Math4 Q1 Weeks1to4 Binded Ver1.0

4
Mathematics
Modules
Quarter 1 – Weeks 1 – 4
4
Mathematics
Quarter 1 - Module 1:
Visualizing Numbers Up to 100
000, Giving the Place Value
and Value of a Digit in Numbers
Up to 100 000, and Reading
and Writing Numbers Up to
Hundred Thousands
Mathematics - Grade 4
Alternative Delivery Mode
Quarter 1 - Module 1: Visualizing Numbers Up to 100 000, Giving the Place Value
and Value of a Digit in Numbers Up to 100 000, and Reading and Writing Numbers
Up to Hundred Thousands
Second Edition, 2021
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 module 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

OIC-Schools Division Superintendent: Carleen S. Sedilla CESE
OIC-Assistant Schools Division Superintendent and OIC-Chief, CID: Jay F. Macasieb DEM, CESE
Development Team of the Module
Writer: Brenda N. Nebre
Editor: Patricia Ulynne F. Garvida
Reviewer: Michael R. Lee
Layout: Ma. Fatima D. Delfin and Michiko Remyflor V. Trangia
Management Team: Neil Vincent C. Sandoval

Education Program Supervisor, LRMS
Michael R. Lee
Education Program Supervisor, Mathematics
Printed in the Philippines by the Schools Division Office of Makati City through
the support of the City Government of Makati (Local School Board)
Department of Education - Schools Division Office of Makati City
Office Address: Gov. Noble St., Brgy. Guadalupe Nuevo

City of Makati, Metropolitan Manila, Philippines 1212
Telefax: (632) 882 5861 / 882 5862
E-mail Address: makati.city@deped.gov.
2
What I Need to Know
In this module, learners should be able to build their skills and competencies in
visualizing whole numbers, in locating the place value and finding the value of whole
numbers, and in learning to read and write numbers in figures and in words. Throughout
this module, the learners will learn these basic skills for better understanding of the
concept of whole numbers which can be used in the succeeding lessons. The scope of this
module permits it to be used in many different learning situations. The language used
recognizes the diverse vocabulary level of learners. The lessons are arranged to follow the
standard sequence of the course. But the order in which the learners read them can be
changed to correspond with the textbook that they are now using.
This module contains three lessons capsulized as one learning skills, namely:
1. visualizing numbers up to 100 000;
2. giving the place value and value of a digit in numbers up to 100 000; and
3. reading and writing numbers up to hundred thousand.
After going through this module, the learners are expected to learn the said skills
to help them understand the basic concepts in counting numbers and whole numbers.
What I Know
Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper.
1. What number is represented by these number discs?
10 000 1 000 1 000 100 10 10 10 1

10 000 1 000
1 000 100 10 10 10 1
10 000 1 000
100 1
10 000 1 000
A. 46 363 C. 46 563
B. 46 463 D. 46 663
2. During Brigada Eskwela, a school in Makati City received donations from the
private sector amounting to ₱23 442. Which of the following shows the amount of
donation?
A.
10 10
10 000 1000 100
100 1
1000 1
10 000 1000 100 10 10 1
10 000 1000 100 10 10 1

1000 100
B.
10 000 1000 100 10 10 1
3
10 000 1000 100 10 10 1
C.
1000 100
10 000 100 10 10 1
1000
100
1000
10 000 1000 100 10 10 1
D. 1000 100
10 000 1000 100 10 10 1
3. What number represents the given figure below?
A. 12 578 C. 12 758
B. 12 857 D. 12 678
4. What is the place value of 9 in 97 564?
A. thousands C. hundreds
B. ten thousands D. tens
5. What is the place value of the largest digit in the number 56 791?
A. ten thousands C. thousands
B. hundreds D. tens
6. What digit is in the hundred thousands place of 643 215?
A. 3 B. 4 C. 5 D. 6
7. The place value of the underlined digit in 34 768 is _______.
A. ones C. thousands
B. hundreds D. ten thousands
8. Which digit in the numeral 156 791 is in the ten thousands place?
A. 1 B. 5 C. 7 D. 9
9. In 24 176, the value of the digit 2 is ________________.
A. 2 B. 20 C. 200 D. 20 000
10. What does the underlined digit in the numeral 78 466 mean?
A. 8 B. 80 C. 800 D. 8 000
Lesson Visualizing Numbers Up to 100 000, Giving

the Place Value and Value of a Digit in
1 Numbers Up to 100 000, and Reading and

Writing Numbers Up to Hundred Thousands
This is a series of lessons that build an understanding in counting numbers and
whole numbers, specifically visualizing numbers, determining the place value and value
of numbers, and reading and writing numbers. To address these concepts, you must go
back to the definition of counting numbers, whole numbers, place value, and value of
numbers.
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What’s In
Let’s have a review about counting numbers and whole numbers.
Whole Numbers are simply the Counting Numbers are whole

numbers 0, 1, 2, 3, 4, 5,.... numbers, but without the zero.
(and so on) Because you can't "count" zero.
But how are we going to visualize whole numbers?
▪ Counting numbers and whole

numbers can be visualized on
a number line.
▪ We can also use models, like

flats, longs, and ones to
represent whole numbers.
▪ A place value chart is a useful way to visualize numbers. The place values are
separated into groups of three called periods. The periods are ones, thousands,
millions, billions, trillions, and so on. In a written number, commas separate the
periods.
Place Value Chart

Millions Thousands Ones Periods
Hundred Ten Hundred Ten
Million Million
Million
Thousands Thousands
Thousands Hundred Tens Ones Place
100,000,000 10,000,000 1,000,000 100,000 10,000 1,000 100 10 1 Value
With the help of these representations, we can easily read and write the numbers
in figures and in words.
What’s New
Let’s try to use models to represent a number.
A single block A long represents A flat represents A cube

represents 1 10 100 represents 1 000
5
Let’s represent 2 375 using the models.
2 000 + 300 + 70 + 5 = 2 375
Using the place value chart to illustrate this number.
Place Value Chart

Millions Thousands Ones
Hundred Ten Hundred Ten Thousands
Million Hundred Tens Ones
Million Million Thousands Thousands
2 3 7 5
We read the number as “Two thousand, three hundred seventy-five”
What Is It
Study this problem.

A group of volunteers donated a total of 134 534 kilograms of rice to the victims
of the Taal Volcano eruption. Can you imagine how big the number 134 534 is? One way
in which you can imagine is to think of discs which would represent the number as shown
below.
100 000 10 000 1 000 100 10 1
10 000 1 000 100 10 1
10 000 1 000 100 10 1
1 000 100 1
100
One 100 000 Three 10 000 Four 1 000 Five 100 Three 10 Four 1
100 000 30 000 4 000 500 30 4
134 534
The given number has 2 periods, thousands, and units. Each period is divided into three:
ones, tens, and hundreds. When we read a number, we read the digits from left to right
and by period – state the name of the period, except for the unit period. A space is used
to separate periods.
Place Value Chart

Millions Thousands Ones
Hundred Ten Hundred Ten
Million Thousands Hundred Tens Ones
Million Million Thousands Thousands
1 3 4 5 3 4
1 is found in the hundred thousands place, and the value is 100 000.
3 is found in the ten thousands place, and the value is 30 000.
4 is found in the thousands place, and the value is 4 000.
6
5 is found in the hundreds place, and the value is 500.
3 is found in the tens place, and the value is 30.
4 is found in the ones place, and the value is 4.
The values of the numbers are added as: 100 000 + 30 000 + 4 000 + 500 + 30 + 4 to get
the total value of 134 534. This number is read as “One hundred thirty-four thousand,
five hundred thirty-four”.
What’s More
A. Write the number represented by the following models.
10 000 1 000 1 000 100 100 10

1. 10 1
10 000 1 000 100 100 10 10

1
10 000 1 000 100 100
10
1
10 000 1 000 100 100
10 10 10
10 000
2.
10 000 10 10 10
10 000
3.
Write the number represented.

4. 30 000 + 4 000 + 200 + 30 + 5 = ________________________________
5. 60 000 + 9 000 + 80 + 5 = _______________________________________
B. Choose the letter of the correct answer. Given the number 726 805
6. What is the place value of 8?
A. Ones C. Hundreds
B. Tens D. Thousands
A. Hundred Thousands C. Thousands
B. Ten Thousands D. Hundreds
A. Ones C. Hundreds
B. Tens D. Thousands
7
Consider this number: 261 749
9. What is the value of 4?
A. 4 B. 40 C. 400 D. 4 000
A. 600 B. 6 000 C. 60 000 D. 600 000
A. 7 B. 70 C. 700 D. 7 000
Analyze the questions and choose the correct answer.
12. Write seven hundred eighteen thousand, one hundred in symbols.
A. 718 001 B. 718 100 C. 718 101 D. 780 100
13. How is 809, 253 written in words?
A. Eight hundred ninety thousand, two hundred fifty-three
B. Eight hundred nine thousand, two hundred fifty-three
C. Nine hundred eighty thousand, two hundred fifty-three
D. Nine hundred eight thousand, two hundred fifty-three
14. How is 900 006 written in words?
A. Nine hundred thousand six hundred
B. Nine hundred thousand sixty
C. Nine hundred thousand six
D. Nine hundred thousand zero six
15. How is three hundred seventy-two thousand fifty-six written in figures?
A. 372 056 B. 327 056 C. 372 556 D. 327 556
What I Have Learned
Remember:
1. Whole Numbers are simply the numbers 0, 1, 2, 3, 4, 5, and so
on.
2. Counting Numbers are whole numbers, but without the zero.
Because you can't "count" zero.
3. Numbers can be represented through models, like cubes, flats,
longs, and ones. A cube represents 1 000, a flat represents 100,
a long represents, 10, and ones represents 1.
4. Every digit in a number has a place value. Place value can be
defined as the value represented by a digit in a number based
on its position in the number. Place value and face value are
not the same. The face value of a number is the value of the
digit or numeral itself.
5. Knowing place values as well as knowing how the periods of a
number are ordered enables us to read and write whole
numbers correctly. When writing whole numbers using words,
we always include the period(s) in the written form statement
with exception of the ones period.
What I Can Do
Solve the following problems:
1. How many times does the digit 1 occur in the tens place in the number from
100 to 1 000?
2. How many numbers from 30 to 60 contains the digit 3?
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3. My hundreds digit is 3 more than my ones digit, and my tens digit is 1 less than
my hundreds digit. What number can I be?
4. My tens digit is 2 times my hundred digit. My ones digit is 1 less than my tens
digit. What number am I?
Assessment
A. What number is represented by these number disc?
1.
A. 32 652
B. 32 252
C. 32 526
D. 32 625
2. A. 45 324
B. 43 452
C. 42 543
D. 44 235
A. 23 354
B. 23 435
3.
C. 25 433
D. 24 534
Write the number represented by the following:

4. 20 000 + 5 000 + 300 + 20 + 5 = _________
5. 80 000 + 9 000 + 500 + 6 = ____________
6. 70 000 + 1 000 + 40 + 8 = ______________
7. 60 000 + 5 000 + 800 + 40 + 6 = _________
8. 90 000 + 8 000+ 400 + 20 + 8 = __________
B. Choose the letter of the correct answer.

1. In the numeral 56 342, what is the digit in the thousands place?
A. 5 B. 6 C. 3 D. 4
2. What is the place value of 5 in 64 452?
A. Tens B. Hundreds C. Thousands D. Ten thousands
3. What is the place value of the largest digit in the number 97 631?
A. Ten thousands C. Thousands
B. Hundreds D. Tens
4. What does the underlined digit in the numeral 59 672 mean?
A. 90 B. 900 C. 9 000 D. 90 000
5. What is the value of 6 in 3 654?
A. 6 B. 60 C. 600 D. 6 000
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6. Give the value of the underlined digit in 45 981.
A. 4 B. 400 C. 4 000 D. 40 000
7. How many times bigger is 7 than the other in 75 674?
A. 1 B. 10 C. 100 D. 1 000
8. Which of the following numbers represents fifty-six thousand five hundred twenty-
two?
A. 56 512 B. 56 522 C. 56 322 D. 56 512
9. What is forty-five thousand three hundred ninety-seven in symbols?
A. 45 397 B. 45 297 C. 43 597 D. 43 297
10. Five hundred thirty-one thousand three hundred forty-eight is ________.
A. 531 148 B. 531 248 C. 531 348 D. 531 448
Additional Activities
A Place for Every Number
A B C D
E F G
H I J
K L
M N
O P Q R
ACROSS DOWN
A. 5 hundreds, 4 tens, 7 ones A. 5 tens, 8 ones
C. 9 tens, 6 ones B. 4 thousands, 2 hundreds, 6 tens,
E. 8 tens, 2 ones 3 ones
F. 1 tens, 4 ones D. 6 hundreds, 1 tens, 8 ones
H. 6 hundreds, 1 ones G. 4 tens, 3 ones
J. 8 tens, 3 ones I. 1 thousands, 5 hundreds, 7 tens
K. 5 tens, 2 ones L. 2 tens, 9 ones
M. 7 hundreds, 9 tens, 8 ones N. 8 hundreds, 3 tens, 4 ones
O. 4 thousands, 9 hundreds, 3 tens P. 3 tens, 5 ones
Q. 3 tens, 7 ones R. 7 tens, 6 ones
S. 5 hundreds, 4 tens, 6 one
10
4
Mathematics
Rounding, Comparing, and
Ordering Numbers
Quarter 1 - Module 2: Rounding, Comparing, and Ordering Numbers
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 module 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.

Writer: Merlin S. Sasil
Layout: Ma. Fatima D. Delfin

Michael R. Lee
Printed in the Philippines by the Schools Division Office of Makati City through
the support of the City Government of Makati (Local School Board)

Telefax: (632) 882 5861 / 882 5862
E-mail Address: makati.city@deped.gov.ph
What I Need to Know
In this module, learners build their skills and competencies in rounding,

comparing and arranging numbers in increasing or decreasing order. Throughout the
module, the learners will learn these basic skills for better understanding the concept of
whole numbers which they can be used in the succeeding lessons. The scope of this
module permits it to be used in many different learning situations. The language used
recognizes the diverse vocabulary level of students. The lessons are arranged to follow the
standard sequence of the course. But the order in which the learners read them can be
changed to correspond with the textbook they are now using.
The module has three lessons, namely:
▪ Lesson 1 - Rounding numbers to the nearest thousands and ten thousands
▪ Lesson 2 - Comparing numbers up to 100 000 using relation symbols
▪ Lesson 3 - Ordering numbers up to 100 000 in increasing or decreasing
order
After going through this module, learners are expected to:
1. round numbers to the nearest thousands and ten thousands;
2. compares numbers up to 100 000 using relation symbols; and
3. orders numbers up to 100 000 in increasing or decreasing order.
What I Know
1. Which of the numbers below is 85 000 when rounded to the nearest thousands,
and 80 000 when rounded to the nearest ten thousands?
A. 88 635 B. 86 964 C. 85 746 D. 83 911
2. What is the value of 6 234 when rounded to the nearest thousands?
A. 5 000 B. 6 000 C. 7 000 D. 8 000
3. The diameter of the Earth’s equator is 12 756 kilometers. Round the number to
the nearest ten thousands.
A. 12 000 B. 10 000 C. 12 800 D. 12 700
4. 70 000 is rounded to the nearest _________.
A. ten thousands C. ones
B. thousands D. hundreds
5. What number is rounded to the nearest thousands?
A. 40 000 B. 25 000 C. 3 100 D. 6 300
6. Which number will round down to 30 000?
A. 29 578 B. 32 456 C. 27 456 D. 37 567
7. Which number will round up to 80 000?
A. 78 598 B. 81 476 C. 85 007 D. 74 626
8. Write the missing digit in 23 456 < 23 __56 to make the sentence true.
A. 8 B. 4 C. 1 D. 0
9. Which of the following statements is correct?
A. 37 156 > 30 000 + 8 000 + 600 + 10 + 0
B. 10 000 + 7000 + 200 + 80 + 3 = 17 283
C. 57 151 < 47 076
D. 9 164 > 9 378
10. Choose the correct symbol to make the statement correct 73 012 __ 73 621.
A. > B. < C. = D. #
11. Write the correct symbol 24 903 _____ 2493.
A. > B. < C. = D. #
3
12. 16 598 is equal to _______.
A. 10 000 + 6 000 + 90 + 8
B. 10 000 + 6 000 + 500 + 90 + 8
C. 10 000 + 600 + 5 000 + 90 + 8
D. 1 000 + 6 000 + 500 + 90 + 8
13. Amie is tracking her weekly steps because she wants to lose weight. Study the
table and answer the questions below.
Week Number Number of Steps

Week 1 46 892
Week 2 44 721
Week 3 49 660
Week 4 48 148
Based from the data given in the table, which of the following statements
is correct?
A. Week 1 > Week 2 C. Week 1 > Week 4
B. Week 3 > Week 4 D. Week 2 > Week 3
14. Which week did Amie make the least number of steps?
A. Week 1 B. Week 2 C. Week 3 D. Week 4
15. Which week did Amie make the greatest number of steps?
A. Week 1 B. Week 2 C. Week 3 D. Week 4
16. Arrange the weeks in decreasing order according to the number of steps.
A. Week 4, Week 3, Week 2, Week 1
B. Week 2, Week 1, Week 3, Week 4
C. Week 1, Week 2, Week 3, Week 4
D. Week 3, Week 4, Week 1, Week 2
17. Which of the following groups of numbers is arranged in increasing order?
A. 34 234, 34 345, 34 467, 34 032, 34 367
B. 87 546, 87 432, 87 342, 87 256, 87 176
C. 54 789, 54 876, 54 678, 54 345, 54 234
D. 78 123, 78 234, 78 342, 78 453, 78 573
18. Arrange the following numbers in decreasing order: 8250, 8199, 8732, 8428
A. 8 250, 8 199, 8 732, 8 428
B. 8 199, 8 250, 8 428, 8 732
C. 8 428, 8 250, 8 732, 8 199
D. 8 732, 8 428, 8 250, 8 199
19. 2 511, 2 538, 2 562, 2 594 is arranged in _________ order.
A. descending C. greatest to least
B. decreasing D. increasing
20. The numbers 39 672, 36 901, 32 995, 32 734 are arranged in ________ order.
A. ascending C. increasing
B. decreasing D. least to greatest
Lesson Rounding Numbers to the Nearest Thousands
1 and Ten Thousands, and Comparing and

Ordering Numbers Up to 100 000
In this time of pandemic, have you ever wondered how many families have received
food packs from the City Government of Makati? Or how many public-school pupils have
received their grocery packs? These are questions which can be answered by numbers or
data that we can round up, compare, or arrange in increasing or decreasing order.
4
What’s In
Hi! Let’s have a review on the place value of a number and rounding number to the nearest
tens and hundreds. Do you remember the different place values of a number? What is
the place value of the digits 3, 8, 2, and 4 in the number 237 648?
PLACE VALUE CHART

Hundred Ten
Thousands Hundreds Tens Ones
Thousands Thousands
2 3 7 6 4 8
The place values are ones,
tens, hundreds, 3 is in the ten thousands place value
thousands . . . . .
(and so on) 8 is in the ones place value
2 is in the hundred thousands place value
4 is in the tens place value
That’s great! Let’s round numbers to the nearest tens and hundreds. How do we
do it? Do you still remember?
We can skip count by 10’s. Or skip count by 100’s.

152 is nearer to 150 than 160 713 is nearer to 700 than 800
We Will Round You
What’s New clap hands with rhythm (1, 2, 1 )
Find the place, look next door

Five or more, you raise the score
Four or less, you let it rest
Let’s sing a song to the tune of
Look to the right, put zeros on sight.
We Will Rock You. You may
learn the tune from this link:
We will, we will round you! (2x)
https://www.youtube.com/wat
We will, we will round you!
ch?v=5_kt0ecu_jk
We can relate the song in Rounding Numbers
Find the place means to look for the place value of the rounding digit
Look next door means to look at the right of the rounding digit
Five or more, you raise the score means that if the digit from the right is 5 to 9, you
will add one to the rounding digit (round up)
Four or less, you let it rest means that if the digit from right is 0 to 4 you just copy the
rounding digit (round down)
Do you remember PacMan? It is a maze-chase video game played since 1980.
Hi! I’m PacMan. I always eat When I face to the left call
cherries so that I can eat ghost. I me greater than.
also eat numbers, bigger
numbers. Have you noticed my When I face to the right call
mouth? Those are symbols >, <, me less than.
and =. Wherever directions I face
means it has bigger number for
me to eat. Yummy! When I face front call
me equal.
5
What is It
We can round a number by using number lines. If we are going to round 45 247 to the
nearest ten thousands using number line, the number is nearer to 50 000.
How about 9 211 round to the nearest thousands? The number is nearer to 9 000 than
10 000 so the answer is 90 000.
Following these simple steps will help you round numbers without drawing number lines.
Rounding Numbers to the Nearest Thousands or Ten Thousands

▪ Underline the number that you are going to round off (rounding digit).
▪ If the number you are rounding off is followed by 0, 1, 2, 3, or 4, round the number down or
keep the digit and change the rest of the followed digits into 0.
Example: Round 3 465 to the nearest thousands.
• Underline the thousands place which is 3. 3 465
• As the hundreds digit is 4, we round down or keep the 3 000
underlined digit and change the rest to zero
▪ If the number you are rounding off is followed by 5, 6, 7, 8, or 9, round the number up or
add 1 to the digit and change the rest of the followed digits into 0.
Example: Round 79 121 to the nearest ten thousands.
• Underline the ten thousands place which is 7. 79 121
• As the thousands digit is 9, we round up or add 1 80 000
to the underlined digit and change the rest to zero
▪ If there is/are number/s before the rounding digit, just keep it.
Round to the nearest ten thousands and hundred thousands:

Thousands Ten Thousands
23 465 23 000 20 000
45 190 45 000 50 000
69 544 70 000 70 000
Note: 0, 1, 2, 3, 4 = round down (copy) then replace the remaining digits by 0.
5, 6, 7, 8, 9 = round up (+1) then replace the remaining digits by 0.
After learning how to round off numbers, let’s compare numbers.
Lydia and her friend wanted to help the front

liners and other people on their own little way. So
they decided to sew washable face masks to be
given for free. They sew 3 625 on April and 3 656
on May. Which month has the greater number of
face masks sewn?
Here are the steps in comparing numbers:

1. Align the digit with the same place value.
2. Starting from the left, compare the digits in each place value.
3. The first pair of digits that are of different values will determine which
number is greater or less.
Thousands Hundreds Tens Ones
3 6 2 5 2< 5 therefore 3 625 is less than 3 656
3 6 5 6 3625 < 3 656
Same same 2<5
6
Let’s practice.
______ ______
1< 3 5>4
1, 2, 3, 4, 5 are arranged from least to greatest. 10, 9, 8, 7, 6, 5 are arranged from greatest
to least. But how do we arrange or order numbers up to 100 000? Here’s how to arrange
the numbers below in increasing and decreasing order:
Ascending = increasing, from least to greatest or from
smallest to largest
Descending = decreasing, from greatest to least or from

largest to smallest
We can arrange numbers by using number line: 4 567, 4 513, 4 592, 4 522
4 513 < 4 522 < 4 567 < 4 5 9 2 (ascending)
4 592 > 4 567 > 4 522 > 4 513 (descending)
We can also arrange the numbers by comparing the digits. 4567, 4513, 4592,
4522. Follow the steps in comparing number.
Ascending Order Thousands Hundreds Tens Ones

4513, 4522, 4567, 4592 4 5 6 7
4 5 1 3
Descending Order 4 5 9 2
4592, 4567, 4522, 4513 4 5 2 2
Same Same 9>6>2>1
What’s More
Activity 1.1 Rounding Numbers
1. 1. A Round each number to 1. 1. B Encircle the number that can be rounded

the place value of the underline to the given number.
digit.
1. 21 000 = 21 964 20 743 20 356 21 555
1. 78 121 = _____________
2. 90 000 = 93 701 84 362 97 202 82 449
2. 16 006 = _____________
3. 2 000 = 1 598 1 360 2 613 2 849
3. 4 788 = ______________
4. 8 000 = 8 916 7 356 8 143 7 402
4. 39 765 = _____________
5. 60 000 = 54 876 67 719 59 006 66 499
5. 21 832 = _____________
Activity 1.2 Comparing Numbers

1. 2. A Compare, write > < or = in 1. 2. B Write C if the number sentence is
each correct and W if it is wrong.
1. 32 651 32 561 1. 45 890 < 45 980
2. 76 005 76 005 2. 23 134 = 2 314
3. 8 898 9 989 3. 78 549 < 78 459
4. 33 155 11 533 4. 9 578 > 9 410
5. 7 943 7 947 5. 86 241 < 86 412
7
Activity 1.3 Ordering Numbers
Arrange the numbers in ascending order. Write the letters only.
A B C D
Ex. 51 236, 51 820, 50 998, 52 711 = C A B D
1. 76 582, 76 991, 76 101, 76 773 = ____ _____ _____ ______

2. 23 515, 23 221, 23 988, 23 734 = ____ _____ _____ ______
3. 12 999, 10 567, 16 432, 15 711 = ____ _____ _____ ______
Arrange the numbers in descending order:

4. 98 654, 98 275, 98 331, 98 409 = ____ _____ _____ ______
5. 67 902, 67 547, 67 698, 67 443 = ____ _____ _____ ______
What I Have Learned
REMEMBER
▪ In rounding numbers, if the number you are

rounding off is followed by 5, 6, 7, 8, or 9, round
the number up.
▪ If the number you are rounding off is followed by
0, 1, 2, 3, or 4, round the number down.
▪ Change all the digits on the right of the rounding
number to 0.
REMEMBER
▪ To compare numbers, compare the digits to the highest

place value. If they are equal, go to the next place value. If
they are not equal, determine which is greater or lesser.
Then use the symbols >, <, or =.
▪ To arrange the numbers in increasing or decreasing order.
Compare 2 numbers at a time. Starting from left to right,
find out which is lesser or greater then, put it in order.
What I Can Do
A poultry store sold 34 261 eggs on the first week, 34 784 eggs on week
2, 34 124 on week 3, and 34 559 on week 4. Put the number of weeks
in increasing order according to the amount of eggs sold.
There are lots of books in the National Library. 15 293 English and
Literature books, 16 528 Mathematics books, 13 021 Science and
Technology books, and 10 233 Araling Panlipunan books. Arrange the
number of books in decreasing order.
Last summer, many people went to different beaches in the

country. 24 418 went to Palawan, 25 649 to Boracay, 20 633 to
Pagudpod, and 26 901 to Nasugbu Batangas. Arrange the places
in decreasing order with respect to the number of people went to
their beaches.
8
Filipino overseas workers are all over the world. They work to support their
families. In country A, there are 19 762 Filipino workers, while in country
B, there are 19 591. Which country has a greater number of Filipino
Overseas Worker?
Assessment
Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
1. Which number will round down to 50,000?
A. 54 725 B. 48 629 C. 57 128 D. 44 626
2. Which number will round up to 4 000?
A. 4 364 B. 4 702 C. 3 915 D. 3 212
3. Which number is rounded to the nearest thousands?
A. 15 400 B. 40 000 C. 7 600 D. 31 000
4. 20 000 is rounded to the nearest _________.
A. ten thousands C. ones
B. thousands D. hundreds
5. What is the value of 54 815 when rounded off to the nearest ten thousands?
A. 50 000 B. 60 000 C. 70 000 D. 80 000
6. The distance of a church to a school is 23 569 meter. Round off the number of
kilometers to the nearest thousands.
A. 2 000 B. 20 000 C. 24 000 D. 12 700
7. Which of the numbers below is 38 000 when rounded off to the nearest thousands,
and 40 000 when rounded off to the nearest ten thousands?
A. 39 654 B. 32 551 C. 36 709 D. 38 171
8. Choose the correct symbol to make the statement correct: 51 462 __ 51 698.
A. > B. < C. = D. #
9. Write the correct symbol for: 15 672 _____ 12 923.
A. > B. < C. = D#
10. Write the missing digit in 44 514 > 44 __56 to make the sentence true.
A. 3 B. 7 C. 6 D. 9
11. 30 000 + 4 000 + 70 + 1 = _______.
A. 3 471 B. 34 071 C. 34 701 D. 34 710
12. Which statement is correct?
A. 23 480 < 23 177 C. 2 609 > 26 092
B. 8 671 = 8 617 D. 83 551 < 83 555
13. Here are the first 4 planets in the Solar System which are near the sun and their
sizes.
Planets Diameter in Km
Mercury 4 878 km
Venus 12 104 km
Earth 12 756 km
Mars 6 794 km
Which statement is correct?
A. Mercury > Venus C. Earth < Mars
B. Venus = Earth D. Mars > Mercury
14. Which planet is the smallest?
A. Earth B. Mars C. Mercury D. Venus
15. Which planet is the largest?
A. Earth B. Mars C. Mercury D. Venus
9
16. Arrange the planets in increasing order according to their sizes.
A. Earth, Mars, Mercury, Venus
B. Mercury, Venus, Earth, Mars
C. Earth, Venus, Mars, Mercury
D. Mercury, Mars, Venus, Earth
17. Which of the following groups of numbers is arranged in decreasing order?
A. 24 284, 24 741, 24 411, 24 537, 24 329
B. 13 546, 13 432, 13 342, 13 256, 13 176
C. 98 789, 98 876, 98 678, 98 345, 98 234
D. 61 123, 61 234, 61 342, 61 453, 61 573
18. The numbers 12 479, 12 451, 12 427, 12 405 are arranged in ________ order.
A. ascending C. increasing
19. 8 762, 8 779, 8 783, 8 799 is arranged in _________ order.
A. descending C. increasing
20. Arrange the following numbers in increasing order. 5427, 5812, 5119, 5555
A. 5 812, 5 427, 5 555, 5 119 C. 5 812, 5 555, 5 427, 5 119
B. 5 119, 5 427, 5 555, 5 812 D. 5 555, 5 427, 5 119, 5 821
A. Aling Selya is preparing for the online classes of her children. She went to the
appliance center to look for gadgets that can be used by her children.
Laptop = ₱29 978 Tablet = ₱12 115

Smart phone = ₱14 754 Desktop = ₱27 325
Arrange the items and prices in descending order and round off to the
nearest thousands and ten thousands.
Items Price Thousands Ten Thousands
B. Arrange the digits below to form the greatest and least number without repeating
the digits.
C. Plot the given numbers on the number line in ascending order:
23 915 23 227 23 760 23 511
10
4
Mathematics
Multiplying Whole Numbers
Quarter 1 - Module 3: Multiplying Whole Numbers
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 module 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.

Writer: Norina E. Allera

Michael R. Lee
Printed in the Philippines by the Schools Division Office of Makati City through the
support of the City Government of Makati (Local School Board)

Telefax: (632) 882 5861 / 882 5862
2
What I Need to Know
In this module, you will learn how to multiply numbers up to 3-digit numbers by
up to 2-digit numbers without regrouping. Applying your skills in multiplying numbers
will be developed and enhanced in this module. The lessons are arranged to follow the
standard sequence of the course. But the order in which you read them can be changed
to correspond with the textbook you are now using.
After going through this module, you are expected to:
1. Multiplying numbers up to 3-digit numbers by up to 2-digit numbers
without regrouping.
What I Know
Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.
Direction: Read the questions carefully then write the letter of the correct answer.
1. Fish costs ₱125 per kilogram. How much would 12 kilograms of fish cost?
A. ₱1 000 B. ₱1 500 C. ₱2 000 D. ₱2 500
2. What is the product of 321 x 33?

A. 10 359 B. 10 539 C. 10 593 D. 10 953
3. What is 144 x 21?

A. 3 042 B. 3 240 C. 3 420 D. 3 024
4. If we multiply 341 by 31, what is the product?

A. 10 751 B. 10 571 C. 10 517 D. 10 157
5. Inside a rice mill, there are 132 rows of sacks of palay. Each row has 22 sacks of
palay. How many sacks of palay are there?
A. 2 940 B. 2 904 C. 2 490 D. 2 490
6. Mrs. Jones makes 850 cookies every day. What is the total number of cookies
made by her in 10 days?
A. 8 000 B. 8 005 C. 8 050 D. 8 500
7. What is the product of 324 and 23?

A. 7 542 B. 4 572 C. 4 752 D. 7 452
8. 222 multiply to 24 is ___________.

A. 5 329 B. 5 293 C. 5 328 D. 5 238
9. What is the product if we multiply 509 by 11?

A. 5 599 B. 5 959 C. 5 995 D. 5 999
10. What will you get if 232 is multiplied by 23?

A. 5 736 B. 5 633 C. 5 363 D. 5 336
11. If 341 is multiplied with 12, what will be the product?

A. 4 092 B. 4 902 C. 4 920 D. 4 090
3
12. Mrs. Ocampo works in a garment factory. She can sew 212 baby dresses in a
day. How many baby dresses can she sew in 2 weeks?
A. 2 968 B. 2 896 C. 2 689 D. 2 698
13. In response to the use and reuse campaign of one of the schools, the Grade 4
pupils were able to collect 322 empty plastic bottles in a day. How many empty
plastic bottles did they collect in 23 days?
A. 7 402 B. 7 404 C. 7 406 D. 7 408
14. Arthur has ₱123 in his piggy bank. His brother Alvin, has thrice the amount he
has in his piggy bank. How much money do they have in all if they double the
total amount after a month?
A. ₱848 B. ₱874 C. ₱889 D. ₱984
15. A sari-sari store sells 324 bottles of soda in a month. If a bottle costs ₱13, how
much is the sale of the sari-sari store in a month?
A. ₱4 312 B. ₱4 221 C. ₱4 212 D. ₱4 122
16. In Baguio, pine seedlings are packed in boxes of 31. How many seedlings are in
234 boxes?
A. 7 254 B. 7 245 C. 7 425 D. 7 524
17. The transportation fare from the terminal to the Imus Batangas is ₱122. How
much will the driver collect from 14 passengers?
A. ₱1 870 B. ₱1 708 C. ₱1 707 D. ₱1 706
18. The recycling center collects 441 aluminum cans in one day. How many cans
will be collected in three weeks?
A. 9 621 B. 9 612 C. 9 261 D. 9 126
19. In a hardware store, there are 42 nails in a box. If the store has 111 boxes, how
many nails are there?
A. 4 662 B. 4 626 C. 4 612 D. 4 602
20. In a forest conservation drive, farmers in Samar Region planted coconuts in 42

rows and in 122 rows. How many coconuts were planted in all?
A. 5 214 B. 5 124 C. 5 024 D. 5 014
Lesson
1 Multiplying Whole Numbers
The lesson deals with the understanding of whole numbers, in multiplying

numbers up to 3-digit numbers by up to 2-digit numbers without regrouping by using
partial products, the lattice, short and long methods. Multiplication of whole numbers
is the sort way to do repeated addition. It helps you to find the total number of items
quickly and it helps you to think about the number of equal sized groups and the
number of items in each group. The important thing to remember is that everyone is
different of which multiplication method do you prefer.
4
What’s In
Let’s Practice
231 423 341 211 323

x3 x2 x2 x4 x3
Let’s Try Some More
There are 232 pupils in Grade Four who joined in the Fun
Run for a cause. The registration costs ₱3. How much did the
organizer collect in all?
Jumaima has an album. She places 4 pictures in a page. If

there are 221 pages, how many pictures can she place in her
album?
Marl can make 3 glasses of drinks in one can of juice. If she

has 213 cans of juice. How many glasses can she make?
Justin has 4 boxes of ballpens. There are 122 ballpens in

each box. How many ballpens does Justin have?
Jasmine counted 312 detergent bars in a box. If there were 2

boxes in the shelf, how many detergent bars were there?
What’s New
123 boys joined the summer basketball clinic.

12 sets of uniforms were given to each of
them. How many sets of basketball uniform
do the boys received?
5
▪ How many boys joined in the summer basketball clinic? 123 boys
▪ How many sets of uniforms were given to each player? 12 uniforms
▪ What are the numbers given? 123 boys, 12 sets of uniforms
▪ What is the mathematical sentence? 123 x 12 = N
Now, study the explanation below on how to multiply numbers up to 3-digit

numbers by up to 2-digit numbers without regrouping.
123 multiplicand
x 12 multiplier
There are two methods in multiplying 3-digit numbers by 2-digit numbers

without regrouping.
SOLUTION 1: By using the Short Method.
Step 1. Multiply the ones in the multiplicand by the ones in the multiplier.
123 3
x 12 x 2
6 6
Step 2. Multiply the tens in the multiplicand by the ones in the multiplier.
123 3 2
x 12 x 2 x 2
46 6 4
Step 3. Multiply the hundreds in the multiplicand by the ones in the multiplier.
123 3 2 2
x 12 x 2 x 2 x 1
246 6 4 2
Step 4. Multiply the ones in the multiplicand by the tens in the multiplier.
123 3
x 12 x 1
2 46 3
3
Step 5. Multiply the tens in the multiplicand by the tens in the multiplier.
123 3 2
x 12 x 1 x 1
2 46 3 2
23
6
Step 6. Multiply the hundreds in the multiplicand by the tens in the multiplier.
123 3 2 1
x 12 x 1 x 1 x 1
2 46 3 2 1
123
Step 7. Add the partial products
123
x 12
246 first partial product of 23 x 2
+ 123 second partial product of 23 x 1
1476 sets of basketball uniforms
SOLUTION 2: By using the Long Method

This method uses distributive property of multiplication over addition
123 x 12 = { (100 + 20 + 3) x 10 } + { (100 + 20 + 3) x 2 }

= { (100 x 10) + ( 20 x 10) + ( 3 x 10) } + { (100 x 2) + ( 20 x 2) + ( 3 x 2) }
= 1000 + 200 + 30 + 200 + 40 + 6
= 1 476
Step 1. Write the multiplicand and the multiplier in expanded form.

Step 2. Multiply the digit in the ones place by the multiplicand.
Step 3. Multiply the digit in the tens place by the multiplicand.
Step 4. Add all the products
What is It
How do you multiple up to 3-digit numbers by up to

2-digit numbers without regrouping?
▪ Multiply all the digits in the multiplicand
from right to left by each digit in the
multiplier.
▪ Add all the partial products to get the final
product.
7
What’s More
Activity: Let’s Try Your Skills. Read and Solve.
A. Find the product by using the short method.
1. 434 2. 424 3. 213 4. 312 5. 403

x 22 x 22 x 32 x 33 x 31
B. Find the product by using the long method

This one is done for you.
341 x 21 = {(300+40+1) x 20} + {(300+40+1) x1}
= {(300x 20) +(40 x 20) + (1 x 20)} + {(300 x 1) + (40x1) + (1x1) }
= 6 000 + 800 + 20 + 300 + 40 + 1
= 7 161
1. 232 x 23 =
2. 543 x 11 =
3. 433 x 22 =
4. 324 x 12 =
5. 411 x 21 =
What I Have Learned
How did you find the activity? Which is easier to use? The short method or the
long method? Find the product. Use any of the two methods.
1. 403 x 21 = 2. 213 x 13 = 3. 341 x 23 = 4. 231 x 22 = 5. 331 x 11 =
What I Can Do
Read and solve.

Mrs. Collen is an Online Food Seller in Makati. She sells and delivers ready to eat
foods, like Milk Tea, French Fries, Lumpiang Shanghai, and Siomai.
8
Use the table below to answer the following questions.
Food Products Price
Milk Tea ₱120.00/tumbler
French Fries ₱134.00/kilo
Lumpiang Shanghai ₱12.00/pc
Siomai ₱10.00/pc
1. How much do 3 tumblers of Milk Tea cost?

2. How much is the cost of 213 pcs. of lumpiang shanghai?
3. If MJ will order 412 pcs. of siomai, how much did Mrs Collen get from her sales?
4. Jaz ordered 12 kilos of French Fries, how much will she pay to Mrs. Collen?
5. How much is the cost of 523 pcs. of lumpiang shanghai?
Assessment
Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
1. Tilapia costs ₱120 per kilogram. How much would 14 kilograms of tilapia cost?
A. ₱1 860 B. ₱1 680 C. ₱1 608 D. ₱1 068
2. What is the product of 421 x 21?

A. 8 481 B. 8 418 C. 8 841 D. 8 814
3. What is 414 x 11?

A. 4 554 B. 4 545 C. 4 455 D. 4 454
4. If we multiply 312 by 22, what is the product?

A. 6 864 B. 6 684 C. 6 486 D. 6 468
5. Inside a rice factory, there are 132 rows of sacks of rice. Each row has 11 sacks
of rice. How many sacks of rice are there?
A. 1 245 B. 1 425 C. 1 542 D. 1 452
6. Mrs. Soler makes 413 cookies every day. What is the total number of cookies
made by her in 20 days?
A. 8 620 B. 8 602 C. 8 601 D. 8 260
7. What is the product of 324 and 12?

A. 3 888 B. 3 788 C. 3 688 D. 3 588
8. 333 multiply to 22 is ___________.

A. 7 326 B. 7 236 C. 7 623 D. 7 632
9. What is the product if we multiply 509 by 11?

A. 5 499 B. 5 599 C. 5 959 D. 5 995
9
10. What will you get if 632 is multiplied by 10?
A. 6 302 B. 6 203 C. 6 320 D. 6 300
11. If 314 is multiplied with 22, what will be the product?

A. 6 980 B. 6 908 C. 6 890 D. 6 809
12. Mrs. Magpantay works in a garment factory. She can sew 313 baby dresses in a
day. How many baby dresses can she sew in 31 weeks?
A. 9 703 B. 9 730 C. 9 073 D. 9 037
13. In response to the use and reuse campaign of one of the schools, the Grade 4
pupils were able to collect 214 empty plastic bottles in a day. How many empty
plastic bottles did they collect in 23 days?
A. 4 922 B. 4 292 C. 4 229 D. 4 228
14. A sari-sari store sells 313 bottles of soda in a month. If a bottle costs ₱12, how
much is the sale of the sari-sari store in a month?
A. ₱3 567 B. ₱3 576 C. ₱3 675 D. ₱3 756
15. Marlo has ₱234 in his piggy bank. His brother Alvin, has thrice the amount he
has in the piggy bank. How much money do they have in all if they double the
total amount after a month?
A. ₱1 404 B. ₱1 772 C. ₱1 872 D. ₱704
A. Find the product (Use the short method).
4. 1221 5. 3323 2. 1321 3. 3423 1. 2323

x4 x3 x3 x2 x2
B. Find the product (Use the distributive property of multiplication over addition)
9. 314 8. 323 7. 223 6. 123 10. 423

x 22 x 23 x 12 x 13 x 21
10
4
Mathematics
Mental Multiplication and Word
Problems Involving
Multiplication of Whole
Numbers
Quarter 1 - Module 4: Mental Multiplication and Solving Word Problems Involving
Multiplication of Whole Numbers
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 module 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.

Writer: Fe O. Billones

Michael R. Lee
Printed in the Philippines by the Schools Division Office of Makati City through the
support of the City Government of Makati (Local School Board)

Telefax: (632) 882 5861 / 882 5862
2
What I Need to Know
This module was designed and written with you in mind. It is here to help you solve mental
multiplication using different strategies. The scope of this module permits it to be used in many
different learning situations. The language used recognizes the diverse vocabulary level of students.
The lessons are arranged to follow the standard sequence of the course. But the order in which you
read them can be changed to correspond with the textbook you are now using. The module is divided
into two lessons, namely:
 Lesson 1: Mental Multiplication and Strategies Used
 Lesson 2: Word Problem Involving Multiplication of Whole Numbers
After going through this module, you are expected to:
1. multiply mentally 2-digit by 1- to 2-digit numbers with products up to 200 and explain
the strategies used; and
2. solve routine and non-routine problems involving multiplication of whole numbers
including money using appropriate problem-solving strategies and tools.
What I Know
1. Mentally multiply 9 by 13.
A. 137 B. 127 C. 117 D. 107
2. Marisol wants to calculate 28 × 5 without a calculator. To make the calculation easier, she
doubles one of the numbers to be 10 and halves the other. What is answer to her calculation?
A. 170 B. 160 C. 150 D. 140
3. Multiply these numbers without writing anything down: 19 x 7
A. 143 B. 136 C. 133 D. 123
4. Using the distributive property, solve 3 x 65 mentally.
A. 195 B. 185 C. 175 D. 165
5. Pick one way to break one of the factors to solve 5 x 16.
A. 5 x 1 x 6 B. 5 x 2 x 8 C. 5 x 3 x 8 D. 5 x 10 x 6
6. Which of the following is equal to 5 x 16?
A. 5 x 6 = 30 B. 10 x 8 = 80 C. 15 x 8 = 120 D. 50 x 6 = 300
7. Which of these is equal to 18 x 5?
Hint: Remember that you can replace one of the factors with an expression to which it is equal
to.
A. 8 x 2 x 5 B. 9 x 2 x 5 C. 9 x 9 x 5 D. 10 x 8 x 5
8. Antonette knows a strategy to multiply which would make it easier to calculate and would
have the same answer. Use her strategy to find the missing number.
X2
If you double one number, halve the other. So,
x2
18 x 5 = 9 x 10 22 x 5 = ? x 10
÷2
A. 13 B. 12 C. 11 D. 9
9. Which of the following expressions has the same value as 5 x 120?
A. 10 x 60 B. 10 x 120 C. 10 x 240 D. 5 x 60
10. Paulo wants to calculate 15 × 16. He decides to change the expression to make easier to
evaluate without a calculator. If Paulo doubles 15 to get 30, what should he do to 16?
A. It should be halved to 8. C. It should be doubled to 32.
B. It should stay the same. D. It should be divided by 4.
3
11. Use the doubling and halving strategy to simplify the following 25 × 12 =
multiplication:
A. 25 × 24 B. 25 × 6 C. 50 × 24 D. 50 × 6
12. You know that 9 × 9 = 81, 9 × 8 = 72, and 9 × 3 = 27. Use this to find 9 ×17.
A. 143 B. 153 C. 163 D. 173
13. Daniel, Benjamin, and Lito want to rewrite the multiplication sentence 16 × 25 using
doubling and halving. Daniel rewrote it as 16 × 50, Benjamin rewrote it as 8 × 25, and
Lito rewrote it as 8 × 50. Who rewrote the correct multiplication sentence?
A. Lito B. Benjamin C. Jackson D. Daniel
14. Computing mentally, what is 3 x 40?
A. 3 400 B. 430 C. 340 D. 120
15. John wants to calculate 20 x 30. Which of the following is the same as 20 x 30?
A. 2 x 3 x 10 C. 2 x 10 + 3 x 10
B. 2 x 3 x 10 x 10 D. 2 x 30 x 10 x 10
Lesson Mental Multiplication and Solving

Routine and Non-Routine
1 Problems Involving Multiplication
Of Whole Numbers
This lesson deals with mental multiplication strategies and how to solve multiplication word
problems easily. Mental multiplication is the process of producing on exact answer to a computational
problem without any external computational aid.
Some multiplication problems can be solved by doing the calculations in your head. This is
called Mental Math. Mental math refers to doing math calculations in your head without the use of
tools, such as calculators, pen and paper, or abacus. Mental math strategies help you compute quickly
and easily when a calculator is not in handy. Mental math actually keeps our brains quick and sharp.
The brain, like the muscles, gets stronger and more efficient with use. These strategies also cut
calculation time when working with pencil and paper. Some multiplication problems may seem too
large to do in your head. But remember, a large number can be broken down into the sum of two
smaller numbers.
To help you find the product between two numbers mentally, look closely at the factors and
devise a way by which you can facilitate multiplication.
What’s In
Before we do mental multiplication, you must have mastered single-digit multiplication. It is a

prerequisite that you know your single-digit multiplication tables from 1 x 1 to 9 x 9. If you are still
struggling with this basic knowledge, then develop some strategies for working out what you do not
know from what you know.
For example, if you are not sure of the product of 6 and 8, start with 6 x 2 =12, double 2 to get
6 x 4 = 24 and double 4 again to get 6 x 8 = 48. Then, if you cannot remember the product of 7 and 8,
but you know 6 x 8 = 48, you can get 7 x 8 = 56 by adding on another 8. Or you could use 5 x 8 = 40
and 2 x 8 = 16 to deduce that 7 x 8 = 40 + 16. We know that the 10’s multiplication facts are an easy
set to learn. So for the 9’s facts, we can use a 10’s fact, and then just subtract one group.
For example, for 9×3, first do 10×3 to make 30, and then subtract one group of 3 to make 27.
For 9×7, first do 10×7 to make 70, and then subtract one group of 7 to make 63.
Here’s how to perform another strategy for the 9’s facts: You will notice that the sum of the
digits on the product of 9’s facts is 9.
Example: 9 x 3 = 27 (2+7=9) 9 x 7 = 63 (6+3=9) 9 x 9 = 81 (8+1=9)
Step 1: Look at the equation. Point to the number that is NOT the 9. For example, in the
equation 9×3=___, point to the 3.
4
Step 2: Subtract 1 from the number that you are pointing to. In this example, you would think “3-
1=2.” The difference (in this case, 2) will be the first number of your product. So now our
equation looks like this: 9×3=2__.
Step 3: 9. So now we need to think, “What can I add to 2 to make 9?” In this case the answer is 7.
Add this 7 as the second digit in your product: 9×3=27
Let’s do the Crossword Puzzle to review basic multiplication facts.
ACROSS DOWN
2. 6 x 8 = 19. 10 x 8 = 1. 7 x 2 = 14. 6x7=
4. 9 x 5 = 22. 7x9= 3. 9 x 9 = 17. 7x4=
6. 7 x 7 = 23. 6x2= 5. 6 x 9 = 18. 8x7=
8. 4 x 3 = 24. 8x8= 7. 9 x 10 = 20. 4 x 8 =
12. 6 x 6 = 25. 4x7= 9. 3 x 9 = 21. 4 x 9 =
14. 8 x 5 = 10. 8 x 10 = 23. 2 x 9 =
16. 3 x 7 = 11. 8 x 9 =
17. 7 x 6 = 13. 8 x 8 =
What’s New
Learn About Mental Multiplication Strategies

Let’s analyze the problem.
Due to the COVID-19 pandemic, five groups of 14
 How many groups of teachers bought,
repacked, and distributed the relief goods? teachers bought relief goods, repacked by
 How many teachers are in each group? themselves, and distributed to the families of their
 What should the number sentence for this pupils. How many teachers bought, repacked, and
problem? 14 x 5 = n distributed relief goods?
 How can we solve the problem mentally?
What is It
In the above problem, there are many strategies to solve the problem mentally.
Solution 1: 14 Multiply mentally the ones 5 x 4 = 20
x 5 Multiply mentally the ones by tens 5 x 10 = 50
Add mentally 20 + 50 = 70
5
Solution 2: By Distributive Property
5 x 14 = 5 x (10 + 4) Expand the value of each digit of 14
= (5 x 10) + (5 x 4) Distribute the factor 5
= 50 + 20 Find and add the partial products
= 70
Solution 3: Doubling and Halving Strategy
5 x 14 = 5 x 2 = 10 Double 5 and halve 14
= 14 ÷ 2 = 7
= 10 x 7 Argie purchased 11 boxes of mineral
= 70 water. Each box contains 12 bottles
of 500 ml mineral water. How many
bottles of mineral are there in all?
Now, let’s have another problem.
To solve the problem mentally, again, you can use different multiplication strategies.
Solution 1: By Distributive Property
11 x 12 = 11 x (10 + 2) Expand the value of each digit of 12
= (11 x 10) + (11 x 2) Distribute the factor 11
= 110 + 22 Find and add the partial products
= 132
Solution 2: Doubling and Halving Strategy
11 x 12 = 11 x 2 = 22 Double 11 and halve 12
= 12 ÷ 2 = 6
= 22 x 6
= 132
Solution 3: Split Strategy
11 x 12 = 11 x 12 Split one of the numbers into tens and units
= (10 x 12) + (1 x 12) Rewrite the problem using parenthesis
= 120 + 12 Work out the answers inside the parenthesis,
= 132 then add them together
Solution 4: Compensation Strategy (Rounding Down, Adjusting Up)
11 x 12 = 10 x 12 11 is close to 10
= 120 We can do mentally 10 x 12 = 120
= 120 + (1 x 12) We have to add 12 because we used 1 group
= 132 of 12 less
11 x 12 = 132
Now, let’s have another problem: How much do your parents give you for your daily allowance? Do you
spend all of it or you save some amount? Why do you save some amount from your allowance? What do
you do with the money you save? Do you spend it wisely?
Karl receives from his parents an amount of ₱50 as his daily allowance for school. He saves ₱5 for
his future expenses. How much does he receive as monthly allowance, excluding Saturdays and
Sundays. How much does he save in a month?
Let’s analyze and solve the problem using the 4-Step Plan.
Understand: Know what is asked: Karl’s monthly allowance
Karl’s monthly savings
Know the given facts: ₱50 daily allowance
₱5 daily savings
Plan: Determine the operation to be used: Multiplication
Write the number sentences: ₱50 x 20 days = N
(30 days in a month, excluding Saturday
and Sunday = 20 days)
₱5 x 20 days = N
Solve: Show your solution: ₱50 x 20 = ₱1 000
(monthly allowance of Karl)
₱5 x 20 = ₱100 (savings of Karl)
6
Check and Look Back: Check your answer and state the complete
answer.
Karl receives ₱1 000 as monthly allowance
He saves ₱100 in a month
What’s More
First,
32 x 5 = 16 x 2 x 5
Activity: Mental Multiplication Then,
16 x 2 x 5 = 16 x 10
 Roy found a way to use 10 so he can multiply easily. So,
32 x 5 = 160
Find the missing numbers using his strategy.
1. 38 x 5 = _____ x 10 3. 18 x 5 = _______
2. 2 x 35 = 10 x _____ 4. 24 x 5= ____ x 10
If you double one number,
 Fatima knows a strategy to multiply by making Halve the other. So,
easier calculations with the same answer.
Use her strategy to find the product. x2
5. 25 x 8 = _______ 7. 5 x 38 = _______
6. 15 x 12 = _______ 8. 25 x 7 = _______
24 x 5 = 12 x 10
Calculate mentally using compensation strategy.
9. 12 x 16 = ______ 11. 13 x 15 = _______
10. 22 x 9 = _______ 12. 41 x 4 = ________
÷2
24 x 5 = 120
Complete each equation, then multiply mentally.
13. 4 x 35 = 4 × (___ + 5 ) = (4 x 30) + (4 x 5) = ______
14. 3 x 56 = 3 x (50 + 6) = (3 x 50) + (3 x __) = _____
15. 12 x 15 = 12 x (10 + 5) = (12 x ___) + (12 x 5) = _____
16. 5 x 6 x 4 = (5 x ___) x 6 = _____
Solve each word problem mentally.
17. Tom and Jerry want to plant 15 rows of eggplants. Every row will have 20 eggplants.
How many eggplant seedlings do they need?
18. Mildred bought 30 pencils at ₱12 each. How much was the total cost?
19. Melvin has 15 toy cars. Jake has 2 times as many cars as Melvin. How many toy cars do they
have in all?
20. Alexander delivers 40 newspapers a day. How many newspapers can he deliver in
one week?
What I Have Learned
To multiply mentally 2-digit by 1- to 2-digit numbers with the products up to 200, we can use
different strategies, such as:
Example: 12 x 15 =
1. Split Strategy
The split strategy of multiplication for
multi-digit numbers simplify the process 10 2
of multiplying and also supports (10 x 15) + (2 x 15)
mental math with larger numbers. 150 + 30 = 180
Example: 5 x 18
2. Doubling and Halving Strategy
We can simplify some multiplication 5+ 5 18 ÷ 2
problems by doubling one factor
and halving the other factor. 10 x 9
3. Compensation Strategy 90
When multiplying, we can round to an easier number and then adjust or compensate.
Example : 29 x 4 29 is close to 30. We can do 30 x 4 in our heads
30 x 4 = 120 We have to take off 4 because we used one group many
120 – (1 x 4) = 116
29 x 4 = 116 Another,
7
Example : 32 x 6 32 is close to 30 so we round down by -2.
30 x 6 = 180 We can do 30 x 6 in our mind. We have to add 12
180 + (2 x 6) = 192 (2 x 6) because we used 2 group less
32 x 6 = 192
4. Distributive Property of Multiplication
The distributive property of multiplication refers to the idea that either one of the two factors
in a product can be split (decomposed) into two or more parts and each part multiply
separately, and then add. The result is the same as when the original factors are multiplied.
Example : 6 x 25 = 5 x (20 + 5)
= (6 x 20) + (6 x 5)
= 120 + 30
= 150
5. Using Patterns and Multiples of Ten

Multiplying a whole number by 10 makes a number larger by one place value:
10 x 4 = 40
Multiplying by 100 makes it larger by two place values: 100 x 4 = 400
Multiplying by 1000 makes it larger by three-place value: 1000 x 4 = 4000
In solving routine and non-routine problems involving multiplication of whole numbers including
money using appropriate strategies and tools, follow the 4-Step Plan.
1. Understand
 Know what is asked
 Know the given facts
 If any, determine the hidden questions
2. Plan
 Determine the operations to be used
 Write the number sentence
3. Solve
 Use the operation to solve
4. Check and Look Back
 Write the correct answer
What I Can Do
Read each problem and solve mentally. Encircle the correct answer.
1. Francis bought 4 sandwiches 4. T-shirts are sold on a “Buy 1 –

for ₱35 each. How much did Take 1” basis. If a shirt costs
he pay for 4 sandwiches? ₱150, how much will you pay
for 10 T-shirts?
₱120 ₱140 ₱160 ₱180

₱150 ₱750 ₱1 050 ₱1 500
2. A zebra has 78 stripes. How

5. The Department of Health
many stripes are there on 6
distributes 2 500 rapid
zebras?
testing kits to every town in a
certain region. How many
486 478 468 438 rapid testing kits will be
distributed if there are 12
towns in that region?
3. Rowel shared his guavas with 3 000 5 000 30 000 40 000

his 15 friends. If each of his
friends received 12 guavas,
how many guavas did Rowel
share in all?
280 180 160 140
8
Assessment
Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper. Solve mentally.
1. Use any appropriate method to calculate 19 x 9.
A. 181 B. 171 C. 161 D. 151
2. Faye used 14 = 10 + 4 to solve 7 x 14. Use her method to answer 8 x 24 = ?
7 x 14 = 7 x ( 10 + 4 ) 20 + 4
A. 134
10 + 4 B. 162
= (7 x 10) + (7 x 4) C. 192
= 70 + 24 D. 194
= 94
52 x 3 = ( 60 x 3) + (2 x 3)
3. Jenny spilled ink over her multiplication homework. = 180 + 6
What number is the arrow pointing at?
A. 180 C. 160 = 186
B. 170 D. 150
4. A pack contains 12 coloring pencils. How many coloring pencils are there if there are 15
packs? Use halving and doubling strategy to find the answer.
A. 150 B. 160 C. 170 D. 180
5. A ladybug has eight spots. How many spots are there on 19 ladybugs altogether?
Use compensation strategy to find the answer.
A. 141 B. 152 C. 163 D. 181
B. Multiply mentally using any method.
6. 5 x 31 8. 3 x 53 10. 18 x 11
7. 4 x 42 9. 9 x 21
Multiplying Two-Digit Numbers Ending in 5
Look at the examples below. See how to multiply the same two-digit numbers ending in 5.
3 5 7 5
1. 35 x 35 2. 75 X 75
3 5 7 5
3x(3+1) 5x5 7x(7+1) 5x5

3 x 4 = 12 25 7 x 8 = 56 25
35 x 35 = 1 225 75 x 75 = 5 625
 Can you state the rule in multiplying a two-digit number ending in 5 by itself?
 What do you do to get the product easily?
9
Special Parts of Two-Digit Numbers
The method below applies to a specific pair of two-digit numbers. First, you see it the two
numbers satisfy these conditions.
 The tens digits are the same.
 The ones digits form a sum of 10.
Multiply first the ones
Study the examples below. 6 x 4 = 24
1. 43 x 47 4 3 2. 24 x 26
4 7
24
X 26
4x(4+1) 3x7
4 x 5 = 20 21 24
6 Add 1 to 2, then multiply
2x(2+1)=2x3=6
43 x 47 = 2 021 624
Then put together

24 x 26 = 624 the number 624
Multiplying Numbers by 11
The sum 12 is written as 2.
Study the examples below.
1 is carried over to the next
1. 26 x 11 2. 84 x 11 digit on the left.
26 x 11 = 286
84 x 11 = 924
2 8 6
(2+6)
8 12 4
(8+4)
A. Find the product mentally using any method. Write your answer in the crab.
1. 35 x 35 = 2. 64 x 66 = 3. 38 x 11 =
4. 28 x 22 = 5. 75 x 75 =
B. Analyze each problem mentally and write your answer inside the heart.
6. Twenty-five pupils bought 4 notebooks each. If each notebook costs ₱50,

how much is the total cost of all the notebooks bought by the pupils?
7. A baker makes 300 pieces of pandesal in one hour. How many

pieces does he bake in 10 hours?
8. Alvin walks to and from school every day with a total distance of 11 km.
How many kilometers did he cover in 19 days?
9. I am a 3-digit number and a product of two 2-digit numbers, which are both
ending in 5. The sum of my digits is 13. Who am I?
10. I am a 3-digit number and a product of two 2-digit numbers whose ones digit
have a sum of 10 and whose tens digits are the same. The sum of my digits is
12. Who am I?
10

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4

Published by the Department of Education

Development Team of the Module

Writer: Brenda N. Nebre

Editor: Patricia Ulynne F. Garvida

Reviewer: Michael R. Lee

Layout: Ma. Fatima D. Delfin and Michiko Remyflor V. Trangia

Management Team: Neil Vincent C. Sandoval

Department of Education - Schools Division Office of Makati City

Office Address: Gov. Noble St., Brgy. Guadalupe Nuevo

10 000 1 000 1 000 100 10 10 10 1

10 000 1000 100 10 10 1

3. What number represents the given figure below?

Lesson Visualizing Numbers Up to 100 000, Giving

1 Numbers Up to 100 000, and Reading and

Let’s have a review about counting numbers and whole numbers.

Whole Numbers are simply the Counting Numbers are whole

But how are we going to visualize whole numbers?

▪ Counting numbers and whole

▪ We can also use models, like

Place Value Chart

Let’s try to use models to represent a number.

A single block A long represents A flat represents A cube

2 000 + 300 + 70 + 5 = 2 375

Using the place value chart to illustrate this number.

Place Value Chart

Study this problem.

100 000 10 000 1 000 100 10 1

10 000 1 000 100 10 1

10 000 1 000 100 10 1

Place Value Chart

A. Write the number represented by the following models.

10 000 1 000 1 000 100 100 10

10 000 1 000 100 100 10 10

Write the number represented.

What I Have Learned

A. What number is represented by these number disc?

Write the number represented by the following:

B. Choose the letter of the correct answer.

A Place for Every Number

A. 5 hundreds, 4 tens, 7 ones A. 5 tens, 8 ones

C. 9 tens, 6 ones B. 4 thousands, 2 hundreds, 6 tens,

E. 8 tens, 2 ones 3 ones

F. 1 tens, 4 ones D. 6 hundreds, 1 tens, 8 ones

H. 6 hundreds, 1 ones G. 4 tens, 3 ones

J. 8 tens, 3 ones I. 1 thousands, 5 hundreds, 7 tens

K. 5 tens, 2 ones L. 2 tens, 9 ones

M. 7 hundreds, 9 tens, 8 ones N. 8 hundreds, 3 tens, 4 ones

O. 4 thousands, 9 hundreds, 3 tens P. 3 tens, 5 ones

Q. 3 tens, 7 ones R. 7 tens, 6 ones

S. 5 hundreds, 4 tens, 6 one

Published by the Department of Education

Development Team of the Module

Writer: Merlin S. Sasil

Editor: Patricia Ulynne F. Garvida

Reviewer: Michael R. Lee

Layout: Ma. Fatima D. Delfin

Management Team: Neil Vincent C. Sandoval

Department of Education - Schools Division Office of Makati City

Office Address: Gov. Noble St., Brgy. Guadalupe Nuevo

In this module, learners build their skills and competencies in rounding,

Week Number Number of Steps

Lesson Rounding Numbers to the Nearest Thousands

1. 76 582, 76 991, 76 101, 76 773 = __ _ _ ____