g4 Learning Guide First Quarter Sy 2017 18

Subject: MATH-4 Unit Title: NUMBERS AND NUMBER SENSE
Quarter: I Prepared By:

Timeframe: 40 Meetings Approved By:
STANDARDS
Content Standard: Performance Standard:

The learner demonstrates understanding of whole numbers up to 100,000 and The learner is able to recognize and represent whole numbers up to 100,000
multiplication and division of whole numbers including money. in various forms and contexts and to apply multiplication and division of
whole numbers including money in mathematical problems and real-life
situations.
Lasallian Guiding Principles (LGP) for Integration:

This unit gives emphasis on the Lasallian Guiding Principles (LGPs) on Educational Experiences that:
Challenge learners to realize their full potential in solving real-life problems.
Bring Christian perspectives to bear on human understanding, skills and values of the learners.
Are dynamic and encourage differentiation, diversity and synergy amongst learners that are friendly, caring and respectful.
Ensure that the learners translate knowledge into something useful in actual practice for the betterment of society and the Church.
Prepare the learners to participate responsibly in the world of work, family, community, nation and Church.
DESIRED RESULTS
3
TRANSFER GOAL: CORE VALUES FOR INTEGRATION: MEANING-MAKING GOAL:

Students will on their own solve real 1. Competence Enduring Understanding:
life problems involving the four
2. Perseverance Students will understand that the concept of whole numbers and the four fundamental
fundamental operations of whole
numbers including money. operations help find solutions to certain real-life problems.
3. Creativity
4. Critical Thinking
Essential Questions:
Why do we need to study the concept of whole numbers and the four fundamental
operations?
ACQUISITION GOALS:
LEARNING COMPETENCIES: KNOWLEDGE LEARNING COMPETENCIES: PROCESS/SKILLS
1. visualizes numbers up to 100 000 with emphasis on numbers 10 001 – 1. solves routine and non-routine problems involving multiplication of whole
100 000. (M4NS-Ia-1.4) numbers including money using appropriate problem solving strategies and
tools. (M4NS-Id-45.4)
2. gives the place value and value of a digit in numbers up to 100 000.
2. solves multi-step routine and non-routine problems involving multiplication
MATH 4 Q1 LG Page 2 of 63
(M4NS-Ia-10.4) and addition or subtraction using appropriate problem solving strategies
and tools. (M4NS-Ie-45.5)
3. reads and writes numbers up to hundred thousand in symbols and in
words. (M4NS-Ia-9.4) 3. creates problems(with reasonable answers) involving multiplication or with
addition or subtraction of whole numbers including money. (M4NS-Ie-46.3)
4. rounds numbers to the nearest thousand and ten thousand. (M4NS-Ib-5.2)
4. solves routine and non-routine problems involving division of 3- to 4-digit
5. compares numbers up to 100 000 using relation symbols. (M4NS-Ib-12.4) numbers by 1- to 2-digit numbers including money using appropriate
6. orders numbers up to 100 000 in increasing or decreasing order. (M4NS- problem solving strategies and tools. (M4NS-Ih-56.3)
Ib-13.4) 5. solves multi-step routine and non-routine problems involving division and
7. multiplies numbers up to 3-digit numbers by up to 2-digit numbers any of the other operations of whole numbers including money using
without or with regrouping.( M4NS-Ic-43.7) appropriate problem solving strategies and tools. (M4NS-Ih-56.4)
8. estimates the products of 3- to 4-digit numbers by 2- to 3- digit numbers 6. creates problems involving division without or with any other operations of
with reasonable results. (M4NS-Ic-44.2) whole numbers including money, with reasonable answers. (M4NS-Ii-57.3)
9. multiplies mentally 2-digit by 1-to 2-digit numbers with products up to

200 and explains the strategies used. (M4NS-Id-42.3)
10. divides 3- to 4-digit numbers by 1-to 2-digit numbers without and with
remainder. (M4NS-If-54.3)
11. divides 3- to 4-digit numbers by tens or hundreds or by 1 000 without and
with remainder. (M4NS-If-54.4)
12. estimates the quotient of 3- to 4-digit dividends by 1- to 2-digit divisors
with reasonable results. (M4NS-Ig-55.2)
13. divides mentally 2- to 3-digit numbers by 1-digit numbers without
remainder using appropriate strategies. (M4NS-Ig-52.3)
14. represents and explains Multiplication, Division, Addition, Subtraction
(MDAS) correctly. (M4NS-Ii-61.1)
15. performs a series of two or more operations. (M4NS-Ij-62.1)
ASSESSMENT EVIDENCE
SCAFFOLD FOR TRANSFER

Level 1 Level 2 Level 3 Level 4
DIRECT PROMPT OPEN PROMPT GUIDED TRANSFER INDEPENDENT TRANSFER
(Non-Graded) (Non-Graded) (Graded) (Graded)
1. Activity 12: Step by Step Activity 17: Real World Activity 17: You were asked by your You are the Lower Grades Student Affairs
Approach (A) Connections (M) parents to help in preparing the Council President. As a leader of the
2. A word problem using monthly family budget. You are to council, you were asked by your SAC
Students will be asked to relate the
multiplication and addition present a detailed report on how to Moderator to prepare a budget for a one-
problems solved in class with what
will be presented to the properly allot the monthly income of week live out seminar-workshop of student
they will encounter in the real world.
students. They will be forty thousand pesos that would cover leaders in NIR to be held in Dumaguete
They will answer exercises that
asked to solve the problem all the expenses of your family. Your City, Negros Oriental. You will present
involve addition, subtraction, and
involving money using the work should exhibit the following this budget next week to the LG-SAC
multiplication of money.
two fundamental operations. characteristics: accurate computation, Moderator and school administrators for
3. Process Questions: complete understanding of the task approval. Use the four fundamental
4. How do you solve a and organized presentation of the operations of whole numbers in solving for
problem? report. the budget needed in the seminar-
5. Why do you need to follow workshop. Be able to come up with a
certain steps? detailed breakdown of probable expenses
6. Why is it important to for the attendance in the seminar and an
identify what is given and estimate of the number of participants who
what is asked? can attend the seminar given a P25 000
7. 4. How do you identify peso-budget by the school. Your work will
the extra information? be graded in terms of accuracy of
computations, demonstration of
understanding of the task, and organization
of ideas.
WRITTEN WORKS (40%)
The following are the required Written Works (WW) for this unit:
Knowledge (K) Process (P) Understanding (U)
Summative Assessment #1 Summative Assessment # 3 Guided Generalization Test
Summative Assessment #2
Long Test
GUIDED GENERALIZATION TABLE (Answer Key)

ESSENTIAL QUESTIONs:
TEXT (or video) 1: TEXT (or video) 2: TEXT (or video) 3:
How the text answers the EQ (Claim): How the text answers the EQ: How the text answers the EQ:
Support from the Text (Evidence): Support from the Text: Support from the Text:
Explanation (Reason): Explanation: Explanation:
COMMON IDEAS IN THE EXPLANATION/REASONS (Generalization):
ENDURING UNDERSTANDING:
QUARTERLY ASSESSMENT (20%)
The Quarterly Assessment (QA) consists of 40-item Multiple Choice Test for Knowledge (K) Competencies and 2-item Constructed-response Test for Process (P)
Competencies.
The Knowledge and Process test items are found in the attached SUMMATIVE ASSESSMENT MATRIX.
The following rubric is used to score the Process items:
4 pts: The computation is correct and the written explanation is clear.

3 pts: The computation is correct but explanation is incomplete.
2 pts: The computation is correct but no explanation is given.
1 pt: The computation is wrong and no written explanation is given.
0 pt: There is no attempt to answer the question.
Note: See attached SUMMATIVE ASSESSMENT MATRIX (Knowledge, Process, Understanding, & Performance Assessments).
B. FORMATIVE ASSESSMENTS (Including Pre-Assessment/Self-Assessments)
CHECK FOR ACQUISITION OF CHECK FOR UNDERSTANDING CHECK FOR TRANSFER
KNOWLEDGE/PROCESS SKILLS
Diagnostic Test Guided Generalization Table with Synthesis Scaffold Activities
Map of Conceptual Change (Anticipation- Mini-Tasks
Reaction Guide)
Homework
Seatwork
Drills
UNIT LEARNING PLAN CALENDAR – QUARTER 1
WEEK MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
0
Orientation period Eid’l Fitr (Regular Holiday)
(June 13-15)
Hook Activity: Problem ACTIVITIES #1 AND 2: ACTIVITY #3: PLACE
1 Solving using the READING AND WRITING VALUE AND VALUE OF
Diagnostic Test NUMBERS UP TO NUMBERS UP TO
(June 18-22) MDAS/ESSENTIAL
QUESTION HUNDRED THOUSAND HUNDRED THOUSAND
ACTIVITIES #4 AND #5:

ROUNDING OFF NUMBERS ACTIVITY#7: COMPARING
TO THE NEAREST ACTIVITY#6: COMPARING
2 Summative Assessment #1 NUMBERS UP TO
AND ARRANGING
THOUSAND AND TEN NUMBERS UP TO
(June 25-29) THOUSAND HUNDRED THOUSAND
HUNDRED THOUSAND
ACTIVITY #9:
ACTIVITY#11: ESTIMATING
ACTIVITY#8: MULTIPLYING NUMBERS
PRODUCTS OF THREE- ACTIVITY#14: TWO-STEP
MULTIPLYING TWO TO BY TWO-DIGIT
FOUR DIGIT NUMBERS BY ACTIVITY#13: WORK WORD PROBLEMS
FIVE-DIGIT NUMBERS MULTIPLIERS
3 TWO-DIGIT NUMBERS PROBLEMS INVOLVING INVOLVING
WITHOUT REGROUPING
(July 2-6) ACTIVITY#10: MULTIPLICATION MULTIPLICATION AND
ACTIVITY#12:
ACTIVITY#9: COUNTING MULTIPLYING BY OTHER OPERATIONS
MULTIPLYING NUMBERS
AND HARVESTING MULTIPLES OF 10, 100, and
MENTALLY
1 000
4 Summative Assessment #3 MEANING MAKING ACTIVITY#15: DIVIDING ACTIVITY#16: DIVIDING ACTIVITY#17: DIVIDING
ACTIVITY LC 12 THREE- TO FOUR-DIGIT THREE- TO FOUR-DIGIT NUMBERS BY TENS,
(July 9-13) NUMBERS BY ONE- TO NUMBERS BY ONE- TO HUNDREDS AND
TWO-DIGIT NUMBERS TWO-DIGIT NUMBERS
WITHOUT REMAINDER WITH REMAINDER THOUSANDS
ACTIVITY #20: ONE-STEP ACTIVITY#21: MULTI-STEP

5 Summative Assessment #4
ACTIVITY#18: ESTIMATING ACTIVITY #19: DIVIDING
WORD PROBLEMS WORD PROBLEMS
QUOTIENTS NUMBERS MENTALLY
(July 16-20) INVOLVING DIVISION INVOLVING DIVISION
6 MEANING MAKING LC19 Summative Assessment #5 ACTIVITY#22: ORDER OF OPERATIONS WITH WORD PROBLEMS
(July 23-27)
7 ACTIVITY#22: ORDER OF OPERATIONS WITH WORD PROBLEMS Summative Assessment #6 GUIDED GENERALIZATION
(July 30-Aug 3)
8 SCAFFOLD 2 SCAFFOLD 3 FIRST QUARTERLY ASSESSMENT
(Aug 6-10) (August 8-10)
9
PT Week
(Aug 13-17)
UNIT LEARNING PLAN FLOW
NOTE FOR THE FIRST QUARTER:

Time Frame: 2 meetings
Have the following activities with the students: Getting to Know You Activities, Leveling Off/Goal Setting, Orientation on the Course Objectives, Grading System
and Course Requirements.
INTRODUCTION
NOTE FOR THE FIRST QUARTER:

Have the following activities with the students: Getting to Know You Activities, Leveling Off/Goal Setting, Orientation on the Course Objectives, Grading System and Course
Requirements.
HOOK ACTIVITY: Problem Solving using the MDAS/ESSENTIAL QUESTION/DIAGNOSTIC TEST

Core Values/LGP Integration: Challenge learners to realize their full potential in using the four fundamental operations.
Materials/Resources: worksheets involving MDAS, Chalk
Procedure:
1. Ask the pupils to recall the place values of whole numbers and the ways to write them. Review also the basic concepts of the four fundamental operations. Divide the
class by pairs. Each pair will answer the problem using the four fundamental operations. (A, M)
2. After the allotted time, the class checks and discusses the problem.
3. Use the following process questions for discussion:
a. Was everyone able to complete the task?
b. How did you answer the test?
c. Did everyone use only one strategy to solve it?
d. Which part did you find the most challenging?
e. How did you find the activity?
4. The teacher will then say: As you go through all the activities in this module, think of this question: How can the concept of whole numbers and the four
fundamental operations help solve real-life problems? Ask the students to identify the key ideas in the essential question. Let them copy the essential question in
their notebook.
5. Distribute copies of the Anticipation-Reaction Guide and let the students complete “Before the Lesson.”
Before the Lesson Numbers and Number Sense After the Lesson
Agree Disagree Agree Disagree
1. There are many ways of reading and writing numbers, depending on how the place value of a number is
positioned.
2. To compare whole numbers, we start from the digit with the least value.
3. Some digits in a whole number can have the same value but different place values.
4. To give an estimate of a number, we need to know how to round off numbers.
5. When adding, subtracting, multiplying, or dividing whole numbers, numbers must be written vertically by
aligning the digits.
6. In dividing whole numbers, we also use subtraction and multiplication.
7. In solving a series of operations involving the four basic operations, multiplication is always performed first.
8. After solving a problem, one must check and look back if the answer is reasonable.
9. Some problems use more than two operations in order to be solved.
10. There is only one effective strategy to solve a real life problem involving whole numbers.
6. Administer the diagnostic test.
INTERACTION
ACTIVITY #1: Reading and Writing Numbers Up to Hundred Thousand
Learning Competencies in Focus:
a) visualizes numbers up to 100 000 with emphasis on numbers 10 001 – 100 000. (M4NS-Ia-1.4)
b) reads and writes numbers up to hundred thousand in symbols and in words. (M4NS-Ia-9.4)
c) gives the place value and value of a digit in numbers up to 100 000. (M4NS-Ia-10.4)
Core Values/LGP Integration: Self worth, pride of one’s identity, transparency of election results/ Bring Christian perspectives to bear on human understanding, skills and values
of the learners.
Materials/Resources: Place value chart; number cards, LCD projector, laptop
References: Number Smart 4, pages 2-8
Procedure:
1. Ask the students to read the story problem. Use the following guide questions below to process the activity:
The inauguration of President-elect Rody Duterte and vice president-elect Maria Leonor “Leni” Robredo is scheduled on June 30, 2016. Duterte garnered sixteen
million, six hundred one thousand, nine hundred ninety-seven votes while Leni Robredo earned fourteen million, four hundred eighteen thousand, eight hundred seventeen.
a. Why are election results publicized?
b. How were the results written in numerals?
c. In writing a number consisting of many digits, how are the digits divided? Where do we start grouping the numbers by 3?
d. How is the three-digit number group separated from the other number?
e. Why do we write number names?
f. what about you? Do you like your name?
g. Are you proud of your names? Why? Why not?
h. Why are our names important? Why are number names important as well?
2. The class is grouped by columns. Teacher posts a tree on the board with flowers having numbers on them. As the teacher says the number, the first set of participants
rushes to the board to pick the flowers corresponding to the dictated number. The participant who gets the right flower keeps the flower and gets the point for his/her
group. The game goes on until all the flowers are picked. The group that has the most flowers wins. The class discusses the activity.
3. Then, teacher posts a place value chart for concept development. She dictates numbers and lets pupils put number cards on the place value chart to represent the dictated
number. The activity is done until all the chart is filled with the dictated numbers. Teacher lets the pupils read the numbers on the place value chart. Teacher asks the
following questions:
a. How many periods are there in a hundred thousand?
b. What are the periods in a hundred thousand?
c. How is each period separated from each other?
d. When writing numbers in words, what is placed after each period?
e. How is Hindu-Arabic System similar or different from other numeration systems?
4. The class explains how to give the place value of each digit in a 6-digit number and how to read and write numbers through hundred thousands in figures and in words.
5. The students answer Formative Assessment 1: Exercise “Take a Leap, nos. 1-10, page 5, textbook.
6. They also answer Formative Assessment #2: Exercises A and B, “Make Meaning,” page 6, textbook
7. Ask students to complete the Formative Assessment #3: 3-2-1 exit card on pages 7-8. Ask them also to assess how well they have performed and understood the activities
provided.
ACTIVITY #2: Reading and Writing Numbers Up to Hundred Thousand

Time Frame: 1 meeting
LCs in Focus:
a) reads and writes numbers up to hundred thousand in symbols and in words. (M4NS-Ia-9.4)
b) gives the place value and value of a digit in numbers up to 100 000. (M4NS-Ia-10.4)
Core Values/LGP Integration: Love of Country, Protecting the Environment, practicing socio-cultural skills/ Prepare the learners to participate responsibly in the world of work,
family, community, nation, and Church.
Materials/Resources: place value chart, number cards, number words, LCD projector, laptop
Procedure:
1. Show the data on the number of tourists who visited Boracay in 2012 in tabular form.
Number of Tourists Who Visited Boracay
Taiwanese 93 407 Japanese 8 841
Chinese 81 186 United Kingdom 8 729
Americans 20 603 Germans 8 098
Australians 15 237 Hongkong Nationals 7 591
Russians 14 810
2. Ask the pupils which nationality was the top tourist group to visit Boracay. Let the pupils place the numbers on the place value chart.
Thousands Period Units Period
Hundred Thousands Ten Thousands Thousands Hundreds Tens Ones
3. Read this information: Tourist Arrivals in Philippines averaged 225653 from 1991 until 2016, reaching an all time high of 553 002 in December of
2015 and a record low of 63 628 in February of 1991. Tourist Arrivals in Philippines is reported by the National Statistical Coordination Board
(NSCB), Philippines.
4. The following questions are asked:
a. Where did the tourists go after the closure of Boracay? What is the right decision to temporarily close Boracay?
b. How was the data of tourists’ arrival presented? How were the numbers written?
c. How will you know the place value of a number?
d. How do you get the value of a number?
e. How do we write numerals in the expanded form?
f. How do we write these numerals in words?
g. How will you write five hundred thousand, eighty-four in standard form?
h. Name the different ways of expressing a number.
5. Let the students answer Formative Assessment #4: Exercises on pages 12, 13, and 15, textbook.
6. Ask students to fill in the Formative Assessment #5: 3-2-1 Exit Card on page 15, textbook.
ACTIVITY #3: Place Value and Value of Numbers Up to Hundred Thousand

LCs in Focus:
a) gives the place value and value of a digit in numbers up to 100 000. (M4NS-Ia-10.4)
Core Values/LGP Integration: Appreciate life’s blessings, Showing empathy for others, gratefulness/ Prepare the learners to participate responsibly in the world of work, family,
community, nation, and Church
Materials/Resources: place value chart, number cards, number words, LCD projector, laptop
Procedure:
1. Teacher shows the picture of students who go to school despite the risks of traveling from their homes to school. She asks the class:
a. How did you feel and realize upon seeing the pictures of these children?
b. How is their condition compared to yours now?
c. What can you suggest to our school and the government to make their condition better?
2. The class reads this information: Almost all students enrolled for school year 2015-2016 attended their first day of classes, reported Department of Education Negros
Occidental. There were 28,000 pupils in the kindergarten and 231,000 elementary pupils from Grades 1 to 6. About 92,000 students in Grades 7 to 10 in 115 public high
schools have enrolled all over the province. The figures, however, do not include those in city schools divisions.
(http://www.thedailyguardian.net/index.php/negros/53343-95-of-enrolled-students-attend-june-1-classes)
3. The class recalls the place values of numbers. Then teacher lets the pupils write each number from the data given in the place value chart.
4. The pupils identify the place value and value of each number and practice to write the numbers in the expanded form.
5. Teacher lets the pupils answer a formative assessment in their notebooks.

Instruction: Give the place value and value of digit 6 in each of the following: (Formative Assessment #3)
Place Value Value

a. 56 314 ____________________ ______________
b. 67 003 ____________________ ______________
c. 635 101 ____________________ ______________
d. 528 621 ____________________ ______________
e. 143 576 ____________________ ______________
6. The class checks together the work.
7. Teacher asks the class to share their thoughts and ideas about identifying the place values and values of numbers with their partner.
8. Preparatory Assignment: Study pages 6, 13, and 15 for a summative assessment tom.
LCs in Focus:
a) reads and writes numbers up to hundred thousand in symbols and in words. (M4NS-Ia-9.4)
b) gives the place value and value of a digit in numbers up to 100 000. (M4NS-Ia-10.4)
Core Values/LGP Integration: Prepare the learners to participate responsibly in the world of work, family, community, nation, and Church; practice honesty in answering the test
Materials/Resources: questionnaires; answer sheets
Procedure:
i. The class recalls the place values of six-digit numbers, explains how to give the values of the numerals, and discusses the correct ways of writing the numerals in symbols
and in words.
ii. Teacher asks these process questions:

b. What the periods and place values in the Hindu-Arabic Numeration System?
c. How do we read and write numerals?
3. Teacher administers the summative assessment.

a. Prepare the test papers and give out questionnaires.
b. Give directions for the assessment and give examples.
c. Pupils answer the assessment.
d. The class passes the papers and discusses the answers to the assessment.
4. Teacher asks the class which part of the assessment they find difficult to answer. She also emphasizes the importance of reviewing well the
answers.
Summative Assessment #1 (25 points)
I. Write the place value and value of each underlined digit.
Numeral Place Value Value
1. 86 413
2. 984 275
3. 301 465
4. 867 439
5. 129 152
II. Write the standard form for each number word.
6. two hundred thousand, forty-seven _____________
7. six million, three thousand, fifty _____________
8. eight hundred thousand, six hundred thirty-five _____________
III. Write each numeral in words.
9. 41 368 _________________________________________________________________
10. 2 592 173 _________________________________________________________________
IV. Write the following in standard form and in the expanded form.
Standard Form Expanded Form
11. five hundred twenty-six thousand, three

hundred eleven
12. six hundred seventy-nine thousand, six hundred
13. seven hundred thousand, eighty-three
14. nine hundred fifty-three thousand, two
15. two hundred thousand, fourteen
ACTIVITY #4 Rounding Off Numbers to the Nearest Thousand and Ten Thousand
LCs in Focus: a. rounds numbers to the nearest thousand and ten thousand. (M4NS-Ib-5.2)
Core Values/LGP Integration: Spreading good news/ Prepare the learners to participate responsibly in the world of work, family, community, nation, and Church
Materials/Resources: place value chart, LCD projector, laptop
Procedure:
i. The students read the news item that shows estimation.
Item a: Last week, a company manager called for a meeting. Almost 50 employees came.
Item b: The population in our school is about 2 000 pupils. Teacher asks:
a. Are these news items fake or real? How do identify true or authentic news items?
b. Did the actual number of employee come? What word in the news expresses an estimate?
c. Is it the actual population of our school? What word in the sentence expresses an estimate?
ii. Then, they solve this problem.

Rica, a Grade 4 pupil, needs a folder and crayons for a school project. She does not need to ask her parents because she already saved P50 from her
daily allowance. The folder costs P11 and a box of crayons costs P38. Is the savings of Rica enough to buy the materials needed for her project?
iii. The class is grouped using Type C grouping and each group completes the activity sheet. Each group leader explains how the group arrives at the answers.
Group 1
Original Number Rounded to the Nearest tens
15
43
79
Group 2
126
342
568
Group 3
1 349
4 784
8 632
Group 4
16 277
28 163
56 788
4. Ask: a. Why do we round off numbers?

b. How do we round off numbers to the nearest tens?
5. The pupils answer the exercise on page 19, nos. 1-10.
6. Ask students to discuss with one’s partner one significant insight that they gained during the meeting. Let them explain why this concept is very important.
ACTIVITY #5 Rounding Off Numbers to the Nearest Thousand and Ten Thousand
LCs in Focus:
a. rounds numbers to the nearest thousand and ten thousand. (M4NS-Ib-5.2)
Core Values/LGP Integration: Prepare the learners to participate responsibly in the world of work, family, community, nation, and Church; show care for the environment
Procedure:
1. The class reads the data on the table and answers the questions briefly.
There are 371 582 residents in the city of Makati and 256 454 residents in Pasay City who are
benefiting from the Clean and Green Program of the government. Look at the table below and find out
how the numbers 371 582 and 256 454 have been rounded.
Number Nearest Hundreds Nearest Thousands Nearest Ten Nearest Hundred

Thousands Thousands
371 582 371 600 372 000 370 000 400 000
256 454 256 500 256 000 260 000 300 000
2. Teacher asks the following questions:
a. Are you aware of the Clean and Green Program of your own community?
b. How do you support it?
c. How do La Sallians show care for the environment?
d. Why do we round off numbers?
e. How do we round off numbers to the nearest hundreds? Nearest Thousands? Nearest Ten Thousands? Nearest Hundred Thousands?
3. Teacher asks students to discuss with one’s partner one significant insight that they gained during the meeting. Let them explain why this concept is very important.
4. Students answer formative assessments on pages 20-22, textbook.
ACTIVITY #6 Comparing Numbers Up to Hundred Thousand

LCs in Focus:
a) compares numbers up to 100 000 using relation symbols. (M4NS-Ib-12.4)
b) orders numbers up to 100 000 in increasing or decreasing order. (M4NS-Ib-13.4)
Core Values/LGP Integration: Prepare the learners to participate responsibly in the world of work, family, community, nation, and Church; Tell the importance of being contented
Procedure:
1. The pupils read the results of the May 9, 2016 Senatorial Election. They compare the results, arrange the numbers in the ascending order, and name the senators who
belong to the top 5.
Top 5 Senators
Name Number of Votes
Joel Villanueva 18,459,222
Panfilo Lacson 16,926,152
Richard Gordon 16,719,322
Franklin Drilon 18,607,391
Vicente Sotto III 17,200,371
2. Teacher asks:
a. What are the works of the senators? Who got the highest vote among them? Was any of them chosen to be the Senate President earlier?
b. Who is the new Senate President? What characteristics should a Senate President and other senators possess?
3. The class uses all the given digits to write the least and greatest numbers possible without repeating any digit. Example; 2, 3, 8, 6
Least Number: 2 368 Greatest Number: 8 632
4. The class answers the process questions:

a. Why do we compare and arrange numbers?
b. How do we compare numbers?
c. How do we arrange numbers?
d. Do La Sallians always compare themselves with others? Why? Why not?
5. Ask students to discuss with one’s partner one significant insight that they gained during the meeting. Let them explain why this concept is very important.
6. .Teacher asks these questions:
a. Were you able to explain well to your classmate the steps in arranging numbers?
b. What comes first: comparing or arranging?
7. The students answer formative assessment: “Make Meaning,” page 27, textbook.
ACTIVITY #7 Comparing and Arranging Numbers Up to Hundred Thousand
LCs in Focus:
a. compares numbers up to 100 000 using relation symbols. (M4NS-Ib-12.4)
b. orders numbers up to 100 000 in increasing or decreasing order. (M4NS-Ib-13.4)
Core Values/LGP Integration: Prepare the learners to participate responsibly in the world of work, family, community, nation, and Church; Share one’s opinion about having a
small/big family.
Procedure:
1. The pupils read the data of the 12 populated countries in the world.
2. Teacher groups the class into two groups and lets each group compare and arrange the numbers in descending order by giving a rank to each country.
Rank Country (or dependency) Population

(2016)
Philippines 102,250,133
Nigeria 186,987,563
Japan 126,323,715
Indonesia 260,581,100
Brazil 209,567,920
Russia 143,439,832
Mexico 128,632,004
Bangladesh 162,910,864
China 1,382,323,332
Pakistan 192,826,502
India 1,326,801,576
U.S. 324,118,787
3. Teacher shows the correct arrangement of the numbers.
Rank Country (or dependency) Population

(2016)
1 China 1,382,323,332
2 India 1,326,801,576
3 U.S. 324,118,787
4 Indonesia 260,581,100
5 Brazil 209,567,920
6 Pakistan 192,826,502
7 Nigeria 186,987,563
8 Bangladesh 162,910,864
9 Russia 143,439,832
10 Mexico 128,632,004
11 Japan 126,323,715
12 Philippines 102,250,133

a. Why are some countries so populated?
b. What is the effect of over population in our country?
c. Which family do you prefer: big or small? Why?
d. Are you aware of the Reproductive Health Law? Should La Sallians support it? Why? Why not?
e. Why do we compare and arrange the population of countries?
f. How do we compare numbers?
g. How do we arrange numbers?
5. The pupils are also asked to use all the given digits to write the least and greatest numbers possible without repeating any digit.
Example: 4, 0 ,9, 5
Least Number: 4 059 Greatest Number: 9 540
6. Then, teacher asks the class to discuss with a partner the concept comparing and arranging numbers.
7. Students answer the formative assessment: “Level Up,” page 29, textbook.

LCs in Focus:
a) rounds numbers to the nearest thousand and ten thousand. (M4NS-Ib-5.2)
b) compares numbers up to 100 000 using relation symbols. (M4NS-Ib-12.4)
c) orders numbers up to 100 000 in increasing or decreasing order. (M4NS-Ib-13.4)
Procedure:
1. The class recalls the place values of six-digit numbers, explains how to round off numbers and discusses the steps in comparing and ordering numbers.
2. Teacher asks these process questions:

a. How do we round off numbers?
b. How do we compare and arrange numbers?

4. Teacher asks the class which part of the assessment they find difficult to answer. She also emphasizes the importance of reviewing well the answers.
Summative Assessment #2 (20 points)
I. Use the table to answer questions 1-7.
2010 Census and Housing Population Conducted by Philippine Statistics Authority (https://psa.gov.ph)
Top Ten Most Populated Regions in the Philippines

Region Population Region Population
Region VI – Western
National Capital Region 11 855 975 7 102 438
Visayas
Region VII – Central

Region I – Ilocos Region 4 748 372 6 800 180
Visayas
Region III – Central Region X – Northern

10 137 737 4 297 323
Luzon Mindanao
Region IVA – Region XI – Davao

12 609 803 4 468 563
CALABARZON Region
Region XII –
Region V – Bicol Region 5 420 411 4 109 571
SOCCSKSARGEN
1. Which region has the greatest population? ____________________

2. Which region has the least population? ____________________
3. Which region has more people: Region VII or Region XI? ____________________
4. Which region has lesser people: Region V or Region VI? ____________________
5. Which region has the second highest population? ____________________
6. Arrange the population of NCR, Region I, Region III, Region IVA, and Region V in the ascending order.
____________ ___________ _______________ _____________ _____________
II. Round off the population of each province in Region VI to the nearest thousand and nearest ten thousand. Write the answer on the third and fourth columns.
Population Rounded to the Population Rounded to the

Province Population
Nearest Thousand Nearest Ten Thousand
AKLAN 535,725
ANTIQUE 546,031
CAPIZ 719,685
GUIMARAS 162,943
ILOILO 1,805,576
ACTIVITY #8 Multiplying Two- to Five-Digit Numbers without Regrouping

LCs in Focus:
a) multiplies numbers up to 3-digit numbers by up to 2-digit numbers without or with regrouping.( M4NS-Ic-43.7)
Core Values/LGP Integration: Importance of Exercise to keep our bodies strong and healthy/ Ensure that the learners translate knowledge into something useful in actual practice
for the betterment of society and the Church.
Materials/Resources: drill cards, slate boards, LCD projector, laptop
Procedure:
1. Teacher makes a survey of the class to find out how many among them like swimming, running, dancing, playing basketball, volleyball, or football. She finds out which is
the most liked activity and the least liked activity.
2. She asks:
a. Why do you prefer this activity over the other?
b. What do you benefit from these activities?
3. She shows six characters performing different physical fitness activities. Then, she divides the class by columns forming 6 groups in all. Each group answers the problem
in a slate board. teacher takes pictures of the students work to be presented to the class.
a. Casey plans to swim for 3 hours a week. In 12 weeks, how many hours will he be able to swim?
b. Gina will run 130 meters a day. How many meters will she run in 3 days?
c. Every day, Aunt Lina, dances for 34 minutes. How many minutes does she dance for 12 days?
d. Uncle Carl goes to the gym to work out. He stays in the gym for 103 minutes a day. How many minutes does he work out for 31 days?
e. Daryl plays basketball for 120 minutes a day. How many minutes does he play in 21 days?
f. Joseph practices volleyball for 80 minutes a day. How many minutes does he practice for 12 days?
3. Each group assigns a representative to discuss how the team answered the problem.
4. After all groups have presented, teacher leads the class to generalize the steps on how to multiply numbers without regrouping.
5. The class answers these process questions:

a. How do we multiply two-to three-digit factors with one-to two- digit factors without regrouping?
b. How do we check our answers?
6. Teacher asks students to discuss with one’s partner one significant insight that they gained during the meeting. Let them explain why this concept is very important.
7. The students answer the activities on pages 38-39, textbook.
ACTIVITY #9 Multiplying Numbers by Two-Digit Multipliers
LCs in Focus:
Core Values/LGP Integration: Appreciate the importance of trees and nature’s good harvest/ Ensure that the learners translate knowledge into something useful in actual practice
for the betterment of society and the Church.
Materials/Resources: manila paper and marking pen, LCD projector, laptop
Procedure:
1. Teacher shows pictures of a mango farm in Guimaras and the celebration of Manggahan Festival. She asks the class:
a. Why do the Guimarasnon celebrate the Manggahan Festival?
b. Are you aware that when you enter Guimaras, the port authorities check if your baggage has a mango fruit or seedling? Why are they
doing that?
c. Where do the best Guimaras mangoes go? What can we do to also taste our best Guimaras mangoes?
2. Mang Ambo and his co-workers can gather 734 mangoes in a day in their orchard. How many mangoes can they harvest in 23 days?
3. Teacher divides the class using Type C grouping. Each group is given a card containing 2 items. The group that finishes the work will display the
answers and solutions on the board.
218 465 146 693 986 826 218 542 483
x 56 x 82 x 81 x 23 x 42 x 21 x 52 _ x 35 x 18
4. The class answers these process questions:

a. How do we multiply two-to three- digit factors with one-to two-digit factors?
b. When do we regroup the answers?
c. How is regrouping done when multiplying numbers?
d. How do we check our answers?
5. The students discuss with one’s partner how they multiply a three-digit number by a two-digit number.
6. Teacher lets the pupils share what they have learned from their partners. She corrects possible misconceptions.
7. The students apply the skills learned by answering: Focus, Take a Leap and Make Meaning, on pages 44-46.
ACTIVITY #10 Multiplying by Multiples of 10, 100, and 1 000

LCs in Focus:
a) Multiply five- or more digit factors by multiples of 10, 100, and 1 000.
Core Values/LGP Integration: Tell the importance of doing correct bank transactions and saving one’s allowance/ Ensure that the learners translate knowledge into something
useful in actual practice for the betterment of society and the Church.
Materials/Resources: manila paper and marking pen, LCD projector, laptop
References: Realistic Math 4, pages 83-91
Procedure:
1. Teacher shows the three money cans: Savings, Expense, Tithe. She asks the following questions:
a. Do you have these cans at home? Why should you have them?
b. Do you have savings? Where do you put them?
c. Why do we go to banks? Why is it important to learn how to correctly transact business with banks?
d. Do we gain more in savings? What happens to the value of our money during inflation? What should we do about it?
2. The class reads this problem: Mario is a thrifty boy. He saves at P10 from his daily allowance. If he saves P 10 a day for 24 schools in a month, how much is his monthly
savings? If he goes to school for 10 months in a year, how much will he save for one school year?
3. The class analyzes the problem and shows the solution on the board.
4. Teacher leads the class to explain the pattern for the following:
163 x 4 = 652
163 x 40= 6 520
163 x 400= 65 200
163 x 4 000 = 652 000

a. What pattern did you observe on the above exercises and examples?
b. How do we multiply numbers by multiples of 10? 100? 1 000?
6. The students share their own insights in multiplying numbers with 10, 100, and 1 000?
7. Students are asked to answer a Formative Assessment: Fill out the deposit slip below. Use your school ID number as your account number.
DEPOSIT SLIP
Account Number:
Account Name: ________________________________________
Denominations Number of Bills/Coins Amount
P 1 000 15
P 500 23
P 200 12
P 100 25
P 50 24
P 20 35
P 10 36
P5 20
P1 300
TOTAL
LCs in Focus:
b) Multiply five- or more digit factors by multiples of 10, 100, and 1 000.
Procedure:
1. The class recalls the steps in multiplying numbers with and without regrouping.
2. Teacher asks these process questions:
a. How do we multiply two-to three- digit factors with one-to two-digit factors?
b. When do we regroup the answers?
c. How is regrouping done when multiplying numbers?
d. How do we check our answers?
4. Teacher asks the class which part of the assessment they find difficult to answer. She also emphasizes the importance of reviewing well the answers.
III. Knowledge
A. Find each product. (1 point)

1. 450 x 2
2. 602 x 3
3. 342 x 4
4. 216 x 5
5. 189 x 6
B. Multiply. (2 points each)

6. 324 x 54
7. 890 x 93
8. 432 x 56
9. 761 x 42
10. 678 x 38
IV. Process
C. Solve and explain your answer. (4 Points)

11. You were asked by your mom to buy the following items from the bookstore:
a. 4 ballpens at P15 each
b. 2 rolls of intermediate pad paper at P32 per roll
c. 6 notebooks at P18 pesos each
1. How much is your total purchase?

2. Will your P200 be enough to buy all the items?
3. If yes, how much will be the change?
4. If not enough, what will you do to buy the items?
Scoring:
4 – Computations are accurate and correct and the written explanation is clear.
3 – Computations are accurate and correct but written explanation is not clear.
2 – Computations are accurate and correct but written explanation is incorrect.
1 – Computations are inaccurate and incorrect and written explanation is incorrect.
0 – There is no attempt to solve the problem.
ACTIVITY #11 Estimating Products of Three- to Four-Digit Numbers by Two-to Three-Digit Numbers
LCs in Focus:
a) estimates the products of 3- to 4-digit numbers by 2- to 3- digit numbers with reasonable results. (M4NS-Ic-44.2)
Core Values/LGP Integration: Appreciate the importance of saving and investing at a young age/ Ensure that the learners translate knowledge into something useful in actual
practice for the betterment of society and the Church.
Materials/Resources: LCD projector, laptop
References: Number Smart 4, 48-54
Procedure:
1. Teacher shows a picture of a person who got money problems. She asks:
a. What do you think happened why he got money problems?
b. When should he first learn how to deal with his money?
c. Why is it important to learn how to save and invest at a young age?
2. Teacher presents this problem to class: Robert has graduated from college and is now working. He saves P 2, 874 every week. About how much does he save in one year?
3. The class recalls the steps in rounding off numbers. Teacher asks volunteers to answer the problem on the board.
4. The class reads another story problem: Mang Joel sell guyabanos in the market everyday. If he can sell 1 045 guyabanos in a month, about how many guyabanos can he
sell in 12 months?
5. The pupils estimate the number of guyabanos. Mang Joel can sell in 12 months. Teacher challenges the pupils to work by pairs and use different strategies in getting the
estimate.
6. Then she calls volunteers to share their work and explain their strategy in getting the estimated product.
7. Teacher discusses how to do front-end estimation to get an estimated product.
8. Teacher lets the pupils practice their skills on estimating products by working on number problems involving three-to four-digit numbers on the board.
9. The pupils share what they have learned in class with their partners and answer the formative assessment on pages 49-54.
ACTIVITY #12 Multiplying Numbers Mentally

LCs in Focus:
a) multiplies mentally 2-digit by 1-to 2-digit numbers with products up to 200 and explains the strategies used. (M4NS-Id-42.3)
Core Values/LGP Integration: Tell the importance of spending time with family and friends/ Are dynamic and encourage differentiation, diversity and synergy amongst learner that
are friendly, caring and respectful.
Procedure:
1. The class answers the drills on basic multiplication facts.
2. Teacher shows actual tickets of a movie house to the class. She asks the pupils:
a. How many places have you gone to or activities that you have done which required buying tickets?
b. Who were you with? Can you share your experiences on these activities?
c. What is the importance of spending time with family and friends?
3. Teacher presents a story problem: Dave and his friends buy tickets to the fair. Each ticket is worth Php 27.00. Dave buys 9 tickets. How much do all tickets cost?
4. Teacher asks:
a. Can you illustrate the problem on the board?
b. What strategies can you use to solve the problem?
5. She leads the pupils to figure out the solution using one of the following strategies: Distribution method, rounding up and subtracting, or
rounding down and adding.
6. Teacher encourages the students to share which strategy is easy for them to work on.
7. The class practices mental multiplication by using strategies in multiplying numbers by 2, 5, 10, 100, and 1 000 and explain the strategy used.
8. The students also multiply mentally numbers by 3, 4, and 9 and explain the strategy with their partners.
9. The class answers the exercises on pages 57-59, textbook.
ACTIVITY #13 Word Problems Involving Multiplication

LCs in Focus:
a) solves routine and non-routine problems involving multiplication of whole numbers including money using appropriate problem solving strategies and tools.
(M4NS-Id-45.4)
Core Values/LGP Integration: Tell the importance of recycling/ Ensure that the learners translate knowledge into something useful in actual practice for the betterment of society
and the Church.
Procedure:
1. Teacher provides a short drill on multiplying numbers mentally using number flash cards.
2. Teacher shows a sample of a recycled object.
3. She asks:
a. Do you have a similar collection of recycled objects at home? Can you explain the 3R’s (reduce, reuse, and recycle)?
b. How do you segregate the waste materials at home?
c. Why is there a need to recycle the materials at home and in school?
4. The class reads this problem: My mother collects empty bottles so she can sell them in a recycling center. In one month, she is able to collect 245 bottles. How many
bottles can she collect and sell in one year?
5. Teacher divides the class using the Type C grouping and gives three minutes to pupils to solve the given problem.
6. Teacher selects groups to present the solution on the board.
7. Teacher asks the pupils:
a. What were the steps you used to arrive at the correct answer?
b. Did you use the same strategy? Which strategy was the easiest and helpful to use? Why?
8. She lets the pupils name the steps in solving the problem and allows them to generalize these steps.
9. She lets the pupils work by pairs on the problems on pp. 62-66, textbook.
10. Teacher gives a Formative Assessment on page 67, textbook.
ACTIVITY #14 Two-step Word Problems Involving Multiplication and Other Operations
LCs in Focus:
a) solves multi-step routine and non-routine problems involving multiplication and addition or subtraction using appropriate problem solving strategies and tools.
(M4NS-Ie-45.5)
b) creates problems(with reasonable answers) involving multiplication or with addition or subtraction of whole numbers including money. (M4NS-Ie-46.3)
Core Values/LGP Integration: Perseverance, Patience/ Challenge learners to realize their full potential in solving real-life problems.
Procedure:
1. Teacher makes a simple survey of the class to find out who among them rides the school bus/shuttle service, public vehicle, or on their own private vehicles when they go
to school.
She asks:
a. What does your parents prefer on how you will be brought to school?
b. Why is there a need for safety and responsibility when riding any vehicle?
2. The class recalls the steps in solving word problems involving multiplication.
3. Teacher presents this word problem to class: The Grade 4 pupils of Masunurin Elementary School went on a field trip. Six buses were filled with forty-five pupils each.
However, fifteen pupils traveled in cars. How many pupils in all joined the field trip?
4. Teacher groups the pupils into groups of four and lets each group work on the problem using the steps in problem solving.
5. She gives the class five minutes to solve the problem. The pupils write their solution on a manila paper and post their answer on the board.
6. Teacher asks the class to stand up and do a Gallery Walk. The pupils will look for similarities and differences with their work and the other groups. Teacher gives a short
discussion of their observations after three minutes.
7. She asks the pupils:
a. Which groups showed similar answers?
b. Did all groups arrive at the same answers?
c. What have you observed with the way the groups solved the problems?
d. Explain the best way to solve the problem.
8. Teacher asks the class to answer by pairs the word problems on pages 71-72.
9. She gives a Formative Assessment on pp. 73-74, textbook.
10. The class laso does Scaffold #2 by Pairs.
Task: You were asked by your parents to help in preparing the monthly family budget. You are to present a detailed report on how to properly allot the monthly income of forty
thousand pesos that would cover all the expenses of your family. Your work should exhibit the following characteristics: accurate computation, complete understanding of the task
and organized presentation of the report.
ACTIVITY #15 Dividing Three-to Four-digit Numbers by One-to Two-Digit Numbers Without Remainder
LCs in Focus:
a) divides 3- to 4-digit numbers by 1-to 2-digit numbers without and with remainder. (M4NS-If-54.3)
Core Values/LGP Integration: Patience/ Challenge learners to realize their full potential in solving real-life problems.
Procedure:
1. Teacher shows a puzzle to class and asks who among them like solving puzzles. She lets the students share their experiences building a puzzle to the class.
2. She shows the picture of Ms. Gina Gil Lacuna, the Guinness World Records Holder of the “Largest Collection of Jigsaw Puzzles.” (She was granted this title on November
29, 2012. Her collection can be found in Puzzle Mansion in Tagaytay.)
a. What intelligence is developed when someone loves working with puzzles?
b. Do you also love to work with puzzles? Why? ( She leads the pupils to realize that logical-mathematical as well as visual-spatial intelligence
are enhanced when we put together pieces of a puzzle.)
c. What should be our attitude when working with a 1000-piece puzzle? How do we feel if we can solve it?
4. The class reads and answers the two word problems.
a. If Mrs. Gina Lacuna can do a 500-piece puzzle in 4 days, how many pieces can she put together in one day?
b. If she will lend at least 525 of her puzzle collections to 15 schools, how many puzzles was each school able to borrow?
5. Teacher asks the class:
a. What operation should you use to solve these problems?
b. What were the parts of a division sentence?
c. Describe the relationship between multiplication and division.
6. The class does Think-Pair Share and figures out how to solve the problems.
7. After 5 minutes, volunteers will show and explain their answers in front. From their sharing, teacher leads the class to generalize the steps in dividing numbers without
remainder.
8. Teacher provides a Formative Assessment on pp. 86-87.
ACTIVITY # 16 Dividing Three-to Four-digit Numbers by One-to Two-Digit Numbers With Remainder
LCs in Focus:
a) divides 3- to 4-digit numbers by 1-to 2-digit numbers without and with remainder. (M4NS-If-54.3)
Core Values/LGP Integration: Sharing and Equality/ Challenge learners to realize their full potential in solving real-life problems.
Procedure:
1. Teacher shows a short video clip of children sharing food with one another.
2. She asks:
a. Was the food equally divided?
b. How do you feel if you did not receive an equal share?
c. What should you do to ensure that each one receives an equal share?
3. The class recalls the steps in dividing numbers without remainder.
4. The pupils do a short division drill.
5. The class presents this problem: Suppose you have 35 chocolate mini bars. You want to divide them so that all your 4 friends will get equal number of chocolate bars.
How many bars will each of your friends get? How many are left over?
6. Teacher call 5 volunteers from the class and asks one of them to demonstrate how he/she will equally distribute the chocolates to his/her four friends.
7. Teacher asks the class:
a. How many chocolate bar will each friend get?
b. Was there a leftover? What is it called?
c. What is a remainder?
d. When you do division using numbers, how do you check the answer?
e.What is your strategy in dividing three-to four-digit numbers by one-to two-digit divisors?
8. Teacher lets the pupils generalize how to work on division problems. The pupils will answer the Formative Assessment on pp. 94-95.
ACTIVITY # 17 Dividing Numbers by Tens, Hundreds, or Thousands
LCs in Focus:
a) divides 3- to 4-digit numbers by tens or hundreds or by 1 000 without and with remainder. (M4NS-If-54.4)
Core Values/LGP Integration: Thrift/ Challenge learners to realize their full potential in solving real-life problems.
Procedure:
1. Teacher provides a drill on dividing three-to four-digit numbers with and without remainder.
2. The class reviews the place value chart. Teacher lets the pupils write 30, 700, 2 000, and 40 000 on the chart.
3. She asks:
a. How many zeroes there are for each number?
b. Who among you are given daily or weekly allowances?
c. What do you do with your allowances?
d. What is the importance of saving?
e. What are your ways of saving and earning extra money?
4. The class reads and solves this problem: Eric has saved PhP 4 000 from his daily allowance. He wants to change his cash to 100-peso bills. How many bills will this
amount be equal to?
5. Teacher allows the pupils to use different strategies in dividing numbers by 10, 100, or 1 000 and numbers with zeroes in the dividend. She calls volunteers to explain their
strategies.
6. Teacher encourages the pupils to generalize the concepts learned.
7. The class answers the Formative Assessment on pp. 102-103.
LCs in Focus: a. divides 3- to 4-digit numbers by 1-to 2-digit numbers without and with remainder. (M4NS-If-54.3)
b. divides 3- to 4-digit numbers by tens or hundreds or by 1 000 without and with remainder. (M4NS-If-54.4)
I. Knowledge
A. Find the quotient. (1 point)

1. 675 ÷ 9
2. 8565 ÷ 4
3. 643 ÷ 12
4. 9215 ÷ 6
5. 7 890 ÷ 23
6. 360 ÷ 6
7. 4200 ÷ 10
8. 600 ÷ 100
9. 9000 ÷ 1 000
10. 7 200 ÷ 800
11. 1 600 ÷ 200
II. Process
B. Solve and explain your answer. (4 Points)

1. Suppose you have 300 minutes for rest and recreation every day. List the 5 important activities that you want do and tell how minutes will be spent
for each activity. Each activity will have the same number of minutes.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Scoring:
4 – Computations are accurate and correct and the written explanation is clear.
3 – Computations are accurate and correct but written explanation is not clear.
2 – Computations are accurate and correct but written explanation is incorrect.
1 – Computations are inaccurate and incorrect and written explanation is incorrect.
0 – There is no attempt to solve the problem.
ACTIVITY # 18 Estimating Quotients

LCs in Focus:
a) estimates the quotient of 3- to 4-digit dividends by 1- to 2-digit divisors with reasonable results. (M4NS-Ig-55.2)
Core Values/LGP Integration: Saving power or energy/ Prepare the learners to participate responsibly in the world of work, family, community, nation, and Church
Procedure:
1. Teacher gives an advance assignment to interview their parents about how much they spend weekly on gasoline and the distance of their home from the school.
2. Teacher asks the class to form Type C Grouping and allows the pupils to share their answers to the following questions:
a. How much does your family spend weekly on gasoline?
b. How far is your home to the school?
3. Then the class shares their realization from the data that were shared to them. Teacher leads the pupils to realize that farther distances result to higher gasoline expense.
She challenges them to think of ways to conserve gasoline consumption.
4. Teacher presents a situation to class: Mr. And Mrs. Samson want to know if they have enough fuel for their family trip. They still have more than half a tank of fuel. A
regular family car can carry 42 liters of gasoline. How many kilometers can they still travel with that much of fuel? A car on an average can run for 275 kilometers with 25
liters of gasoline. Estimate its fuel consumption. (Fuel consumption is the relationship between the number of kilometers a vehicle could run for 1 liter of gasoline.
5. Teacher asks volunteers on how to estimate the answer. She leads them to share similarities and differences when estimating products. She introduces and discusses what
compatible numbers are and how they help in estimating for the quotients.
6. She lets the pupils reinforce their skills in estimating quotients by answering the Formative Assessments on pages 108-110.
ACTIVITY #19 Dividing Numbers Mentally

LCs in Focus:
a) divides mentally 2- to 3-digit numbers by 1-digit numbers without remainder using appropriate strategies. (M4NS-Ig-52.3)
Core Values/LGP Integration: Safety tips in riding the elevator/ Prepare the learners to participate responsibly in the world of work, family, community, nation, and Church
Procedure:
1. Teacher shows the pupils a picture of an elevator.
a. How many of you have already experienced riding an elevator?
b. Can you share your experiences in riding an elevator?
c. How many people can elevator carry?
d. What happens when more than the required number of people rides the elevator?
e. What are the safety tips in riding an elevator?
3. Teacher introduces this word problem: A group of people are attending a gathering at the 30 th floor of a building. The elevator can carry 8 people at a time. How many
times does the elevator have to go up and down to bring 144 people to the 30 th floor?
4. Teacher asks:
a. Can you work on the problem mentally?
b. What strategy can you use to find the answer?
c. Will renaming the numbers help you divide easily the numbers? How?
d. Is using multiplication as a reverse operation helpful in dividing numbers mentally? Why?
5. She lets the pupils reinforce their skills in dividing numbers mentally by working on problems on page 115.
6. She lets pupils share with a partner the strategy used in dividing numbers mentally.
7. Teacher gives Formative Assessment on page 116.
ACTIVITY # 20 One-step Word Problems Involving Division

LCs in Focus:
a) solves routine and non-routine problems involving division of 3- to 4-digit numbers by 1- to 2-digit numbers including money using appropriate problem solving
strategies and tools. (M4NS-Ih-56.3)
Core Values/LGP Integration: Persistence/ Challenge learners to realize their full potential in solving real-life problems.
Procedure:
1. The class recalls the strategies learned in solving word problems.
2. Teacher asks the class to solve this word problem: A Cebu furniture company has to deliver 102 couches to a department store. One delivery truck can fit 12 couches. How
many delivery trucks will be used to deliver all the couches? How many couches will be in the partially filled truck?
3. Teacher leads the class to follow the steps in solving routine and non-routine problems.
a. Step 1 Understand: What do we know? What is asked?
b. Step 2 Plan: What strategy can we use to solve this problem?
c. Step 3 Solve: Solve the equation.
d. Step 4 Look back: Ask yourself the following questions: Did you use the correct strategy? Does the answer make sense? Is there another strategy you can use?
4. The pupils may use a diagram to illustrate the solution to the problem.
5. The pupils work on the activities on pages 143-145 to reinforce their skills in solving word problems.
6. Teacher leads the pupils to generalize the concepts on solving word problems.
7. The class answers a Formative Assessment on page 126.
LCs in Focus:
a) estimates the quotient of 3- to 4-digit dividends by 1- to 2-digit divisors with reasonable results. (M4NS-Ig-55.2)
b) solves routine and non-routine problems involving division of 3- to 4-digit numbers by 1- to 2-digit numbers including money using appropriate problem solving
strategies and tools. (M4NS-Ih-56.3)
I. Knowledge
1. Estimate the quotient. Find the solution. (3 points each)

1. 2 678 ÷ 14
2. 4 690 ÷ 23
3. 3 169 ÷ 35
4. 4 876 ÷ 28
5. 5 321 ÷ 32
6. 7 654 ÷ 35
7. 8 721 ÷ 27
8. 2 218 ÷ 41
9. 8 324 ÷ 39
II. Process
2. Solve and explain your answer. (4 Points)

1. There will be 1 102 people at a large party. Six people will sit at each table. How many tables will be filled? How many people will sit at a table that
is not filled?
ACTIVITY # 21 Multi-step Word Problems Involving Division

LCs in Focus:
a) solves multi-step routine and non-routine problems involving division and any of the other operations of whole numbers including money using appropriate
problem solving strategies and tools. (M4NS-Ih-56.4)
b) creates problems involving division without or with any other operations of whole numbers including money, with reasonable answers. (M4NS-Ii-57.3)
Core Values/LGP Integration: Persistence/ Challenge learners to realize their full potential in solving real-life problems.
Procedure:
1. Teacher shows a headline or clip about a recent calamity that happened in our country.
a. What are the ways on how to help the community rise from this calamity. She encourages them to suggest projects that would do to earn money or get donations they can
give to the people affected by the calamity.
2. Teacher leads the pupils to develop a sense of nationalism and sympathy. She encourages them to take action whenever someone calls for help and lets them realize that
someday, they will reap the good things they do to others.
3. The class reads the story: The Homemakers’ Club made some cakes to sell at a school fair to raise money for the outreach project. The canteen distributed four cakes for
sale. Each cake was then cut into five slices and sold. There were a total of 90 slices of cake to sell. How many cakes did the club make?
4. Teacher asks volunteers to solve the problem by using the steps previously learned.
5. She also shows the answer using the part-whole strategy and by drawing blocks or models.
This block represents the total number of cakes.
Cakes from the canteen. Cakes that the Homemakers’ Club made
5 5 5 5 This block represents the number of slices the cakes

were cut.
6. Teacher encourages the pupils to share their strategies when working out problems that use more than one operation.
7. She lets the pupils reinforce their skills in solving multi-step word problems by working on more activities in the book: Focus, Take a Leap and Make Meaning on pages
134-137.
ACTIVITY # 22 Order of Operations
LCs in Focus:
a) represents and explains Multiplication, Division, Addition, Subtraction (MDAS) correctly. (M4NS-Ii-61.1)
b) performs a series of two or more operations. (M4NS-Ij-62.1)
Core Values/LGP Integration: Accuracy/ Challenge learners to realize their full potential in solving real-life problems.
Procedure:
1. Using flash cards, teacher reviews the class on basic operation facts: addition, subtraction, multiplication, and division.
2. She asks the pupils why it is important for them to know the basic operations. She also emphasizes the importance of accuracy when solving number problems.
3. Teacher shows this equation to class: 30÷ 2 x 5 + 10 – 3.
Which of the two solutions is correct?
First Solution Second Solution

30÷ 2 x 5 + 10 – 3 30÷ 2 x 5 + 10 – 3
= 30÷ (2 x 5) + 10 – 3 = (30÷ 2) x 5 + 10 – 3
= (30÷ 10) + 10 – 3 = (15 x 5) + 10 – 3
= (3 + 10) – 3 = (75 + 10) – 3
= 13 – 3 = 85 – 3
= 10 = 82
4. Teacher explains that in solving equations involving mixed operations, there are rules to follow. These are called rules of order of operations known as MDAS Rule.
MDAS stands for multiplication, division, addition, and subtraction.
5. She explains each rule to class and shows how each equation is solved.
a. If addition and subtraction are used in the row, we follow the order of operations from left to right.
Example:
a.) 65 + 15 – 20 = (65 + 15) – 20
= 80 – 20
= 60
b.) 90 – 50 + 34 = ( 90 – 50) + 34
= 40 + 34
= 74
b. If multiplication and division are used in a row, we follow the order of operations from left to right.
a.) 6 x 5 ÷ 3 = (6 x 5) ÷ 3
= 30 ÷ 3
= 10
b.) 35 ÷ 5 x 4 = (35 ÷ 5) x 4
=7x4
= 28
c. If the expression has three or more operations, first do multiplication or division in order from left to right, then do addition and subtraction in order from left to
right.
6. The she asks the following questions:

a. Based on the two solutions given earlier to solve 30÷ 2 x 5 + 10 – 3, which solution was correct?
(According to the rules, the second solution is correct.)
30÷ 2 x 5 + 10 – 3
= (30÷ 2) x 5 + 10 – 3
= (15 x 5) + 10 – 3
= (75 + 10) – 3
= 85 – 3
= 82
b. Why is it important to learn the MDAS Rules?
7. To reinforce their skills, teacher lets the pupils answer the activities on Focus, Take A leap, and Make Meaning on pages 142-143, textbook.
LCs in Focus:
a) solves multi-step routine and non-routine problems involving division and any of the other operations of whole numbers including money using appropriate
problem solving strategies and tools. (M4NS-Ih-56.4)
b) represents and explains Multiplication, Division, Addition, Subtraction (MDAS) correctly. (M4NS-Ii-61.1)
c) performs a series of two or more operations. (M4NS-Ij-62.1)
I. Solve the following equations.
1. 8–3x2=
2. 15 + 8÷ 4 x 2 =
3. 8÷2x4+5=
4. 6 + 6 x 3 -4 =
5. 12 ÷ 4 x 3 + 6 – 4 =
6. 14 – 3 x 2 + 6 =
7. 8÷8x8+8=
8. 6x6+6÷6–6=
II. Solve. Write the solution and the answer with label. (4 points each)
9. The total cost of a calculator and a small bag is P 845. The bag costs P 257 less than the calculator. How much does the calculator cost?
10. Peter saved P 15 a day for 7 days. Then he saved P 20 a day for 9 days. How much did he save altogether?
Quarter Assessment follows.
INTEGRATIONPERFORMANCE TASK:
Core Values/LGP Integration:
1. Challenge learners to realize their full potential in solving real-life problems.
2. Bring Christian perspectives to bear on human understanding, skills and values of the learners.
3. Are dynamic and encourage differentiation, diversity and synergy amongst learners that are friendly, caring and respectful.
4. Ensure that the learners translate knowledge into something useful in actual practice for the betterment of society and the Church.
5. Prepare the learners to participate responsibly in the world of work, family, community, nation and Church.
Materials/Resources: folder, bondpaper, fastener
Procedure:
1. Present the performance task to the students. Let them identify the components of the performance task.
You are the Lower Grades Student Affairs Council President. As a leader of the council, you were asked by your SAC Moderator to prepare a budget for a one-week live out
seminar-workshop of student leaders in NIR to be held in Dumaguete City, Negros Oriental. You will present this budget next week to the LG-SAC Moderator and school
administrators for approval. Use the four fundamental operations of whole numbers in solving for the budget needed in the seminar-workshop. Be able to come up with a detailed
breakdown of probable expenses for the attendance in the seminar and an estimate of the number of participants who can attend the seminar given a P25 000 peso-budget by the
school. Your work will be graded in terms of accuracy of computations, demonstration of understanding of the task, and organization of ideas.
2. Explain the scoring rubric to the students. Provide them with copies of the rubric so they will know how to monitor their work.
Standards 4 3 2 1
Accuracy of Computations Computations are accurate Computations are accurate

Computations are correct but Most of the computations and
and supported with correct and supported with correct
(50%) interpretation is incorrect. interpretations are erroneous.
and detailed interpretation. interpretation.
The work shows a deep
understanding of the task
Demonstration of the The work shows a broad
including the ability to The work is not complete
Understanding of the Task understanding of the problem The work shows lack of
identify the appropriate indicating that the parts of the
and the major concepts understanding of the task.
(30%) mathematical concepts and problem are not understood.
necessary for its solution.
the information necessary for
its solution.
The report shows logical and Parts of the report may still The report lacks logical
Organization of Ideas The report shows a logical sequence and has little
interesting sequence, is easy be re-sequenced to make the
sequence and shows evidence evidence of preparation.
(20%) to follow and shows detailed ideas clearer and easier to
of preparation.
evidence of preparation. follow.
3. Let students do their task.
ACTIVITIES FOR INTEGRATION

Materials/Resources: handouts
Procedure:
1. Let the students put their ideas together by filling up the concept map found below.
1.
2.
3.
4.
Preliminary Concepts
Real World Application Numbers and Number Sense Operations
1.
2.
3.
4. 2. Distribute copies of the sheet to the students and let them complete the “After the Lesson” column.
Before the Lesson Problem-solving Strategies
Numbers and Number Sense After the Lesson
Agree Disagree Agree Disagree
1. 1. ways of reading and writing numbers, depending on how the place value of a number is positioned.
There are many
2. To compare2.whole numbers, we start from the digit with the least value.
3. Some digits3.in a whole number can have the same value but different place values.
4. To give an approximation of a number, we need to know how to round off numbers.
4.
5. When adding, subtracting, multiplying, or dividing whole numbers, numbers must be written vertically by aligning the
digits.
6. In dividing whole numbers, we also use subtraction and multiplication.
7. In solving a series of operations involving the four basic operations, multiplication is always performed first.
8. After solving a problem, one must check for the reasonableness of the answer.
9. Some problems have more than one answer, no answer or require additional information.
10. There is only one effective strategy to solve a real life problem involving whole numbers.
3. Let students reflect on the performance task. Ask them to complete the journal below.
Reflections on the Performance Task
1. What are the factors that you consider important in contributing to the success of the task?
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
2. To what extent did your knowledge, skills and understanding of whole numbers and the four fundamental operations help you perform the task?
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
3. How did the performance task help you see the real world use of the topic?
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
4. Let the students complete the synthesis journal below to point our the key ideas which they value most in the unit.
What did I do? What did I learn? How can I use it?
5. Ask the essential question and let the students point out which ideas in the concept map answer the essential question. Gather the students’ ideas and ask them to infer
the Big Idea from their answers. Process students’ ideas and have them articulate in their own way the enduring understanding they see.
6. Let the students revisit all the activities, journals, assessments and the performance task which were done in class. Post the Lasallian Guiding Principles on the board
and let the students which among the LGPs did they apply in the unit.
Lasallian Guiding Principles
1. Challenge learners to realize their full potential in solving real-life problems.
2. Bring Christian perspectives to bear on human understanding, skills and values of the learners.
3. Are dynamic and encourage differentiation, diversity and synergy amongst learner that are friendly, caring and respectful.
4. Ensure that the learners translate knowledge into something useful in actual practice for the betterment of society and the Church.
5. Prepare the learners to participate responsibly in the world of work, family, community, nation, and Church.
Look back on the activities presented in the module. Choose one LGP above and explain how the activities in the module help you attain it.
QUARTERLY ASSESSMENT
***Nothing follows***

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g4 Learning Guide First Quarter Sy 2017 18

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Subject: MATH-4 Unit Title: NUMBERS AND NUMBER SENSE

Quarter: I Prepared By:

Content Standard: Performance Standard:

Lasallian Guiding Principles (LGP) for Integration:

TRANSFER GOAL: CORE VALUES FOR INTEGRATION: MEANING-MAKING GOAL:

9. multiplies mentally 2-digit by 1-to 2-digit numbers with products up to

SCAFFOLD FOR TRANSFER

WRITTEN WORKS (40%)

GUIDED GENERALIZATION TABLE (Answer Key)

TEXT (or video) 1: TEXT (or video) 2: TEXT (or video) 3:

Explanation (Reason): Explanation: Explanation:

COMMON IDEAS IN THE EXPLANATION/REASONS (Generalization):

QUARTERLY ASSESSMENT (20%)

4 pts: The computation is correct and the written explanation is clear.

ACTIVITIES #4 AND #5:

ACTIVITY #20: ONE-STEP ACTIVITY#21: MULTI-STEP

UNIT LEARNING PLAN FLOW

NOTE FOR THE FIRST QUARTER:

NOTE FOR THE FIRST QUARTER:

HOOK ACTIVITY: Problem Solving using the MDAS/ESSENTIAL QUESTION/DIAGNOSTIC TEST

6. Administer the diagnostic test.

ACTIVITY #2: Reading and Writing Numbers Up to Hundred Thousand

Taiwanese 93 407 Japanese 8 841

Chinese 81 186 United Kingdom 8 729

Americans 20 603 Germans 8 098

Australians 15 237 Hongkong Nationals 7 591

Thousands Period Units Period

Hundred Thousands Ten Thousands Thousands Hundreds Tens Ones

ACTIVITY #3: Place Value and Value of Numbers Up to Hundred Thousand

5. Teacher lets the pupils answer a formative assessment in their notebooks.

Place Value Value

6. The class checks together the work.

ii. Teacher asks these process questions:

3. Teacher administers the summative assessment.

Summative Assessment #1 (25 points)

Numeral Place Value Value

II. Write the standard form for each number word.

6. two hundred thousand, forty-seven _____________

7. six million, three thousand, fifty _____________

8. eight hundred thousand, six hundred thirty-five _____________

III. Write each numeral in words.

10. 2 592 173 _________________________________________________________________

11. five hundred twenty-six thousand, three

13. seven hundred thousand, eighty-three

14. nine hundred fifty-three thousand, two

15. two hundred thousand, fourteen

ii. Then, they solve this problem.

Original Number Rounded to the Nearest tens

Original Number Rounded to the Nearest tens

Original Number Rounded to the Nearest tens

Original Number Rounded to the Nearest tens

4. Ask: a. Why do we round off numbers?

Number Nearest Hundreds Nearest Thousands Nearest Ten Nearest Hundred

2. Teacher asks the following questions:

4. Students answer formative assessments on pages 20-22, textbook.

ACTIVITY #6 Comparing Numbers Up to Hundred Thousand

4. The class answers the process questions:

Rank Country (or dependency) Population

3. Teacher shows the correct arrangement of the numbers.

Rank Country (or dependency) Population

4. Teacher asks the following questions:

Time Frame: 1 meeting

2. Teacher asks these process questions: