 and 48 d) all of the above 2) Which of the following is NOT a multiple of 12? A) 24 b) 48 °) 73 d) 96 3) Which of the following is the factor of 35? A) 1,5,7,35 b) 1,2,5,7 ©) 1,3,5, 12 d) 1,5,9,12 4) Which of the following is the multiple of 5? A) 10,15,25,30 — b) 6,9,11,13 ©) 5,9,14,19 d) 5,12,24,35 5) 18 is a factor of 54 because it A) “is greater than” ©) “divides evenly” B) “is less than” d) multiples 6) 60 could not be a factor of 30 because it A) “is greater than” ©) “divides evenly” B) “is less than” d) multiples PIVOT 4A CALABARZON Math G4 8Differentiating Prime from Composite Numbers Lesson In the previous lesson, you have learned that there are numbers that can be expressed in two or more factors like 6. When numbers has two more factors and can be divided by exactly it is a composite numbers. For example, 6 is composite because it is a product of 2 x 3 in which both numbers are smaller than 6. However, those numbers with only two factors, 1 and the number itself is called prime numbers. These numbers cannot be divided exactly. For example, 7 is prime number because the only way to express it as a product of two numbers is 7 x 1. Both prime and composite numbers are important lesson for you to understand the prime factorization which will be the next lesson, After going through this lesson, you are expected to differentiate prime from composite numbers. Study the example below. Each number is expressed as a product of 2 or more factors. Find out which of the numbers is prime and composite num- bers. A) Prime Numbers You will notice that 3 has only two factors, 1 and 3 only. Three can be divided exactly by itself and 1. Therefore 3 is an example of prime I x 3. numbers. B) Composite Numbers In this example, you will noticed that 9 have 9 9 more than two factors. The factors of 9 are 1,3 and ie AN 9. Nine can be divided by exactly. Therefore 9 is an example of composite numbers. 3x3 1x9 . _ Observe the numbers in the table. Look directly to the numbers with colors. These numbers are examples of prime numbers. ‘They are counting numbers that are greater than 1 with only two factors, | and itself. Those numbers without colors are examples of composite numbers, These are the numbers greater than 1 with more than two factors. 4 is divisible by 4,1, and 2 6 is divisible by 6,1,2, and 3 8 is divisible by 1,2, and 4 9 PIVOT 4A CALABARZON Math G4Learning Task 1: Identify whether the following is a prime or a composite number. Write your answer on your notebook. 1) 23 6) 47 11) 65 2) 25 7) 53 12) 79 3) 15 8) 58 13) 92 4) 34 9) 67 14) 83 5) 43 10) 71 15) 74 Learning Task 2: Sclect the prime numbers inside the box. Write your answers on your notebook. 41 34 90 76 87 99 19 60 59 43 70 55 78 45 65¢575-ee9G) 220-21 03344 SB 4 OS Learning Task 3: Read the following questions. Write your answer in your notebook: 1) What is the largest 2-digit composite number divisible by 46? 2) What is the prime number immediately after 50? 3) What is the sum of all prime numbers between 30to 60? 4) What is the sum of all prime numbers between 70 to 80? 5) What is the product of prime numbers immediately before and after 50? 6) How many prime numbers can be found between 60 to 100? Learning Task 4: Solve the following. Write your answer in your notebook. 1) Sum of all prime numbers which is less than 20. 2) Sum of all the prime numbers between 50 to 70. 3) Sum of all the prime numbers that is greater than 70 but less than 80. 4) Product of prime numbers from 80 to 90. 5) What is the sum of x + y +z, if 13, x, 19, y, 29, z is ascending order of prime numbers. Number 1 is neither a prime nor a composite number. 1 is a special number. Prime numbers are numbers that cannot be divided exactly and has 2 factors only, while composite numbers can be divided exactly. It has more 2 factors. PIVOT 4A CALABARZON Math G4 10Writing a Given Number as Product of its Prime Factors Lesson In the previous lesson you have learned the difference between composite and prime numbers. This time, you will learn the prime factorization which can help for your future lesson about GCF and LCM. Prime Factorization is a method use to “break down” a given number into a product of prime numbers. This is also known as prime decomposition. If the number is expressed as a product of factors that are all prime numbers, the expression is called the prime factorization of the number. In the previous lesson, we have learned that the factors of 16 are 1, 2, 4, 8,16. Among of these factors, 2 which is a prime numbers and 2 is called prime factor of 16, After going through this lesson, you are expected to write a given number as a product of its prime factors. ‘The example below shows how a given number can be expressed as a product of prime factors. Observe how it was done. Express 16 as a product of prime factors. 16 16 You will noticed that th ey used “™ “sS different factors at the beginning but 2x8 4x 4 they got the same answer at the end fo e™ “~~. since the task is to express 16 as a A 2x4 2x22x2 prime factors. This means that you will a a not stop factoring until you got the 2 2x2 prime factors. ‘Therefore, the prime factorization of 16 is 2x 2x 2x 2or2* If a factors or prime factor appears many times in the factorization, you need to express using exponent or exponential form. The exponent of each prime tells how many times the prime number used as factors. How to Perform Prime Factorization Step 1: List down the first few prime numbers. Example: These are usually the prime numbers use in the 9 3 5 7, 11, 18, 17, 19 prime factorization ——S—s—i‘;éCt” Example: 7Q Step 2: Test the given number if it can be “™N. divided by 2 or divisible by the smallest prime 2x 36 number which is 2. If not, test it with the other NS prime numbers like 3,5 and so on. 2 2x18 ec eae If the given number divides by the prime number 2 2x9 2, divides it evenly, then express it as factors: see a na ‘Therefore the prime factorization of 72 is 2x 2x2x3x%3 or 2?x3? ll PIVOT 4A CALABARZON Math G4There are two common methods in performing prime factorization. These are Factor Tree, and Continuous Division. Look at the example below and see the difference between the 2 methods. Method 1: Factor Tree see 24 4x 6 a “NN O™ 4x6 2x22x3 So you need to continue factoring until you got all prime factors. 2 and 3 are both prime factors of 24, therefore you don’t need to factor anymore. 24 is factored into 4 x 6. You will noticed that neither 4 or 6 are not prime numbers. ‘The prime factorization of 24 is 2x 2x 2x3 or 27x 3 Method 2: Continuous Division Example: Find the prime factorization of 36. 2|36 Divide by the smallest prime factor. Then continue dividing by u 2|18 the next prime factor. Repeat the procedure until you get 1. 319 3 [3 Therefore the prime factorization of 36 is 2 x 2x 3x 3 or ire 2? x 3? Learning Task 1: Write the prime factorization of the following numbers using the factor tree. Write your answer in your notebook. 1) 18 1) 45 1) 82 1) 120 1) 72 a “™ a aa 3x6 5x9 4x8 6 x 20 8x9 Learning Task 2: Write the prime factorization of the following numbers using continues division. Write your answer in your notebook. 1) 2 3) 2| 40 5) 2| 64 H— 2) 2| 42 4) 3| 63 — PIVOT 4A CALABARZON Math G4 12Learning Task 3: Write the prime factorization of each number. Write your answer in your notebook. 1) 38 = 6) 93 2) 56 7) 58 3) 66 8) 81 4) 93 9) 78 5) 44= 10) 85 Learning Task 4: Find the composite number named in each prime factorization below. Write your answer in your notebook. 1)2x2x2x3x3 6) 2x2x3x7 =!7> 2)2x3x3x3 7)2x2x11 eee, 3)2x2x3x5 8)2x5x7 4)2x3x3x5 9) 2x2x5x7 5)2x2x3x3x5 -_s 10) 2x2x3x3x3 =__ Learning Task 5: Find the composite number named in each exponential form, Write your answer in your notebook. 1)2°x5 = 6) 2x5° 2)2°x 3° ora 1) 2x7 3) 2°x 3?x5 8) 2°x3 4) 2x3? 9) 2° x 3% 5) 2? x 23 10) 2° x 3° In writing a prime factorization of a composite number, use factor tree or continues division. Divide the composite number by the possible smallest prime number. If the factors are still composite, repeat or continue the process until it becomes equal to 1. Always write the final prime factors in exponential form. 13 PIVOT 4A CALABARZON Math G4Finding the Common Factors and Multiples, GCF and LCM Lesson In your previous lesson, you have learned how to find the factors and multiples of the given number as well as how to find the prime factorization using factor tree and continuous division. In this lesson, you will use those methods to find common factor, greatest common factor (GCF), least common multiples (LCM) and common multiples in the given numbers. ‘The common factors are those factors that are all common in the two or more numbers. The largest factor among those common factors will be the greatest common factor or GCF. The common multiples are those multiples that are common or the same in the given numbers. The smallest multiples among those common multiples will be the least common multiples or LCM. After going through this lesson, you are expected to find the common factors, greatest common factor, common multiples, and least common multiples. To understand this lesson well, read and analyze first the short problem below and observe how the idea of common factor and greatest common factor help solve the problem. Leo wants to cover a 30 cm by 40 cm cardboard of identical square paper. Can you help him to find the largest possible square to cover his cardboard? Using the block model in the right side, you can now consider that the initial step is to divide cach side into group of the same or equal lengths The idea of this step, is also the same in finding the common factors of 30 and 40. Observe how the concept of GCF applied in this problem. Method 1: Listing method The factors of 30 are 15, 30 The factors of 40 are 20, 40 Common Factors |_______ Greatest Common Factors 1,2, and 5 are common factors of both 30 and 40. The largest among the these factors is 5. Therefore the greatest common factor (GCF) of 30 and 40 is 10. Going back to the problem above, you now know that the side of the largest possible square is 10 em. ‘The model block, shows that the 30 by 40 cm cardboard of Leo can be covered of 12 100m squares with 10 by 10 cm side. 10 em PIVOT 4A CALABARZON Math G4 14Method 2: Using Factor Tree 40 a 30 2x 20 aN. BAe 2x15 2 2x10 2.03 «5 2.2 2x5 —__| xK3x Method 3: Using Continuous Division GCF = x =10 2| ho 30 5| po 15 [————_ Note: | BS +4 and 3 have no common factor except 1, GCF = 10 therefore you need to stop here. Find the LCM of 18, 24, 36 using the different methods. Method 1: Using Listing Method ‘The multiples of 18 are 18, 36, @) 00, 126, es) 162 The multiples of 24 are 24, 120, 168, 102, 216 The multiples of 36 are 36, 8, 44) 180, 216, 252, 288, 324 The common multiples for 18, 24, and 36 are 72 and 144. The smallest among all of these common multiples is 72. Therefore 72 is Least Common Multiples (LCM). Method 2: Using Factor Tree Method 3: Continues Division 2 x3x3 2 [18 24 36 2x2x2x3 3/9 12 19 "oe 2x2 | x3x3 D farra eft ohaw a common factor 2 ‘ Continues the process. and until Loar amet the mamber have no common 2x2 x2x3x3=72 3 23 _ factors except one, Carry down 2 to ie next ine The LCM of 18, 24, 36 is equal 1201 to 72 2x3x2x3x1x2x1=72 The LCM of 18, 24, 36 is equal to 72 15 PIVOT 4A CALABARZON Math G4Learning Task 1: Find the common factors and at least first 3 possible multiples of each number using any of the methods. Write your answer in your notebook. 1) 25 and 75 3) 21 and 56 5) 27 and 36 2) 35 and 45, 4) 54 and 72 6) 12 and 16 Learning Task 2: Find the GCF and LCM of each number using any of the methods. Write your answer in your notebook. Learning Task 3: Solve the following problem using the concept of LCM and GCF, Write your answer in your notebook. 1) Juluis has 72 cups and 64 glasses. If he will put it in the tray with same number of cups and glass, what is the biggest possible number of cups and glasses that the tray will contain? 2) Miss Mae has three ribbons to be cut into same lengths. The lengths of the ribbons are 24, 40, and 48 inches. What is the greatest possible length of each pieces of ribbon to avoid leftover ribbons. 3. Leo visits the regional office once every 2 days. Ethan visits once every 4 days while Jaypee visits once every 6 days. They all meet one day in the office. After how many days will they meet together again at the Regional Office? 1) 25 and 75 4) 21 and 56 2) 35 and 45, 5) 54 and 72 3) 27 and 36 6) 12 and 16 Learning Task 4: Find LCM of each number using factor tree. Write your answer in your notebook. 1) 2x4, 2x7, 2x5 4) 2x9, 3x9, 4x9 2) 3x8, 2x6, 3x5 5) 4x6, 4x5, 4x8 3) 2x3, 2x12, 3x10 6) 2x3”, 2°x2?, 2°x5 Learning Task 5: Find GCF of each number using continuous division. Write your answer on your notebook. To find the common factor, and multiples as well as GCF and LCM, you may use listing method, factor tree and continuous division. GCF is the product of all the prime divisors. LCM is the product of all divisors and the numbers in the final row. 1)43, 23, 32 4) 4%, 25, 8x5 2) 8, 24, 6 5) 5%, 20, Sxll 3) 3°, 72, 6 6) 3°, 45, 6x9 PIVOT 4A CALABARZON Math G4 16Solving Real-life Problems Involving GCF and LCM of 2 Given Numbers Lesson. In your previous lesson, you have experienced solving a word problem using the 4-step plan. You have learned how to find what is ask in the problem, given, how to use appropriate operation as well as making a model to help you visualizing the problem. You also learned the importance of checking or looking back to see if your final answer is justifiable and your solution is correct. ‘This time, you will continue solving a word problem to develop your critical thinking skills. After going through this lesson, you are expected to apply your learnings in finding the GCF and LCM through solving a real-life world problems involving GCF and LCM of the given numbers. Read and analyze the word problem below. Observe how it is the 4-step plan. ‘There are two bells in the school. ‘The bell 1 is for the Grade 1 to 3 while the bell 2 is for the Grade 4 to 6. The bell 1 and 2 are rung, once every 30 minutes and the other or bell B at every 50 minutes. If they are rung together at 7:00 A.M., at what time they will be next rung together for their recess? 1) Understand: What is asked in the problem? Time that the bell rung together. Givens: Bell A are rung after 30 minutes Bell B are rung after 50 minutes. 2) Plan: How will I solve the problem? By finding the LCM 3) Solve: How is the solution done? It can be thru listing method: 30, 60, 90, 120, 150, 180 50, 100, 150 It can be thru prime factorization: 30 = 2x 3x5 S0=2x 5x5 = 2x3x5x5=150 It can be through a model or illustration, 100 110 130 140 90 120 7:00 A.M Bell 1 rung every 30 minutes > Bell 2 rung every 50 minutes am 17 PIVOT 4A CALABARZON Math G4Since the bell A rung at every 30 minutes and bell B is rung at 50 minutes, then the least number of minutes required for the two bells to be rung together is the LCM of 30 and 50. The LCM of 30 and 50 is 150, therefore the 2 bells will be rung together after 150 minutes or 2 hours and 30 minutes since 1 hour is equal to 60 minutes . Both bells will be next rung at 7:00 am, plus 2 hours & 30 mins equals 9:30 am Learning Task 1: Solve the following problem using the 4-step plan. Use the concept of GCF in each problem. Write your answer in your notebook. 1)Bllaine has a rectangular gift wrapper that measure 30 cm by 25 cm. She wants to cut it into square sheets of same size to be used in her album. What is the possible measure of a square sheet side which will not have a leftover? 2)The rich man would like to donate 96 notebooks , 84 pencils, and 120 pad papers among Grade IV Students of Danao Elementary School. If he wants to distribute it equally to selected students, how many students will receive those items? How many of each kind can each student gets? 3.Reina has 40 pieces of bananas, 48 pieces of atis and 36 pieces of chicos. She wants to put them equally in the plastic bag. How many possible number of each fruit will be placed in the plastic bag? Learning Task 2: Solve the following problems using the 4-step plan. Use the concept of LCM in each problem. Write your answer in your notebook. 1, A lighthouse 1 flashes its light every 15 minutes. A lighthouse 2 flashes every 18 minutes. If the two lighthouses flash together at 1:00 A.M, what time they will next flash together? 2. The length and width of rectangular lot are 108 m and 144 m. Trees are planted at equal distance along the sides of the lot. What is the total number of trees planted? 3. Leo visits the regional office once every 2 days. Ethan visits once every 4 days while Jaypee visits once every 6 days. They all meet one day in the office. After how many days will they meet together again at the Regional Office? 4. The box of candies is shared equally among 9,12, or 18 children, there are always 6 candies left. Find the smallest number of candies in the box? 5. Three bells toll at intervals of 12 min, 20 min, and 24 min, respectively. If they start by ringing together, after how long will they all ring again? PIVOT 4A CALABARZON Math G4 18Learning Task 3: Solve the following problem using the 4 concept of GCF or LCM in each problem. Write your answer in your notebook. 1)There are always 4 bars of chocolates left when box of chocolate shared equally among 8, 10 or 12 children. Find the smallest number of chocolates in the box. 2)There are 117 boys and 135 girls joined in the field trip. The teacher in-Charge decided to grouped them. If each group will have equal number of members, how many groups can be formed from all students joined in the field trip? 3. If a certain number of Grade IV students share 28 or 39 skill books in Mathematics, there are remainders of 4 and 3 books. What is the largest possible number of students? Learning Task 4: Solve the following problem. Write the letter of the correct answer in your notebook. 1) Anumber is divisible by 24, 42, and 60. Find its smallest possible value? A. 480 B.840 Cc. 460 D. 860 2) There are the same remainder 3 when 135, 111, and 87 is divided by a certain number. Find the largest possible value of this number. All b. 12 c. 13 a.15 2) Mr. Ethan has a land that measures 42m by 60m into equal squares. What should be the size of largest square? ‘A. 30 sq. meter b. 32 sq. meter c. 34.sq. meter. 36 sq. meter 3. Mr. Lazo would like to divide his class for their Math project . There are 32 boys and 24 girls in the class. How many possible group can he make if he wants to grouped them with the same number of boys and girls and no remainder? A. He can form 2, 4 or 8 groups _c. He can form 5, 6 or 7 groups B. He can form 3, 6, or 9 groups. He can form 2, 3 or 5 groups 4. If Mr. Lazo choose the highest possible group that he can make, how many girls and boys will be in each group? A. 8 girls and 6 boys c. 4 girls and 3 boys B. 8 boys and 6 girls d. 4 boys and 3 girls 5. Security A rounds every 2 minutes and 20 seconds in the gate 1. Security B rounds every 1 minute and 40 seconds in the gate 2. If they conduct rounds at the same time. After how many minutes they will rounds together again? A. after 15 minutes c. after 17 minutes B. after 16 minutes d. after 18 minutes 19 PIVOT 4A CALABARZON Math G4Changing Improper Fraction to Mixed Numbers I and Vice Versa Lesson Improper fraction are fractions that the numerators are greater than the denominators while mixed fraction is a number always expressed in a whole number and a fraction. These two types of fractions show two or more things to be divided. In this lesson, you will observe that improper and mixed fractions are related and can be changed to each other. ‘After going through this lesson, you are expected to change improper fraction to mixed fraction or number and vice versa. Look and observe the example below. Study the illustration about improper fraction and mixed fraction. SEE Each whole is divided into 4 parts. ‘There are 10 shaded parts. It is read 20. 4 It is an improper fraction. 4 4 One eae is — and another >- 4 4 and —— _ are shaded. Itis ee 22 or2 + Iisa mixed number. eel 2 4 a a 10 1 ® From the illustration, it can be said that 3- = 2 ~ Here are the steps on how to change improper fraction to mixed number. 1) Divide the numerator by the denominator. Q—227 ‘10 47 8 2) Express the remainder as a fraction. = 3) Write the whole number and the fraction together. Here are the steps on how to change mixed number to improper fraction. 1) Multiply the denominator by whole number. 9— x2 4 2) Add the numerator. att oo © " 3) Affix or copy the denominator. : als PIVOT 4A CALABARZON Math G4 20Learning Task 1: Change the following to improper fraction or mixed number. Write your answer in your notebook. Always reduce your answer to the lowest term if possible. yj 13 2) 25° 3) 15 4) 35 5) 25 4 3 6 8 4 Ne 3 § 1 6) 95 sa gyat 103 10) g 6 5 7 4 ie Learning Task 2: Fill in with the correct numerator or denominator. Write your answer in your notebook. H13 2, st gD feo” 4 4 7 6 5) 23. 7 Eee, 6) 27 33 fz 7 2 8 5 5 Learning Task 3: Give the mixed number of each improper fraction. Write your answer in your notebook. qj 21 2) 45 3) 93 4) 60 5) 54 6) 90 7 4 5 5 — 5 7) 83. 8) 95° 9) 33° 10) 75, 11) 133 12) 195 AS 8 3 5 13 15 Learning Task 4: Solve the following. Write your answer in your notebook. 1) Change 3.2. to improper fraction. 4)How many fifths are there in 6 2° 56 : : 2)Change +? to mixed fraction. —_5)How many sixths are there in 2 3) Change a to mixed fraction. 6)How many eights are there in 3 To change improper fraction to mixed number or fraction, divide the numerator by the denominator, express the remainder as fraction and write the whole number and fraction together. To change mixed fraction to improper fraction, multiply the denominator and the whole number, add the product to the numerator and express the sum as fraction, using the original denominator. 21 PIVOT 4A CALABARZON Math G4Changing Fraction to Lowest Term Lesson In the previous lesson, you have learned how to get the greatest common factor (GCF) of two numbers using the prime factorization. In this new lesson you will use the GCF to get the lowest form or terms of the fractions, After going through this lesson, you are expected to change fraction to lowest forms. Look at the example below. Observe if the two fractions are equal Study the illustration of two fractions or equivalent fractions 4 This shows of the figure. | ‘This shows 4 of the figure. The above illustrations of fractions are equal. You will also noticed that Sie 2 D 4 the lowest form or term of see To find the lowest term or to change the fraction into its lowest form, you will need to find first the greatest common factor of both numerator and denomina- tor. Study the example below. Example: Change — to lowest term. _—_—— a |___ a, 2 3 Example: Change 22 to lowest term. Step 1: GCF =3 PIVOT 44 CALABARZON Math G4 Step 1 First, Find the prime factors of 8 and 12 or both numerator and denominator to get the GCF. Step 2 Second, divide both 8 and 12 or both numerator and denominator with the same number or GCF. 8 12 | Therefore the lowest form of — is — 12 Answer: The lowest form isLearning Task 1: Change the following fractions into its lowest term. Write your answer in your notebook. yo 2) 10, 3) 18, 4) 12, 5) 24 6) 28 a 18 36 26 40 36 Learning Task 2: Put a check if the fraction is already in its simplest form and put an x if not. Do this in your notebook. 1) 18 2) 5 3) 20 4 7 5) 12 6) 34 60 12 32 o 25 85 7) 25, 8) 35, 9) 35. 11) 13, 12) 16. 60 43 78 lo 19 48 Learning Task 3: Express the given fractions in its simplest form or lowest term. Write your answer on your notebook. 1) 27 2) 25 3) 15 4) 14 5) 16 6) 9 49 5 18 az a8 Ba Learning Task 4: Sclect the fractions that are already in its simplest form. Do this in your notebook. 6 5 9 4 7 18 6, “S25, "40. ingSca” AG 30 8 3% 6 630hCUTTCS 40 30 42 9 81 26 10 7 5 13° 19 2007 185015 pelle eno TO 21 35 20 9 27 oy CM iy 7 Learning Task 5: Express the following fractions in lowest term. Do this in your notebook. 1) 15 2) 8. 3) 14 4) 6 5) 18 6) 9 50 24 40 63 Br co To simplify fractions or change fractions into lowest form, divide both numerator and denominator by their greatest common factor or GCF. When the GCF of both numerator and denominator is 1, the fraction is in lowest term. 23 PIVOT 4A CALABARZON Math G4Visualizing Addition and Subtraction of Similar and Dissimilar Fraction and Subtraction from Whole Number Lesson You already know how to add similar fractions in your previous grade. When the fractions to be added have common denominators, you just add the numerators and copy the original denominator. This time you will learn more about addition and subtraction of dissimilar fraction through visualization. After going through this lesson, you are expected to visualize the addition and subtraction of similar and dissimilar fractions, subtract fraction from a whole number and perform addition and subtraction of fraction. Look and observe the example below. Study the illustration and try to analyze how to visualize the subtraction and addition of fraction. Example 1: Addition of Similar Fraction Noticed that 3/5 and1/5 are similar Sy 7) fractions so you will just add both sz nla — 4 numerators and copy the 5 Fas = 5 denominator over the sum. Example 2: Subtraction of Similar Fraction Noticed that 6/8 and 4/8 are similar fractions so you will just subtract 4/8 from 6/8 and copy the original 2 denominator over the difference. 6 This time, learn more about visualization of addition and subtraction of dissimilar fraction. Try to analyze the visualization and solution of each example Example 3: Subtraction of Fraction from Whole Number May divided the whole pizza into When subtracting fraction eight equal parts. She ate 3/8 of pizza. from a whole number, rename first the whole number into fraction then proceed to subtraction. Always reduce your final por answer into lowest term if necessary. Answer: s = 8 5 y= — 3 PIVOT 4A CALABARZON Math G4 24