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Mathematics
Quarter 1- Module 1(a):
Visualizing Numbers Up to
100 000

Self-Learning Module

“Una sa tanan, BATA: Buligan, Amligan, Tudluan, Alalayan!”

DIVISION OF BACOLOD CITY

Mathematics – Grade 4
Self – Learning Module
Quarter 1 – Module 1 (a): Visualizing Numbers Up to 100 000 with
Emphasis on Numbers 10 001 Up to 100 000
First Edition, 2020

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 a condition the payment of royalties.

Borrowed materials (i.e., 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 authors do not represent nor claim ownership over them.

Published by the Department of Education – SDO, Bacolod City

Schools Division Superintendent: Gladys Amylaine D. Sales, CESO VI
Assistant Schools Division Superintendent: Michell L Acoyong, CESO VI

Development Team of the Module

Authors: Annabelle C. Buyco,
Fatima L Alvior,
Mary Jean D Dumago,
Ana Mae T. Bacaron
Dolores B. Aliguin
Editors & Quality Assurance Team : Leah G. Malate
Rosemarie P. Demabildo
Icons & Cover Page Artist: Gemuel R. Buena
Management Team
Curriculum Implementation Division Chief: Janalyn D. Navarro, PhD
Division Education Program Supervisor: Rosemarie P. Demabildo
Division LR Supervisor: Ellen G De La Cruz, PhD

Printed in the Philippines by

Department of Education – Region VI – Division of Bacolod City
Office Address: Rosario-San Juan Sts., Bacolod City 6100
Telefax: (034) 704-2585
E-mail Address: bacolod.city@deped.gov.ph
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Mathematics
Quarter 1- Module 1(a):
Visualizing Numbers Up to
100 000 with Emphasis on
Numbers 10 001-100 000

This instructional material was collaboratively developed and

reviewed by educators from the Public Schools in the Division of
Bacolod City.
Introductory Message
For the Facilitator (Parents/Guardians/ Mentors):
Educating the youth is a partnership between the home and
school.
During this “New Normal’’ various means are explored so that
learning will continue even in your own home within these
expected disorders.
One of the platforms or modalities that DepEd will implement is the
use of the Modular Instruction where students will make use of
these Division Initiated Self-Learning Modules (SLM). These SLMs
will be supporting the Blended learning online, Blended learning
offline, Radio – based instruction (RBI) and Television – based
instruction (TBI). DepEd then underscores the significant role that
you, Parents/Guardians, will undertake to ensure that the home
environment is conducive to learning during study hours.
As our system of Education has transit to this new style of
learning, your huge role includes coordinating with the teachers of
your child/ward, checking and following-up their learning so that
their knowledge and wisdom may increase.
Thank You and God bless you, our Precious Partner, in this
endeavor.

For the Learner:

This module is intended for you. These are the parts with their
corresponding icons that you will be working on. Remember to
place your answer in a separate sheet so that your teacher could
record them and evaluate your performance.
Icons Sections Explanations
You will be introduced to the
What I Need to competencies that you need to
Know learn in this unit.

These are exercises that will

help you recall what you have
What I Know learned in the previous unit.

These are guided items that will

relate your previous knowledge
What’s In to the new lesson.

The new lesson will be

introduced to you in various
What’s New ways, mostly problems openers.

This will bring you to the process

procedure so that you will be
What is It able to answer the incoming
exercises.

These are additional practice

exercises to enhance your new
What More learned skill.

These will help you summarize

What I Have your learning so that you may
Learned apply these in your future work.

These will strengthen your know

-- how as your learning will be
What I Can Do Applied to real –life situations.
(contextu
 This will evaluate your
understanding and application of
Assessment the lesson and will confirm if the
mentioned competency in this
unit is achieved.
As Mathematics is a hands-on
Additional learning more and more practice
Activities will help you retain the lesson.

Bearing in mind that the “twin goals of Mathematics are critical

thinking and problem solving”, you as the learner, will achieve
these through your diligence and consistent practice…so, hold on
and keep on learning.
God bless you.
 What I Need to Know

The module presents the following:

Content standard
 The learner demonstrates understanding of whole numbers
up to 100 000..
Performance standard
 The learner is able to recognize and represent whole
numbers up to 100 000 in various forms and contexts.
Most essential learning competency
 The learner visualizes numbers up to 100 000 with
emphasis on numbers 10 001 to 100 000. (M4NS –Ia-1.4***)
***The Curriculum Guide (CG) code stands for the Grade level (4),
Strand (Number sense), Grading Period (I), nth week (a-first week)
and the Competency Number as contained in the K-12 CG (1.4)
during regular class sessions

What I Know

Write the following numbers in symbols

a) One thousand eight

b) One thousand four hundred
c) four thousand six hundred thirty-seven
d) nine thousand eight hundred sixty- nine

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 What’s In

Have you watched a basketball or a football game on

television?
What have you noticed about the sports ground where the
game is played?
Do you know how many people can be accommodated to
watch the game in this place?

What’s New

Mark and his friends enjoy watching their favorite

football game on television. They are surprised with how
big the sports ground is where this game is being held.
They want to know how many people the sports ground
could accommodate. So, when the announcer mentioned
that 10 542 watched the game, they are really surprised.

How do you feel when you have some fun with friends?
Is it good to be friendly? Why?
Who watched the football game? What surprised them about
the sports ground?
How many people came to watch the game?

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 What is It

These are pictures of blocks, flats, longs, and units or ones.

Visualize 10 542.

How many 1 000 are there?

How many hundreds are there?
How many tens?
How many ones?
“10 542 means 1 ten thousand, 5 hundreds, 4 tens, and 2 ones”

What More

Additional examples:
 Representation:
number discs = 10 000s, blocks = 1 000s,
flats = 100s longs = 10s, and units = 1s

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  Visualize the following numbers in symbols:
(a) 10 001 (b) 26 350
(b) 38 562 (d) 40 975
(e) 50 000
 Illustrate each underlined number in the following
situations through symbol representations:

(a) Bacolod City received 37 605 COVID-19 test kits from the
National government.

(b) The Private companies donated 98 900 assorted canned

goods during the Enhanced Community Quarantine in
Bacolod City.

(c) A group of students volunteered in repacking the relief

goods to be given to the people of Bacolod City as part of
Bacolod Cares Program.There are 127 860 packs of relief
goods in all.

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(d) Philippines has the highest number of COVID-19 cases in
Southeast Asia. The National Inter-Agency Task Force
(NIATF) reported that 79 805 persons were infected by the
disease.

(e) There are 50 402 persons who arrived in Bacolod City and
undergo the 14-days quarantine period.

What I Have Learned

 How did you find the activity?

 Was using discs, blocks, flats, longs, and units helpful to
you in visualizing numbers 10 001 to 50 000?
 To visualize numbers from 10 001 to 50 000, we use discs,

blocks, flats, longs, and units such as 10 000s, 1 000s,

100s, 10s, and 1s.

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 What I Can Do

COVID-19 is a pandemic disease caused by coronavirus

that spreads to many countries and territories. The outbreak
of the disease killed thousands of people and had great
impact on the economy of the countries. It has been
considered as crisis to affected countries worldwide. Do you
want to know the number of cases in selected ASEAN
countries?

A. To know the number of cases, count the number of discs

represented in each column then write on the space provided
its total number.
1. China has a total of ______________ COVID-19 cases.
Ten Thousands Hundreds Tens Ones
Thousands

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2. Japan has a total of _________________ COVID-19 cases.
Ten Thousands Hundreds Tens Ones
Thousands

3. India has a total of ____________________ COVID-19

cases.

Ten Thousands Hundreds Tens Ones

Thousands

B. Supply the missing number discs to represent the number of

COVID-19 cases in each country.

4. Indonesia has 12, 776 COVID-19 cases.

Ten Thousands Hundreds Tens Ones
Thousands

? ?

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 5. Iran has 39,800 COVID-19 cases.

Ten Thousands Hundreds Tens Ones

Thousands
? ?

6. South Korea has 10, 810 COVID-19 cases.

Ten Thousands Hundreds Tens Ones

Thousands
?

C. Read and follow as instructed. You can use crayons to color

your work.
7. The Philippines has 10, 343 COVID cases. Use number disc
to show its total cases.

Ten Thousands Hundreds Tens Ones

Thousands

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 8. Singapore has 20, 939 COVID cases. How will you show
20,939 using number discs?

Ten Thousands Hundreds Tens Ones

Thousands

Reflection:
Since Philippines is one of the affected countries during this
COVID-19 pandemic disease, what are the things you have done
that contributed during the Enhance Community Quarantine (ECQ)
/ General Community Quarantine(GCQ) in your barangay? You
can show your answer through drawings or simple sentences.

Assessment

Visualize the following numbers through representations: You can

think of your own symbol to visualize the number

1) 28 700 3) 45 647
2) 39 037 4) 47 825
5) 49 524

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 Additional Activities

A. Do what each item tells you to do.

1. Write the number that is 10 000 more than 24 658.
2. Write the number that is 20 000 more than 18 459.
3. Write the number that is 1 000 less than 48 750.
4. Write the number that is 10 000 less than 50 000.
5. Write the number that is 30 000 less than 49 999.
B. Draw number discs to show the following numbers.
1. 14 547
2. 94 296
3. 39 876
4. 22 384
5. 87 521

References
K to 12 Grade 4 Curriculum
Mathematics Grade 4 Learners” Materials pages 2 – 3
Report from Statista.com. May 7, 2020

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