Lesson Guide

In

Elementary Mathematics
Grade 4
Chapter I
Whole Numbers
Comprehension of Multiplication

DEPARTMENT OF EDUCATION
BUREAU OF ELEMENTARY EDUCATION
in coordination with
ATENEO DE MANILA UNIVERSITY

2010
Reformatted for distribution via
DepEd LEARNING RESOURCE MANAGEMENT and DEVELOPMENT SYSTEM PORTAL
INSTRUCTIONAL MATERIALS COUNCIL SECRETARIAT, 2011

Lesson Guides in Elementary Mathematics

Grade 4
Copyright 2003
All rights reserved. No part of these lesson guides shall be reproduced in any form without a written
permission from the Bureau of Elementary Education, Department of Education.
The Mathematics Writing Committee

GRADE 4
Region 3

Ateneo de Manila University

Evelyn H. Magpayo Pampanga

Myrna Vicente Nueva Ecija
Ester Ramones Tarlac
Virgie Costales - Zambales

Eva Marie Guevarra

Support Staff

Region 4 A (CALABARZON)
Flordeliza D. Yamo Laguna
Araceli C. Montoya San Pablo City
Estelita Q. del Rosario Cavite City
National Capital Region (NCR)
Remylinda T. Soriano Manila
Maria Brucal Makati
Lina Sea Taguig/Pateros
Analee Pacaa Pasig/San Juan

Ferdinand S. Bergado
Ma. Cristina C. Capellan
Emilene Judith S. Sison
Julius Peter M. Samulde
Roy L. Concepcion
Marcelino C. Bataller
Myrna D. Latoza
Eric S. de Guia Illustrator
Consultants

Bureau of Elementary Education (BEE)

Rogelio O. Dones
Leony M. Achacoso
Zosima C. Ventura

Fr. Bienvenido F. Nebres, SJ President,

Ateneo de Manila University
Carmela C. Oracion Ateneo de
Manila University
Pacita E. Hosaka Ateneo de Manila
University

PROJECT MANAGEMENT
Yolanda S. Quijano Director IV
Angelita M. Esdicul Director III
Simeona T. Ebol Chief, Curriculum Development Division
Irene C. de Robles OIC, Asst. Chief, Curriculum Development Division
Virginia T. Fernandez Project Coordinator
EXECUTIVE COMMITTEE
Jesli A. Lapus Secretary, Department of Education
Jesus G. Galvan OIC, Undersecretary for Finance and Administration
Vilma L. Labrador Undersecretary for Programs and Projects
Teresita G. Inciong Assistant Secretary for Programs and Projects
Printed By:

ISBN 971-92775-3-x

TABLE OF CONTENTS

Introduction ..................................................................................................................................iv
Matrix ........................................................................................................................................v

I.

Whole Numbers

D. Comprehension of Multiplication
Properties of Multiplication ............................................................................................. 1
Distributive Property of Multiplication over Addition ....................................................... 4
Multiplying 5- or More Digit Factors by 3- Digit Factors
with and without Regrouping .............................................................................. 8
Multiplying 5- or More Digit Factors by 4- to 5-Digit Factors
with and without Regrouping .............................................................................. 11
Multiplying Numbers having Zeros in both Factors without Regrouping ........................ 14
Multiplying Numbers having Zeros in both Factors with Regrouping . 17
Multiplying by Multiples of 10, 100 and 1000 ................................................................. 19
Estimating Products ....................................................................................................... 22
Multiplying Mentally without Regrouping ......................................................................... 25
Numbers in Exponential Form ....................................................................................... 27
Numbers from Standard Form to Scientific Notation ..................................................... 31
Numbers in Scientific Notation to Standard Form .......................................................... 34
Analyzing Problems Involving Multiplication ................................................................... 37
Solving Problems Involving Multiplication ....................................................................... 40
Solving 2-Step Problems ................................................................................................ 43

iii

I N T R O D U C T I O N

The Lesson Guides in Elementary Mathematics were developed by the

Department of Education through the Bureau of Elementary Education in
coordination with the Ateneo de Manila University.

These resource materials

have been purposely prepared to help improve the mathematics instruction in

the elementary grades. These provide integration of values and life skills using
different teaching strategies for an interactive teaching/learning process.
Multiple intelligences techniques like games, puzzles, songs, etc. are also
integrated in each lesson; hence, learning Mathematics becomes fun and
enjoyable. Furthermore, Higher Order Thinking Skills (HOTS) activities are
incorporated in the lessons.

The

skills are

consistent

with

the

Basic

Education

Curriculum

(BEC)/Philippine Elementary Learning Competencies (PELC). These should be

used by the teachers as a guide in their day-to-day teaching plans.

iv

MATRIX IN ELEMENTARY MATHEMATICS

Grade IV

COMPETENCIES

I.

VALUES INTEGRATED

STRATEGIES USED

MULTIPLE
INTELLIGENCES
TECHNIQUES

Whole Numbers

D. Comprehension of Multiplication
1.

Multiply 5- or more factors by 3- to

5- digit factors without and with
regrouping and with zero difficulty
1.1 Multiply 5- or more digit factors
Conservation of trees
by 3-digit factors without and
with regrouping

1.2 Multiply 5- or more digit factors by Nationalism

4- to 5- digit factors without and
with regrouping
1.3 Multiply 5-or more digit factors
Carefulness
having one to three zeros in both
factors without regrouping
1.4 Multiply 5- or more digit factors
Cooperation
having one to three zeros in both
factors with regrouping in all
places.
1.5 Multiply 5- digit or more factors by Health consciousness
multiples of 10, 100 and 1 000
2.

Show the properties of

multiplication
- Commutative
- Associative
- Zero Property
- Identity Property
- Distributive Property of
Multiplication over Addition
3. Estimate the products of two
factors with 5- or more digits
by 2- to 3- digit numbers

Love for reading

4. Multiply mentally 2- digit

numbers with products up to
200 without regrouping

Health consciousness

5. Write numbers in exponent form

Cooperation

6.

Love of nature

Write numbers in standard form to Cooperation

scientific notation and vice-versa
Write number in standard form to
Accuracy
scientific notation

Concept development Numbers, Logic,

Mental math
Cooperative groups,
Looking for pattern
Hands-on activities,
Manipulative, Reading,
Writing
Mental computation
Cooperative group,
Concept development Independent study
Use logical reasoning
Mental math
Cooperative groups,
Concept development Reading, Writing,
Looking for pattern
Hands-on activities,
Manipulative
Concept development Cooperative learning,
Guess and check
Reading,
Hands-on activities,
Independent study
Looking for pattern
Graphing, Charting,
Concept development Speaking,
Write equation
Hands-on activities
Concept development Cooperative groups,
Discovery approach
Hands-on activities,
Write equation
Reading; Logic,
Writing

Concept development
Working back
Guess and check
Cooperative learning
Concept development
Mental math
Using estimation
Guess and check
Completing tables
Concept development
Use equation
Looking for pattern
Use tables

Charting, Nature
Manipulative

Cooperative groups,
Independent study,
Reading, Logic, Number,
Speaking,
Puzzle
Independent activity

Concept development Independent activity,

Guess and check
Diagram,
Looking for pattern
Hands-on activities
Write equation
Cooperative learning

Write number in scientific notation to

standard form

Cooperation

Concept development Independent activity,

Develop formula
Diagram,
Write equation
Hands-on activities
Cooperative Learning

Cooperation

Concept development Writing, Reading,

Develop formula
Hands-on activities,
Write equation
Manipulative

Hardwork
Resourcefulness

Concept development Game, Number,

Working back
Manipulative,
Write equation
Hands-on activities,
Cooperative groups

7. Application of Multiplication
7.1 Solve word problems involving
multiplication of whole number
including money
Analyze the word problem
Tell:
what is used
what is/are given
the word clue/s the
hidden question the
operation to be used
Transform the word problem into a
number sentence
Use the correct operation
State the complete answer
8. Application of Multiplication and any
of Addition/Subtraction
-

Solve 2- step word problem involving

Cooperation
multiplication and any of addition/subtraction

Simplifying the problem Reading, Speaking,

Modeling
Hands-on activities
Cooperative learning

vi

Properties of Multiplication

I.

Learning Objectives
Cognitive:

Show the different properties of multiplication

Commutative property
Associative property
Zero property
One/Identity property

Psychomotor:

1. Solve for the product mentally

2. Supply for the missing numbers in a given equation
Show love for reading

Affective:

II. Learning Content

Skill:
References:
Materials:
Value:

Identifying the properties of multiplication

BEC-PELC I.D.2
counters, cartolina strips, chart
Love for reading

III. Learning Experiences

A. Preparatory Activities
1. Drill

Answer as fast as you can. (number sentences written on cartolina strips)

9+6
5 + (3 + 6)
6+9
(5 + 3) + 6

4+7
7+4
(2 + 5) + 6
9 + (4 + 2)

2. Review
Write each number on the left as a product of two numbers in different ways.
18 = 6X3
3x6
9x2
2x9
1x18
20 =
32 =
25 =
42 =
3. Motivation
Miss Daisy has 25 pupils. She required each pupil to read two books for home reading
per month. How many books will the children read in 10 months?
Valuing:
What do you think will be developed among the pupils of Miss Daisy?
What do you think shall we get from reading many books?

B. Developmental Activities
1. Presentation
25 x 2 = 50
What are the factors? Do you think that if we interchange the factors, the product will still
be the same? Let us see.
1 x 25 = 50
50 = 50
Therefore: 25 x 2 = 2 x 25

Materials: counters
Group size: pairs
Procedure:
Distribute 40 counters to each pair.
Say 2 multiplication problems using the same factors (e.g. 3 x 6, 6 x 3).
Each pupil in pair shows and solves one of the problems using counter.
Pupils compare the products and discuss.
Repeat activity (5-10 mins.).
a.
Distribute cards to all the pupils. Each card contains a different multiplication fact
such as 4 x 2 = 8 and 2 x 4 =8. Each child will look for his/her partner. Include in the
multiplication facts 0 and 1, factors like 0 x 1=0, 1 x 0=0, 3 x 1=3, 1 x 3=3
b.

Based on the activities done, present the following:

A
9X4 = 36
4X9 = 36

B
7X0 = 0
0X7 = 0

C
2X1 = 2
1X2 = 2

8X3 = 24
3X8 = 24

9X0 = 0
0X9 = 0

6X1 = 6
1X6 = 6

7X9 = 63
9X7 = 63

15X0 = 0
0X15 = 0

12X1 = 12
1X12 = 12

What have you observed in Group A? If the order of the factors are changed,
does the product also change or remain the same? (Then present the commutative
Property of multiplication) Does addition also have this property?

c.

How about column B? What have you observed? (Introduce the zero property.)
How about column C? What can you say about the numbers multiplied by 1?
(Introduce the identity property.)
Present 2 cartolina strips showing.
(4x2) x 5
=
8 x 5 = 40
4 x (2 x 5)
=
4 x 10 = 40
40
=
40
Therefore, (4x2) x 5 = 4 x (2 x 5)
6 x (4x3)
(6 x 4) x 3
72

=
=
=

6 x 12 = 72
24 x 3 = 72
72

Therefore, 6 x (4x3) = (6 x 4) x 3
What have you observed? Do the groupings of the factors affect the product?
(Introduce the associative property)
2. Group Activity
Distribute activity cards.
Each group will answer the exercises in the activity card and report.
property is illustrated.)
a) 3 x 6 = 6 x 3
c) (8 x 4) x 5 = 8 x (4 x 5)
e) 6 x 0 = 0

(Identify what

b) 1 x 12 = 12
d) 18 x 9 = 9 x 18
f) 12 x (2 x 5) = (12 x 2) x 5

3. Generalization
What are the properties of multiplication? Define each.
Commutative Property changing the order of the factors does not change the
product.
Associative Property changing the grouping of the factors does not change the
product.
Zero Property any number multiplied by zero equals zero.
Identity Property any number multiplied by 1 equals the number.
C. Application
Mang Tonyo prepares his harvest to be brought to the market. He has 5 baskets of tomatoes.
If each basket contains 300 tomatoes, how many tomatoes are there in all? (Prove your answer
by showing the commutative property)
Solution:

5 x 300 = 300 x 5
1 500 = 1 500

IV. Evaluation
A. Use multiplication properties to solve the following.
1)
4 X 3 = ____

3 X 4 = 12
2 X 9 = _____

4) (3 X 3) X 5 = 3 X (3 X 5)
9 X 5 = 3 X 15
___=___

2) 9 X 2 = 18 3)
9 X 1 =_____

0 X 5 =_____

5) (2 X 4) X 6 = 2 X (4 X 6)
___ X 6 = 2 X ___
___=___

B. What property of multiplication is indicated?

1) 6 x 4 = 4 x 6
2) (3 x 9) x 6 = 3 x (9 x 6)
3) 4 x 0
4) 11 x 1
5) 92 x 3 = 3 x 92
C. Solve for the answer and indicate the property of multiplication.
1) 7 x 8 = 8 x 7

2)
3)
4)
5)

(4 x 8) x 3 = 4 X (8 x 3)
120 x 0
29 x 1
(14 x 5) x 8 = 14 x (5 x 8)

V. Assignment
Solve and fill in the blanks the correct answer.
1) 5x 8 = 8 x 5
6) (2 x 3) X 6 = 2 x (3 x 6)
___=___
__ x 6 = 2 x ___
2) 9 x 4 = 4 x 9
___=___
___=__
7) 14 x 1 = ___
3) 6 x 0 =___
8) 100 x 0 =___
4) 80 x 1 =___
9) 4 x 9 = ___x___
5) (3 x 8) x 4 = 3 X (8 x 4)
10) 7 x 3 = 3 x 7
___x 4 = 3 x ___
___=___
___=___

The Distributive Property of Multiplication over Addition

I.

Learning Objectives
Cognitive:
Psychomotor:
Affective:

Identify the distributive property of multiplication over addition

1. Supply the missing number
2. Solve for the product mentally
Demonstrate love for work

II. Learning Content

Skill:
References:
Materials:
Value:

Showing the distributive property of multiplication over addition

BEC-PELC I.D.2.b
textbooks in Math 4
flash cards, chart, picture, counters, activity cards
Dignity of labor

III. Learning Experiences

A. Preparatory Activities
1. Drill
a. Have the pupils answer orally the basic multiplication facts using flash cards.
2. Review
b.
Identify the property of multiplication being illustrated. Complete the equations as
necessary.

1.
2.
3.
4.
5.
6.
7.
8.

6x2=2x6
(4 x 8) x 2 = 4 x (8 x 2)
9x0=
1 x 25 =
7x6=6x7
9x0=
75 x 1 =
(3 x 9) x 6 = 3 x (9 x 6)

9. (6 x 0) x 5 = 6 x (0 x 5)
10. (4 x 1) x 9 = 4 x (1 x 9)
11. 4 x 12 = 12 x 4
12. 36 x 1 = 1 x 36
13. 4 x 10 = 10 x 4
14. 300 x 0 =
15. 95 x 1 =
16. (1 x 7) x 8 = 1 x (7 x 8)

3. Motivation
Rene works every morning as a dishwasher at Chefoo restaurant earning
P120.00 per day and every afternoon as cook at Gardenia Garden Restaurant
earning P250.00 a day. If he works for 5 days a week in both restaurants, how much
is his earning for a week?
Valuing:
What kind of person is Rene?
How many jobs does he has?
How many days does he work a week?
Would you want to be like Rene?
Stress the value of ones work.
B. Developmental Activities
1. Presentation
a. Study the problem
What are the jobs of Rene? Answer: Dishwasher and as Cook
How much does he earn as dishwasher? Answer : P120.00
How much does he earn as cook? Answer : P250.00
How many days does he work in a week? 5
What is the number sentence? (5 x P120) + (5 x P250) = n or
5 (P120.00 + P250.00) = n
b. Present the following illustrations.
Write the number sentence below the illustration.

3x4

3x5

(3 x 4) + (3 x 5)
(3 x 4) + (3 x 5) = 3 x (4 + 5)
12 + 15 = 3 x 9
27 = 27
Ask: Did the answers change in the two illustrations?
What was done in the second illustration? (the stars were grouped together)

b. Study the next illustration.

What is the number sentence?

4 x (4 + 3) = 4 x 7 = 28

4x 4

4x3

(4 x 4) + (4 x 3) = 16 + 12 = 28
Therefore, 4 x (4+3) = (4 x 4) + (4 x 3)
Explain why the answers are the same.
2. Group Activity
a. Divide the class into 3 groups. Give them counters. Distribute the activity cards. Show by
means of counters the following combination facts showing the distributive property of
multiplication over addition.
A 2 x (4 + 8) = (2 x 4) + (2 x 8)
B 5 x (6 + 7) = (5 x 6) + (5 x 7)
C 4 x (5 + 9) = (4 x 5) + (4 x 9)

b. Draw in your manila paper your work and explain it to the class. (Advise the pupils to use
crayons to make their work nice and presentable.)
3. Practice Exercises
Solve using the distributive property of multiplication.
The example is given to you.
(3 + 4) x 8 = (3 x 8) + (4 x 8)
= 24 + 32
= 56
a. 6 x (3 + 3)
b. 4 x (5 + 4)
c. (6 + 3) x 7
d. (2 x 7) x 8
e. (3 + 2) x 4
f. (3 + 6) x 9
g. (2 + 5) x 7
h. 9 x (4 + 4)
i. 8 x (3 + 3)
j. 3 x (2 + 7)
4. Generalization
What is the distributive property of multiplication?
Distributive property of multiplication over addition is also known as breaking apart. The
product will not change if one factor is expressed as the sum of two addends then multiplied
by the other factor.

C. Application
Liza and Marie have 3 dolls and 4 stuffed toys each. How many toys do they have in all?

IV. Evaluation
A. Give the missing numbers.
1) 3 x (7 + 4) = ( ___ x 7) + (3 x 4) = _____
2) 9 x (3 + 4) = (9 x 3) + (9 x ___) = _____
3) 5 x (10 + 3) = (___ x 10) + (5 x 3) = _____
4) 6 x (4 +4) = (6 x 4) + (___ x 4) = _____
5) (3 + 4) x 5 = (3 x 5) + (___ x 5) = _____
B. Rename the second factor as two addends and find the product.
1) 6 x 12
2) 8 x 25
3) 5 x 14
4) 3 x 13
5) 7 x 9
C. Solve these problems. Write the necessary label for the final answer
1. Jojo, Grace and Len have 5 ribbons and 3 headbands each. How many ribbons and
headbands do they have?
2. Each of the 7 pupils in a class has 3 storybooks and 4 coloring books. How many books do
they have?

3. Eight farmers were given 2 cows and 3 hogs each to take care of. How many animals were
given to them?

V. Assignment
1.
Show the distributive property of multiplication over addition then solve for the product.
Example:
6 x 7 = 6 x (4+3)
= (6 x 4) + (6 x 3)
= 24 + 18
= 42
a. 9 x 15
b. 3 x 21
c. 2 x 9
d. 8 x 18
e. 4 x 10
2.

Write the number sentence for each problem, then solve.

a. There were 8 pupils who helped the science teacher. Each of them carried 3 beakers and 2
alcohol lamps. How many things did the pupils carry?
b. Each of the 9 families in our street has 4 fruit trees and 2 shade trees. How many trees are
there in our street?
c.

Jojo and his 4 friends were given 4 guavas and 3 chicos each by their Uncle Bert. How many
fruits did they get?

Multiplying 5- or More Digit Factors by 3-digit Factors without and with

Regrouping

I.

Learning Objectives
Cognitive:
Psychomotor:
Affective:

Multiply 5- or more digit factors by 3-digit factors without and with regrouping
Illustrate multiplying by 5- or more digit factors using partial product method
Appreciate the importance of trees

II. Learning Content

Skill:
References:
Materials:
Value:

Multiplying of 5- or more digit factors by 3-digit factors with and without

regrouping
BEC-PELC I.D.1.1
textbooks in Math 4
drill cards, picture, manila paper, markers
Conservation of trees

III. Learning Experiences

A. Preparatory Activities
1. Drill
Basic multiplication facts using drill cards
2. Review
What are the parts of a multiplication sentence?
Let the pupils solve for the product mentally as fast and correct as they can.
12
23
17
13
42
x 5
x 3
x 4
x 7
x 8
3. Motivation
Show a picture of a mango orchard. Elicit from the children the answer to the following
questions:
What can you see in the picture?
Do you have fruit trees in your farm/backyard?
Is it good to plant trees? Why?
B. Developmental Activities
1. Presentation
Mang Ambo and his co-workers can deliver 12 234 coconuts in a day. How
many coconuts can they deliver in 123 days?
Analyze the problem.
a.
b.
c.
d.

How many mangoes did Mang Ambo and his co-workers gather in one day?
What is asked in the problem?
How can we solve the problem?
Show the solution by using the sum of partial products.
12 234
x 123
36 702

Step 1
Multiply 12 234
by 3

12 234
x 123
36702
24468

12 234
x 123
36702
24468
+ 12234

Step 2
Multiply 12 234
by 2

12 234
x 123
36702
24468
+ 12234
1504782

Step 3
Multiply 12 234
by 1

Step 4
Add the partial
products

More Practice
Show the solution.
a. 14 213
x 132

b. 16 821
x 424

c. 23 568
x 238

Study the multiplication algorithm.

625 543
x 352
1251086
3127715
+ 1876629__
220191136
Let the children have more practice.
a) 68 214
b) 52 183
c) 821 145
x 327
x 172
x 634

d) 21 963
x 453

e) 72 584
x 921

2. Group Activity
Each group will be given activity sheets/cards containing 3 items. Each group that
finishes the work will display them on the board. The group with the most number of correct
answers will be given a prize.
65 218
x 456

21 465
x 382

392 146
x 781

24 693
x 423

421 826
x 321

95 218
x 523

76 542
x 352

621 483
x 218

24 986
x 142

3. Generalization
How do we multiply 5- or more digit factors by 3-digit factors without and with regrouping?
We multiply 5- or more digit factors by 3-digit factors by multiplying all the digits
in the multiplier by the ones digit of the multiplicand to get the first partial product,
then by the tens digit to get the second partial product and the hundreds digit to get
the third partial product and so on. Then add the partial products to get the final
product.

C. Application
Mr. Mendoza can gather 12 350 eggs in a week from his poultry farm. How many eggs can
he gather in 12 weeks?

IV. Evaluation
Solve for the products.
1) 32 512
2) 29 786
x 312
x 521

3) 69 214
x 382

4) 35 683
x 748

5) 21 463
x 121

6) If the factors are 32 416 and 145, what is the product?

7) A number times 6 equals 2 712. What is the number?

10

V. Assignment
Give the products.
1) 85 354
2) 82 806
x 978
x 814

3) 49 236
x 314

4) 421 832
x 175

5) 678 322
x 387

6) What is the product of 2 876 and 489?

7) What is 27 654 added to the product of 32 145 and 237?

Multiplying 5- or More Digit Factors by 4- to 5-Digit Factors without and with

Regrouping

I.

Learning Objectives
Cognitive:

Find the product of 5- or more digit factors by 4- to 5-digit factors without and with
regrouping
Multiply 5- or more digit factors by 4-to-5 digit factors with and without regrouping
Show nationalism by patronizing Philippine products.

Psychomotor:
Affective:

II. Learning Content

Skill:

Multiply 5- or more digit factors by 4- to 5-digit factors with and without

regrouping
BEC-PELC I.D.1.2
pictures, strips of cartolina, chart, illustrations
Patronizing Philippine products

References:
Materials:
Value:

III. Learning Experiences

A. Preparatory Activities
1. Drill (Mental Computation)
33
x 3

92
x 4

80
x 6

91
x 5

81
x 7

64
x 3

2. Review
Solve for the product.
69 432
x 413

32 184
x 215

98 521
x 762

(This is in the form of a contest. The first one to give the correct answer will receive a
reward.)

11

3. Motivation
Show pictures of different Philippine fruits. What is your favorite fruit? Why? Point out to
the children that Philippine fruits are comparable if not better than foreign fruits. By buying
Philippine fruits, we can help our economy.
Valuing:
What character trait do we show if we buy our own products?
B. Developmental Activities
1. Presentation
a. Present the problem
The Bureau of Plant Industry needs chico seedlings for tree planting
throughout the country. If 1 538 schools will participate giving 15 120 seeds
each, how many seeds can be collected by the Bureau?
b. Analyze the problem
How many schools will participate in giving chico seeds to the bureau?
How many seeds will each school give to the bureau?
What will you do to solve the problem?
Show the solution on the board the long method.
1) 15 120
x 1 538
120960

c.

15 120
x 1 538
120960
45360 .

15 120
x 1 538
120960
45360 .
75600 .

15 120
x 1 538
120960
45360 .
+ 75600 .
15120 .
23254560

Introduce another way of multiplying using the Lattice Multiplication.

3
2

4
5

0
4

6
1

0
0

8
5

0
0

0
0

5
0

5
0

1
2

6
6

1
5
3
8

Answer: 23,254,560
12

How to do the Lattice Multiplication

Each square is divided diagonally. The multiplicand is written on top and the
multiplier on the right side outside the box.
Every entry in a square is the product of a digit in one factor and a digit of the
other factor. The entry maybe a one-digit product or a 2-digit product. In case of a 2-digit
product, the digit in the upper half of the square is to be regrouped to the next higher
place value. The entries in each row are the partial products of one factor. Adding the
numbers in the diagonals is the same as adding the partial products column by column.
Example:

3
0

4
0

4
2
4
0

0
1

To multiply:
Solution:

5
3

8
9

1
6
2

345 x 162
345 x 162 = 55 890

2. Practice Exercise
a. Group Activity
Each group will perform the exercise. It will be done using cooperative learning and
using the Lattice multiplication.
23 564
x 2 135
b. Individual Exercise
Find the product.
64 325
21 832
x 256
x 464

36 842
x 218

14 683
x 123

56 943
x 416

3. Generalization
How do we multiply 5- or more digit factors by 4- to 5-digit factors with and without
regrouping?
C. Application
The marble factory can produce 55 683 marbles a day. How many marbles can be produced
in 2 365 days?

13

IV. Evaluation
1. Solve using the algorithm method.
42 183
331 247
x 1 358
x 7 265

294 375
x 2 153

329 457
x 11 263

2. Solve using the lattice multiplication method.

34 928
163 432
273 516
x 1 673
x 2 514
x 3 425

375 168
x 21 341

3. Solve using the algorithm and lattice method.

46 935
216 395
325 176
x 1 564
x 1 632
x 3 482

173 212
x 45 326

V. Assignment
A. Solve the following using the two methods.

46 935
2 564

B. Solve the following.

1. If the factors are 35 186 and 4 762, what is the product?
2. Add 2 754 to the product of 13 456 and 5 278. What is the sum?
3. What is 1 876 subtracted from the product of 743 168 and 3 625?

Multiplying Numbers having Zeros in both Factors without Regrouping

I.

Learning Objectives
Cognitive:
Psychomotor:
Affective:

Multiply 5- or more digit factors having 1 to 3 zeros in both factors without

regrouping
Find the product using the process of long multiplication with ease
Show carefulness in doing other activities

II. Learning Content

Skill:
References:
Materials:
Value:

Multiplying 5- or more digit factors having 1 to 3 zeros in both factors without

regrouping
BEC-PELC I.D.1.3
textbooks in Math 4
M-1 window cards
Carefulness

14

III. Learning Experiences

A. Preparatory Activities
1. Drill
Drill on basic multiplication facts using window cards. Give the exact time (number of
minutes) to finish the drill card.
2. Mental Computation
Answer the following in your notebook.
213
x3

842
x2

524
x3

400
x7

523
x 10

3. Review
Show how to solve for the product using the long method on the board. Elicit the steps.
Be sure that the pupils follow correctly and carefully the steps in multiplying using the long
method.
Valuing:
Are you also careful in doing other things aside from our activities in Math? How?
Find the product.
65 432
x 765
What did you do to get the correct product?
4. Motivation
Sing the song (tune: Are you sleeping).
Mathematics! Mathematics!
How it thrills, how it thrills
Addition, Subtraction
Multiplication, Division
Mental Math! Mental Math!
(Repeat)
B. Developmental Activities
1. Presentation
The Zoom Rice Milling Company delivered 300 trucks of rice in Metro Manila. If
each truck contains 40 000 sacks, how many sacks did the company deliver in all?
a. Analyze the problem
How many trucks of rice did the company deliver?
How many sacks are in each truck?
What is asked?
What is the operation to be used?
Show the solution

15

b. Write on the board.

40 000
x 300
12 000 000 sacks of rice
c.

Written exercises
10 411
20 011
x 200
x 60

20 500
x 101

40 004
x 2 000

70 100
x 300

95 000
x 100

80 003
x 300

How did you come up with the answers? Is there a faster way to solve for the
product? Elicit the patterns.
2. Group activity
Divide the class into two groups.
Give them activity sheets where the exercises are written. Each group will report their
answers.
60 002
30 052
21 220
23 001
x 300
x 1001
x 40
x 200
11 000
x 500

21 200
x 400

30 022
x 30

Dyad
Pair the children. Each pair will work on these exercises.
32 000
10 052
50 012
52 003
3 002
x 300
x 101
x 400
x 100
x 303
3. Generalization
How do we multiply 5- or more digit factors having 1 to 3 zeros in both factors without
regrouping?
Any number multiplied by zero equals zero. If the zeros in both factors are found
at the end, multiply the given numbers then count the number of zeros found at the
end of the factors and write them in the answer.
C. Application
There are 12 300 members of Barangay Masikap. If each member contributed 30 packs of
noodles for the Lutong Bayan Project, how many packs of noodles were collected?

IV. Evaluation
A. Find the product.
44 000
x 21

60 021
x 302

43 002
x 321

2 340
x 21

32 011
x 101

34 000
x 210

16

B. Answer the following:

1. Multiply 7 400 and 200. What is the product?
2. What is 23 100 added 40 times?
3. If the factors are 4 500 and 90, what is the product?
4. What is 61 002 multiplied by 400?

V. Assignment
Find the product.
a. 30 002
x 320

b. 42 102
x 43

c. 21 004
x 102

d. 60 002
x 41

e. 32 102
x 403

Multiplying Numbers having Zeros in both Factors with Regrouping

I.

Learning Objectives
Cognitive:
Psychomotor:
Affective:

Find the product of 5- or more digit factors having 1 to 3 zeros in both factors with
regrouping
Multiply 5- or more digit factors having 1 to 3 zeros in both factors with
regrouping in all places
Show cooperation during class activities

II. Learning Content

Skill:

Multiplying 5- or more digit factors having 1 to 3 zeros in both factors with

regrouping in all places
BEC-PELC I.D.1.4
textbooks in Math 4
window cards
Cooperation

References:
Materials:
Value:

III. Learning Experiences

A. Preparatory Activities
1. Drill
a. Basic multiplication facts using window drill cards
(Record each pupils time.)
b. Mental Math
2 004
x 2

30 100
x 4

80 020
x 3

7 001
x 5

70
x 50

200
x 20

600
x 400

2. Review
Find the product.
80 100 93 002
x 50
x 30

72 000
x 40

80 100
x 50

61 003
x 30

17

3. Motivation
Game: Roll the Dice (Number in the dice should be prepared by the teacher to fit to the
objective)
A player rolls two dice. The player will multiply the two numbers that appear on the two
dice. Each number corresponds to an exercise like the following:
61 001
x 400

81 012
x 60

61 001
x 200

70 200
x 40

31 100
x 60

B. Developmental Activities
1. Presentation
A shoe factory pays each laborer
owner pay for its 50 laborers?

31,200.00 annually. How much does the

a. Analyze the problem.

How many laborers are there in the shoe factory?
What is the salary per year of each laborer?
What is asked in the problem?
What is the operation to be used?
How will the problem be solved?
b. Show the solution of the problem.
31,200.00
x 50
1,560,000.00

2. Group Activities
Cooperative Exercise
Complete the table.
x
86 000
90 042
809 051
700 800

40

50
4 300 000

60

70

80
7 203 360

56 633 570

Divide the class into three groups. Give each group an activity card/sheet.The members
of the group will help each other answer the following exercises shown below.
64 000
x 30

70 800
x 40

80 700
x 150

90 050
x 203

460 010
x 50

391 021
x 100

3 620 400
x
720

1 210 055
x
302

How did you find the exercise?

cooperatively? Why?

80 007
x 701

Does the work make easier if members work

18

3. Generalization
How do we multiply 5- or more digit factors having 1 to 3 zeros in both factors with
regrouping in all places?
Remember:
1. Use the same steps in multiplying.
2. Regroup whenever necessary.
3. Write zero in the product if zero is multiplied by any number or bring down the
terminal zeros of the factors and proceed with multiplying the non-zero digits.
C. Application
Ralph is a salesman of electrical appliances. His average sales for a month is
What is his sales for 105 months?

23,005.

IV. Evaluation
Find the product.
40 056
x 40

30 108
x 50

46 003
x 203

30 050
x 700

200 052
x 60

460 005
x 102

200 0242 100 3065 708 251

x 50
x
310

370 501
x
50

462 003
x 800

92 005
x 300

305

V. Assignment
Find the product.
61 002
x 40

1 874 002
x
108

20 621 000
x
306

Solve the following math problems.

1. What is 37 100 times 50?
2. Multiply 700 to the difference of 2 100 and 355.
3. If the factors are 20 710 and 40, what is the product?

Multiplying Numbers by Multiples of 10, 100 and 1 000

I.

Learning Objectives
Cognitive:
Psychomotor:
Affective:

Multiply 5- or more digit factors by multiples of 10,100 and 1 000

Write the product of factors of 5- or more digit by multiples of 10,100 and 1 000
Show kindness to other people in times of need

19

II. Learning Content

Skill:
References:
Materials:
Value:

Multiplying 5- or more digit factors by multiples of 10,100 and 1 000

BEC-PELC I.D.1.5
flash cards, charts, number wheel
Kindness and helpfulness

III. Learning Experiences

A. Preparatory Activities
1. Drill
Basic multiplication facts using flash cards
2. Mental Computation
4 x 10
7 x 10

8 x 10
36 x 100

9 x 1000
4 x 1000

16 x 10
11 x 10

25 x 100
35 x 1000

3. Review
Have the class count together by tens up to 100, and by hundreds up to 1 000.
4. Motivation
Show pictures of people or families hit by calamities like typhoon or earthquake.
Valuing:
How does our government help the people during typhoon or earthquake? How
about you, how do you help others during heavy typhoon, fire and the like?
B. Developmental Activities
1. Presentation
Barrio San Agustin was hit by typhoon Lucing last October. The president promised to
give each family
12,250.00. If there were 100 families in the barrio, how much will be
given to the families in Barrio San Agustin?
Analyze the problem.
a. What calamity hit Barrio San Agustin last October?
b. What did the president promise each family in the barrio?
c. How many families are there in the barrio?
d. What is asked in the problem?
e. What operations will help solve the problem?
f. What is the answer? Show and discuss the solution on the board.
Challenge the class to find the pattern for the following:
A. 52 163 x 4 = 208 652
B. 21 846 x 3 = 65 538
52 163 x 40 = 2 086 520
21 846 x 30 = 655 380
52 163 x 400 = 20 865 200
21 846 x 300 = 6 553 800
52 163 x 4 000 = 208 652 000
21 846 x 3 000 = 65 538 000
Ask: What pattern did you observe? How do we multiply numbers by multiples of 10?
100? 1 000?

20

2. Group Activities
1) Answer the following.
a. 21 882 b. 23 635
x 40
x 30
f. 32 185
x 10

g. 24 683
x 100

c. 21 245
x 500

d. 53 421
x 200

e. 38 456
x 3 000

h. 12 832
x 1 000

i. 32 145
x 500

j. 18 321
x 7 000

2) Find the product.

a. 31 142 x 500 = n
b. 72 416 x 900 = n
c. 82 214 x 7 000 = n

d. 22 135 x 1 000 = n
e. 34 312 x 400 = n

3. Fixing Skills/Practice
Complete the table.
X
a. 24 345
b. 21 632
c. 25 998
d. 32 529
e. 37 292

60

400

2 000

4. Generalization
How do we multiply numbers by multiples of 10? 100? 1 000?
Multiply the multiplicand by the non-zero digits of the multiplier, then annex to
the product as many terminal zeros as there are in the multiplier to get the final
product.
C. Application
Solve this problem.
Miss Lim receives a monthly salary of

10,625.00. How much can she earn in 10 months?

IV. Evaluation
Find the product.
a. 32 561 x 20 =
b. 46 128 x 300 =
c. 15 212 x 40 =
d. 62 183 x 100 =
e. 21 421 x 5 000 =
f. 52 183 x 200 =

g.
h.
i.
j.
k.
l.

46 214 x 10 =
12 836 x 100 =
45 681 x 1 000 =
21 468 x 300 =
42 612 x 50 =
69 421 x 80 =

21

V. Assignment
Complete the table.
X
60
1 200
6 000
a. 21 345
b. 53 466
c. 25 364
d. 51 528
e. 85 432
Solve the following math problems.
1. Multiply 80 to the sum of 320 and 180.
2. What is the product of 2 145 and 50?
3. What is 319 000 minus the product of 376 and 800?

Estimating Products

I.

Learning Objectives
Cognitive:
Psychomotor:

Affective:

Estimate the product of two factors with 5- or more digits and 2- to 3-digit
numbers
1. Tell the importance of caring for our environment
2. Find the estimated product of two factors with 5- or more digits and
2- to 3- digit numbers
Show love for nature

II. Learning Content

Skill:
References:
Materials:
Value:

Estimating the products of two factors with 5- or more digits and 2- to 3-digit
numbers
BEC-PELC I.D.3
textbooks in Math 4
cutouts, chart, activity cards, number wheel, pictures
Love for nature

III. Learning Experiences

A. Preparatory Activities
1. Drill
Basic Multiplication Facts
Game: Picking Guavas
A pupil picks a guava with a multiplication fact. He/she answers as fast as he/she can. A
correct answer gets a candy.

22

2. Review
Review rounding off numbers.
Round off to the nearest:
Tens

Hundreds

Thousands

Ten
Thousands

Hundred
Thousands

213 685
172 294
36 428
69 123

3. Motivation
a. Show the picture of three baskets full of mangoes. About how many mangoes do you
think are contained in the baskets? (Pupils are expected to give different numbers.)
b. Explain that what they give are just estimates. They give estimates of the number of
mangoes in the baskets. They are not sure and did not actually count the number of
mangoes in the baskets.
B. Developmental Activities
1. Presentation
The garden club is selling orchid plants at
12,323.00 a pot to collect funds. If 123 pots
were sold, about how much money did the club get?
a. How much is a pot of orchid plant?
b. How many pots were sold?
c. What phrase in the problem indicates that what is asked is an estimated product?
Let us study how to estimate products.
1.
12,323
10,000
x 123
x 100

2.

10,000
x 100
1,000,000

How do we estimate products? What did we do first?

Valuing:
Orchids are beautiful flowers. What do they do to our surroundings? Are they important to
us? Why?
2. Group Activity
Distribute the activity cards. Let each group solve the problem.
Estimate the products.
a. The Girl Scouts of Cavite is engaged in rose gardening. They gather 55 125 roses a day
and sell them. How many flowers can they gather in 24 days?
b. An environmentalist distributed gift envelopes to 24 565 school children. If each envelope
contained 17 plant-a-tree bookmarks, how many bookmarks were distributed?
c. The Sangley Nursery grows 33 284 santan every month. How many santan will it
produce in 212 months?
Analyze and discuss the answers of each group. Ask the children why we need to grow
plants.

23

3. Guided Practice
Estimate the product by rounding each factor to the nearest tens.
a. 14 325
b. 21 178
c. 56 683
d. 47 928
x 42
x 43
x 62
x 37
e. 34 625
x 63

f. 51 321
x 28

i. 45 682
x 78

j. 21 456
x 81

g. 32 182
x 33

h. 52 146
x 45

Target Game
Prepare a wheel with numbers. At the back of each number is a corresponding exercise
to be solved. The pupil who is called will make a target on the wheel and answer the
corresponding exercise at the back. The pupil will the most number of correct answer wins.
4. Generalization
How do you estimate the product of 2 factors?
To estimate the products, round the factors to the highest/greatest place value
then multiply the rounded factors.
C. Application
Solve each problem.
1. A nursery sells 34 296 seedlings a day. About how many seedlings can be sold in 23 days?
2. A town has an average of 81 989 number of trees. Give the estimated total number of trees
of 12 towns.

IV. Evaluation
Estimate the product.
a. 34 231
x 62

b. 184 599
x 586

c. 265 463
x 371

e. 98 521
x 241

f. 48 214
x 34

a. 631 236
x 143

b. 184 599
x 586

c. 265 463
x 371

d. 572 169
x 39

e. 491 641
x 334

d. 43 960
x 42

V. Assignment
Estimate the product.

24

Multiplying Mentally without Regrouping

I.

Learning Objectives
Cognitive:
Psychomotor:
Affective:

Multiply mentally 2- digit numbers with products up to 200 without regrouping

Practice speed and accuracy
Tell the importance of fruits to our body

II. Learning Content

Skill:
Reference:
Materials:
Value:

Multiplying mentally 2-digit numbers with products up to 200 without regrouping

BEC-PELC I.D.4
textbook, flash cards, activity cards
Health consciousness

II. Learning Experience

A. Preparatory Activities
1. Drill
Basic multiplication facts using flash cards
2. Mental Computation
13
x 3

24
x 2

12
x 4

16
x 1

22
x 4

11
x 7

3. Review
Estimate the products.
32 465
12 365
x 28
x 47

72 146
x 52

31 654
x 32

46 123
x 81

4. Motivation
Do you like fruits? What is your favorite fruit? What food nutrients do we get from fruits?
Which do you prefer to eat, chocolate candies or fruits? Why?
Why do we have to eat fruits everyday?
B. Developmental Activities
1. Presentation
a. Present this word problem.
A kilo of mango costs

80.00. How much will you pay for 2 kilos?

How much is a kilo of mango?

What is the cost of 2 kilos?
What did you do to solve the problem?
Can you solve it without using paper and pencil?

25

b. Give the products orally.

42
x 3
c.

54
x 2

31
x 5

43
x 3

Copy and complete the table.

Factor
14
22
Factor
2
3
Product
?
?

64
x 2

21
x 8

54
x 2

41
2
?

21
4
?

32
2
?

40
2
?

2. Group Activity
Divide the class into three groups. Give each group an Activity Card like the one below.
Record which group answered first, the second and the third. Answers will be written on the
other square.

22
43
21
44
129
84

2X
3X
4X
Answers

63
32
41
126
96
164

52
72
30
104
216
120

3. Generalization
How do you multiply mentally 2-digit numbers by 1-digit number without regrouping?
In multiplying mentally, multiply first the ones and then the tens, without using
paper and pencil.
C. Application
Solve mentally.
1. There are four rows of chairs in Miss Lunas class. If there are 10 chairs in each row, how
many chairs are there in all?
2. Rizal Primary School has three sections in Grade 4. Each section has 42 pupils. How many
Grade 4 pupils are there in Rizal Primary School?

IV. Evaluation
A. Multiply mentally.
41
x2

86
x2

42
x3

31
x3

44
x2

40
x2

30
x5

41
x5

B. Multiply mentally.
23 x 3 =
2 x 50 =

21 x 4 =
21 x 9 =

3 x 62 =
4 x 50 =

C. Prepare 5 exercises on multiplying numbers mentally without regrouping. Include the answers.

26

IV. Assignment
A. Multiply mentally.
61
20
x 3 x 10
24
x 2

36
x 1

43
x 3

64
x 2

72
x 2

73
x 2

54
x 2

82
x 2

B. Oral drill. Test your speed in multiplying each number mentally.

12
22
23
11
12
x 2
x 3
x 1
x 4
x 3
32
x 3

11
x 7

43
x 2

33
x 3

50
x 2

C. Create two word problems involving multiplying numbers mentally.

Numbers in Exponential Form

I.

Learning Objectives
Cognitive:
Psychomotor:
Affective:

Write numbers in exponential form

Express numbers in exponential form
Practice cooperation in group activities

II. Learning Content

Skill:
References:

Writing numbers in exponential form

BEC-PELC I.D.5
textbooks in Math 4
flash cards, activity sheet
Cooperation

Materials:
Value:

III. Learning Experiences

A. Preparatory Activities
1. Drill
Use flash cards in conducting this drill. Select two to three volunteers/pupils to act as
contestants. Whoever answers first will be given points until the time limit has been
consumed.
Example:
25
x2

36
x4

22
x3

81
x2

18
x5

50
x4

27

2. Review

Write the missing numbers in the factor tree.

a.

b.

12

c.

30

10

d.

48

6
2

3. Motivation
Look at the given data below. Notice how the numbers are written.
Standard Form
Product of Factors
Exponential Form
1
2
= 2
2
2
4
= 2x2
2
3
8
= 2x2x2
2
4
16
= 2x2x2x2
2
5
32
= 2x2x2x2x2
2
6
64
= 2x2x2x2x2x2
2
What did you observe about how the numbers are written?
B. Developmental Activities
I.

Presentation
Group 1
1. Look at the numbers in the table. How is 2 related to 4 and 4 to 8?
2. Write your observations on the chart.
Given Data
Observation/s
a. 2
b. 4
c. 8
d. 16
e. 32
f. 64
Group 2
a. Tell something about this illustration.
b. How many times is number 2 being written?

28

Exponential Form

2x2

2x2x2

2x2x2x2

Product

2x2x2x2x2

2x2x2x2x2x2

Group 3
a. What did you observe about the way 2 is written?
b. Observe from the first to the sixth number.
Group 4
a. Compare the following data to those of the powers of 2. Do they show a pattern? How?
b. Write your observations below.
3
=
3
9
=
3x3
27
=
3x3x3
81
=
3x3x3x3
243
=
3x3x3x3x3
729
=
3x3x3x3x3x3
Observations: __________________________________________
2. Analysis and Discussion
Ask the pupils the following questions:
a. What happens to 2 when multiplied by another 2? By another 2?
b. What did you observe about the numbers from 2 up to 64? How about the factors?
Illustrations:
2 4 8 16 32 64
What is the relation of the first number to the second number?
What happens when you double 2, 4 and so on?
Does it form a pattern?
Do you know that any number can also be expressed in exponential form? How are we
going to do this?
0
4 = 1 - A non-zero number raised to the zero power is always 1.
1
5 = 5 - A number raised to the first power is always equal to itself.
2
6 = 36- Any number raised to the second power is always multiplied by itself.

29

exponent
2

6 = 36 (standard form) = 6 x 6 (product)

base
Based on the work of group 4, 3 to the third power is obtained by multiplying 3 by itself
3
three times. It is written as 3 .
Valuing:
How did you work with the other members in your group?
Is it important to cooperate with each other while working on something? Why?
3. Group Activity
a. Write in exponential form.
1) 7 x 7
3) 9 x 9 x 9 x 9
2) 8 x 8 x 8
b. Write each as a product of equal factors.
1) 64
2) 125
4. Generalization
The exponent tells how many times the base is used as a factor.
A non-zero number raised to the zero power is always 1.
A number raised to the first power is always itself, the second power is also called squared
and so on.
Exponent (tells how many times the base
2
4=2x2= 2
is multiplied by itself)
Base (the factor to be multiplied)
factors
C. Application
1. Write in standard form.
4
a. 2
3
b. 4
4
c. 7
2. Write in exponential form.
a. 2 x 2 x 2 x 2
b. 3 x 3 x 3 x 3
c. 4 x 4 x 4

d.
e.

8
4
9

d. 7 x 7 x 7 x 7 x 7 x 7
e. 9 x 9 x 9 x 9 x 9 x 9 x 9

IV. Evaluation
A. Match column A with column B.
A
B
3
1) 5
a. three cubed
5
2) 4
b. five cubed
2
3) 2
c. five to the seventh power
7
4) 5
d. two squared
3
5) 3
e. four to the fifth power
B. Write the standard form.
5
1) 3
4
3) 5
3
5) 6

2) 14
5
4) 9

30

V. Assignment
Select the letter of the correct answer.
1)
7x7x7x7x7=
7
5
a. 7
b. 7
2)

9x9x9x9=
9
4
a. 4
b. 9

3)

10 =
0
a. 10

b. 10

c. 5

4)

c. 9
1

c. 10

5)

4 =
a. 12

b. 16

64 =
2
a. 8

b. 2

c. 64
8

c. 8

Numbers from Standard Form to Scientific Notation

I.

Learning Objectives
Cognitive:
Psychomotor:
Affective:

Write numbers from standard form to scientific notation

Compute accurately the power of a number
Show accuracy in giving answers

II. Learning Content

Skills:
References:
Materials:
Value:

1. Writing numbers in scientific notation

2. Computing the power of a number
BEC-PELC I.D.6.1
textbook in Math 4
flash cards, chart, learning activity sheets
Accuracy

III. Learning Experiences

A. Preparatory Activities
1. Drill
Find each product.
a. 10 x 10 = ___
10 x 10 x 10 = ___
10 x 10 x 10 x 10 = ___
b. 1) 1 x 10 = ___
10 x 10 = ___
2) 3 x 200 = ___
30 x 200 = ___
3) __ x 40 = 20 x 80
30 x 100 = __ x 50

31

2. Review
Write the standard form for the following:
a. 2

b. 3

c. 4

d. 5

e. 6

3. Motivation
The teacher shows a picture of the solar system and asks the following questions:
a. What is the composition of the solar system?
b. What is the closest planet to the sun?
c. How far is this planet from the sun? Do you know what planet this is? It is Mercury.
Problem:
Mercury is the planet closest to the sun. It is about 60 000 000 kilometres from
the sun. How far is it from the sun?
Valuing:
How are you going to answer the different exercises? Why?
How do you feel if you get a correct answer?
B. Developmental Activities
1. Presentation
Introduce the lesson through illustration/drawing.

Sun

Mercury

Mercury is 60 000 000 km away from the sun.

Look at this illustration:
7
60 000 000
6 x 10
Standard Form
In what form is 60 000 000 written?
Is it in standard form?
How many zeros are there?
There are 7 zeros.

Scientific Notation

Where can we find 6?

Is it the 8th digit of the number?
Is it a number greater than 1 but less than
10?
The scientific notation consists of two factors,
the first factor is number 1 or greater but less
than 10.
So, 6 is the first factor. The second factor is a
power of 10.
What is the power of 10?
7

60 000 000 = 6 x 10
exponent
7 zeros (shows the number of zeros)
Example # 2
Standard Form
500

Scientific Notation
2
5 x 10

32

Example # 3
How many zeros are there?
40 000

th

Why is it 10 raised to the 4 power?

4
4 x 10

Example # 4
360
Think: 360 is between 300 and 400.
2
300 = 3 x 10
2
400 = 4 x 10
Shortcut method:
2
3. 6. 0. = 3.6 x 10

A number greater than

or equal to one but less than
ten

move the decimal point 2 places

to the left. (you have to move the
decimal point 2 places to the left
so the first factor is more than 1
but less than 10.)

2. Practice Exercises
Dyad Grouping
Write in scientific notation.
a) 30
b) 600
c) 7 400
3. Generalization
How do we write numbers from standard form to scientific notation?
Standard numerals are written in scientific notation as a product of 2 factors. The
first factor is greater than or equal to 1 but less than 10 and the second factor is a
power of 10.
C. Application
Triad Grouping
Write in scientific notation.
1)
2)
3)
4)
5)

300
6 000
40 000
800 000
700 000 000

IV. Evaluation
1. Fill in the missing number.
2

a. 600 = ___ x 10
b. 7 000 = 7 x 10__

33

c. 160 000 = 16 x 10__

6
d. 12 000 000 = ___ x 10
e. 250 000 000 = 25 x 10__

2. Write in scientific notation.

a.
b.
c.
d.
e.

80
500
240
6 700
31 000

V. Assignment
Express in scientific notation.
1) 564 000
2) 3 120 000
3) 6 400 000 000

Numbers in Scientific Notation to Standard Form

I.

Learning Objectives
Cognitive:
Psychomotor:
Affective:

Write numbers in scientific notation to standard form

Use powers of 10 to write numbers in exponential form
Show cooperation in group activities

II. Learning Content

Skills:
References:
Materials:
Value:

1. Writing numbers in scientific notation

2. Using powers of 10 to write numbers in exponential form
BEC-PELC I.D.6.2
textbooks in Math 4
flash cards, chart, learning activity sheets
Cooperation

III. Learning Experiences

A. Preparatory Activities
1. Drill
Mental computation using multiplication facts
Materials: pocket chart, set of numbers (cut individually)

pocket for
multiplier
The numbers can be changed.

pocket for the

product
pocket for the
numbers

34

2. Review
Write the numbers in exponential form.
a. 6 000
b. 7 000 000
c. 80 000 000
d. 860 000
e. 3 800 000
3. Motivation
Mercury is the planet closest to the sun. It is about 60 000 000 km from the sun.
a. How far is Mercury from the sun?
b. What did we study yesterday?
c. What did we do with the number?
B. Developmental Activities
1. Presentation
60 000 000 is in what form of the number?
7
6 x 10 , what is this form?
How did we express the numbers?
Suppose, we do it this way:
7
6 x 10 60 000 000
How did I write the given number?
Do you know how to do it?

2. Group Activity
a. Present this number.
7

6 x 10 60 000 000
What is the exponent?
Based on previous lesson, the exponent shows the number of zeros 60 000 000 has.
7

6 x 10

60 000 000

What is this form?

- Scientific Notation
How about this?
- Standard Form

Pupils Activity: Dyad

Example:
7
4 x 10
40 000 000
6
7 x 10
7 000 000
b. Show the changing of exponential form to standard form.
4
1.2 x 10 = 1. 2 000 12 000

35

1. The exponent is 4. Move the decimal point 4 places to the right.

2. What happened to the number when the decimal point is moved to the right using the
exponent?
3. Give other examples for dyad activity
6

3.1 x 10 3. 1 00000 3 100 000

6

7.31 x 10 7. 3 1 0000000 7 310 000 000

3. Practice Exercises
Write in standard form (group activity)
3
a. 3 x 10
6
b. 4 x 10
8
c. 6 x 10
3
d. 6.1 x 10
6
e. 9.3 x 10
4. Generalization
How do we write numbers in scientific notation to standard form?
To change scientific notation to standard numerals, move the decimal point to the right of
the decimal point adding zeros after the last non-zero digit depending on the exponent to
make it a whole number.
C. Application
Write in standard numerals:
4
8 x 10
2
9 x 10
5
1.2 x 10
3
2.81 x 10

IV. Evaluation
1. Match column A with column B.
A
B
2
1. 6 x 10
a. 6 000
4
2. 6 x 10
b. 60 000
3
3. 6 x 10
c. 600
5
4. 6 x 10
d. 6 000 000
6
5. 6 x 10
e. 600 000
2. Write in standard form.
2
a. 8 x 10
2
b. 8.1 x 10
5
c. 2.16 x 10
8
d. 3.49 x 10
7
e. 6.11 x 10

36

V. Assignment
Write in standard form.
3
1) 3 x 10
4
2) 4 x 10
6
3) 9.3 x 10
3
4) 12 x 10
8
5) The earth is about 1.5 x 10 km from the sun.

Analyzing Word Problems Involving Multiplication

I.

Learning Objectives
Cognitive:
Psychomotor:
Affective:

Analyze word problem involving multiplication by telling what is asked, what are
given, the word clue/s, the hidden question and the operation to be used
Transform the word problem into a number sentence
Strengthen family ties through annual reunion

II. Learning Content

Skill:
References:
Materials:
Value:

Analyzing word problems involving multiplication

BEC-PELC I.D.7.1.1 1.4
textbooks in Math 4
flash cards, charts, learning activity sheets, strips of cartolina with steps in
analyzing word problems
Strengthening family ties

III. Learning Experiences

A. Preparatory Activities
1. Drill
Multiplication facts in flash cards
Solve mentally.
123 x 3 = _____
50 x 7 = _____
45 x 4 = _____
60 x 40 = _____

23 x 3 = _____
124 x 2 = _____
800 x 70 = _____
7 000 x 9 = _____

2. Review
Game Power: Ordering of steps
Each group will be given strips of cartolina with steps in analyzing word problems written
on it. The group who places the strips in correct order first will be the winner.

37

3. Motivation
Mr. Jamisons family holds a reunion once a year. Fifteen of the grandchildren invited 3
friends each. How many of their friends are expected to attend the reunion?
a. What does Mr. Jamisons family do every year?
b. Are you doing it too?
c. If Mr. Jamisons family holds a reunion once a year, what do you think he should do so
that there will be no problem financially?
B. Developmental Activities
1. Presentation
The teacher groups the pupils into 4. Each group is given a card with a problem written
on it. Read and answer the questions that follow.

2. Group Activity
Group 1
Rose bought 4 ribbons at
change did she get?
a.
b.
c.
d.
e.
f.

86.50 each. She gave a 500-peso bill. How much

What is asked in the problem?

What are given?
What is the hidden question?
What is/are the word clue/s?
What is/are the operation/s to use?
What is the mathematical sentence?

Group 2
Rose bought 4 ribbons at
change did she get?
a.
b.
c.
d.
e.
f.

86.50 each. She gave a 500-peso bill. How much

What is asked in the problem?

What are given?
What is the hidden question?
What is/are the word clue/s?
What is/are the operation/s to use?
What is the mathematical sentence?

Group 3
Ana brought home 3 baskets of papaya with 8 pieces in each basket. Susan
brought home 12 mangoes. How many fruits did Ana and Susan bring home
altogether?
a.
b.
c.
d.
e.
f.

What is asked in the problem?

What are given?
What is the hidden question?
What is/are the word clue/s?
What is/are the operation/s to use?
What is the mathematical sentence?

38

Group 4
Ana brought home 3 baskets of papaya with 3 pieces in each basket. Susan
brought home 12 mangoes. How many fruits did Ana and Susan bring home
altogether?
3. Analysis/Abstraction
Analyzing word problem has steps to follow. These steps are:
1. Reading and analyzing the problem
2. Knowing what are the key facts
a. Know the question
b. Know the what are given
c. Know if there is a hidden question
d. Know the word clue/s
e. Know what operations to use
3. Planning what to do.
a. Formulate the mathematical sentence
4. Oral Exercises
Teacher reads the problem and asks the pupils to answer the questions orally.
There were 12 packages with 24 paper plates in each package. If 142 of the
plates were used, how many plates were not used?
a.
b.
c.
d.
e.
f.

What is asked in the problem?

What are given?
What is the hidden question?
What is/are the word clue/s?
What is/are the operation/s to use?
What is the mathematical sentence?
Alan and Andy have one garden plot each. Alan has 4 rows of 12 pechay plants
in each row. Andy has 5 rows of 10 pechay plants in each row. How many pechay
plants do they have altogether?

a.
b.
c.
d.
e.
f.

What is asked in the problem?

What are given?
What is the hidden question?
What is/are the word clue/s?
What is the operation to use?
What is the mathematical sentence?

5. Generalization
How do we analyze and solve word problems involving multiplication?
In analyzing word problems, take note of the following:
a. What is asked
d. The operation/s to be used
b. The given facts
e. The hidden question/s
c. The word clue/s
f. The mathematical sentence

39

IV. Evaluation
The teacher will present problems and asks the pupils to answer the questions that follow.
1. In the canteens refrigerator, there were 4 trays of eggs. Each tray had 12 eggs. The cook used
15 eggs. How many eggs were left in the refrigerator?
a. What is asked in the problem?
b. What are given?
c. What is the hidden question?
d. What is/are the word clue/s?
e. What is the operation to use?
f. What is the mathematical sentence?
2. Ben bought 6 T-shirts. His brother also bought 6 T-shirts. Each T-shirt costs
much did all the T-Shirts cost?
a. What is asked in the problem?
b. What are given?
c. What is the hidden question?
d. What is/are the word clue/s?
e. What is the operation to use?
f. What is the mathematical sentence?

285.00. How

V. Assignment
Read and analyze the problem. Answer the questions correctly.
Lita bought 5 kilograms of lapu-lapu which costs
150.00 per kilogram and 3 kilograms of
bangus which costs
110.00. How much did she pay for the lapu-lapu? How much did she pay for
the bangus? How much did she pay in all?
a.
b.
c.
d.
e.
f.

What is asked in the problem?

What are given?
What is the hidden question?
What is/are the word clue/s?
What is the operation to use?
What is the mathematical sentence?

Solving Problems Involving Multiplication

I.

Learning Objectives
Cognitive:
Psychomotor:
Affective:

Solve word problems involving multiplication of whole numbers including money

Follow correctly the steps in solving word problems
Realize the importance of backyard gardening for the family

II. Learning Content

Skill:

Solving word problems involving multiplication of whole numbers including

money

40

References:
Materials:
Value:

BEC-PELC I.D.7.1
textbooks in Math 4
flash cards, chart, learning activity sheet
Industry

III. Learning Experiences

A. Preparatory Activities
1. Drill
a. Basic multiplication facts using window cards.
b. Solve for the product of factors with multiples of 10 and 100.
Examples:

40 x 9 = _____
50 x 30 = _____
20 x 700 = _____
600 x 8 = _____

400 x 30 = _____
20 x 90 = _____
500 x 8 = _____
60 x 20 = _____

2. Review
What are the steps in solving a problem?
a. Have a game on rearranging the steps in analyzing word problems that are written on
strips of cartolina.
b. The group who finishes ahead of the others is declared the winner.
3. Motivation
How many of you have gardens at home? What are planted in your garden? Are they in
rows? How do farmers plant seedlings in a farm?
Valuing:
Is it important to have gardens at home? Why?
B. Developmental Activities
1. Presentation
An orchard contains 8 rows of trees. If there are 10 trees in a row, how many
trees are there?
The teacher specifies that to solve a word problem, the pupils must always think of the
steps in solving a word problem. Let us use the following guide in solving word problems.
a.
b.
c.
d.
e.
f.
g.

What is asked?
What are given?
What operations are to be used?
Write the number sentence.
Do the operation.
What is the answer?
Check if your answer make sense.

41

2. Group Activity
Remind the pupils of the importance of analyzing the problems first before solving for the
answer.
a. Group the pupils.
b. Each group is given an activity sheet with a problem written on it.
c. They will solve the problems using the steps in problem solving.
Activity 1
Supply the missing information below.
a. What is asked?
b. What are given?
c. What operations are to be used?
d. Write the number sentence.
e. What is the answer?
Activity 2
Illustrate the problem.

Activity 3
Write the given data and solve for the answer.
a. What is asked?
b. What are given?
c. What operations are to be used?
d. Write the number sentence.
e. What is the answer?
3. Practice Exercises
The teacher gives problems and lets the pupils solve for the answer by following the steps.
a. Mang Julios jeepney uses 175 litres of gasoline in a week. How many litres of gasoline
can it consume in 15 weeks?
b. A basket of lanzones costs
1,285.00. How much do 25 baskets of lanzones cost?
c. There are 1 648 shoppers who go to Mabuhay Department Store everyday. How many
shoppers go to the store in 59 days?
d. There are 953 names listed in each guest book of the National Museum. How many
names are listed in 52 guest books?
4. Generalization
What are the steps in solving word problems?
C. Application
Read and solve on your paper.
1. Mrs. Dizon, the school nurse examined 48 pupils per day. How many pupils did she examine
in 5 days?

42

2. Alissa and her classmates used 5 packs of cornstarch for their maja blanca recipe. Each
pack cost them
19.00. How much did they spend for cornstarch?

IV. Evaluation
Read the problems carefully. Solve and label your answer.
1. Mr. Fuentes ordered 45 boxes of baseball gloves. Each box contains 12 gloves. How many
baseball gloves will Mr. Garcia receive?
2. Jose earns
48.00 a day. How much will he earn in 5 working days?
3. Mark planted 16 plots of pechay plant in the garden. Each plot contains 26 pechay plants. How
many pechay plants are there in all?

V. Assignment
Solve.
1. Aling Rosa sells flowers. She can sell 12 dozens of roses a day. How many roses can she sell in
two weeks?
2. It was Laras seventh birthday. Her mother bought 15 kilos of pork. If each kilo costs
120.00,
how much did her mother spend for pork?

Solving Two-Step Word Problems

I.

Learning Objectives
Cognitive:
Psychomotor:
Affective:

Solve 2-step word problems involving multiplication and either addition or

subtraction.
Write the solution to the problem accurately
Work cooperatively with the group

II. Learning Content

Skill:
Reference:
Materials:
Value:

Solving 2-step word problems involving multiplication and either addition or

subtraction
BEC-PELC I.D.8.1
textbooks in Math 4
textbook, flash cards, chart, learning activity sheet
Cooperation

III. Learning Experiences

A. Preparatory Activities
1. Drill
Write the numeral mentioned in the blank provided.

43

Story:
The statue of Liberty is one hundred fifty-one (_____) feet tall. The tip of the torch is three
hundred five (_____) feet above the ground. It is made with over three hundred (_____) thin
sheets of copper. To climb the top of the statue, there are one hundred sixty-eight (_____)
steps.
a.
b.
c.
d.

The largest number in the story is _____.

The smallest number in the story is _____.
The numbers in the story that are less than 186 are _____ and _____.
The numbers in the story that are greater than 200 are _____ and _____.

2. Review
Ask pupils about the different steps in solving word problems.
3. Motivation
Do you know what a mailman is?
What is his work?
What do you notice on the mail envelope?
Is this important? Why?
Here is a problem about stamps. Let us find what it is all about.
Problem:
Marie had 153 pages in her stamp album. There were 12 stamps on each page.
She gave 63 stamps to her friend. How many stamps were left with her?
B. Developmental Activities
1. Presentation
Children, if you are to solve the problem, what are you going to do?
If I will let you work in groups, what are you going to do? Why?
Activities Discovery Approach
Group 1
Acting out the problems
Materials: magazines, pieces of art paper
The pupils are to present the problem by acting it out. One member will act as Marie and
others will help in answering the problem using improvised album and stamps.
Group 2
Solving the problem (Computation)
Materials: chalk, mini-boards
The group is allowed to have a direct computation based on their understanding about
the problem. The group should come out with only one common answer.
Group 3
Picture illustrations about the problem.
Materials: manila paper, mini board, chalk, crayons, marker pen
The group is to give the answer to the problem by illustrating it through pictures.

44

They should indicate the given data.

Report their answer.
Group 4
Solve the problem by answering the guide questions.
a. What are given?
b. What is asked?
c. What are the operations to be used?
d. Write the number sentence?
e. How will you do the operations?
f. What is the answer?
2. Analysis/Abstraction
Teacher will use the data presented by the pupil.
a. Who collects stamps?
b. What did she do with her stamps?
c. Did she give all her stamps? How many stamps were given?
d. Do you know the number of stamps? What do you think you will do?
e. Is the final answer correct? Why?
3. Practice Exercises Dyad
Solve the problems carefully.
a. Manny had 3 boxes of paper plates. Each box contains 36 plates. He used 73 paper
plates for the birthday party of his son. How many paper plates were left?
b. There were 27 children who went to the library in the morning and 16 children in the
afternoon. Each child read 7 books. How many books were read by them?
4. Generalization
In solving 2-step word problems involving multiplication and addition/ subtraction, follow
the following steps:
a.
b.
c.
d.
e.

Read
Understand
Plan
Solve
Look back to check the answer

C. Application
Solve and give the correct answer.
1. Naty has a vegetable garden. Last week, she sold 65 pieces of papaya for
10.00 each
and 90 pieces of ampalaya for
5.00 each. How much was her total sales last week?
2. Pacita bought 6 kilograms of rice at
24.00 a kilogram and 4 bars of laundry soap at
19.00 each. How much did she pay in all?

IV. Evaluation
Solve and give the correct answer.
1. Rey bought 3 boxes of apples. Each box contained 321 apples. He gave 480 apples to his
brothers and sisters. How many were left with Rey?

45

2. Letty bought 15 kilos of rice at

25.00 per kilo. How much should be her change if she gave
500.00?
3. A pre-school teacher charges
125.00 per person for one hour of tutorial class. The teacher
pays
35.00 per hour for the rental of her place. How much does she earn for a 12-hour tutorial
class with one pupil?
4. Rica sold
785.00 worth of beauty products. The products she sold were make-up kits and
lipsticks. She was able to sell 6 make-up kits at
95.00 each. How much was her sales for the
lipsticks?
5. Marie and Peping bought the following goods for their picnic: two cakes at
15.00 each, 4 bags
of potato chips at
14.00 each, 3 boxes of chocolate candies at
25.00 per box. How much
did he pay for the goods? Is
150.00 enough?

V. Assignment
Solve the following word problems and label your answers.
1. Jubal packed 12 pillowcases in a box. Each pillowcase costs
25.00. How much would 3
boxes of pillowcase cost?
2. A group of balikbayan rented 3 cottages at
1,275.00 each. They also rented 2 extra beds at
475.00 each. How much did the group pay for the cottages and the extra beds?

46