DIVISION OF NAVOTAS CITY

4
MATHEMATICS
Quarter 1

S.Y. 2021-2022
NAVOTAS CITY PHILIPPINES
Mathematics – Grade 4
Alternative Delivery Mode
Quarter 1
Second Edition, 2021

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Consolacion Z. Indab/Flordeliza T. Pura/Verlie S. Elunio/ Luzviminda O.
Mateo/Grace Aggarao
Editors: Mary Ann T. Carreon
Reviewers: Alberto J. Tiangco
Illustrator: Eric C. De Guia – BLR Production Division, Consolacion Z. Indab/Flordeliza
T. Pura/Verlie S. Elunio/ Luzviminda O. Mateo/Grace Aggarao
Layout Artist: Stephanie Joie S. Sanchez/Melody Z. De Castro
Management Team: Alejandro G. Ibañez, OIC- Schools Division Superintendent
Isabelle S. Sibayan, OIC- Asst. Schools Division Superintendent
Loida O. Balasa, Chief, Curriculum Implementation Division
Alberto J. Tiangco, EPS in Mathematics
Grace R. Nieves, EPS In Charge of LRMS
Lorena J. Mutas, ADM Coordinator
Vergel Junior C. Eusebio, PDO II LRMS

Inilimbag sa Pilipinas ng ________________________

Department of Education – Navotas City

Office Address: BES Compound M. Naval St. Sipac-Almacen Navotas City
____________________________________________
Telefax: 02-8332-77-64
____________________________________________
E-mail Address: ____________________________________________
Navotas.city@deped.gov.ph
 Table of Contents

What I Know ............................................................. 1

Module 1 ................................................................... 3

Module 2 ................................................................... 11

Module 3 ................................................................... 15

Module 4 ................................................................... 20

Module 5 ................................................................... 24

Module 6 ................................................................... 28

Module 7 ................................................................... 30

Module 8 ………………………………………………………33

Module 9……………………………………………………….36

Assessment……………………………………………………43

Answer Key ............................................................... 45

References ................................................................ 46
Directions: Read and understand each item, choose your correct
answer.

1. What number is represented by these discs?

A. 10 500
B. 10, 540
C. 10 542
D. 15 042

2. The number symbol for eighty-six thousand, twenty-two is

_______.
A. 86 020 B. 86 022 C. 86 220 D. 86 202

3. The enrolment for Grade Four in the school year 2020-2021 is

1 572. 1 572 is closer to________.
A. 1 000 B. 1 400 C. 2 000 D. 2 100

4. Which of the following groups of numbers is arranged in

increasing order?
A. 58 112; 58 278; 58 356; 58 479
B. 94 567; 65 432; 96 341; 68 450
C. 21 789; 21 987; 21 879; 21 980
D. 76 123; 76 234; 76 054; 76 456

5. The speed of a car is 165 kilometers per hour. About how many
kilometers will the car travel in 12 hours?
A. 1 500 kilometers C. 2 500 kilometers
B. 2 000 kilometers D. 3 000 kilometers

6. Lito bought 6 kilograms of mango at Php 120 each kilogram. If

he sold the fruit at Php 160 per kilogram, how much profit did
he make?
A. Php 200 C. Php 220
B. Php 210 D. Php 240

1
7. What is the answer if you divide 765 by 15?
A. 31 B. 41 C. 45 D. 51

8. Dennis can encode 41 words per minute. About how long will it
take him to encode an essay with 846 words?
A. 20 minutes C. 30 minutes
B. 25 minutes D. 35 minutes

9. A sack of rice that weighs 50 kilograms costs Php 1 950. How

much is the cost of a kilogram of rice?
A. Php 35.00 C. Php 41.00
B. Php 39.00 D. Php 43.00

10. Solve for the value of n, 32 x 6 ÷ n + 36 = 100.

A. 2 B. 3 C. 4 D. 5

2
 MODULE 1

This module was designed and written with you in mind. It is

here to help you learn about the visualization of numbers. 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.
After going through this module, you are expected to:
1. Visualize numbers from 10 001 to 100 000.
2. Associate numbers with sets having 10 001 t0 50 000.
3. Be able to use number discs, blocks, flats, longs, and units to
visualize numbers.

Visualizes numbers up to 100

Lesson
000 with emphasis on numbers
1.1
10 001- 100 000

How can we visualize the given number?

A. We can visualize the given number by using number discs.
Steps in representing numbers using number discs.
1. Determine the place value of each number.
2. Create a table separating the different place value of the
numbers.
3. Use number disc to represent each place value.

3
 10 000 10
100
1 000 1 1 1 1
10 000 10 10
10 000 100
1 1 1 1
10 000 1 000 100 10 10

40 000 + 2 000 + 300 + 50 + 8 42 358

Step 1. Determine the place value of each number.

10 542
ones

tens

hundreds

thousands

Ten thousands

Step 2. Create a table separating the place value of each

number.
10000
10 10 1
0 100 100 0
T T
Ten Te 100 Te 1T
10
e e
10
thou n n 0
e
100 Te 100 n n
sand tho tho T T
Tn
s Te n
usa Te
usa eth eth
One 10000’s Fivetho100’s Four 10’s et 1’s
Two
n
nd nnd no no
usa tho nh
10 000 tho
s 500 s
u 40 th
th u 2
nd s s to
Step 3. Use numbers discs to represent
usa usa o o each place
hu value.
nd nd ua ua
os
B. Another way to visualize
s s number
sn is bysn using blocks and
d d ua
grids a a
sn
ns ns
ad
d d
Block Flats ns Unit
s Longss
d
s

10 thousands 5 hundreds 4 tens 2 ones

10 000 500 40 4
1 = one thousand 1 = one hundred 1= one ten 1= ones

4
What number is represented by these number discs? Write your
answer in your notebook.
1.

2.

A. Draw number discs to show these numbers.

1. 28 700
2. 38 031
3. 45 307
4. There were 15 320 people who joined the Save the River
movement.
5. About 100, 520 Personal Protective Equipments (PPE) were
donated to the different hospitals in the country.
B. Draw number discs using blocks and grids.
1.] 18 902 4.] 31 548
2.] 27 639 5.] 26 592
3.] 48 999

5
 This module was designed and written with you in mind. It is
here to help you learn about the place value and the value of a
given number. The place value module deepens a pupil's
understanding of the base 10 system. The base 10 number system
contains numerals only from 0 through 9. The place value helps
us determine the value of numbers. The value of the digit is
determined by its place in the entire number.
After going through this module, you are expected to:
1. Identify the place value and the value of a digit up to 100 000.
2. Read and write numerals up to a hundred thousand.

Gives the Place Value and the

Lesson
Value of the Digit in Numbers up
1.2
to 100 000

How do you tell the place value and the value of each digit in
a given number?
Place value is the basis of our entire number system.
A place value system is one in which the position of a digit in
a number determines its value. In the standard system, called
base ten, each place represents ten times the value of
the place to its right.
Place value is important because it helps you understand
the meaning of a number. If people just used numbers randomly,
no one would know which numbers people meant. You need place
value to understand the order of numbers as well.
"Exponential form" simply means a numeric form involving
exponents. One way to write such a number is by recognizing that

6
each position represents a power (exponent) of 10. So you can first
break it up into separate pieces. ... The exponents reflect how
many times that prime number appears as a factor.
THOUSANDS UNITS PERIODS
Hundred Ten One Hundreds Tens Ones PLACE VALUE
DIGITS
5 3 6 4 1
Exponential
5x10⁴ 3x10³ 6x10² 4x10 1
Form
50000 3000 600 40 1 Value

What is the place value of 4? Tens

What is the place value of 5? Ten thousands
What is the value of 3? 3 000
Give the value 6. = 600
What is the place value of 1? Ones

A. In the number 45 678, write on your notebook the digit in

the given place value.
1. Ten's place
2. Thousands place
3. Hundreds place
4. Ten thousand place
5. One's place

B. Write the value of the underlined digit.

1. 78 426 4. 97 428
2. 49 673 5. 100 000
3. 86 594

7
A. Write the value of digit 4 in each of the numerals below.
1) 64 587
2) 67 840
3) 43 125
4) 80 456
5) 23 348
B. Give the place value of the underlined digit.
1) 89 751
2) 80 001
3) 23 432
4) 67 089
5) 68 309

This module was designed and written with you in mind. It is

here to help you learn about reading and writing numbers in
figures and words correctly.
After going through this module, you are expected to:
1. Read and write numbers in words and symbols accurately.
2. Be able to compare numbers using >, < or = symbol.

8
 Reads and Writes Numbers in
Lesson Symbols and Words up to 100
1.3 000 and compare them Using
Relation Symbol

How to read and write numbers in words and figures?

➢ To read numbers, read the digits in the first period at the left,
say the period where the digits are. Then, say only the digits in
the units period.
How do we read this number 345 890?
Three hundred forty-five thousand, eight hundred
ninety.
➢ To write numbers from 10 001 to 100 000, the digits are
separated by a comma or space in groups of three called periods
starting from the right.

Number in Number in Words

Symbols
25 671 Twenty-five thousand, six
hundred seventy-one
782 004 Seven hundred eighty-two
thousand, four
905 012 Nine hundred five thousand,
twelve

9
➢ To compare numbers, compare the digits in the highest place
value. If they are equal, go to the next place value. If they are
not, determine the number which is greater or lesser. Use the
symbol > for greater than, < for less than, and = for equal.

Compare using the symbols <, >, or =.

1. 23 650 < 32 560
2. 52 189 > 51 298
3. 43 580 = 40 000 + 3 000 + 500 + 80

A. Write the numbers in symbols.

1. Fifty-five thousand, sixteen.
2. Sixty-seven thousand, two hundred three.
3. Eighty-four thousand, nine.
4. Fifty-seven thousand, two.
5. Forty-one thousand, seventy.
B. Write the following in words.
1. 79 456
2. 99 101
3. 45 900
4. 78 008
5. 80 009
C. Compare the following numbers, use < less than, > greater
than, or = equal symbol
1. 34 567 34 321
2. 78,001 78 345
3. 7 892 7000 + 900 + 90 + 2
4. 56 123 56 123
5. 85 590 85 390

10
 A. Complete the table by writing the missing symbols and
words.
SYMBOL WORDS
25 103
38 457
Forty thousand, two hundred fifty-three
Sixty-eight thousand, one hundred thirty-
nine
179 026
One hundred seventy thousand, five hundred
one
B. Compare the following pairs of numbers. Write <, > or = on
the blank.
1. 45 702 ______ 47 520
2. 61 290 ______ 60 930
3. 82 649 ______ 82 649
4. 100 100 _____ 100 010
5. 92 345 ______ 90 000+2000+300+40+5

MODULE 2

This module was designed and written with you in mind. It is

here to help you learn about rounding numbers to the nearest
thousand and ten thousand and help you learn how to order
numbers up to 100 000.
After going through this module, you are expected to:
1. Round numbers to the nearest thousand and ten thousand.
2. Order numbers up to 100 000.

11
 Lesson Rounding Numbers to the
Nearest Thousands and Ten
2
Thousands

Rounding Numbers to the Nearest Thousand and Ten thousand

How do we round numbers?
When rounding off a number to an indicated place value, follow
these steps.
Step 1. Find the digit in the given place value. This is the digit to
be rounded Off.
Step 2. Look at the next digit to its right.
a. If it is 5,6,7,8,9 round up by adding 1 to the digit to be
rounded.
b. If it is less than 5 or 0,1,2,3,4, round down by retaining the
digit to be rounded.
Step 3. Replace the remaining digit to its right with zeroes.

Example:
Name Number of votes
Mrs. Ariola 2500
Mr. Fernandez 2210
NUMBER LINE
2210 2500

2000 2100 2200 2300 2400 2500 2600 2700 2800 2900
3000

Let's find 2210. To what number is it closer? 2000 or 3000?

It is closer to 2000, so round it down.
The number 2500 is halfway between 2000 and 3000. So
2500 rounded to the
nearest thousands are 3000, round it up.

12
ORDERING NUMBERS UP TO 100 000
To arrange numbers in increasing or decreasing order, first,
pick any two numbers and compare them starting from left to
right. Find out which one is greater or less, then put them in the
correct order. Then, pick another number and compare it with the
one accordingly. Do the same with the other numbers.

Example:
Arrange the numbers in increasing order.
23 456 23 145 23 523 23 034 23 034 23 145 23 456 23 523

Arrange the numbers in decreasing order.

99 000 97 000 98 000 96 000 99 000 98 000 97 000 96 000

A. Find out where the number is nearer to. Encircle the correct
figure.

1. 81 234 - 80 000 or 90 000

2. 67 452 - 60 000 or 70 000
3. 53 638 - 50 000 or 60 000
4. 86 345 - 80 000 or 90 000
5. 72 459 - 70 000 or 80 000
B. On the space provided, write the letter that describes how the
groups of numbers are arranged.

A. Increasing B. Decreasing
order order

_____ 1. 23 478, 23 481, 23 485, 23 490, 23 495

_____ 2. 71 234, 71 194, 71 087, 71 078, 71 052
_____ 3. 12 781, 12 811, 12 925, 12 967, 12 975
_____ 4. 54 987, 57 781, 54 609, 54 435, 54 319
_____ 5. 46 456, 52 134, 67 324, 74 567, 82 432

13
 I. Round the following to the nearest:
A. Thousands
1. 98 345 ______________
2. 67 452 ______________
3. 87 524 ______________
4. 78 324 ______________
5. 64 657 ______________
B. Ten Thousands
6. 75 345 ______________
7. 62 490 ______________
8. 95 234 ______________
9. 29 567 ______________
10. 83 531 ______________

II. The following are the household expenses and savings for the
Ty family of six members in the three months:

Expenses June July August

Food Php 5,982.00 Php 6,356.00 Php 6,456.00
Transportation Php 2,901.00 Php 2,347.00 Php 2,340.00
Clothing Php 3,456.00 Php 4,567.00 Php 5,620.00
Education Php 12,500.00 Php Php 13,500.00
13,150.00
Electricity Php 2,099.00 Php 2,132.00 Php 2,365.00
Water Php 348.00 Php 375.00 Php 390.00
Others Php 1,345.00 Php 2,110.00 Php 1,392.00
Savings Php 1,500.00 Php 1,640.00 Php 1,925.00

1. In which month did the family spend the most?

A. June B. July C. August D. September

2. In which month did the family spend the least?

A. June B. July C. August D. September
3. What relation symbol will make this sentence true?
June transportation expenses ___ July transportation
expenses.
A. > B. < C. = D. ≈

14
4. What were the total household expenses for the month of July
when rounded to the nearest thousand?
A. Php 32,000.00 C. Php 33, 000.00
B. Php 34,000.00 D. Php 35,000.00
5. Which among the household expenses is in decreasing order?
A. Clothing C. Transportation
B. Education D. Water

MODULE 3

This module was designed and written with you in mind. It is

here to help you learn about multiplying numbers up to 3-digit
numbers by up to 2-digit numbers without or with regrouping and
estimating the product of 3 to 4 digit numbers by 2 to 3 digit
numbers.
After going through this module, you are expected to:
1. Know the basic facts in multiplication and addition.
2. Multiply numbers up to 3-digit numbers by up to 2-digit
numbers with or without regrouping.
3. Estimate the product of 3 to 4 digit numbers by 2 to 3 digit
numbers.

15
 Lesson Multiplying Numbers up to Three
Digits by Number up to Two
3
digits without Regrouping

Multiplying numbers up to 3-digit numbers by up to 2-digit

numbers without or with regrouping

There are 323 bananas in a basket. How many bananas are there
in 32 baskets?

What is asked for in the problem?

What operation are you going to use?
How will you solve the given problem?

To solve the problem, you need to multiply 323 by 32. The

number sentence is 32 x 323 = n

Study the solution below using the place value chart.

Step 1: multiply 3 hundreds, 2 tens, and 3 ones by 2 ones.

Th H T O
2 3
x 3
3 2
6 4 6 2 x 323

Step 2: Multiply 3 hundreds, 2 tens and 3 ones by 3 tens.

Th H T O
2 3
3
x 3 2
6 4 6
9 6 9 0 30 x 323

16
Step 3: Add the partial products.
T Th Th H T O
2 3
3
3 2
+ 6 4 6 Partial product
9 6 9 0 Partial product
1 0 3 3 6 Total product

So, there are 10 336 bananas in 32 baskets.

Study the short method:

323
x 32
646 multiply 323 x 2
+ 969 multiply 323 x 3
Add the partial products
10 336 Final product Leave the ones place blank
How to estimate the product?
To estimate the product, round off each number to the highest
place value, then multiply the factors. We do not need to round off
a single-digit factor.
If the number next to the digit is 5 or more, round up. If the
number next to the digit is less than 5, round down.
Example:
If one kaing holds 272 mangoes, about how many
mangoes are there in 21 kaing?
Round each of the factors to its highest place value;
then multiply the rounded numbers.
272 300
21 x 20
6 000
Answer: There are about 6000 mangoes in 21 kaing.

17
Directions: Multiply the following numbers mentally. Choose the
correct answers from the hexagon in the center

ACTUAL ESTIMATED ACTUAL ESTIMATED

PRODUCT PRODUCT PRODUCT PRODUCT
2. 2 357
1. 249
x 46
x 17
4. 356
3. 743
x 21
x 76
5. 342 6. 412
x 25 x 13

7. 541 8. 871
x 13 x 67
9. 574 10. 6 733
x 38 x 48

18
 A. Connect the dots to match the product.

962 x 36 15 204
1

2
739 x 62 2 796

3
233 x 12 34 032

4
321 x 21 45 818

5
543 x 28 6 731

B. Estimate the product by rounding off each factor to its

greatest place value.
1. 872 2. 294 3. 7 892 4. 518
x 54 x 43 x 63 x 71

5. 2 872 6. 4 827 7. 8 473 8. 6 779

x 351 x 174 x 452 x 842

19
 MODULE 4

This module was designed and written with you in mind. It is

here to help you learn about multiplies mentally 2-digit by 1- to 2-
digit numbers with products up to 200, explain its strategies, and
solve routine and non-routine problems involving multiplication of
whole numbers.
● Lessons – Multiplies mentally 2-digit by 1- to 2-digit
numbers with products up to 200 and explain its strategies.
- Solves routine and non-routine problems involving
multiplication of whole numbers.

After going through this module, you are expected to:

1. Multiply 2-digit by 1-digit numbers
2. Multiplies mentally 2-digit by 1- to 2-digit numbers with
products up to 200 and explain its strategies.
3. Solve routine and non-routine word problems.
4. Apply skills in real-life situations.

Multiplying Mentally 2-Digit by

Lesson 1-Digit Numbers with Products
4 up to 200

A. How will you mentally multiply 2-digit by 1-digit numbers?

Example: Multiply 48 x 3 mentally.
Here's how to solve it
Solution 1:

20
 Mentally multiply the ones. 8x3 = 24
Mentally multiply the tens by ones. 40 x 3 = 120
Mentally add the partial products.

120 + 24 = 144
Solution 2:
By using the distributive property mentally
3 x 48 = (3 x 40) + (3 x 8)
= 120 + 24
= 144
B. Routine problem-solving
From the curricular point of view, routine problem solving involves
using at least one of the four arithmetic operations and/or ratio to
solve problems that are practical in nature.

A group of factory workers can wrap 830 candies

an hour. How many candies can they wrap in 72 hours?
To analyze and solve the problem, you can use these steps:
A. Understand
1. Read and understand the problem.

2. Know what is asked for in the problem.

The number of candies that a group of factory workers can

wrap in 72 hours.
3. Find the necessary information.
The given facts are: 830 candies an hour:
72 hours
B. Plan
Determine the operation to be used.
72 x 830 = 830
n x 72
C. Solve 1660
Solve using the operation + 5810
59,760

21
 D. Check and Look Back

See if your answer makes sense. State the complete answer

. A group of workers can wrap 59,760 candies in 72

hours

Solve the equations inside the

triangle.

12
x 12

3 49 4

x 4
31 28
x 6 x 7

6 8
5 3 7 16 9

x 55 x 5
11 56 7

x 23 x 3 x 27

B. Solve the following problems. Show the step-by-step

procedures.

22
 1. One afternoon, Erick collected 5 seashells while Charlie
collected 6 seashells. How many shells would the two boys
have in 7 days?

2. John bought 10 glasses of calamansi juice at Php 15.00 each.

How much did John spend?

3. A dozen tops cost PHP 62.00. If Jessie buys 3 dozen tops, how
much did he pay to the cashier?

4. Cora has 15 pieces of PHP 50 bills. What is the amount of

money she has?

5. Chicken costs Php 210 per kilogram. How much would 5

kilograms of chicken cost?

To catch the correct answer,

multiply the numbers inside
A. the web.

23
B. Solve the following problems. Choose the letter of the correct
answer inside the box.

a. Php 51.00 b. Php 210.00 c. 972

d. Php300.00 e. Php 30,500 f. Php 190.00

________1. Sofia had 42 dimes. She sold it for Php5 each. How
much did she earn for selling the dimes?
________2. Ali bought 2 slices of cake. If each cake cost Php25.50,
how much did he pay for the cake?
________3. There are 45 questions in an exam. For every correct
answer, Ronnie's father will give him Php 5 as a reward.
Ronnie got 38 correct answers. How much money did he
receive from his father?
________4. The watch cost Php 1,525. An online seller ordered 20
pieces for her to sell. What is the total cost of all watches?
________5. At a stadium, there were 243 women and 4 times as
many men as women. How many men are there in the
stadium?

MODULE 5

This module was designed and written to understand the

difference between routine and non-routine problems and how to
solve this problem in a very simple and systematic way.
The module consists of:
– Routine Problems
– Non-routine Problems
After going through this module, you are expected to:
1. identify the routine and non-routine problems.
2. know the steps in solving word problems.
3. solve routine and non-routine word problems.
4. apply skills on real-life situations.

24
 Solving Multistep Routine and
Lesson Non-routine Word Problems
5 Involving Multiplication and
Addition or Subtraction

A non-routine problem is any complex problem that requires

some degree of creativity or originality to solve. Non-routine
problems typically do not have an immediately apparent strategy
for solving them. Oftentimes, these problems can be solved in
multiple ways.
Incorporating non-routine problem solving into your math
program is one of the most impactful steps you can take as an
educator. By consistently allowing your students to grapple with
these challenging problems, you are helping them acquire
essential problem-solving skills and the confidence needed to
execute them successfully.
One of the best ways to prepare students for solving non-
routine problems is by familiarizing them with the four problem-
solving steps. I have a set of questions and/or guides for each step,
that students can use to engage in an inner dialogue as they
progress through the steps.
STEPS IN SOLVING NON-ROUTINE PROBLEM
EXAMPLE:
Mrs. Santos, a grade 4 teacher, bought 3 packs of chocolates. In
each pack, there were 12 chocolates. If she gave 24 chocolates to
some of her pupils as a reward in class recitation, how many
chocolates did she have left?
To analyze and solve the problem, you can use these steps:
1st step – Read and understand the problem.
2nd step – Know what is asked for in the problem.
How many chocolates left to Mrs. Santos?

25
 3rd step – Find the necessary information.
The given facts are: 3 packs, of chocolates, 12 pcs each
pack, 24 given to the pupils

4th step – Determine the operation to be used.

12 36
X 3 - 24
36 – total chocolates 12 chocolates left

5th step – Solve using the operation

Multiplication and subtraction

6th step – See if your answer makes sense. State the complete
answer
12 chocolates

Understanding Non-Routine Problems

A. Solve each problem using the illustration.
1. A polo shirt costs Php 150. A pair of shoes costs thrice as
much as a polo shirt. How much will you pay if you buy the
two items?
2. The first number is 104. The second number is twice the
first number. What is the sum of the two numbers?
3. Mother has five Php 500 bills. If she spent Php 1,850 on
groceries, how much more money was left with her?
4. Kenneth is 7 years old. Her mother is 3 times as old as he.
How old is her mother 10 years from now?
5. Alyanna bought 4 notebooks at Php 15.00 each and 3 pens
at Php 8.00 each. How much did she spend?

26
B. Solve the following problems.
1. What is 75 less than the product of 123 and 7?
2. Mr. Cabangis bought a dozen boxes of mangos. There were 8
mangos in each box. If Mr. Cabangis shared 32 mangos to his
friends, how many mangos did he have left?
3. Joana bought 5 T-shirts for her mother, father, and three
sisters. Each T-shirt cost him Php 180.00. If Joana had Php
100.00 left after buying the T-shirts, how much did he have
at the beginning?
4. Arnold baked 45 cookies. Shane baked thrice as many
cookies as Arnold. Kat baked 20 cookies more than Shane.
How many cookies did Kat bake?
5. Five boys and four girls bought a birthday present for their
teacher. Each boy paid Php 35.00, and each girl paid Php
30.00. How much did they pay altogether?

Solve each word problem.

1. Michael works in a canteen for 6 hours a day. He is paid P35
per hour. How much does he get after working for a month?
2. Mang Tonio has 20 cows and chickens on his farm. If there
are a total of 60 legs, how many of each kind of animal are
there?
3. Anthony wants to buy 5kls of rice for Php45/kilo and 2kls of
pork for Php210/ kilo. How much is the total cost?
4. There are 24 girls and 16 boys who attended the charity
event. If each of them contributed P50, how much did they
share in all for the event?
5. What is 81 less than the product of 213 and 6?

27
 MODULE 6

This module was designed and written for you to understand

more about division. It is here to help you learn about dividing 2
to 4 digit numbers by 10,100,0r 1000 mentally.

After going through this module, you are expected to:

1. Explains the meaning of division – dividend, divisor, quotient
2. Know the steps in the division;
3. Solve 3 - 4 digit numbers by 1 -2 digit numbers without and
with remainder;
4. Divides mentally 2 to 4-digit numbers by 10, 100, or 1000
without and with remainder.

Lesson Dividing a 3-to 4- Digit number

by a 1-Digit Number without and
6
with Remainder

The division is an inverse operation of multiplication. If 3

groups of 4 make 12 in multiplication, 12 divided into 3 equal
groups give 4 in each group in division.
The division's primary goal is to see how many equal groups
or how many are in each group when sharing fairly.
The division is the process of dividing a number into equal groups
of smaller numbers. Each part involved in a division equation has
a unique name.
The dividend is the number to be divided by another
number.

28
 The divisor is the number by which another number is
divided.
The quotient is the answer in a division problem.
The remainder is the leftover after dividing one integer by
another.
We can use the formula:
Quotient x Divisor + Remainder = Dividend
To check whether the answer is correct. There are various
signs which can be used to indicate division, such as ÷, /.

For example:
18 ÷ 3, 18/3

18 ÷ 3 = 6

Dividend divisor quotient

So, in the above process, we divided 18 balls into 3 equal groups;

the dividend is 18, the divisor is 3, and the quotient is 6.

A. Find the quotient and the remainder.

1. 12 ÷ 3 = 6. 60 ÷ 7 =
2. 17 ÷ 2 = 7. 24 ÷ 8 =
3. 74 ÷ 4 = 8. 50 ÷ 6 =
4. 21 ÷ 7 = 9. 46 ÷ 3 =
5. 90 ÷ 10= 10. 65 ÷ 5=
B. Complete the table
Dividend Divisor Quotient Dividend Divisor Quotient
10 000 10 75 000 10
2000 100 89 100 100

29
 60 000 1000 5000 1000
34 000 1000 80 000 100
2 500 100 93 000 10

A. Analyze and Solve the problem. Write your answer in your

Notebook
1. 120 ÷5 = ______ 4. 312 ÷ 21 =______
2. 224 ÷ 12= ______ 5. 412 ÷ 14 =______
3. 324 ÷ 11= ______

B. Solve the following. Write your answer in your Notebook

1.
2.
3.
4. The dividend is 374, and the divisor is 12. What is the
quotient?
5. What is the quotient when you divide 462 by 18?

MODULE 7

This module was designed and written with you. It is here to

help you learn about estimating the quotient of 3 to 4 digit
dividends by 1 to 2 digit divisor with reasonable results. 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.
After going through this module, you are expected to:

30
 1. Estimate the quotient of 3 to 4 digit dividends by 1 to 2 digit
divisor with reasonable results

Lesson Estimating the quotient of 3-to

4- digit dividends by 1- to 2-
7
digit divisors

In estimating quotients, round off the dividend and the divisor to

the highest value, then divide.
On a farm, Ms. Mateo harvested 1 694 apples. She plans to
place 24 apples in a basket. About how many baskets does she
need?
Find: Given:
How many baskets are needed? 1 694 apples
Equation: 1 694 ÷ 24 = 𝑁 24 apples in a basket
Solution: Compatible Number Actual Answer
Rounding Method Method
A B 70 r. 14
24√1694
24√1694 24√1694
↓ ↓ ↓ ↓ -168
20√2000 20√1600 14
100 80 -0
2Ø√200Ø 2Ø√160Ø
14
-2 -16
0 0
-0 -0
0 0
-0
0

31
Activity 1
Directions: Estimate the following using the Rounding Method:
1. 573 ÷ 6 = 4. 2926 ÷ 47 =
2. 8501 ÷ 9 = 5. 4108 ÷ 82 =
3. 8645 ÷ 32 =
Activity 2
Directions: Estimate the following using the Compatible
Number Method:
1. 56 200 ÷ 56 = 4. 7331 ÷ 47 =
2. 3209 ÷ 18 = 5. 9536 ÷ 16 =
3. 4567 ÷ 93 =

A. Estimate and Divide

1. 5 136 ÷ 21 =
2. 1 501 ÷ 79 =
3. 8 945 ÷ 92 =
4. 62 926 ÷ 47 =
5. 34 108 ÷ 82 =
B. Write the reasonable estimate for each problem.
1. ₱98.95 ÷ 48 =
2. 41 872 ÷ 19 =
3. 17 399 ÷ 34 =
4. 19 457 ÷ 53 =
5. 69 673 ÷ 68 =
C. Estimate then choose the correct answer.
1. 11√4432 a. 400 b. 40 c. 4 d. 4000
2. 13√6347 a. 6 b. 60 c. 600 d. 6000
3. 17√48 497 a. 200 b. 20 c. 2 d. 2000
4. 21√51 346 a. 250 b. 25 c. 2 500 d. 25 000
5. 47√67 389 a. 1 400 b. 140 c. 14 d. 400

32
 MODULE 8

This module was designed and written with you. It is here to

help you learn about solving routine and non-routine problems
involving division of 3 to 4 digit numbers by 1 to 2 digit numbers
including money using appropriate problem solving strategies and
tools. 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.
After going through this modules, you are expected to:
1. Solves routine and non-routine problems involving division of 3
to 4digit numbers by 1 to 2digit numbers including money using
appropriate problems solving strategies and tools.

Solving Routine and

Lesson Nonroutine Word
8 Problems Involving
Division

Mang Tomas has 1848 eggs to be delivered to a market. If the eggs

are to be placed in small trays with 6 eggs each, how many trays
will be needed?
Can you solve the problem?
Here are the steps in analyzing and solving word problems.
Study the solution below

33
 • Understand
Know what is asked: The number of trays needed
Know the given facts: 1848 eggs; 6 eggs in a tray
• Plan
Determine the operation to be used: Division
Write the number sentence: 1848 ÷ 6 = n
• Solve
Show your solution: 1848 ÷ 6 = 308
• Check and Look back
Review and recheck your answer: You can use a calculator
to divide 1848 by 6, or multiply 308 by 6.

Directions: Solve the following problems using the step in

analyzing and solving word problems:

1. A total of 93 184 pupils in Cavite will join the tree planting

program. If there were 256 pupils in each municipality, how
many municipalities joined the tree planting program.
• Understand:
• Plan:
• Solve:
• Check and Look back:
2. Kristine's round trip jeepney fare to school is Php 16.00 a
day. If she has Php 200.00 for jeepney fares to school, how
many round trips to school would that be?
• Understand:
• Plan:
• Solve:
• Check and Look back:
3. How many ten thousand are there in 1 000 000?
• Understand:
• Plan:

34
 • Solve:
• Check and Look back:
4. The product of two numbers is 132. If one factor is 6, what is
the other factor?
• Understand:
• Plan:
• Solve:
• Check and Look back:
5. When the eggs in a basket are grouped into 2, 3 or 5, there
is always one extra. What is the least number of eggs for this
grouping to be done?
• Understand:
• Plan:
• Solve:
• Check and Look back:

A. Directions: Read and Understand the problems carefully. Write

the answer in your Notebook
1. What is the remainder when 6587 is divided by 27?
Solution and Answer:
2. A book is opened to pages where the sum of the two page
numbers facing the reader is 313. Which is the bigger of the
two-page numbers?
Solution and Answer:
3. A farmer gathered 760 mangoes from his farm. He placed 60
mangoes in each basket and sold them. How many mangoes
were not in a full basket?
Solution and Answer:
4. A farmer planted 1680 pineapples equally in 24 rows. How many
pineapples were planted in each row?
Solution and Answer:

35
5. Alex, Rica, and Manuel shared the amount of Php 480.00 to buy
a birthday gift for their teacher. How much did each of them
share?
Solution and Answer:

B. Can you try solving the following problems?

1. Sheila went to the bank and requested the cashier to change
her Five 1000 bills. How many bills will she receive if she asks
for
a. Php.20-bills? ___________________
b. Php.50 –bills? ___________________
c. Php. 200bills? ___________________
d. Php. 500-bills? ___________________
2. Eight telephone poles in a row are equal in distance from each
other. If the distance from the first to the last pole is 140
meters; what is the distance between each pole?

MODULE 9

This module was designed and written with you in mind. It is

here to help you learn about problem-solving lessons involving
routine and no routine problems on multiplication and division of
whole numbers. 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.
The module is divided into two lessons, namely:
● Lesson – Solving Multistep Routine and Non-Routine Word
Problems Involving Division and Any of the Other
Operations of Whole Numbers
After going through this module, you are expected to:
1. Solves multi-step routine and non-routine problems involving
division and any of the other operations of whole numbers,

36
 including money, using appropriate problem-solving
strategies and tools
2. Solves routine problems using the 4-step plan

Solving Multistep Routine and

Lesson NonRoutine word Problems
9.1 Involving Division and Other
Operations of Whole Numbers

Routine Problem Solving

Routine problem solving involves using at least one of the
four arithmetic operations and/or ratio to solve problems that are
practical in nature.
Non-routine Problem Solving
Also referred to as creative problem solving, non-routine
problem solving requires some degree of creativity or
originality.
Solving Multi-step Routine Problems
Step 1: Understand
Know what is asked and what is given.
Step 2: Plan
Know the operations to be used.
Know the hidden question/s.
Write the number sentence.
Step 3: Solve
Solve first the operation to find the answer to the hidden
question.
Then, solve for the final/last operation.
Write the correct units/label your answer.
Step 4: Check and Look Back
Review and check your answers.

37
To solve multi-step non-routine problems involving division and
any other operations, read and analyze the problem carefully. Tell
what is asked and what is given. Then, use strategies like acting
out the problem, listing table/table method, guess and check,
drawing/making a diagram, using patterns, working backward,
etc. to solve it.
Example 1:
Leo bought four t-shirts and two pairs of pants for Php
3,000.00. If the t-shirts cost Php 300.00 each, find the cost of
each pair of pants.

? ?

each each
Php 300.00
______? each
each
each
each
Php 3,000.00
Solution:
Step 1: Find the total cost of
each4 t-shirts Php 300.00 x 4 = Php
1,200.00
Step 2: Subtract the total cost of 4 t-shirts from the total amount
spent Php 3,000 - Php 1,200.00 = Php 1,800.00
Step 3: Divide the remaining amount by 2 to get the cost of each
pair of pants Php 1,800.00 ÷ 2 = Php900.00

Example 2:
A farmer has some ducks and goats on his farm. A visitor
counted 14 heads and 40 legs for those animals. How many ducks
and goats are there on the farm?
Drawing Method:
Draw 14 heads first.

38
Then, distribute 2 legs first to each head. 14 x 2 = 28 legs used

Subtract 28 legs from 40 legs given in the problem. 40 -28 = 12

legs still to be distributed. So, 12 ÷ 2 = 6. Therefore, 6 heads will
be added with another 2 legs.

So, there are 6 goats and 8 ducks.

Example 3:
Using a table:
Think of two numbers that, when added, gives 14.
Ducks Goats Total No. Total No.
(x 2) (x 4) of heads of Legs
7 7 14 42
10 4 14 36
8 6 14 40
You can also solve this by Guess and Check or Trial and Error
method.

39
Solve the following problems:
1. Six pupils harvested 3 baskets of eggplants. There were 35
eggplants in the first basket, 45 in the second basket, and 22 in
the last basket. How many eggplants should each pupil get?
2. Katrina has Php 20.00, Anne has Php 25.00, and Christine has
Php 30.00. They give their money to the 3 school janitors. If the
janitors divide the money equally among themselves, how much
will each of them get?
3. Your father bought an LED TV set for Php 19,300.00. He paid
Php 5,500.00 in cash and promised to pay the set at Php
1,150.00 a month. How long will it take him to pay the
remaining amount?

Solve the following problems.

1. The sum of the two numbers is 21. The difference between the
two numbers is 3. What are the numbers?
2. There are 407 boys and 438 girls who like to join the Alay Lakad.
How many buses will be hired if 65 persons can be
accommodated on a bus?
3. Mother spends Php 2 450 in a week on food for the family. How
much does she spend on food in a day?
4. A handicraft factory can produce 5 850 native bags in 30 days.
What is the average number of native bags that the factory can
produce in a day?
5. Mr. Reyes bought 450 toy cars. He gave away 250 pieces and
equally distributed the rest to his 10 nephews. How many toy
cars did each child get?

40
 This module was designed and written with you in mind. It is
here to help you perform series of operations. 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.
● Lesson – Performing Series of Operations (MDAS)
After going through this module, you are expected to:
Performs a series of two or more operations

Lesson Performing Series of Operations

9.2 (MDAS)

MDAS is an acronym that means Multiplication, Division,

Addition, and Subtraction.
Performing Series of Operations (MDAS)
To perform a series of operations, the MDAS rule must be
followed. The MDAS stands for the 4 basic operations-
Multiplication, Division, Addition, and Subtraction.
Let us solve this expression together. 35 - 6 x 3 = N
35 - 6 x 3 Rule 1 - From the expression, we can see
that there are 2 operations,
35 – 18 Rule 2 subtraction (-) and multiplication
(x).
- Starting from the left going to the
17 right, do rule 1 since there is a
multiplication.
Thus, 35 – 6 x 3 = 17
- Then, do subtraction.

18 – 12 ÷ 6 + 7 = N

41
 Let us have another one.
18 – 12 ÷ 6 + 7 Rule 1 - In this expression, we have 3
operations; subtraction (-), division
18 – 2 + 7 Rule 2 (÷) and addition (+).
- Starting from the left going to the
right, do rule 1 since there is division.
16 + 7 Rule 2 - Now, the 2 operations left belong to
rule 2. Here, we perform the
operations as they come from left to
23 right. Which of the 2 operations
Thus, 18 – 12 ÷ 6 + 7 = 23 (subtraction and addition) comes
first? Do subtraction first, then
addition last.

Activity 1
Evaluate the following expressions.
1. 12 ÷ 3 + 8 = N
2. 84 ÷ 3 x 4 = N
3. 76 – 8 + 5 = N
4. 9 x 9 ÷ 3 – 9 + 6 = N
5. 16 ÷ 4 x 5 – 7 + 8 = N
Activity 2

Write the correct operation symbols in the box to make the

expression right.
1. 60 42 14
= 60 3
= 57
2. 16 8 4
= 16 2
= 18

42
Directions: Read and understand the situation and answer the
questions that follow.
Your 4th-grade cousin was absent for a week because she was sick.
When she came back to school, she had to take a test.
The items for the test are shown below.
A. 1. 2 x 6 ÷ 4 = N
2. 9 – 7 + 3 = N
3. 18 – 12 ÷ 2 = N
4. 6 x 5 ÷ 3 = N
5. 75 – 8 x 6 ÷ 4 + 44 = N
B. Evaluate the following expressions.
1. 4 x 3 + 8 =
2. 84 ÷ 3 x 4 =
3. 76 – 8 + 5 =
4. 53 + 7 – 20 =
5. 15 x 5 ÷ 25 =

Directions: Read and understand each item. Choose the letter of

the correct answer.
1. What number is represented by these number discs?
10,000 1 000 100
1 1 1
10,000 100 100
1 000
100 100 1 1 1
10,000
1

A. 33 506 B. 32 507 C. 32 570 D. 32 506

2. What is the place value of 7 in 79 348?
A. ten thousands C. hundreds
B. thousands D. Tens
3. What does the underlined digit in the numeral 56 834 mean?
A. 600 B. 60 C. 6 000 D. 60 000

43
4. 79 345 is read as ____________________________________
A. Seventy-nine thousand three hundred five
B. Seventy-nine thousand three hundred forty-five
C. Seventy-nine thousand four hundred thirty-five
D. Seventy-nine thousand three hundred four
5. Which statement is correct?
A. 87 536 < 80 000 + 7 000 + 500 + 30 + 6
B. 30 000 + 4 000 + 500 + 10 = 34 510
C. 97 454 > 97 586
D. 4 658 = 4000 + 500 + 60 + 8
6. Which of the following groups of numbers is arranged in
decreasing order?
A. 56 732; 56 754; 57 722; 58 643
B. 34 489; 38 460; 32 490; 31 386
C. 21 893; 21 758; 21 654; 21 350
D. 89 456; 88 345; 87 390; 87 596
7. Rey bought 52 bags of banana chips at Php25 each. How
much did he pay in all?
A. Php 1100 B. Php 1150 C. Php 1200 D. Php1300
8. Arman delivered 1 680 cases of canned drinks in 14 days. How
many cases did he deliver in a day?
A. 110 B. 120 C. 130 D. 140
9. A vendor has 1800 oranges to be packed in 18 boxes. About
how many oranges will be in each box?
A. 70 B. 80 C. 90 D. 100
10. In the number sentence, 3 x 40 – 12 ÷ 4 + 6 = N, what is N?
A. 27 B. 33 C. 48 D. 123

44
 45
Assessment Module 9 Module 8 Module 7 Module 6
What’s more What’s more What’s more What’s more
1. B
A. 1 To be checked by Activity 1. Activity A.
2. A 1. 12 teacher 2 1. 4 6. 8 r.4
3. C 2. 7 What I Can Do 1. 100 1. 1000 2. 8 r.1 7. 3
3. 63 A. B. 2. 1000 2. 150 3. 18 r.2 8. 8 r.2
4. B 4. 24 1. 26 1. A. 50 3. 300 3. 50 4. 3 9. 15 r.1
5. B 5. 21 2. 157 B. 20 4. 60 4. 140 5. 9 10. 13
6. C B. 3. 40 C. 5 5. 50 5. 500 B.
1.60-42÷14 4. 70 D. 2 What I Can Do 1. 1000 6. 7500
7. D 2.16+8÷4 5. Php160 A. B. 2. 20 7. 891
8. B What I Can Do 2. 20 meters 1. 250 1. Php2 3. 60 8. 5
A. B. 2. 25 2. 2000 4. 34 9. 800
9. D
1.3 1.20 3. 100 3. 580 5. 250 10. 9300
10.D 2. 5 2. 7 4. 1200 4. 400 What I Can Do
3. 12 3.63 5. 375 5. 1000 A. B.
4. 10 4. 40 C. 1. 24 1. 68 r. 4
5. 107 5. 3 1. A 2. 18 r.8 2. 64 r. 6
2.C 3. 29 r.5 3. 84 r. 7
3.D 4. 14 r. 18 4. 31 r. 2
4.C 5. 29 r. 6 5. 25 r. 12
5.A
Module 4 Module 3 Module 2
Module 5 What’s More 8. 5,600,000 What’s more What’s More
What’s more 1. 144 6. 165 7. 4,000,000 a. 2899 d. 3151 A. B.
A. B 2. 196 7. 168 6. 1,000,000 b. 1232 e. 4640 1. 80 000 1. A
1. Php600 1. 786 3. 186 8. 80 5. 1,200,000 c. 5616 f. 17430 2. 70 000 2. B
2. 312 2. 64 4. 196 9. 189 4. 35 000 ACTUAL ESTIMATE 3. 50 000 3. A
3. Php650 3. Php1000 5. 253 3. 480 000 1. 4233 - 4000 4. 90 000 4. B
4. 31 4. 155 B. 1. 77 2. 12 000 2. 108 422 - 100 000 5. 70 000 5. A
5. Php84 5. Php295 2. Php150 1. 45 000 3. 56 468 - 56 000 What I Can Do
What I Can Do 3. Php 186 B. 4. 7476 - 8 000 I.A B.
1. Php 6300 4. Php 750 5. 15 204 5. 8 550 - 9 000 1. 98 000 1. 80 000
2. 10 each 5. Php 1050 4. 6 741 6. 5 356 - 4 000 2. 67 000 2. 60 000
3. Php645 What I can do 3. 2 796 7. 7 033 - 5 000 3. 88 000 3. 100 000
4. Php 2000 1. B 2. 45 818 8. 58 357 - 63 000 4. 78 000 4. 30 000
5. 1197 2. A 1. 34 632 9. 21 812 - 24 000 5. 65 000 5. 80 000
3. F A. 10. 323 184 - 350 000 II. 1. C 2. A
4. E What I Can Do 3. A 4. C 5. C
5. C Module 3
MODULE 1 MODULE 1 MODULE 1 LESSON1 What I
LESSON 3 LESSON 2 WHAT’S MORE
WHAT’S MORE WHAT’S MORE 1. 36, 649 Know
A. A. B. 2. 36, 684 1. C
1. 55, 016 1. 7 1. 8000 WHAT I CAN DO
2. 67, 203 2. 5 2. 600
2. B
3. 84, 009 3. 6 3. 80 000 3. C
4. 57, 002 4. 4 4. 20 4. A
5. 41, 070 5. 8 5. 100 000 A.
B. WHAT I CAN DO 5. B
1. seventy-nine thousand four hundred fifty-six A. B. 6. D
2. ninety-nine thousand one hundred one 1. 4000 1. THOUSANDS 7. D
3. forty-five thousand nine hundred 2. 40 2. TEN THOUS.
4. seventy-eight thousand eight 3. 40 000 3. HUNDREDS 8. A
5. eighty thousand nine 4. 400 4. TENS 9. B
C. 1. > 2. < 3. < 4. = 5. > 5. 40 5. THOUSANDS
10.B
References
Tabilang et al 2015. Ordering Numbers Up to 100 000. In Tabilang et al (Eds.),
Mathematics Teachers Guide (pp.25-32). Pasig City: Department of Education
Tabilang et al 2015. Ordering Numbers Up to 100 000. In Tabilang et al (Eds.),
Mathematics Learner's Material (pp.19-21). Pasig City: Department of Education
Dela Cruz, Jr. et al 2011. Comparison and Order of Whole Numbers. In Dela Cruz,
Jr. et al (Eds.), Soaring 21st Century of Mathematics 2nd Edition (p. 23). Quezon
City: Phoenix Publishing House, Inc.
Tabilang et al 2015. Multiplying Numbers up to Three Digits by Numbers up to Two
Digits without Regrouping. In Tabilang et al (Eds.), Mathematics Teachers Guide
(pp.36-39). Pasig City: Department of Education
Tabilang et al 2015. Mutiplying Numbers up to Three Digits by Numbers up to Two
Digits With Regrouping. In Tabilang et al (Eds.), Mathematics Learner's Material
(pp.29-31). Pasig City: Department of Education
Dela Cruz, Jr. et al 2011. Multiplying by 1-to 3-digit Numbers. In Dela Cruz, Jr. et
al (Eds.), Soaring 21st Century of Mathematics 2nd Edition (pp. 126-127). Quezon
City: Phoenix Publishing House, Inc.
Barberan, Ummie R. 2018. Multiplying Two-to Four-Digit Multiplicands by Two-Digit
Multipliers With and Without Regrouping. In Barberan (Ed.), Global
Mathematics Revised Edition (pp.129-130). Quezon City: The Library Publishing
House, Inc.
Dejan, Pablo S. 2015. Multiplying of Two- to Four-Digit Numbers By One-Digit
Numbers With Regrouping. In Dejan (Ed.), Global Mathematics 4 (pp.144-148).
Quezon City: The Library Publishing House, Inc.
bilang et al., 2015. Multiplying Mentally 2-Digit by 1-Digit Numbers with Products
up to 200. In Tabilang et al. (Eds.), Mathematics Teachers Guide (pp.47-51).
Pasig City: Department of Education
Tabilang et al., 2015. Multiplying Mentally 2-Digit by 1-Digit Numbers with Products
up to 200. In Tabilang et al. (Eds.), Mathematics Learner's Material (pp.36-38).
Pasig City: Department of Education
Dela Cruz, Jr. et al 2011. Mental Multiplication. In Dela Cruz, Jr. et al. (Eds.), Soaring
21st Century of Mathematics 2nd Edition (pp. 133-138). Quezon City: Phoenix
Publishing House, Inc.
Dela Cruz, Jr. et al 2011. Mental Multiplication. In Dela Cruz, Jr. et al (Eds.), Soaring
21st Century of Mathematics 2nd Edition (pp. 133-138). Quezon City: Phoenix
Publishing House, Inc.
Division - Definition with Examples https://www.splashlearn.com/math-
vocabulary/division/division
Phoenix Math for the 21st Century Learners K to 12 Book 3
Phoenix Math for the 21st Century Learners K to 12 Book 4
Elementary Mathematics Grade 4 teachers Guide
DepEd ML. mathematics 4
Mastering Math IV Tx pp 90-94

46
For inquiries or feedback, please write or call:

Department of Education – Schools Division Office Navotas

Learning Resource Management Section

Bagumbayan Elementary School Compound

M, Naval St., Sipac Almacen, Navotas City

Telefax: 02-8332-77-64
Email Address: navotas.city@deped.gov.ph