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Mathematics
Quarter 1 – Module 9:
Numbers and Number Sense
MATHEMATICS – Grade IV
Self-Learning Module (SLM)
Quarter 1 – Module 9: Numbers and Number Sense
First Edition, 2020

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ownership over them.

Development Team of the Module

Writers: Nelia G. Emboltorio, Jonahbelle J. Dumaup, Norie A. Laga, Joyce B. Kagi
Genesis M. Asumbra, Ryan Jay P Quiao, Didith F. Vertusio, Angelou T. Dimput
Jocelyn A. Magbanua, Analyn D. Tuhitum
Editors: Nida B. Gardose, Gerflor T. Lambino, May Leonor Frigiliana
Reviewer: Lorelie C. Salinas, Jay Sheen A. Molina
Illustrator and Layout Artist: Jerry G. Jayoma
Cover Art Designer:
Management Team: Allan G. Farnazo, CESO IV – Regional Director
Fiel Y. Almendra, CESO V – Assistant Regional Director
Ruth L. Estacio- Schools Division Superintendent
Carlos G. Susarno- Assistant Schools Division Superintendent
Gilbert B. Barrera – Chief, CLMD
Arturo D. Tingson Jr. – REPS, LRMS
Peter Van C. Ang-ug – REPS, ADM
Jade Palomar- REPS, Math
Lalaine SJ. Manuntag - CID Chief
Nelida Castillo- Division EPS In Charge of LRMS
Marichu R. Dela Cruz-Division ADM Coordinator
Roselyn G. Dardo- EPS Math

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Mathematics
Quarter 1 – Module 9:
Numbers and Number Sense
Introductory Message
For the facilitator:

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

and Number Sense!

This module was collaboratively designed, developed and reviewed by educators

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

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

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

Notes to the Teacher

This module aims to provide knowledge
and skills to develop ability with trust and
self – confidence in guiding the learners.

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

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For the learner:

Welcome to the Mathematics – Grade IV Self-Learning Module (SLM) on Number

and Number Sense!

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

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

This module has the following parts and corresponding icons:

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

What I Know This part includes an activity that aims to

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

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

the current lesson with the previous one.

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

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

What is It This section provides a brief discussion of

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

What’s More This comprises activities for independent

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

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or

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 skill into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

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

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

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

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

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 What I Need to Know

This module was designed and written with you in mind. It is here to help
you master the Numbers and Number Sense. The scope of this
module permits it to be used in many different learning situations. The
language used recognizes the diverse vocabulary level of students. The
lessons are arranged to follow the standard sequence of the course. But
the order in which you read them can be changed to correspond with the
textbook you are now using.

Before answering the different activities, may we remind you to please

wash your hands, sanitize your ballpens, calculators, pencils, and other
gadgets. Always remember to keep safe, wear you face mask, and
maintain social distancing.

This module is divided into four lessons, namely:

 Lesson 1 – Representing and Explaining a Series of Operations

 Lesson 2 – Performing a series of Two Different Operations
Applying Multiplication, Division, Addition, and
Subtraction (MDAS).
 Lesson 3 – Performing a series of Three Operations Applying
Multiplication, Division, Addition, and Subtraction
(MDAS).
 Lesson 4 - Performing a series of Three or More Different
Operations Applying Multiplication, Division, Addition,
and Subtraction (MDAS).

After using this module, you are expected to:

Perform a series of two or more operations applying Multiplication,

Division, Addition, Subtraction (MDAS) correctly (M4NS-Ij-62.1).

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 What I Know

A great day to start with another module! Before you go through

with this module, let us check if how far you know about performing
series of operations by answering the activity below. Read and
understand each item carefully. Encircle the letter of the correct answer.

1. Evaluate the expression: 4 + 2 x 5 – 3= ____.

a. 9 b. 10 c. 11 d. 12
2. The sum of 2 numbers is 21. The difference of 2 numbers is 3.
What are the numbers?
a. 11 and 10 b. 12 and 10 c. 12 and 9 d. 12 and 8
3. Use the digits 3, 7, and 6 once to make the statement true
x - = 39.
a. 3 x 7 – 6 = 39 c. 3 x 7 – 7 = 39
b. 6 + 7 – 3 = 39 d. 6 x 7 – 3 = 39
4. Evaluate the expression, D x 9 – D ÷ D + 7 , if D is 3.
a. 30 b. 31 c. 32 d. 33
5. Write the correct. Write the correct symbols in the box to make the
expression right using MDAS. 16 8 4 = 8.
a. +, - b. -, + c. ÷, x d. x, ÷
6. In the number sentece, 3 x 8 – 6 ÷ 3 +2 = N. What is the value of N?
a. 24 b. 23 c. 22 d. 21
7. Mrs. Mari has 32 pupils in her class. Fourteen of them are girls. One
rainy day, 12 boys were absent. How many boys were present that
day?
a. 4 b. 6 c. 8 d. 10
8. Perform the given series of operations using MDAS rule.
5 x 3 + 20 ÷ 4 - 12
a. 6 b. 8 c. 10 d. 12
9. Verify if the number sentence is correct. 76 – 8 x 6 = 28
a. Yes, the correct is 28. c. No, the correct answer is 72.
b. Yes, the correct answer is 82. d. No, the correct answer is 27.
10. What is N in 3 x 4 – 12 ÷ 4 = N?
a. 0 b. 3 c. 9 d. 12

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Lesson
Representing and Explaining
1 a Series of Operations
A new day to begin with a new module! Do you know that in day
to–day living we are applying MDAS? After using this module, you are
expected to represent and explain Multiplication, Division, Addition,
Subtraction (MDAS) correctly.

Learning Objectives:
1. Represent and explain a series of operations applying MDAS rule.
2. Write the rule in performing series of operations applying MDAS.
3. Show patience in a difficult situation.

What’s In

Here is another activity to apply your prior knowledge on the four

fundamental operations in Mathematics.

Supply the missing number in the space provided.

1. 20 x 3 = ______ 4. 33 + 12 = ______
2. 12 x 4 = ______ 5. 13 + 27 = ______
3. 72 ÷ 8 = ______ 6. 25 - 9 = ______

What’s New

This module focuses on the MDAS rule. MDAS rule is a rule to

follow when we are going to solve a series of operations, that is the four
fundamental operations of real numbers (Multiplication, Division,
Addition, and Subtraction).

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Look at the Number Sentences below, then answer the questions
that follow.

5 x 4 ÷ 2 + 3 -6 = N 3 x 5 + 8 – 6 ÷2 = N 55 + 20 – 5 x 2 = N

Questions:
1. How many operations are there in each number? ________________
2. Have you encountered this kind of problem? ____________________
3. If you solve this kind of problem, what are you going to do?_________
4. Would you ask assistance or help from your elder siblings/parents?__
5. Why?___________________________________________________

What is It

In a series of operations, certain rules must be followed to arrive at

one specific answer. Here, the MDAS rule must be followed correctly to
get the right answer. The MDAS stands for the four basic operations
(Multiplication, Division, Addition, and Subtraction).

Below is the MDAS rule:

Rule 1: Multiply or Divide first in order as they come from left to right.
Rule 2: Add or Subtract in order as they come from left to right.

Study the given examples below:

1. If the multiplication and division are used in a row, we follow the order
of operations from left to right.

a. 5x4÷2 +3–6 Left to right – Rule 1: Multiply first

= 20 ÷ 2 + 3 – 6 Left to right – Rule 1: Divide
= 10 +3–6 Left to right – Rule 2: Add
= 13 – 6 Rule 2: Subtract
= 7

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 b. 10 ÷ 2 x 6 – 5 + 7 Left to right – Rule 1: Divide
=5x6–5+7 Left to right – Rule 1: Multiply
= 30 – 5 + 7 Left to right – Rule 2: Subtract
= 25 + 7 Rule 2: Add
= 32

c. 3x5+8–6÷2 Left to right – Rule 1: Multiply

= 15 + 8 – 6 ÷ 2 Left to right – Rule 1: Divide
= 15 + 8 – 3 Left to right – Rule 2: Add
= 23 – 3 Rule 2: Subtract
= 20

2. If addition and subtraction are used in a row, we follow the order of

operations from left to right.

a.) 55 + 20 – 5 Left to right – Rule 2: Add

= 75 –5 Rule 2: Subtract
= 70

b.) 85 – 50 + 30 Left to right – Rule 2: Subtract

= 35 + 30 Rule 2: Add
= 65

What’s More

A. Fill in the box with the correct rule in performing series of

operations. Number one is done for you.

1.) 15 – 2 x 3 Rule 1: Multiply

15 – 6 Rule 2:Subtract
9 = Answer

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2.) 25 + 6 x 4

25 + 24

11 = Answer

3.) 60 ÷ 4 x 5

15 x 5

75 = Answer

4.) 60–12+10 x 2 ÷ 5

60–12+ 20 ÷ 5

60–12+ 4

48 + 4

52 = Answer

5.) 35 ÷ 5 x 8 – 10 + 9

7 x 8 – 10 + 9

56 – 10 + 9

46 + 9

55 = Answer

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B. Read and understand the given solutions in performing series of
operation.

Explain the Rule. Write your answer inside the box.

Number one is done for you.

1.) 4 – 3 + 2 x 6 ÷ 2 Perform Rule 1 - Multiply first, then Divide,

4 – 3 + 12 ÷ 2 then Perform Rule 2 - Subtract, and then
4–3+6 Add.
1+6
7

2.) 32 ÷ 8 x 6 – 9 Perform Rule 1 - ________ first, then

4x6-9 ________, then Perform Rule 2 - ______
24 - 9
15

3.) 50 ÷ 10 + 6 x 5 Perform Rule 1 - _______ first, then

5+6x5 _______, then Perform Rule 2 - _______.
5 + 30
35

4.) 5 x 7 – 9 + 20 Perform Rule 1 - _______ first, then

35 – 9 + 20 Perform Rule 2 - _______, and then
26 + 20 ________.
46

5.) 12 + 8 x 9 - 5
Perform Rule 1 - ______ first, then Rule 2
12 + 72 - 5 - ________, and then _________.
84 - 5
79

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 What I Have Learned

Fill in the blanks to complete the statement.

To perform a series of operations, the MDAS rule must be

followed. The MDAS stands for the 4 basic operations-
M______________, D___________, A_____________ and
S______________.

Rule 1: Perform ______________ or ______________ operation in

order from left to right.
Rule 2: Perform ______________ or ______________ operation in
order from left to right.

What I Can Do

Here is another activity that lets you apply what you have learned
about MDAS Rule by relating it to real life situations.

A. Fill in the table below. Explain how to solve the number sentence by
writing the MDAS rule. Number one is done for you.

Number Sentence What operation should be perform first?

1.) 4 x 5 + 3 = N. Multiplication

2.) 30 ÷ 6 + 9 = N

3.) 9 x 7 - 4 = N.

4.) 40 ÷ 20 + 15 = N

5.) 90 - 30 x 2

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B. Explain the Rule on how to perform a series of operations.
Write your answer inside the box.

1.) 6 x 8 – 9 + 20
35 – 9 + 20
26 + 20
46

2.) 12 + 8 x 9 - 5
12 + 72 - 5
84 - 5
79

Additional Activities

I hope you had a good time going over this module. For you to
determine have much you’ve learned, answer the given activities below:
State the rule in performing series of operation:
Rule 1: ________________________________________________
Rule 2: ________________________________________________

Very good! You did a great job! You’re now ready for the next lesson.

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Lesson
Performing a Series of Two
2 Different Operations
Hello Kids! It’s a new day and a new learning to explore. Do you
know that performing series of operations is mostly applied in our day-to-
day living? Hope you will have a joyful learning experience for today!

Learning Objectives:
1. Perform a series of two different operations applying multiplication,
division, addition, and subtraction (MDAS).
2. Write a solution in performing series of operation.
3. Be helpful in the family.

What’s In

Here is another activity to apply your knowledge from yesterday’s

lesson.

Complete the table below:

Expression First operation to Next operation to

perform perform
1.) 36 ÷ 9 x 4 – 8
2.) 9 + 8 x 5 – 3
3.) 100 – 7 x 8 + 4
4.) 13 + 27 – 2 x 5
5.) 20 ÷ 4 + 6 x 2

What’s New

This module focuses on performing series of two different

operations applying Multiplication, Division MDAS Rule correctly.

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Read the situation below and answer the questions that follow.

Ervin was helping his mother in their store when a delivery

man delivered 20 dozens of eggs at Php80 per dozen. If a delivery
man gave him a change of Php400, how much is Ervin’s money?

Questions:
1. Who helped mother in the store? ____________________________
2. How many dozens of eggs were delivered to them? _____________
3. If you were Ervin, will you help your parents? Why? _____________
4. What are the given data? ________________________________
5. What are the operations to be used? _____________________

What is It

In performing series of two different operations, MDAS rule

must be followed to arrive at the correct answer. MDAS stands for
Multiplication, Division, Addition, Subtraction.
Study the MDAS Rule below:

 RULE 1: Multiply or Divide first as they occur from left to right.

 RULE 2: Next, Add or Subtract as they occur from left to right.

Study the example below:

400 + 20 x 80 = _____ We can see that there are 2

operations: addition (+) and
400 + 20 x 80 multiplication (x). Starting from the
left going to the right, do RULE 1,
400 + 1,600 since there is a multiplication.

Then, do Rule 2. Perform addition.

2,000
Therefore, 400 + 20 x 80 = 2,000

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Remember: Perform Rule 1-Multiplication or Division first
before you perform Rule 2 - Addition or Subtraction

What’s More

A. Fill in the box with the correct number to arrive at the correct
answer.

1.) 35 – 5 x 3 2.) 20 x 4 + 5 3.) 35 ÷ 7 x 4

35 – +5 x4

20

B. Perform a series of two different operations. Show your solution.

1.) 25 x 2 ÷ 10 2.) 50 ÷ 5 + 12 3.) 9 + 6 x 8 4.) 9 x 6 ÷ 3

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 What I Have Learned

Fill in the blanks with the correct answer. Choose your answer
inside the box.

Addition Multiplication left Four

Subtraction Division right MDAS

In performing series of operations, the ________ rule must be

followed to get the correct answer. MDAS stands for the ____ basic
operations - Multiplication, Division, Addition and Subtraction. The Rules
say that perform first the ___________________ or
___________________ as they occur from ___________________ to
___________________. Then, perform ___________________ or
___________________ in order from left to right.

What I Can Do

Here is another activity that lets you apply what you have learned
about MDAS by relating it to real life situations.
Solve the problem following the MDAS Rule.
1. Ana bought 2 kilograms of kalamansi at Php15.00 per kilogram. If she
received a change of Php20.00 from a kalamansi vendor, how much
money did she give?

2. Allan has Php500.00. He bought 3 boxes of pizza at Php120.00 each.

How much money was left?

3. Use the digits 3, 7 and 6 once to make the statement true.

_____ x _____ - _____ = 39

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4. Insert the operation in the box to get the highest whole number
possible answer.
5 6 7
5. Insert the operation in the box to get the least whole number possible
answer.
7 8 9

Additional Activities

Perform the following series of operations. Show your solution.

1. 18 ÷ 2 + 5 2. 6 + 15 ÷ 3 3. 36 ÷ 6 x 10

You did a great job! You’re now ready for the next lesson.

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Lesson
Performing a Series of Three
3 Operations Applying MDAS
Good morning kids. I hope you have a good sleep last night. Are
you ready for the challenging activities today? But before you do these
activities, you must eat first your breakfast.
Learning Objectives:
1. Perform a series of two or more operations.
2. Write the solution in solving series of operations.
3. Show love for work.

What’s In

Let’s see kids if you remember our lesson yesterday about

performing 2 different operations.

Write T if the mathematical statement or equation is true and F if it

is false. Write your answer on the blank.
____________ 1.) 42 ÷ 3 + 4 = 18
____________ 2.) 8 x 4 – 4 = 8
____________ 3.) 18 + 6 ÷ 6 = 19
____________ 4.) 7 – 5 x 1 = 15
____________ 5.) 32 – 10 + 6 = 16

What’s New

Study the situation below and answer the questions that follow.

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 Mrs. Santos asked her two Grade 4 pupils, Allan
and Arvin, to answer the equation 5 + 9 x 2 – 6 = N
showing solutions on the board.
They came up with the following solutions:

Allan’s answer Arvin’s answer .

5 +9x2-6 5+9x2-6
= 14 x 2 -6 = 5 + 18 - 6
= 28 – 6 = 23 – 6
= 22 = 17

Questions:
1. Who are the two pupils asked by Mrs. Santos to answer the problem?
2. What grade are in the two pupils?
3. Who do you think has the correct answer? Why?

Remember:
Arvin has the correct answer. He followed the MDAS rule .
He multiplied first 9 by 2 then, he added 5 and subtracted 6 to get 17.

What is It

In order to answer the following activity, Kids remember the rule in

MDAS.

M ultiplication Multiplication or division should be done,

whichever
D ivision comes first in the order as they come from left
to right.
A ddition Next, Addition or Subtraction should be done,
whichever
S ubtraction comes first in the order as they come from left
to right.
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Example : 7 + 6 x 4 ÷12 7 + 6 x 4 ÷ 12 Rule 1

7 + 24 ÷ 12 Rule 1

7+ 2 Rule 2

Thus, 7 + 6 x 4 ÷ 12 = 9.

What’s More

A. Match the number sentences in Column A with the answers in

column B. Write the letter of the correct answer in the blank.

Column A Column B
________ 1. 42 ÷ 6 + 8 – 2 A. 22
________ 2. 5 + 4 x 6 ÷ 4 B. 17
________3. 28 + 9 – 4 x 5 C. 13
________ 4. 25 + 10 – 9 ÷ 3 D. 15
________ 5. 40 – 20 + 10 ÷ 5 E. 32
F. 11

B. Evaluate the following expressions by writing the correct answer in

the blank to make the number sentence correct.

1. 12 ÷ 3 + 8 - ___ = 6 4. 84 ÷ 3 - ___ x 4 = 20
2. 30 – 45 ÷ 5 + ___ = 24 5. 12 – 3 + 18 ÷ 2 = ____
3. 12 ÷ 4 x ___ - 10 = 5

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 What I Have Learned

In performing a series of three operations, follow the MDAS rule.

1. What is MDAS? M _______ D ________ A ________ S__________
2. What are the rules in MDAS? The rule says that:(1)_____________
or divide first in the order as they come from (2) _________ to right.
Then, (3)___________ or (4)________ first in the order as they come
from left to right.

What I Can Do

Write the correct operation symbols in the box to make the number
sentence correct.

1. 60 42 ÷ 14 + 2
60 3 + 2
57 2
59

2. Use the digits 5, 6, 7, and 8 to make the expression results to 39.

x ― + = 39

Evaluate the following expressions below.

3. 20 ÷ 4 x 6 – 4

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4. 3 x 6 ÷ 9 + 7.

5. 7 x 3 + 9 – 15

Additional Activities

Evaluate the expression if D = 3.

D x 9 – D ÷ D + 7 = ______

Good Job! You are now ready to explore further in

performing 3 or more operations.

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Lesson Performing a Series of Three or

4 More Different Operations Applying

MDAS
Hello kids. Welcome to a new day. Let’s do our daily routine in
keeping us safe and healthy. Let’s wash our hands with soap. Dry with
clean hand towel. Sanitize our hands with alcohol and stretch to the right
and left. Wear our mask and be ready to do the challenge for the day.

Learning Objectives:
1. Performs a series of three or more different operations.
2. Write the solution in performing series of three or more operations
3. Be helpful to others.

What’s In

Let’s see kids if you remember our lesson yesterday about performing 2
or more different operations.

Write the correct answer in the blank.

_____1. 12 ÷ 3 + 4 - 2 _____4. 7 – 5 x 1 + 15
_____2. 5 x 4 – 4 + 8 _____5. 32 – 10 + 6 ÷ 6
_____3. 14 + 6 ÷ 6 - 9

What’s New

Study the situation below and answer the questions that follow.

Mario was absent for a week because he was sick. When he went back
to school, he had to take a test. Items for the test given are shown on
the next page.

1. 18 – 12 + 4 x 3 2. 2 x 6 ÷ 4 + 12 – 5 3. 9 + 7 x 2 – 4 ÷ 4

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Questions:
1. Do you think Mario can answer the test correctly? Why?
2. What do you think will he do?
3. If you were his classmate, what would you do to help him?
4. What do you feel when you help someone? Why?

What is It

In order to answer the test of Mario, Kids remember the rule in MDAS.
M ultiplication Multiplication or division should be done, whichever
D ivision comes first in the order as they come from left to right.
A ddition Next, Addition or Subtraction should be done, whichever
S ubtraction comes first in the order as they come from left to right.

Example : 7 + 6 x 4 ÷12 ― 3 7 + 6 x 4 ÷ 12 ― 3 Rule 1

7 + 24 ÷ 12 ― 3 Rule 1
7+ 2 ―3 Rule 2
9 ―3 Rule 2
6
Thus, 7 + 6 x 4 ÷ 12 ― 3 = 6

What’s More

A. Match the number sentences in Column A with the answers in

column. Write the letter of the correct answer in the blank.

Column A Column B
________ 1. 12 ÷ 6 + 8 – 2 x 4 A. 22
________ 2. 5 + 4 x 6 ÷ 4 - 7 B. 17
________3. 8 + 9 ÷ 3 – 4 x 2 C. 3
________ 4. 2 x 2 + 10 – 9 ÷ 3 D. 28
________ 5. 40 – 20 + 10 ÷ 5 x 4 E 11
F. 2
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B. Evaluate the following expressions. Write the correct answer in
the blank to make the number sentence correct. You can get the
answer inside the box below.

5 3 2 10 4 8

1. 21 ÷ 3 + 8 - __ x 2 = 5 4. 4 x 4 ÷2 + 5 – 3 = ____
2. 15 + 10 ÷ 2 – 6 x 3 = ___ 5. 12 – 3 + 8 ÷ 2 x ___= 25
3. 12 ÷ 4 x ___ - 4 + 5 = 10

What I Have Learned

In performing a series of three or more operations, follow the

__________ rule. The rules say that (1) ___________ or ____________
first in the order as they occur from left to right. Then (2) ___________or
_____________ in the order as they occur from left to right.

What I Can Do

Evaluate the expressions below.

1. 20 ÷ 4 x 6 – 4 + 4 4. 7 x 3 + 9 – 15 ÷ 5
2. 3 x 6 ÷ 9 + 7 – 5 5. 6 x 5 ÷ 5 – 3 + 12
3. 15 x 2 ÷ 5 + 6 – 3

Additional Activities

Write True if the equation is correct and False if it is wrong.

__________1. 54 + 9 x 2 ÷ 6 –13 = 44
__________2. 18 + 3 – 4 x 8 ÷ 8 = 15

Excellent work! You’re now ready for the next set of activities.

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 Assessment

Read and understand the situation.

Encircle the letter of the correct answer.

1. In the number sentence, 4 x 3 + 5 ÷ 5 – 6 = N, what is N?

a. 8 b. 7 c. 6 d. 5
2. Evaluate the expression in 8 + 2 x 5 – 7= ____.
a. 9 b. 10 c. 11 d. 12
3. Use the digits 4, 8 and 6 once to make the statement true.
x - = 44
a. 6 x 8 – 4 = 44 c. 4 x 8 – 6 = 44
b. 6 + 8 – 4 = 44 d. 6 x 8 – 8 = 44
4. Evaluate the expression, T x 9 – T ÷ T + 7, if T is 5.
a. 50 b. 51 c. 52 d. 53
5. Write the correct symbols in the box to make the expression right
using MDAS. 24 4 4 = 24
a. +, - b. -, + c. ÷, x d. x, ÷
6. What is the value of N in 4 x 8 – 9 ÷ 3 +2 = N.?
a. 34 b. 33 c.32 d. 31
7. Mrs. Mirasol has 45 pupils in her class. Nineteen of them are girls.
One afternoon, 15 boys were absent. How many boys were present
that day?
a. 5 b. 7 c. 9 d. 11
8. What is N in the expression 7 x 3 + 20 ÷ 5 - 12
a. 9 b. 11 c. 13 d. 15
9. Verify if the number sentence is correct. 80 – 9 x 5 + 15 = 55
a. Yes, the correct answer is 55.
b. Yes, the correct answer is 45.
c. No, the correct answer is 50.
d. No, the correct answer is 77.
10. What operation should be done first in the expression below?
4 – 30 x 12+2
a. addition b. multiplication
c. subtraction d. division

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 Answer Key

What I Know
1.c 2. c 3. d 4. d 5. c 6. b 7. b 8. B 9. a 10. c
Lesson 1 Lesson 2 Lesson 3 Lesson 4
What’s In What’s In What’s In What’s In
1. 60 4. 45 1. division, multiplication 1. T 2. F 1. 6 2. 24
2. 48 5. 40 2. multiplication, addition 3. T 4. F 3. 6 4. 17
3. 9 6. 16 3. multiplication, subtraction 5. F 5. 23
4. multiplication, addition
5. division, multiplication
What’s New What’s New What’s New What’s New
1.) 3-4 operations 1. Ervin 1. Allan & Arvin 1, No, because he was absent
2.) Yes/No 2. 20 2. Grade 4 for a week due to sickness.
3.) Answer may vary 3. yes, I love my parents 3. Arvin, 2. He will ask help from his
classmate to explain on how to
4.) Answer may vary 4. 20 dozen, Php80, because he
solve problem
5.) Answer may vary Php400 followed the rule 3. Yes, I will help Mario
5. multiplication and of MDAS 4. I feel happy because I made
addition one person happy too.
What’s More What’s More What’s More What’s More
A. 2. Rule 1: Multiply A. A. A.
Rule 2: Add 1.15 1. C 1. F
3. Rule 1: Divide 2. 80, 85 2. F 2. A
Rule 1:Multiply
3. 5, 20 3. B 3. C
4. Rule 1: Multiply
Rule 1: Divide 4. E 4. E
Rule 2: Subtract B. 5. A 5. D
Rule 2: Add 1. 5 B. B.
5. Rule 1: Divide 2. 22 1. 6 1. 5
Rule 1: Multiply 3. 57 2. 3 2. 2
Rule 2: Subtract 3. 5 3. 3
4.18
Rule 2: Add 4. 20 4. 10
B. 2. Divide, Multiply, Subtract
5. 18 5. 4
3. Divide, Multiply, Add
4. Multiply, Subtract, Add
5. Multiply, Add, Subtract
What I Have Learned What I Have Learned What I Have What I Have Learned
Learned
Multiplication MDAS 1. Multiplication, 1. Multiplication, Division,
Division 4 Division, Addition, Addition, Subtraction
Addition Multiplication Subtraction 2. 1. +
Subtraction 2. 1. Multiply
Division 2. x
Multiplication 2. Left
Division Addition 3. Add 3. -
Addition Subtraction 4. Subtract 4. ÷
Subtraction
What I Can Do What I Can Do What I Can Do What I Can Do
2. Division 1. Php50.00 1. - 1. 30
3. Multiplication 2. Php140.00 2. 6x7-8+5=39 2. 9
4. Division 3. 6x7-3 or 7x6-3 3. 26 3. 9
5. Multiplication
4. +, x 4. 27
B. 1. Multiply first, then subtract,
then add 5. +, - 4. 9 5. 15
2. Multiply first, then add, then
subtract 5. 15

Additional Activity Additional Activity Additional Additional Activity

Activity
1. Do Multiplication or Division as 1. 14 33 1. True
they occur from left to right 2. 11 2. False
2. Do addition or subtraction as they 3. 60
occur from left to right
ASSESSMENT
1. B 2. C 3. A 4. B 5. C 6. D 7. D 8. B 9. C 10 C

24
References

Books:

Tabilang, A., Arce, I., Pascua, R., Calayag, N., Dacuba, L., Borais, D.,
Buemia, R., Collao, M., Morandante, L., Danao, A., Gonzaga, L., Brione,
I. and Daganta, A., 2015. Mathematics 4 Teachers Guide. 1st ed. Pasig
City: Lexicon Press, Inc.

Tabilang, A., Arce, I., Pascua, R., Calayag, N., Dacuba, L., Borais, D.,
Buemia, R., Collao, M., Morandante, L., Danao, A., Gonzaga, L., Brione,
I. and Daganta, A., 2015. Mathematics 4 Learner’s Material. 1st ed.
Pasig City: Lexicon Press, Inc.

Chingcuangco, Odelia G. Soaring High With Mathematics 4 Teachers

Manual, 2019.

Creag, H., 2019. Real-Life Mathematics Grade 4. 1st ed. Quezon City:

ABIVA PUBLISHING HOUSE, Inc., pp.2-6.

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

For inquiries or feedback, please write or call:

Department of Education – SOCCSKSARGEN

Learning Resource Management System (LRMS)

Regional Center, Brgy. Carpenter Hill, City of Koronadal

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

Email Address: region12@deped.gov.ph

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