Republic of the Philippines

Df EPARTMENT OF EDUCATION
Region XIII- CARAGA
Division of Agusan del Sur
Veruela I District
SAN GABRIEL ELEMENTARY SCHOOL

ACTIVITY
SHEETS IN
GRADE 4
MATHEMATICS

PREPARED BY:

ARBEN JOY CORTEZ URMATAN

TEACHER I
 ACTIVITY SHEET IN GRADE 4 MATHEMATICS

Name: _____________________________________ Grade Level and Section: ________

School: ____________________________________ Date: _____________________
Teacher: ___________________________________ Score: _____________________

I. Title: Numbers up to 100 000

II. Learning Competency: Visualises numbers up to 100 00 with emphasis on numbers 10
001-100 000.(MG-BOW M4NS-Ia-1.4) Gives the place value and value of a digit in
numbers up to 100 000 (MG-BOW M4NS-Ia-10.4), reads and writes numbers, in symbols
and in words, up to hundred thousand and compare them using relation symbols. (MG-
BOW M4NS-Ia-9.4 M4NS-Ib-12.4)
III. Instruction: This activity sheet focused on Visualizing Numbers. Below are the Activities
with regards to this topic. Read the direction carefully and answer what is asked.
IV. Activities

Activity 1

Directions: Visualize the following numbers using a symbol for ones, tens, hundreds, ad thousands.

Procedure:

Steps in visualizing numbers

1. Familiarize the number discs.

2. Determine how many groups of ones, tens, hundreds and thousands are there.
3. Add.
100
100
10 000
1000 100
110 1 10
1 100 10
100
1000 100 0001000
10 000
1
10 000 1000 100 10 1
1
Example:
1000
10 000 1
10
1
Determine
10
Hundred Ten how many
Thousands Hundreds Tens Ones
Thousands Thousands groups of
ones, tens,
hundreds, and
thousands are
there.

Two Three
Four 1000s Five 100s Five 10s Seven 1s Add the groups.
100 000s 10 000s
7
200 000 30 000 4000 500 50 Write the correct
200 000 + 30 000 4000 + 500 50 + 7 answer.
230 000 4500 57
234 557

Activity 1 (Day 1)
Directions: Identify what number is represented by these number discs. And determine its place value.
10
1 10
100
10 000
1
100
1000
100
100
100 101 10 000
Hundred
Ten Thousands Thousands Hundreds Tens Ones
1000
10 000
Thousands

Activity 2 (Day 2)

Direction: Fill in the missing parts in these numbers.

A.
1. 27,582- ___thousands ___hundreds ___tens ___ones
2. 100,408- ___ thousands ___hundreds ___tens ___ones
3. 135, 634- ___ thousands ___hundreds ___tens ___ones

B.

Direction: Give the place value and the value of the underlined digit in each number.

Number Place Value Value of the digit

271995 Hundreds

8521 Ones

13455 Ten Thousands

1000 Thousands

6900020 Hundred thousands

71082 Tens

Activity 3 (Day 3)

Direction: Fill in the table and compare them using relation symbols.
The first one is done for you.

Relation
In words In figure In figure In words
symbol
Two hundred twenty four
Five hundred eighteen
518 050 > 224 162 thousand, one hundred sixty
thousand, fifty
two
Three hundred twenty-seven
thousand, six hundred = 377 619
nineteen
Fifty seven thousand, twenty
< 517 409
seven
Five hundred forty-two
thousand, seven hundred > 68 865
thirty
Six hundred five thousand two
> 109 112
hundred twenty

V. Closure/ What I have learned?

1. How to visualize number up to 100 000 using number discs.

ACTIVITY SHEET IN GRADE 4 MATHEMATICS

Name: _____________________________________ Grade Level and Section: ________

School: ____________________________________ Date: _____________________
Teacher: ___________________________________ Score: _____________________

I. Title: Rounding Numbers

II. Learning Competency: rounds numbers to the nearest thousand and ten thousand (MG-
BOW M4NS-Ib-5.2 IMG-LP Mathematics Grade 456/Q1/W1/Climate Change, Order
numbers up to 100 000 in increasing or decreasing order. (MG-BOW M4NS-Ib-13.4 IMG-
LP Mathematics Grade 456/Q1/W1/Climate Change IMG-LP Mathematics Grade
4567/Q2/Importance of Plants)
III. Instruction: This activity sheet focused on Rounding and Ordering numbers up to 100 000.
Below are the Activities with regards to this topic. Read the direction carefully and answer
what is asked.
IV. Activities

Activity 1

Directions: Round off and arrange the following numbers from decreasing order.

Procedure: Rounding is useful for estimating number. In order to round numbers, you must first know
place values. Below are some steps and examples on how to round numbers.

Step 1: Underline the number that is in the place that you are being asked to round to.

Step 2: Circle the number that is directly to the right of the number you underlined.

REMEMBER:

ALWAYS DETERMINE IF THE UNDERLINE NUMBER WILL REMAIN THE SAME OR

ROUNDS UP ONE DIGIT.

Round Up: if the Circled digit is a 5,6,7,8, or 9

Remain the same: if the digit is a 0,1,2,3, or 4

Circled

Example: Round the following number to the nearest hundred.

143, 368
Step 1: 143, 368 underline the number to be round off.

Step 2: 143, 3 6 8 circle the digit directly to the right. The

circled number will tell you to round-up of if
the underlined number remains the same.
 143, 400 Answer. Replace the numbers on the right of the
digit that is rounded off with 0s.

ACTIVITY 1 (DAY 2)

Directions: Round the following numbers.

to nearest ten thousand.

1. 81, 456 __________

2. 29, 342 ___________

3. 57, 780____________

4. 97, 521 ___________

5. 42, 324 ___________

To nearest hundred thousand.

1. 165, 481 ____________

2. 925, 189 ____________

3. 489, 795 _____________

4. 730, 192 _____________

5. 224, 987_____________

ACTIVITY 2 (DAY 2)

Direction: Round each number to place value of the underlined digit. Arrange your answer form
increasing order.
 1. 67, 436 - _________

2. 34, 673 - __________

3. 87, 567 - __________

4. 82, 562- ___________

5. 34, 982- ____________

________ _________ _________ __________ ___________

ACTIVITY 3 (DAY 3)

Direction: Arrange the following in increasing order.

a. 23 456 23 145 23 523 23 034 - _______ _______ ______ ______

b. 99 000 93 000 100 000 95 000- ______ ________ _______ ______

c. 65 345 65 978 65 234 65 785- _______ _______ ______ ________

d. 34 001 34 100 34 010 34 000- _______ ______ _______ _______

e. 58 345 58 734 58 293 58 456- _______ ______ _______ _______

V. Closure/ What I have learned?

Rounding numbers have rules to follow.
1. Round Up if the number to be round off is a 5,6,7,8 or 9
2. Remain the same if the number to be round off is a 0,1,2,3, or 4

ACTIVITY SHEET IN GRADE 4 MATHEMATICS

Name: _____________________________________ Grade Level and Section: ________

School: ____________________________________ Date: _____________________
Teacher: ___________________________________ Score: _____________________
 I. Title: Multiplying numbers up to 3-digit by 2-digit numbers with or without regrouping.
II. Learning Competency: Multiplies numbers up to 3-digit numbers by up to 2-digit numbers
without or with regrouping.(MG-BOW M4NS-Ic-43.7) Estimates the products of 3- to 4-digit
numbers by 2-to3- digit numbers with reasonable results.(MG-BOW M4NS-Ic-44.2)
III. Instruction: This activity sheet focused on multiplying numbers up to 3-digit by 2- digit with
or without regrouping and Estimating the products of 3- to 4-digit numbers by 2- to 3-digit
numbers with reasonable results. Read the direction carefully and answer what is asked.
IV. Activities

Activity 1

Directions: Answer the following numbers by following the steps provided.

Procedure:

1. Multiply by the number in the ones place.

2. Put a zero below in the ones place.
3. Multiply by the number in the tens place.
4. Add them up.

Step 1: 324
x 46 multiply the number by the ones place
1944

Step 2: 324
x 46
0 put a zero below in the ones place.

Step 3: 324
x 46 multiply the number by the tens place.
12960

Step 4: 324
x 46
1944 add them up to get the final answer.
+ 12960
14904 final answer.

ACTIVITY 1(DAY 1)

Direction: Multiply the following. Always align your answers properly.

1. 422
 x 12

2. 324
x 11

3. 233
x 24

4. 127
x 14

5. 144
x 22

ACTIVITY 2 (DAY 2)

Directions: Find the missing digits.

1) 324 2) 4 3 2 1 3) 2 4
x 22 x 23 x11
4_8 129__ 2_
+_6 8 + 8_42 +_ _
5_ 4 8 99_83 _64

4) 32 5) 123
x12 x 13
__ _69
+_2 + 1 2 __
384 1 _9 9

ACTIVITY 3 (DAY 3)

Direction: Use the following information to compute/solve for the price of each item.

A pair of Shoes ----------------Php575

Cap --------------------------------Php345

T-Shirt ----------------------------Php275

Jacket-----------------------------Php1,720

ORDER SLIP
ITEM QUANTITY COST
A pair of shoes 12
Cap 48
T-shirt 13
Jacket 4

Multiply the following:

1. 234 x 12

2. 432 x 21

3. 324 x 11

4. 622 x 31

5. 135 x 21

V. Closure/ what I have learned:

There are steps in multiplying 3 digits by 2 digit number with or without regrouping.

1. Multiply by the number in the ones place.

2. Put a zero below in the ones place.
3. Multiply by the number in the tens place.
4. Add them up.

ACTIVITY SHEET IN GRADE 4 MATHEMATICS

Name: _____________________________________ Grade Level and Section: ________

School: ____________________________________ Date: _____________________
Teacher: ___________________________________ Score: _____________________

I. Title: Multiplying mentally 2-digit by 1- to 2-digit numbers with products up to 200 and
explains the strategies used.
Solving Routine and non-routine problems involving multiplication of whole numbers
including money using appropriate problem solving strategies and tools.
II. Learning Competency: Multiplies mentally 2-digit by 1- to 2-digit numbers with products up
to 200 and explains the strategies used. (MG-BOW M4NS-Id-42.3).
Solves Routine and non-routine problems involving multiplication of whole numbers
including money using appropriate problem solving strategies and tools. (MG-BOW M4NS-
Id-45.5).
III. Instruction: This activity sheet focused on multiplying mentally 2-digit by 1- to 2-digit
numbers with products up to 200 and explains the strategies used and Solving Routine and
non-routine problems involving multiplication of whole numbers including money using
appropriate problem solving strategies and tools. Read the direction carefully and answer
what is asked.
IV. Activities

Activity 1

Directions: Answer the following numbers by following the steps provided.

Procedure:

1. first multiply the ones digits together,

2. then 'cross-multiply,' and add the tens-digit answer
3. and finally multiply the tens digits together.

Make sure to regroup whenever a product exceeds 9. As you will see in the examples below, you must
work your way from right to left to perform this trick.

Example:
12 x 23 =?
Step 1: 12
X23 multiply the ones digits
6

Step 2:
12
X23 cross multiply and add the tens-digit answer.
76
Step 3:
12
X23 multiply the tens digits
276
So the answer for
12
X23
is 276

ACTIVITY 1 (DAY 1)

Direction: Answer the following questions mentally.

1) 59 2) 75 3) 43
x 46 x 27 x 68

4) 73 5) 92 6) 69
x 59 x17 x 44

ACTIVITY 2 (DAY 2)

Directions: Answer the following numbers using routine and non-routine problem solving.

Remember:

In solving routine problem solving, it requires clear procedure. While in non-routine

problem solving it encourage more than one procedure and strategy, and expect more than one
answer.

Make sure to regroup whenever a product exceeds 9. As you will see in the examples below, you must
work your way from right to left to perform this trick.

Example: