Mathematics

Quarter 1 – Module 2:
Numbers and Number Sense
MATHEMATICS – Grade IV
Self-Learning Module (SLM)
Quarter 1 – Module 2: Numbers and Number Sense
First Edition, 2020

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Development Team of the Module

Writers: Lea D. Villalobos, Joy T. Alomia, Christopher R. Tumbiga, Aireen Marie O.
Tamayo, Michelle R. Manansala, Perla P. Nequinto, Rhodora C. Duran,
Eufrocina L. Gonzales, Sheena Marie K. Melchomo, Mirasol L. Lopez, Eurelaine
E. Alburo, Teresita H. Sespeñe, Bennie Flor S. Organia, Ruby D. Manlabao,
Mechelle D. Jangcan, Jocelyn J. Gentison, and Jed C. Agaban
Editors: Nida B. Gardose, Adelaida Omanio, Gerflor Lambino, Emeterio J. Floresca Jr.
May Eleonor T. Frigillana, Carlito B. Dionedas Jr., Adora Opriasa, and
Maria Carah Ken Tambungalan
Reviewer: Regina G. Dardo, Reggie B. Enriquez, and Jay Sheen A. Molina
Illustrator and Layout Artist: Jerry G. Jayoma
Cover Art Designer: Garry Arvel L. Campollo
Management Team: Allan G. Farnazo, CESO IV – Regional Director
Fiel Y. Almendra, CESO V – Assistant Regional Director
Ruth L. Estacio - Schools Division Superintendent
Carlos G. Susarno - Assistant Schools Division Superintendent
Gilbert B. Barrera – Chief, CLMD
Arturo D. Tingson Jr. – REPS, LRMS
Peter Van C. Ang-ug – REPS, ADM
Jade T. Palomar - REPS, Math
Lalaine SJ. Manuntag - CID Chief
Nelida A. Castillo - Division EPS In Charge of LRMS
Marichu Jean R. Dela Cruz - Division ADM Coordinator
Roselyn G. Dardo - EPS, Math

Maria Carah Ken Tambungalan

Reviewer: Regina G. Dardo
Printed in the Philippines by Department of Education – SOCCSKSARGEN Region
Illustrator and Layout Artist: Jerry G. Jayoma
Cover
Office Art Designer:Regional
Address: Jay Sheen A. Molina
Center, Brgy. Carpenter Hill, City of Koronadal
Telefax: (083) 2288825/ (083)
Management Team: Allan G. Farnazo, CESO 2281893
IV – Regional Director
E-mail Address: Fiel Y. Almendra, CESO V – Assistant Regional Director
region12@deped.gov.ph
Ruth L. Estacio - Schools Division Superintendent
Carlos G. Susarno - Assistant Schools Division Superintendent
Gilbert B. Barrera – Chief, CLMD
Arturo D. Tingson Jr. – REPS, LRMS
Peter Van C. Ang-ug – REPS, ADM
Jade T. Palomar - REPS, Math
Lalaine SJ. Manuntag - CID Chief
 4

Mathematics
Quarter 1 – Module 2:
Numbers and Number Sense
Introductory Message
For the facilitator:

Welcome to the Mathematics Grade IV Self-Learning Module (SLM) on Numbers and

Number Sense!

This module was collaboratively designed, developed and reviewed by educators both from
public and private institutions to assist you, the teacher or facilitator in helping the
learners meet the standards set by the K to 12 Curriculum while overcoming their
personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent learning
activities at their own pace and time. Furthermore, this also aims to help learners acquire
the needed 21st century skills while taking into consideration their needs and
circumstances.

In addition to the material in the main text, you will also see this box in the body of the
module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module. You also
need to keep track of the learners' progress while allowing them to manage their own
learning. Furthermore, you are expected to encourage and assist the learners as they do
the tasks included in the module.

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For the learner:

Welcome to the Mathematics Grade IV Self-Learning Module (SLM) on Numbers and

Number Sense!

The hand is one of the most symbolized part of the human body. It is often used to depict
skill, action and purpose. Through our hands we may learn, create and accomplish.
Hence, the hand in this learning resource signifies that you as a learner is capable and
empowered to successfully achieve the relevant competencies and skills at your own pace
and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for guided
and independent learning at your own pace and time. You will be enabled to process the
contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

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 What I Have Learned This includes questions or blank
sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities included
in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not hesitate
to consult your teacher or facilitator. Always bear in mind that you are not alone.

We hope that through this material, you will experience meaningful learning and gain
deep understanding of the relevant competencies. You can do it.

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 What I Need to Know

This module was designed and written to help you master the Numbers
and Number Sense. The scope of this module can be used in many different
learning situations. The language used was adjusted to the diverse vocabulary
level of learners. The lessons were arranged chronologically according to the
standard sequence of the course. The content of this module corresponds to
the textbook you are using.

The module is divided into four lessons, namely:

 Lesson 1 – Rounding Numbers to the Nearest Thousands.
 Lesson 2 – Rounding Numbers to the Nearest Ten Thousands.
 Lesson 3 – Ordering Numbers up to 100 000 in Increasing Order.
 Lesson 4 - Ordering Numbers up to 100 000 in Decreasing Order.

After going through this module, you are expected to:

1. round numbers to the nearest thousands and ten thousands
(M4NS-Ib-5.2);
1.1. write the rounded number correctly;
1.2. appreciate the value of rounding numbers; and
1.3. practice honesty in real-life situation.

2. order numbers up to 100 000 in increasing or decreasing order (M4NSIb-

13.4).
2.1. arrange and write numbers up to 100 000 in increasing and
decreasing order;
2.2. practice accuracy in writing numbers; and
2.3. appreciate the importance of eating fruits to our health.

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 What I Know

Let us check your prior knowledge by answering the activity below.

Multiple Choice. Read and choose the letter of the best answer.
1. Round 3 487 to the nearest thousands place.
A. 3 000 B. 3 400 C. 3 480 D. 4 000
2. The diameter of the Earth at the equator is 12 756 kilometers. About how many
thousand kilometers is it?
A. 12 000 B. 12 500 C. 13 000 D. 13 500
3. What is the rounding digit in 235 946 if you round it to the nearest ten
thousands?
A. 2 B. 3 C. 5 D. 9
4. What will be the result if you round 12,489 to the nearest ten thousands?
A. 10, 000 B. 12,000 C. 15,000 D. 20,000
5. Which of the following is rounded to the nearest ten thousands?
A. 80, 000 B.38, 000 C. 27, 800 D. 18, 170
6. Which group of numbers is arranged in decreasing order?
A. 34, 345; 34, 449; 34, 556; 34, 889;
B. 45, 986; 45, 765; 45, 456; 45, 223
C. 66, 345; 66,445; 66,557; 66,885
D. 78, 112; 78, 333; 78, 445; 78, 888
7. Which group of numbers is arranged in decreasing order correctly?
A. 67,890; 76, 886; 86,998; 98,878
B. 56, 791; 76,989; 79,789; 85,451
C. 78, 789; 78, 665; 78, 556; 78, 447
D. 86,981; 89, 878; 96,878; 95,878
8. Arrange 56,274; 56,724; 56,427; and 56,742 in increasing order.
A. 56,274; 56,724; 56,427; 56,742
B. 56,274; 56,427; 56,742; 56,724
C. 56,274; 56, 427; 56,724; 56,742
D. 56,427; 56, 274; 56,724; 56,742
9. The numbers 83,982; 83,892; and 83,289 are arranged in what order from left to
right? A. increasing order
B. decreasing order
C. least to greatest
D. ascending order
10. Study the numbers from left to right. In what order are they arranged?
234 567; 324 567; 423 567; 432 567
A. increasing order
B. decreasing order
C. greatest to least
D. descending order
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 Lesson
Rounding Numbers to the
1 Nearest Thousands
How are you kids? Are you excited to work on another module? This
means you are now set to learn the first lesson in this module. Please observe
proper social distancing as you go along the activities in this lesson to swift
end covid-19. Are you ready?
Learning Objectives:
 Round numbers to the nearest thousands.
 Write the rounded numbers correctly.
 Appreciate the value of rounding numbers.

What’s In

Solve the given problem as fast as you can.

My ones digit is 2. My tens digit is thrice my ones digit. My hundreds digit is

four times the ones digit and my thousands digit is the sum of the ones and the
tens digit. What number am I?

What’s New

Study the picture.

Can you tell the exact number of people in the crowd?
Sometimes there is no need for us
to give the exact number. Instead,
we just approximate/estimate how
many people or things are there.”
Why is it important to estimate?

3
 What is It

Rounding numbers make large numbers simpler and easier to use.

People round numbers in many real-life situations. In this lesson, you will learn
rounding numbers to the nearest thousands.

Problem: The election counts in Brgy. Sto. Tomas is almost over. Mrs. Ariola,
one of the candidates, is leading the election. She got a vote of 2 500 and Mr.
Fernandez her opponent, got 2 210 votes. About how many more votes did
Mrs. Ariola have than Mr. Fernandez?

Question:
1. How will you solve this problem?
2. About how many more votes did Mrs. Ariola have than Mr.
Fernandez?

Find the answer by estimation. Let us use a number line.

2000 2100 2200 2300 2400 2500 2600 2700 2800 2900 3000

Ask: Find 2 210. To what number is it closer? 2 000 or 3 000?

Say: Since it is closer to 2 000, we should retain the number or the
rounding digit or round it down.( 2 200)

Ask: Find 2 500. Where is it located?

It is halfway between 2 000 and 3 000.
Say: “Round up numbers that have 5 in the hundreds place. Since the
number in the hundreds place is 5, we should add 1 to the
number in the thousands place. So, 2 500 rounded to the nearest
thousands is 3 000.”

Ask: Find 2 678. To what number is it closer? 2 000 or 3 000?

Say : “ Since it is closer to 3 000, round it up.”

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 Ask: By how many votes did Mrs. Ariola win?
Say: By 290 votes.

Another example of rounding numbers using the number line.

1000 2000 3000 4000 5000 6000 7000 8000 9000 10000 11000

1. 2 834 ≈ 3 000
2. 3 789 ≈ 4 000
3. 7 123 ≈ 7 000

To round numbers to the nearest thousands:

1. Look at the place at the left of the rounded number.

2. Check the digit to its right. If it is less than 5, (4,3,2,1,0) round down.
If it is 5 or more (5,6,7,8,9 ), round up.
3. Change all the digits on the right of the digit to be rounded to 0.
4. Keep the digits on the left of the rounding digit if there is any.

What’s More

Let us try to answer more activity about rounding numbers to the

nearest thousands.
Activity 1: Complete the table.
Money Nearest Thousands
1. PhP 4 500
Let us see your work.
 What is the rounding place if a number is to be rounded to
the nearest thousands?
 What digit should be at the right of the digit in the rounding
place in order to round down?

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Activity 2. Using the number line, find out where the number is nearer to
1. 2 741 2 000 or 3 000?
2. 2 123 2 000 or 3 000?

2 000 2 100 2 200 2 300 2 400 2 500 2 600 2 700 2 800 2 900 3 000

What I Have Learned

Complete the statements below.

To round numbers to the nearest thousands:

1. Look for the digit to be rounded off and mark it.
2. Check the digit on its right. If it is less than 5, (4,3,2,1,0),___________.
If it is 5 or more ( 5,6,7,8,9 ),_________________________________.
3. Change all the digits on the right of the rounding digit to ___________.
4. ______ the digits on the left of the rounding digit if there is any.

What I Can Do

Here is another activity that will let you apply what you have
learned about rounding numbers to the nearest thousands.
Answer the problem.
In a poultry farm of Mang Joshua, there were 2,223 eggs gathered on
Monday, 2,134 on Tuesday, 2,671 on Wednesday and 3,002 on Thursday.
About how many eggs did he gather all together?

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 Additional Activities

Using the number line, find out where the number is nearer to.
1. 8 234 8 000 or 9 000
2. 8 623 8 000 or 9 000

8 000 8 100 8 200 8 300 8 400 8 500 8 600 8 700 8 800 8 900 9 000

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 Lesson
Rounding Numbers to the
2 Nearest Ten Thousands
Hello kids! How are you? Did you have fun doing the activities in the
previous lesson? Today is a great day to start with another lesson! Did you
wash your hands properly? Please observe precautionary measures amid
covid-19. Do you know that rounding numbers plays an important role in our
daily lives?
After working on this lesson, you are expected to learn the following:
1. round numbers to the nearest ten thousands;
2. write the rounded numbers correctly; and
3. practice honesty in real-life situation.

What’s In

This time let’s review your knowledge in rounding numbers to the nearest
hundreds and thousands by completing the statements below. Letter a is done
for you.
1. If we skip count by 1000s …
a. 4 312 is nearer to 4 000 than 5 000.
Therefore, 4 312 rounded to the nearest thousands is 4 000.
b. 7 620 is nearer to __________ than ________.
Therefore, 7 620 rounded to the nearest thousands is ________.
c. 9 824 is nearer to __________ than __________.
So, 9 824 rounded to the nearest thousands is _____________.

What’s New

Have you ever experienced shopping in the mall or buying groceries in

the supermarket with your mother? Have you figured out how much money you
need to pay for all the things you had in your shopping basket?
This lesson will teach you how to add up or subtract quickly and estimate
in a more practical way, through rounding numbers in the ten thousands place.
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Study the situation:
Mother plans to buy Joseph a new cell phone for his online
classes. While they were in the mall, she asked him to inquire from a
mobile phone shop the latest price of a smart phone. When he
returned to his mother, he could not remember the exact price of the
phone. Instead, he told his mother that it costs about PhP20,000. Did
Joseph give the actual price of the phone? If not, what do you call the
number he told his mother?

Answer the following questions.

● To what place value is 20,000 rounded off?
● What are the possible numbers that can be rounded to 20 000
if we round them to the nearest ten thousands?
● If you were Joseph, will you do the same? Why?
● Suppose one day your mother will tell you to buy from a nearby
store some ingredients for her recipe. She estimated the total
cost and gave you more than the exact amount. What will you
do with the change that you will get from the cashier?
● What attitude do you show by doing so?

What is It

In Mathematics and other real-life situations just like when you go

shopping, it is sometimes very useful to round numbers, to replace a number
with simpler number. It will help you to add up all the items you bought quickly
by estimating.
When you estimate, you need to round off a number to the nearest place
value like ten thousands.
Let us examine closely how the numbers are rounded off to the nearest
ten thousands.

A. Vertical number line will help you see how numbers are rounded off to
the nearest ten thousands.
Example: 17 256 rounded to the nearest ten thousands is ____________.
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 The midpoint in a number line will help you decide
whether you round up or round down the given
number.

Midpoint is halfway between the two numbers in the

vertical number line.

Using the vertical number line, you can see that

17 256 is greater than the midpoint 15 000. It is closer
to 20 000 than 10 000.

If the number is equal to or greater than the midpoint,

you round up. Therefore, 17 256 rounded to the
nearest ten thousands is 20 000.
B. Using the place value chart, study how a number is rounded to the
nearest ten thousands.
Example: Round 17 256 to the nearest ten thousands.
THOUSANDS UNITS

Hundred Ten Thousands Hundreds Tens Ones

Thousands Thousands
1 +1 7
2 5 6
Answer
2 0 0 0 0

Let us write the digits in the place value chart.

Underline the digit 1 in the ten thousands place. We call it the rounding
digit. Look at the digit on its right. If this digit is less than 5 (4,3,2,1, or 0),
round down. If it is 5 or more (5,6,7,8,or 9), round up.
Since it is 7; then we round up. Round up means adding 1 to the
rounding digit.
Change all the digits on the right of the rounding digit to 0.

C. Without using the vertical number line or the place value chart,
round the following to the nearest ten thousands.

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 643 908
● First, let us look for the digit in the thousands place (rounding
digit) and mark it.
643 908
● Look at the digit on its right.
643 908

Since 3 is less than 5 (4,3,2,1, or 0), we round down.

Round down means retain or keep the rounding digit.

 Change all the digits on the right of the rounding digit to 0.
640 000
 Copy or keep the digit/s on the left of the rounding digit.
Answer: 640 000

What’s More

This time, let us work on the next activity. Let’s try to work on more
challenging set of activities about rounding numbers to the nearest ten
thousands.
1. Round 56 427 to the nearest ten thousands. Use the vertical number
line below.
Answer the questions in the box one at a time. 60 000

What is the midpoint of 50 000 and 60 000 55 000

in the vertical number line?
To which ten thousands is 56 427 closer 50 000
to?
What is 56 427 rounded to the nearest ten
thousands?
You are given 10 seconds to think and write your answer.
A. Answer the following.
Round Php 24, 500 to the nearest ten thousand pesos.
B. Choose the numbers that can be rounded to 70 000.
68 500 69 525 74 534 75 987
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 What I Have Learned

Based from the activities that you have just completed, how do you round
numbers to the nearest ten thousands?

Complete
To the statements
round numbers in the box.
to the nearest ten thousands.
● Underline the digit in the _____________ place.
●Look at the digit on its right. If this digit is ______ than 5 (4,3,2,1, or 0)
round down. If it is 5 or more (5,6,7,8,or 9), _____________.
●Change all the digits on the right of the rounding digit to ____.
●Copy or keep the digit/s on the ______ of the rounding digit if there is any.

Think about this.

 How did you find the lesson; did you enjoy it?
 Did you participate actively and diligently?
 What attitude are you going to keep so that you will enjoy all
the activities and learn your lessons well?
 What did you learn today? Think of a word or words to
describe it and write it in a box. Write your answer in you Math
journal notebook.

What I Can Do

Here is another activity, let’s apply what you have learned about rounding
numbers to the nearest ten thousands.
Read, analyze and solve each problem. Write your complete answer on
the blank.
1.) Mang Juan harvested 42 389 kilograms of mangoes from his farm. About
how many kilograms of mangoes were harvested?
________________________________________________________
2.) In the city library, there are three big shelves containing 28 205 different
books in all. About how many books are there in the three big shelves?
_________________________________________________________
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 Additional Activities

I hope you enjoy in going over this lesson. To increase your enthusiasm
and enhance your learning in rounding numbers, work on a more challenging
activities below.

A. Read carefully and write the correct answer on the blank.

1. What is the greatest possible number that can be rounded to 40 000?
____________________________
2. What is the least possible number that can be rounded to 140 000?
____________________________

B. Write the place value to which each number is rounded.

1.) 60 000 ___________________
2.) 100 000 ___________________

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 Lesson
Ordering Numbers Up to
3 100 000 in Increasing Order
Good day kids! Have you refreshed yourself through bathing?
Today you are going to learn how to write and order numbers in an
increasing order up to 100,000 with accuracy.
Learning Objectives:
 Order numbers up to 100,000 in increasing order.
 Arrange and write up to 100 000 in increasing order.
 Practice accuracy in writing numbers.

What’s In

Compare the following pair of numbers using >, <, or =. Write your
answer on the blank.

1. 56 789 ____ 57 689

2. 54 786 ____ 45 786
3. 93 658 ____ 90 000 + 3 000 + 600 +50 + 8

What’s New

Look at the numbers in the clothesline.

45 739
39 654 92 858
23 456 71 961

If you will arrange the numbers in the clothesline in increasing order,

how will you do it?

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 What is It

Now, let’s arrange the numbers in the clothesline in increasing

order. Drag the numbers into the clothes.
What will be the first number? second? third? fourth? and fifth?

92 858 71 961 39 654 23 456

45 739

Think about this.

 How did you come up with your answers?
 How did you compare the given numbers and arrange them from
least to greatest order?
To arrange numbers in increasing order, pick any two numbers and
compare them starting from left to right. Find out which is greater or less,
then put them in correct order.

What’s More

Activity 1: Data shows the enrolment for the past three years of Tupi
Central School.

School Year No. of Enrollees

2017-2018 2 374
2018-2019 2 386
2019-2020 2 364

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Questions:
What school year the least number of enrollees?____________
Arrange the number of the number enrollees in increasing order.

Activity 2: Read, analyse and solve the problem.

If you are going to arrange 56 415; 56 154; 56 145; and 56 514 in
increasing order, which number will come first? _____________

What I Have Learned

Write the missing words in the blank to complete the paragraph.

To arrange numbers in increasing order, first pick any_________
numbers and compare them starting from_____ to ________. Find out
which is ______ or ________, then put them in correct order. Then, pick
another number and compare it with the one of the first two numbers you
picked. Then, put them in order accordingly. Do the same with the other
numbers

What I Can Do

Read, analyze and solve the problem. Answer the questions

that follow.
A municipality is implementing a tree -planting activity. It has 4 678
Narra seedlings, 12 794 Mahogany seedlings, and 14 076 Acacia
seedlings. Arrange the number of seedlings in increasing order.

1. How many kind of seedlings are there?_________________________

2. What is the least number of seedlings?_________________________
3. What seedling has the most number?__________________________
4. Arrange the number of seedlings in an increasing order.
Start here! ____________ ____________ _____________

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 Additional Activities

Form 5 numbers up to 100,000 from the following digits 4, 1, 6,5,9

and arrange in increasing order.

1.__________2.__________3.__________4.__________5.__________

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 Lesson Ordering Numbers Up to
4 100 000 in Decreasing
Order
A great day to start your last lesson! Be sure that you have eaten
you meal to start your day right. After this lesson you will learn how to:
1. order numbers up to 100 000 in decreasing order;
2. write numbers up to 100,000 in decreasing order; and
3. appreciate the importance of eating fruits to our health.

What’s In

Write a digit on the blank to make the number greater than the number at
the right.
34 __67 34 767 (2,5,8)
__6 456 65 345 (2,3,7)
56 7__8 56 748 (3,9,0)

What’s New

Study the table below and answer the questions that follow.
The weights of three varieties of fruits are listed in the table.
Varieties of Fruits Weight in Kilograms
Rambutan 5 874
Durian 5 856
Lanzones 5 868

Questions: 1-3. What is the weight of Rambutan? Durian? Lanzones?

4-5. Arrange their weights from heaviest to lightest?

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 What is It

Now you are going to order the weights of the varieties of fruits from
heaviest to lightest using a number line.
5 856 5 868 5 874
▼ ▼ ▼
● ● ● ●
5 850 5 860 5 870 5 88
We can also use comparing the digit of the numbers.
Thousands Hundreds Tens Ones
5 8 7 4
5 8 5 6
5 8 6 8
Same Same 7 is the biggest
5 is the smallest
5<6<7
By comparing the digit of the numbers, you are going to
compare the place value in thousands, hundreds, tens and ones.
 Base on the table above, the thousands place value are the same.
 In hundreds place value it is also the same. We observed that
 In the tens place value we have 7, 5 and 6.
 Therefore, we have 5<6<7.
 The biggest number is 5 874 which is the weight of the rambutan.
 Then the smallest number is 5 856 which is the weight of the
lanzones.
 If we will arrange in decreasing order: we have, 5 874, 5 868,
5 856.

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 What’s More

Activity 1: Let us try to answer the following in decreasing order.

Write each group of numbers in decreasing order:

4 945; 4 956; 4 925; 4 932

Activity 2: Answer the following question by using the table below.

Below are the numbers of registered voters in the five barangays
of Tupi, South Cotabato.

Five Barangays of Numbers of

Tupi South Cotabato Registered Voters
Barangay Acmonan 4,613
Barangay Linan 3,188
Barangay Lunen 3,105
Barangay Poblacion 15,781
Barangay Polonuling 6,759
Source : Census 2015, www.philatlas.com

Arrange the number of the registered voters in decreasing order.

______ ______ ______ ______ _____

What I Have Learned

Here is another activity that lets you apply what you have learned
about how to arrange numbers in decreasing order. Fill in the blanks with
the correct word/s or symbol that would make the statement true.

To arrange numbers in decreasing order, compare two ________ at

a time. Starting from left to _______, find out which is _____ or greater
then put them put in the correct order.

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 What I Can Do

Here is another activity that lets you apply what you learned about
the ordering of numbers by relating it to real-life situations.

Study the table below.

Brands of Shoes Price List
Sketchers PhP 2,764
Nike PhP 9, 365
World Balance PhP 4, 679
Adidas PhP 8, 750

Arrange the following price list of the shoes in decreasing order.

Additional Activities

Analyse the chart below and answer the questions that follow.
Planet Diameter at the Equator
Mercury 4 878 km
Venus 12 104 km
Earth 12 756 km
Mars 6 756 km
Jupiter 142 200 km
Saturn 120 000 km
Uranus 51 200 km
Neptune 49 500 km

1. What two planets have more than100 000km?

2. List the planets from the smallest to the biggest based from the
table.

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 Assessment

Multiple Choice: Read the questions carefully and choose the letter with
the best answer.
1. To what place value is 20 000 rounded off?
A. Hundreds C. Ten Thousands
B. Thousands D. Hundred Thousands
2. Round 3 587 to the nearest thousands.
A. 3 000 C. 3 480
B. 3 400 D. 4 000
3. What is the greatest possible number that can be rounded to
50 000?
A. 45 000 C. 50 400
B. 50 000 D. 54 999
4. If you round 375 956 to the nearest ten thousands, the rounding digit
is_________.
A. 3 C. 7
B. 5 D. 9
5. PhP16,439 rounded to the nearest ten thousand pesos is _________.

A. PhP10, 000 C. PhP16,000

B. PhP12,000 D. PhP20,000

6. Which group of numbers is arranged in increasing order?

A. 34, 345; 34, 449; 34, 556; 34, 889;
B. 45, 986; 45, 765; 45, 456; 45, 223
C. 66, 543; 66,453; 66,345; 66,335
D. 78, 142; 78, 214; 78, 124; 78, 817.
7. The following groups of numbers are arranged in increasing order,
except_______.
A. 67,890; 76, 886; 86,998; 98,878
B. 56, 791; 75,789; 76,989; 85,451
C. 78, 789; 78, 879; 78, 978; 78, 987
D. 86,981; 89, 878; 95,878; 96,878;

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8. The farmers of Barangay San Jose harvested 57 986 sacks of palay in
three croppings. About how many sacks of palay were harvested?
A. 50 000 C. 60 000
B. 57 000 D. 60 500

9. A certain barangay has a population of 10 297. About how many

people are there?
A. 10 000 C. 10 200
B. 10 100
D. 10 300
10. The school outreach program raised funds for the earthquake
victims amounting to PhP 87,254. Round off the amount to the
nearest ten thousand pesos.
A. PhP 90, 500
B. PhP 90, 000
C. PhP 80, 500
D. PhP 80, 000

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 24
What I Know
1. A 2.C 3. B 4. B 5. A 6.B 7. C 8.C 9. B 10. A
Lesson 1 Lesson 2 Lesson 3 Lesson 4
What,s In What,s In What,s In What,s In
8862 b. 8 000; 7 000; 8 000 1. < 2. > 3. = 8;7;9
What’s More c. 10 000; 9 000; 10 000 What is it What,s New
Activity 1 What,s New 23 456; 39 654; 45 739; 71 1. 5 874,5 856,
PhP 5 000  Ten Thousands 961; 92 858 5 868
Activity  15 000 to 20 499 What’s More 2. 5 874, 5 868,
1. 3 000  Yes, Honesty Activity 1: 2019-2020 5 856
2. 2 000 What’s More 2 364;2 374; 2 What’s More
What I have 55 000 386 Activity 1: 4 956;4
Learned 60 000 Activity 2: 56 145 945; 4 932; 4 925
2. round down, round 60 000 What I have Learned Activity 2: 15 781; 6
up Fixing Skills 2. two;left;right;greater or less 759; 4 613; 3 188;
3.Zero (0) a. PhP 20 000 What I Can Do 3 105
4. copy or keep b. 68 500 69 525 74 534 1. 3 What I have Learned
What I Can Do What I have Learned 2. 4 678 numbers,right,less
About 10 000 eggs  ten thousands 3. Acacia Seedling What I Can Do
Additional  less, round up 4. 4 678; 12 794; 14 PhP 9 365; PhP 8
Activities  zero (0) 076 750; PhP 4 679;
1. 8 000  right Additional Activities Php 2 764
2. 9 000 14 659; 15 469; 16 549; 19 Additional Activities
 Honesty, diligence, active
456; 19 654 ( please 1. Jupiter and
participation ,rounding
consider other answers Saturn
numbers (Consider other
using the digits once. 2. Mercury , Mars,
reasonable answers)
Venus, Earth,
What I Can Do
Neptune,Uranus,Sat
1. Mang Juan Harvested about
urn,Jupiter
40 000 kilograms of
mangoes.
2. There are about 30 000
books in the three big
shelves
Additional Activities
A.44 999
1. 135 000
B.1. Ten thousands (please consider
thousands, hundreds, and tens if the
learner can explain how)
2. hundred thousands (please
consider ten thousands,thousands,
hundreds, and tens if the learner can
explain how)
Assessment
1. C 2.D 3.D 4.C 5.D 6. A 7. B 8.C 9.A 10.B
Answer Key
References

a. books
Chingcuangco, Ofelia. 2019. Soaring High With Math 4 Teacher’s Guide.
Quezon City: St. Matthew’s Publishing.
Chingcuangco, Ofelia. 2019. Soaring High With Math 4 Textbook.
Quezon City: St. Matthew’s Publishing.
Coronel, Carmelita, Merly Pineda, and Teresita Tungol.
2010. Mathematics For A Better Life 4. Quezon City: SD Publications,
Inc.
Tabilang, Alma, Arce, Ian Jay, et. al. 2015. Mathematics 4 Learner’s
Material. Pasig City: Lexicon Press, Inc.
Tabilang, Alma, Arce, Ian Jay, et. al. 2015. Mathematics 4 Teacher’s
Guide. Pasig City: Lexicon Press, Inc.
b. online sources
Mathsisfun.com. 2020. Ordering Numbers. [online] Available at:
<https://www.mathsisfun.com/ordering-numbers.html> [Accessed 20
May 2020].
"Grade 4 Mathematics Module 1 | Engageny". 2020. Engageny.Org.
https://www.engageny.org/resource/grade-4-mathematics-module-1.
"Showcase Smartphones Modern Electronics Store Buy Stock Photo
(Edit Now) 1051249988". 2020. Shutterstock.Com.
https://www.shutterstock.com/image-photo/showcase-smartphones-
modern-electronics-store-buy-1051249988.

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 DISCLAIMER
This Self-learning Module (SLM) was developed by DepEd SOCCSKSARGEN
with the primary objective of preparing for and addressing the new normal.
Contents of this module were based on DepEd’s Most Essential Learning
Competencies (MELC). This is a supplementary material to be used by all
learners of Region XII in all public schools beginning SY 2020-2021. The
process of LR development was observed in the production of this module.
This is version 1.0. We highly encourage feedback, comments, and
recommendations.

For inquiries or feedback, please write or call:

Department of Education – SOCCSKSARGEN

Learning Resource Management System (LRMS)

Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax No.: (083) 2288825/ (083) 2281893

Email Address: region12@deped.gov.ph

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