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Mathematics

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Mathematics: Grade 4
Alternative Delivery Mode
First Quarter : Module 1
Lesson 4 – Week 4: Mental Multiplication and Solving Problems Involving
Multiplication of Whole Numbers
First Edition, 2020

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Published by the Department of Education

Division of Lapu-Lapu City

Development Team of the Module

Writers’ Name : Jenalyn A. Gilig

: Ritchelle A. Ochea
: Joan Tampos, MT 1
Editors’ Name : Rebecca P. Toring, PSDS District 5
: Glenda B. Pogoy, Principal II
Reviewers’ Name : Melodina Wahing, Principal II
: Elvy Cabalhug, Principal I
: Joan Tampus, MT 1
Illustrator’s Name : Elizabeth M.Ababon
: Adelyn I. Horquita
Layout : Jenalyn A. Gilig
Plagiarism Detector Software : PlagiarismDetector.com
Grammarly Software : CitationMachine.com
Management Team:
Schools Division Superintendent : Wilfreda D. Bongalos, Ph.D., CESO V
Assistant Schools Division Superintendent : Marcelita S. Dignos, Ed.D., CESO VI
Curriculum Implementation Chief :Oliver M. Tuburan, Ed.D.
EPSVR- Mathematics : Cecilia O. Arcenal
EPSVR-LRMDS : Teresita A. Bandolon
ADM Coordinator : Marigold J. Cardente
: Jennifer S. Mirasol

Printed in the Philippines by:

Department of Education – Region VII, Central Visayas
Division of Lapu-Lapu City
Office Address: B.M. Dimataga St., Poblacion, Lapu-Lapu City
Contact No.: (032) 410-4525
Email Address: oliver.tuburan@deped.gov.ph

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Introductory Message

This learning module in Mathematics 4 is believed to be a functional and

meaningful instructional tool when used to facilitate the learners, especially in times of
crisis where pupils are unable to attend classes in school. It provides a means to clarify
the writers’ mission to provide quality learning opportunity in most accessible means
and mechanism. Furthermore, it provides a friendly guide to the teachers complete
with objectives, pre-activity, discussion of content, exercises and post-activity.

This Module is a medium through which we can share and examine what we -
as developmental educators believe what we are learning from our experiences. This
output believes to underscore the dialectical relationship between theory and practice.
Therefore, it is hoped that this output will be a propeller to systematize the
understanding of an objective, teaching process, practice and application as well as
to provide increased understanding and guidance for the future conduct of similar
undertakings.
We invite you to enjoy using what we call “fruits of labor” from the consolidated
effort of the technical committee and writers. Remember that the best instructional
material is the one that works for pupils and teachers! We look forward to your
feedback.

For the Teachers

This module is self-paced and self-explanatory. Take time to read
and provide guidance to pupils who need clarifications in
answering the different activities of the module.

For the Pupils

This module is self-paced and self-explanatory. Take time to read
the instruction and its parts and go through with the sequential
order of the lesson. Comply all activities required in this lesson
and submit to your teacher. Do not write anything on the module.
Instead, write all your answers in a separate sheet of paper or
activity notebook required by the teacher.

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 For the Facilitator/Parent
This module is self-paced and self-explanatory. Take time to read
the instruction and its parts and go through with the sequential
order of the lesson. Make sure that there is a learning space at
home provided for your assigned pupil/child to work on. At most,
each module should be done two hours of reading and answering
time and maybe extended when necessary. The role of the
facilitator or the parent is to clarify any content that requires
further guidance and explanation.

Let your assigned pupil/child comply all activities required for this
lesson and submit to the teacher/school. Do not let your assigned
pupil/child write anything on the module. Instead, let the assigned
pupil/child answer in a separate sheet of paper or activity
notebook required by the teacher.

Standard Symbols/Icons used to represent some

parts of the module:

Introduction. It contains learning objectives to be developed in a

material. It introduces the topic/content of the module briefly.

Pre-Test. This is given to check what the learner knows about the
lesson to take. This contains instruction in whether to proceed or skip the
module.

Review. Connects the current lesson with the previous lesson by going
over concepts that were learned previously.

Activity. Introduces the new lesson through a story, a poem, song,

situation or an activity.

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 Discussion. Provides questions that will help the learner discover and
understand the concept.

Enrichment Activities. This is a Guided/Controlled Practice.

Guided/Controlled Assessment. Independent Practice. Independent
Assessment

Generalization. A question, fill in the blank sentence/paragraph to

process what the learner learned from the lesson.

Application. An activity that shall transfer the skills/knowledge gained or

learned into real-life concerns/situations.

Post-test. This evaluates the learner’s level of mastery in achieving the

learning objectives. The task given shall validate the concepts and provide
more opportunities to deepen the learning.

Additional Activity. An activity in any form that can increase the strength
of the response and tends to induce repetitions of actions/learning

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 What I Need to Know

The lesson in this module was created, designed and written with you in
our mind. This will help you master the process in adding and subtracting fractions,
mixed fractions and solving problems involving addition and subtraction of fractions.
The scope of this lesson permits it to be used in many different learning situations.
The language used recognizes the diverse vocabulary level of pupils. The lessons are
arranged to follow the standard sequence of the course.
The Most Essential Learning Competencies:
Mental Multiplication and Problem Solving Involving Multiplication of Whole
NUmbers

The lesson in this module is divided into 3 sub–lessons, namely:

Lesson 4.1 Multiplies mentally 2-digit by 1 to 2-digit numbers with products up to 200
and explains the strategies used
Lesson 4.2 Solves routine problems involving multiplication of whole numbers
including money using appropriate problem-solving strategies and tools

Lesson 4.3 Solves non- routine problems involving multiplication of whole numbers
including money using appropriate problem-solving strategies and tools

In this lesson, you are expected to:

1. multiply mentally 2-digit by 1 to 2-digit numbers with products up to 200

2. solve routine problems involving multiplication of whole numbers including money
3. solve non-routine problems involving multiplication of whole numbers including
money
.

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 What I know
Take the test to determine whether you have a solid background of the topic.
If you get perfect, you may skip this part and proceed to lesson 2. If not, go through
with the meaningful learning journey of the lesson. Check your answer with the
answer key at the back portion of this module. Identify the answer to the following
question.
Direction: Read the following items carefully. Encircle the letter of the correct
answer.

1. Solve mentally 31 × 5 = _____

A. 150 B. 155 C. 160 D. 165

2. Multiply: 43 × 3 = ______
A. 129 B. 132 C. 135 D. 136

3. Find the product. 54 × 3 = _____

A. 160 B. 161 C. 162 D. 165

4. Multiply. 12 × 12 = ______
A. 144 B. 146 C. 148 D. 150

5. Mentally solve. 18 × 10 = ____

A. 150 B. 160 C. 170 D. 180

6. A pile contains 15 books. How many books are there in 12 piles?

A. 160 books B. 180 books C. 190 books D. 200 books

7. Anne’s Sari-sari Store sells 200 bottles of soda in a week. If a bottle costs
₱15, how much is the sale of the sari-sari store?

A. ₱ 1 500 B. ₱ 1 800 C. ₱ 2 000 D. ₱ 3 000

8. Belen’s shell-craft factory produces 265 shell-craft necklaces a day. If a

necklace costs ₱12, how much is the sale of Belen’s shell-craft factory in a
day?

A. ₱ 3 108 B. ₱ 3 110 C. ₱ 3 180 D. ₱ 3 200

9. Shorts are sold on a “Buy 1-Take 1” basis. If shorts costs ₱150, how much will
you pay for 10 shorts?
A. ₱ 750 B. ₱ 740 C. ₱ 730 D. ₱ 720

10. Tiles are sold by box of 10 pieces. A box of tiles costs ₱450. If Mr. Gilig needs
250 pieces of tiles for his house, how much will he spend?

A. ₱ 11 200 B. ₱ 11 250 C. ₱ 11 300 D. ₱ 11 350

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 Lesson 4.1
Multiplies Mentally 2-Digit by 1 to 2-Digit Numbers
with Products up to 200 and Explains
the Strategies Used

What’s In

If a basket can have 63 mangos, about how many mangos are there in 12
baskets?
In the question above the phrase “about how many” does not ask for an actual
answer but an estimate.
Estimate in Mathematics means a number that is close to another number.
In estimating the product, study the solution below.
*Round each of the factors to its highest place value; then multiply the rounded
numbers
63 →→→ 60
× 12 →→→ × 10
600
Answer: There are about 600 mangos in 12 baskets.

What’s New
How do we mentally get the product of 2-digit by 1-digit numbers?
Look at the example below:
Multiply 6 x 19 mentally
Solution 1:
Mentally multiply the ones. 6x9 = 54
Mentally multiply the tens by ones. 6 x 10 = 60
Mentally add the partial products. 54 + 60 = 114

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 What is It

Another example given below to make you understand how to multiply mentally 2-
digit by 1 to 2-digit numbers.

Using the Distributive Property mentally

6 x 19 = ( 6 x 10 ) + ( 6 x 9 )
= 60 + 54
= 114
A. Multiplying 2-digit by 1 digit number mentally

Another example: Multiply 4 x 25 mentally

Solution 1:
Mentally multiply the ones. 4x5 = 20
Mentally multiply the tens by ones. 4 x 20 = 80
Mentally add the partial products. 20 + 80 = 100
Solution 2:
Using the Distributive Property mentally
4 x 25 = ( 4 x 20 ) + ( 4 x 5 )
= 80 + 20
= 100
B. Multiplying 2-digit by 2-digit numbers mentally

How do you multiply 13 x 15 mentally?

In getting the product of 2 -digit by 2-digit number, do these steps in your
mind.
15
Step 1: Multiply the multiplicand by the ones in the multiplier.
3 x 15 = 45 x 13
Step 2: Multiply the multiplicand by tens in the multiplier. 45
10 x 15 = 150
+ 150
Step 3: Add the partial products.
45 + 150 = 195
195

You can also use the distributive property to get the product mentally.
13 x 15 = 13 x (10 + 5 )
= ( 13 x 10 ) + ( 13 x 5)
= 130 + 65
= 195

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 What’s More
Direction: Mentally find the products of the following:

14 23 54 32 18
1. × 4 2. ×7 3. × 3 4. × 5 5. × 6

12 11 15 13 19
6. ×12 7. × 13 8. × 12 9. × 15 10. × 10

What I Have Learned

How do you multiply mentally 2-digit by 1 to 2-digit numbers?

________________________________________________.

What I Can Do

Read the problems, then solve them mentally.

11. There are 25 eggs in every tray. How many eggs are there in 3 trays?
__________________

12. Mr. Harvey harvested 14 baskets of mangoes in his farm. Each basket
contains 13 mangoes. How many mangoes did Mr. Harvey harvested in all?
_________________

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 Lesson 4.2
Solves Routine Problems Involving Multiplication of
Whole Numbers Including Money Using Appropriate
Problem-Solving Strategies and Tools

What’s In
In previous lesson, you learned how to multiply mentally 2-digit by 1 to
2-digit numbers with products up to 200.
In getting the product of 2-digit by 1-digit numbers mentally you use
Distributive Property or do the following steps:
Step 1 : Mentally multiply the ones.
Step 2 :Mentally multiply the tens by ones.
Step 3 :Mentally add the partial products.

In getting the product of 2-digit by 2-digit numbers mentally you use

Distributive Property or do the following steps:
Step 1: Multiply the multiplicand by the ones in the multiplier.
Step 2: Multiply the multiplicand by tens in the multiplier.
Step 3: Add the partial products.

What’s New
Let us read and understand the problem given below.

Rosita sold 165 banana cues in a day. How many banana

cues can she sell in 31 days?

To analyze and solve the problem, you can use these steps:
A. Understand
1. Read and understand the problem.
2. Know what is asked for in the problem.
The number of banana cues that are being sold in 31 days.
3. Find the necessary information.
The given facts are: 165 banana cues in a day: 31 days

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 B. Determine the operation to be used. Multiplication
Write the number sentence. 31 x 165 = n 165
C. Solve × 31
Solve using the operation
D. Check and Look Back 165
See if your answer make sense. +495_
State the complete answer. 5 115
Rosita can sell 5, 115 banana cues in 31 days

What is It

Another example:

Randy bought 200 fresh lumpia for his visitors. How much did he pay if it
costs ₱15?

We now use another step in solving the problem which is AGONSA. This acronym is
very common to you. Here is it.
What is Asked? The amount paid by Randy for the fresh lumpia.
What are Given? 200 fresh lumpia, ₱15
What is the Operation used? Multiplication
Give the Number sentence. ₱15 x 200 = n
Solution: 200
x ₱15
1000
+ 200__
3000
Answer: Randy paid ₱3 000 for the fresh lumpia

What’s More
Direction: Read and solve the problems following the steps given. Write your
answers on the space provided. (6 points each)
1. Each box of chocolate cost ₱535. If Addy bought 27 boxes, how much will he
spend?
a. What is asked? :_____________________________________
b. What are the given? :_________________________________

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 c. What is the operation to be used? :______________________
d. Number sentence: ______________________
e. Solution:

f. Answer: _____________

2. John pays ₱1350 a month for his room rental. How much will he pay in a
year?
a. What is asked? :_____________________________________
b. What are the given? :_________________________________
c. What is the operation to be used? :______________________
d. Number sentence: ______________________
e. Solution:

f. Answer:_____________

What I Have Learned

In solving routine problems, we follow the steps. Fill in the correct answer to
complete the sentence.
1.What is __________ ?
2. What are the ______ ?
3. What is the __________ to be used?
4. N___________ S__________:
5. S___________:
6. A___________:

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 What I Can Do
Read and analyze the problem. Solve the problem by following the steps.

1.A gallon of gasoline cost ₱275. How much will it cost to fill up a truck with 12-
gallon tank?

a. What is asked? :_____________________________________

b. What are the given? :_________________________________
c. What is the operation to be used? :______________________
d. Number sentence: ______________________
e. Solution:

f. Answer: ______________________________

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 Lesson 4. 3
Solves Non-Routine Problems Involving
Multiplication of Whole Numbers Including
Money Using Appropriate Problem-Solving
Strategies and Tools

What’s In
You have learned how to solve routine problems involving multiplication of
whole numbers.

Steps in analyzing and solving routine word problems involving

multiplication of whole numbers
A. Understand the problem
1. What is asked in the problem?
2. What are the given numbers?
B. Plan the operation to be used
3. What operation to be used?
4. Give the number sentence
C. Solve the Problem
5. Solve
D. Check and review your answer
6. Review

What’s New
Non-routine problem does not need steps to solve it. You only need
creativity or originality to solve this kind of problem.
Example:

Bottles of alcohol
There are are sold
25 animals in theon a “Buy 1-
backyard. Take
Some 1”chickens
are basis. Ifand
a bottle
someofare
alcohol
goats. If
costs Php95 . How much will you pay for 30 bottles?
there are 70 legs in all, how many chickens and how many are goats?

To solve this problem, you can guess or trial and error method. You can also use a
table or make a listing.

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 What is It

Let us try to solve the problem, by using a table.

25 animals, with total 70 legs, how many chickens? how many goats?

Animals
Chickens (2 feet) 10×2=20 12×2=24 13×2=26 14×2=28 15×2=30
Goats ( 4 feet) 15×4=60 13×4=52 12×4=48 11×4=44 10×4=40
Total 80 76 74 72 70

So, there are 15 chickens and 10 goats to make a total of 25 animals and with total
70 legs.
Answer: 15 chickens and 10 goats

What’s More

Read and solve the following problems. Show your solutions creatively. (5 points
each)
1.Jerome has 50 coins, some are 1-peso coin and some are 5-peso coin. It has a
total of ₱150. How many 1-peso coin and how many 5-peso coin? ( you may try trial
and error method)
Answer: __________________

2. Bottles of alcohol are sold on a “Buy 1- Take 1” basis. If a bottle of alcohol costs
₱95. How much will you pay for 30 bottles? ( you may solve by drawing or
illustration)
Answer: _________________

What I Have Learned

You have noticed that non-routine problem is quite different from the routine
problem. You can solve it ____________ and ___________ as long as you come up
with the correct answer.

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 What I Can Do
Read and solve the problem.
1. Mother bought boxes of juice in La Nueva. She bought 58 boxes of juice. Each
box has 10 tetra packs of juice. How much did mother pay if each tetra pack of juice
costs ₱9?
Answer: ______________
2. During the pandemic, a local pharmacy sold 386 boxes of surgical mask. Each
box has 30 pieces of mask. If each mask cost Php7, how much is the total sale of
the pharmacy?
Answer:_____________

Assesment
Test I.
Choose the letter of the correct answer.
1. What is the product of 27 x 3=?
A. 71 B. 81 C. 91 D. 101
2. 58 x 3 = _______?
A. 174 B. 175 C. 184 D. 185
3. Give the product: 13 x 13 = _____?
A. 149 B. 159 C. 166 D. 169
4. What is 18 x 11=?
A. 198 B. 199 C. 200 D. 208
5. What is the product of 15 x 12=?
A. 150 B. 160 C. 180 D. 200
Test II.
Read the problem then circle the letter of the correct answer.

Kelvin saves ₱7 in his piggy bank every day. How much will he
save in a year?
6. What is ask in the problem?
A. The amount Kelvin save in a week?
B. The amount Kelvin save in a month?
C. The amount Kelvin save in a year?
D. The amount Kelvin save in a day?

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7. What is the answer?
A. Kelvin saves Php 168 in a year.
B. Kelvin saves Php 210 in a year.
C. Kelvin saves Php 1, 255 in a year.
D. Kelvin saves Php 2,555 in a year.
8. Brenda sold 127 pieces of lumpia in a day. If each lumpia costs ₱ 8, how much
will she earn in two weeks?
A.₱14 200 B. ₱14 224 C. ₱14 300 D. ₱14 324

9. There are 16 papayas in a basket. How many papayas are there in 12 baskets?
A. 192 B. 190 C. 188 D. 186
10. Peter receives a daily allowance of ₱150. How much does he receive in 15
days?
A. ₱2 100 B. ₱2 200 C. ₱2 250 D. ₱2 300

Additional Activities
Read and solve the problem following the steps.

1. Jack wants to buy a chocolate bar for Php 127. If he buys 12 chocolate bars, how
much will he spend?
a. Ask: _________________
b. Given: ________________
c. Operation: ______________
d. Number Sentence: _______________
e. Answer: ______________________

2. A soft drink company can manufacture 528 bottles a day. If each soft drink
bottle cost ₱15, how much is the total sale of the company in 7 days?
a. Ask: _________________
b. Given: ________________
c. Operation: _________________
d. Number Sentence: ____________
e. Answer: _____________________

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Application 3 Enrichment 3
Generalization 3
1. ₱5 220 1.(25)- 1- peso coin
Creatively, freely,
2. ₱ 81 060 (25)- 5- peso coin
originally
2. ₱ 1 425
Enrichment 2
1.
a. the amount Addy spend for
Application 2 chocolates
b. ₱535 and 27 boxes
a.the cost to fill up a truck with 12 c. multiplication
gallon tank d. 27 × ₱535
Generalization 2 e. ₱535
b. ₱ 275 , 12 gallon × 27
1.Asked f ₱14 445
c. multiplication 2.Given
2.
d. 12 × ₱ 275 = 3.Operation a. the amount John paid for
the rental
e. ₱ 275 4.Number b. ₱1 350, 12 months
c. multiplication
×12_ Sentence d. 12 × ₱1 350
e. ₱ 1 350
f ₱ 3 300 5.Solution
× 12
6.Answer
f. ₱ 16 200
Generalization 1 Enrichment 1 Pre-test
1B
To multiply: 1 56 2A
2 161 3C
Application 1 Mentally multiply the ones 3 162 4A
Mentally multiply the tens by 4 160 5D
1.75 eggs 5 108
2. 182 mangoes ones 6B
6 144 7D
Mentally add the products 7 143 8C
8 180 9A
9 195 10 B
10 190
ANSWER KEY
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Assignment
1. a. the amount Jack spent for 12 chocolates
b. ₱ 127, 12 chocolates
c. multiplication
d. 12 × ₱ 127
Assessment
e. ₱ 1 524
1. B
2. a. total sale of a company in 7 days 2. A
3. D
b. 528 bottles, ₱ 15, 7 days 4. A
5. C
c. multiplication 6. C
7. D
d. 7 ( ₱15 × 528)= 8. B
e. ₱ 55 440 9. A
10 C
References
Learner’s Material for Grade 4 Mathematics First Edition 2015, DepEd Philippines
n.d.Google.Accessed June 24, 2020.https://www.engageny.org/resource/grade-4-mathematics-module-1
https://www.slideshare.net/edithahonradez/lesson-guide-gr-3-chapter-i-multiplication-v10
https://www.depedcarifugao.com/math8_q1_mod1a_factoring%20polynomials_08092020.pdf
https://www.coursehero.com/file/67539428/science6-q1-mod1les1-describing-mixtures-FINAL08032020pdf/
https://www.officialgazette.gov.ph/1997/06/06/republic-act-no-8293/
https://dialnet.unirioja.es/servlet/articulo?codigo=5362367
https://acontracorriente.chass.ncsu.edu/index.php/acontracorriente/article/download/125/329
https://www.reddit.com/r/buildapc/comments/ilssn0/how_much_will_you_pay_for_a_2080ti_at_this_point/
https://www.carsguide.com.au/car-news/how-much-will-you-pay-for-the-toyota-yaris-cross-nz-pricing-for-
the-mazda-cx-3-rival
https://silo.pub/beginning-and-intermediate-algebra-the-language-and-symbolism-of-mathematics-2nd-
edition-p-4618804.html
https://www.carsguide.com.au/car-news/how-much-will-you-pay-for-the-toyota-yaris-cross-nz-pricing-
for-the-mazda-cx-3-rival

For inquiries or feedback, please write or call:

Division of Lapu-Lapu City

Department of Education
B.M. Dimataga St., Poblacion, Lapu-Lapu City

Contact No: (032) 410-4525

E-mail Address: oliver.tuburan@deped.gov.ph

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