Module in SPEC 108: Teaching Math in the Primary Grades

Module 1: Whole Numbers

LESSON
1 Place Value
Lesson Outcomes
At the end of the lesson, the student should be able to:
 Identify the place value and value of a digit in the numeral;
 Read and write numbers through 9 000 in symbols and in words; and
 Solve word problems involving place value.

Did You Know?

By the end of the 7th century, decimal numbers begin to appear in inscriptions in
Southeast Asia as well as in India. Some scholars hold that they appeared even earlier. A 6th
century copper-plate grant at Mankani bearing the numeral 346 (corresponding to 594 CE) is
often cited. But its reliability is subject to dispute. The first indisputable occurrence of zero (0)
in an inscription occurs at Gwalior in 876 CE, containing a numeral “270” In a notation
surprisingly similar to ours.

Let’s Discuss

Our numeration system is called Hindu-Arabic or Decimal System. Unlike other

numeration systems such as the Roman Numeration, the Hindu-Arabic system uses place value
which makes it easier to read numbers. Let us take a look at the following place value chart.
PLACE VALUE CHART
THOUSANDS HUNDREDS TENS ONES
1000 100 10 1

In a four-digit number, the place value of each digit from left to right are: thousands,
hundreds, tens and ones.
The place value chart below shows the number 4 728. How do we read this number?
PLACE VALUE CHART
Place Value in Words THOUSANDS HUNDREDS TENS ONES
Place Value in Figures 1000 100 10 1
Given Number 4 7 2 8

The number 4 728 is read as “four thousand, seven hundred twenty-eight”. The table
below shows the place value and value of each digit in the number 4 728. Observe that the
value is simply the product of the digit and its place value.

Digit Place Value

word figure Value
8 ones 1 8x1=8
2 tens 10 2 x 10 = 20
7 hundreds 100 7 x 100 = 700
4 thousands 1000 4 x 1000 = 4000

One way of making students visualize place value is by using blocks such as ones shown.
The number represented by the blocks is 1 thousand, 1 hundred, 1 ten, and 1 one or 1000 +
100 +10 + 1 which equal to 1 111.

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 Module in SPEC 108: Teaching Math in the Primary Grades

Let’s Do These

Instead of using blocks, an alternative material to use are drinking straws. Place straws in the
container labelled ONES PLACE, starting with one straw, two, three, and so on up to ten.
When it reaches ten, show that 10 ones may now be renamed as 1 ten by binding the ten
straws with a rubber band and placing it in the container labelled TENS PLACE. Repeat the
process a few more times.
What happens when there are already 10 bundles each with ten straws in the container
labelled TENS PLACE?
Since 10 tens equal 1 hundred, then we may bundle together the 10 tens straws and
place them in the container labelled HUNDREDS PLACE. It shows that 10 tens equal 1
hundred.

Let’s Recall

 The place values in a 4-digit number are thousands, hundreds, tens and one’s place.
 The value of each digit in a numeral is the digit multiplied by its place value.

Let’s Practice

A. Give the place value and value of the digit 8 in each numeral.

Number Place Value Value

1. 395
2. 955
3. 8903
4. 5908
5. 2973
6. 1093
7. 492
8. 925
9. 9215
10. 7890

B. Write the following in words.

1. 591 _________________________________________________________
2. 408 _________________________________________________________
3. 3450 _________________________________________________________
4. 9205 _________________________________________________________
5. 156 _________________________________________________________
6. 5890 _________________________________________________________
7. 568 _________________________________________________________
8. 7480 _________________________________________________________
9. 639 _________________________________________________________
10. 1099 _________________________________________________________

C. Write the following in symbols.

1. four hundred fifty
2. two thirty-six
3. four thousand, nine hundred eighty
4. seven thousand, seven hundred fifty-seven
5. five thousand, six
6. one hundred, eight
7. nine hundred, twenty-five
8. three hundred, sixty

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 Module in SPEC 108: Teaching Math in the Primary Grades

9. five hundred, fifty-five

10. nine thousand, six hundred two

D. Answer the following.

1. A number has 5 tens and 2 more ones than tens. What is the number?
2. A number has 8 ones and 2 fewer tens than ones. What is the number?
3. A number has 6 tens and the same number of ones as tens. What is the number?
4. A 4-digit number has a 6 in the thousands place, a 9 in the ones place and 0s
elsewhere. What is the number?
5. What 3-digit number has the number 5 as its digit in the tens place and the digit in
the hundreds place twice as big as the digit in the ones place?

Let’s Create

Find all possible numbers that satisfy the following conditions:

1. The number has four digits.
2. The ones digit is twice the hundreds digit.
3. The tens digit is one more than the ones digit.

LESSON
2 Addition of Whole Numbers
Lesson Outcomes

At the end of the lesson, the student should be able to:

 Visualize the concept of addition;
 Add one to three-digit numbers; and
 Solve word problems involving addition.

Did You Know?

According to news update published on CNN Philippines, the latest finding registered
a total of 534 new islands in the Philippines which is more than the 400 previously announced.
From just 7 107 the Philippines now has a total of 7 641 islands.

Let’s Discuss

Originally, the Philippines has a total of 7 107 islands. Lately, 534 new islands are
added which makes our total number of islands as 7 641. It means that 7 107 + 534 = 7 641.

In the addition sentence 7 107 + 534 = 7 641, 7 107 and 534 are called addends while
7 641 is called sum. Addends are the numbers being added while sum is the result in addition.

Addition is the process of putting two or more numbers or things together. For
instance, let us illustrate the following: 3 mangoes added by 4 mangoes total 7 mangoes.

+ =
The illustration above clearly shows that to find the total number of mangoes, we can
simply count them from left to right. The addition sentence would be 4 + 3 = 7.
Another way to illustrate addition is through block model which is shown below.

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 Module in SPEC 108: Teaching Math in the Primary Grades

4 3

7
Properties of Addition
1. Commutative Property of addition (CPA)
You learned above that 4 + 3 = 7. What would the answer be if we change the order of
the addends into 3 + 4?
3 4

7
It shows that 4 + 3 = 3 + 4 = 7. This is called Commutative Property of Addition. It
says that the order of the addends does affect the sum.

2. Associative Property of Addition (APA)

Another property of addition is Associative Property. It says that changing the

grouping of the addends does not affect the sum. For example, the sum of (8 + 7) + 2 is
equal to the sum of 8 + (7 + 2).

(8 + 7) + 2 = 8 + (7 + 2)
15 + 2 = 8 + 9
17 = 17
3. Identity Property of Addition (IPA)
The Identity Property states that the sum of a number and zero is the same number.

Examples:
8+0=8 0 + 35 = 35 1+0=1

Adding Two- to Three- Digit Numbers

To add two- to three- digit numbers, follow the steps below.

Step 1: Arrange the numbers in column so that digits of the same place value are aligned.
For example, let’s find the sum of 74 and 162.

Hundreds Tens Ones

Place Place Place
7 4
+
1 6 2
___________________________________

Step 2: Add the digits in the ones place, tens place, then the hundreds place.

Hundreds Tens Ones

Place Place Place
7 4
+
1 6 2
___________________________________
6
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 Module in SPEC 108: Teaching Math in the Primary Grades

In the tens place, since 7 tens plus 6 tens total 13 tens, then rename 13 tens as 1 hundred
and 3 tens; write the 3 tens in the tens digit of the sum and regroup the 1 hundred with the
hundreds digits of the addends, then add.
Hundreds Tens Ones
Place Place Place

7 4
+
1 6 2
___________________________________
2 3 6

The sum of 74 and 162 is 236.

Let’s Do These

Conduct the activity in groups of five students.

Find the sum of the following:

1. Number of chairs and tables in the classroom
2. Amount of daily allowance of the members of the group
3. Number of members of the families of the members of the group
4. Ages of all members of the group
5. Number of students in all year levels in school

Let’s Recall
 Addition is the process of putting together two or more numbers.
 The numbers being added are called addends while the answer is called sum or total.
 Commutative Property of Addition (CPA) states that the order of the addends does not affect
the sum. Associative Property of Addition (APA) states that changing the grouping of the
addends does not affect the sum, while Identity property of Addition (IPA) says that when
zero is added to a number, the sum is the number.

Let’s Practice

A. Speed Test
Answer the following basic addition facts as fast and as accurate as you can.
Time Started: __________ Time Ended: ___________
1. 3 + 3 = _____ 11. 9 + 6 = _____ 21. 5 + 5 = _____ 31. 15 + 8 = ____
2. 4 + 6 = _____ 12. 11 + 8 = _____ 22. 4 + 7 = _____ 32. 5 + 6 = ____
3. 8 + 4 = _____ 13. 2 + 5 = _____ 23. 2 + 5 = _____ 33. 3 + 8 = ____
4. 7 + 3 = _____ 14. 4 + 7 = _____ 24. 3 + 6 = _____ 34. 7 + 4 = ____
5. 9 + 3 = _____ 15. 6 + 8 = _____ 25. 8 + 2 = _____ 35. 6 + 4 = ____
6. 10 + 7 = _____ 16. 5 + 7 = _____ 26. 5 + 7 = _____ 36. 7 + 8 = ____
7. 8 + 6 = _____ 17. 2 + 6 = _____ 27. 7 + 8 = _____ 37. 8 + 7 = ____
8. 9 + 5 = _____ 18. 7 + 5 = _____ 28. 3 + 7 = _____ 38. 6 + 5 = ____
9. 7 + 7 = _____ 19. 5 + 7 = _____ 29. 4 + 5 = _____ 39. 6 + 6 = ____
10. 9 + 8 = _____ 20. 5 + 6 = _____ 30. 7 + 3 = _____ 40. 7 + 5 = ____

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 Module in SPEC 108: Teaching Math in the Primary Grades

B. Give the missing addend or sum. Then identify the property of addition shown in
each number. Write CPA, APA and IPA only.

1. 4 + 8 + 7 = _____ + 8 + 4 __________________________
2. (7 + 2) + _____ = 7 + (2 + 5) __________________________
3. _____ + 9 = 10 __________________________
4. 11 + 8 = 8 + _____ __________________________
5. 56 + 0 = ______ __________________________
6. 5 + 6 + _____ = 4 + 6 + 5 __________________________
7. (9+3) + 4 = _____ + (9+4) __________________________
8. 7 + ______ = 11 __________________________
9. _____ + 7 = 7 + 13 __________________________
10. 98 + 2 = __________________________

C. Solve the following problems.

1. Elena has 24 eggs. Melba has 12 eggs more than Elena. How many eggs do the two
girls have in all?
2. At the mall, Lina spent $245 on the first store and $150 in the second store. After
which, he has $120 left. How much money did he start with?
3. Anarose and Annaluz each picked a number from a box. Anarose number is twice
as large as that of Annaluz. The sum of their numbers is 42. What is Anarose
number?
4. Nicol has 5 books. Czarina has 4 books more than Nicol. How many books do the
two girls have in all?
5. Lina buy a dress worth of $250 and Shoes worth of $499. How much money did he
cost?

D. Use the properties of addition to solve the following.

1. 2 + 4 + 6 + … + 18 + 20 =
2. (39 + 73) + 61 =
3. 12 + 28 + 37 + 58 + 79 =
4. 888 + 888 + 888 + 888 + 888 =
5. 606 + 602 + 601 + 607 + 608 + 603 =
6. 3 + 6 + 9 + … + 27 + 30 =
7. (29 + 34) + 74 =
8. 17 + 29 + 39 + 63 + 82 =
9. 555 + 555 + 555 + 555 + 555 =
10. 732 + 735 + 737 + 731 + 736 + 739 =

Let’s Create
1. Peter sells ice cream for a living. On Monday his revenue was 150 dollars. On Tuesday,
his revenue was 100 dollars. Finally, on Wednesday, his revenue was 50 dollars. How
much is Peter’s revenue so far?

2. John has 800 dollars in his checking account. He received from his job a check for
1,200 dollars and deposit the amount in his checking account. How much money does
he have in his checking after the deposit?

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 Module in SPEC 108: Teaching Math in the Primary Grades

LESSON
3 Subtraction of Whole Numbers
Lesson Outcomes

At the end of the lesson, the student should be able to:

 Visualize the concept of subtraction;
 Relate subtraction with addition;
 Subtract one to three-digit numbers; and
 Solve word problems involving subtraction;

Did You Know?

The saltwater crocodile (Crocodylus porosus), is the largest of all living reptiles. It is
found in suitable habitats from Northern Australia through Southeast Asia to the eastern coast
of India. An adult male saltwater crocodile’s weight is 409 to 1 000 kilograms and length is
normally 4.1 to 5.5 meters.

Let’s Discuss

Subtraction is another operation we need to learn as it is very useful in daily life.

Subtraction is the process of taking away one number from another. For instance, if an older
saltwater crocodile has a length of 6 meters while the younger has a length of 4 meters, then
what is the difference in their lengths?

To find the difference, we subtract 4 from 6. Let us represent this situation using an
illustration.
difference

older

younger
The illustration shows that the difference between 6 and 4 is 2. It means that
6 – 4 = 2.
Another way to show this is by using the inverse operation of subtraction which is
addition. That is 4 + ____ = 6. So what should be added to 4 to get a sum of 6? This shows that
subtraction is like finding the missing addend.
In 6 – 4 = 2, 6 is called minuend. It is the number being subtracted from. The number
4 is called the subtrahend or the number used to subtract. Then, 2 is called difference or
remainder, which is the answer in subtraction.
Subtraction is the inverse operation of addition. It means that 6 – 4 = 2 may be
translated into an addition sentence which is:
Subtraction Sentence Addition Sentence
6–4=2 2+4=6
or
4+2=6
Subtraction of Two to Three-Digit Numbers
Let us learn how to subtract two- digit numbers by solving the following word
problems.

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 Module in SPEC 108: Teaching Math in the Primary Grades

Problem 1:
James has $79. He bought a piece of sandwich at $25. How much money does he have
left?
To solve the problem, we subtract 25 from 79.
To subtract two- digit numbers, we may use the following steps:
Step 1: Arrange the numbers so that digits of the same place value fall on the same column.

Tens Ones
Place Place
7 9
-
2 5
___________________
4
Step 2: Subtract the ones digits. Since the ones digit of the minuend is 9, which is greater than
that of the subtrahend, which is 5, then we can proceed to subtraction right away.
Tens Ones
Place Place
7 9
-
2 5
___________________
4
Step 3: Subtract the tens digits.
Tens Ones
Place Place
7 9
-
2 5
___________________
4
Therefore, 79 – 25 = 54 or James had $54 left.
Problem 2:
Enya has a collection of 342 keychains. Of these, 157 are foreign and the rest are
Philippine made. How many of her keychains are Philippine made?
To find the answer, subtract 157 from 342.
Step 1: Arrange the numbers in column.
Hundreds Tens Ones
Place Place Place

3 4 2
-
1 5 7
___________________________________
2 3 6
Step 2: Subtract the digits in the ones place.
Observe that 2 ones of the minuend is less than 7 ones of the subtrahend. In this case,
rename 4 tens of the minuend as 3 tens and 10 ones, then regroup the 10 ones with 2
ones to make 12 ones. Now subtract 7 from 12.
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 Module in SPEC 108: Teaching Math in the Primary Grades

Hundreds Tens Ones

Place Place Place

3 12

3 4/ 2/
-
1 5 7
___________________________________
5
Step 3: Subtract the tens.
Since 3 tens of the minuend is again smaller than 5 tens of the subtrahend, then rename
3 hundreds of the minuend as 2 hundreds and 10 tens, then regroup 10 tens with 3 tens
to make 13 tens. Subtract the tens digits.
Hundreds Tens Ones
Place Place Place

2 13 12

3/ 4/ 2/
-
1 5 7
___________________________________
1 8 5
Step 4: Subtract the hundreds digits.
Therefore, Enya has 185 Philippine-made keychains.

Let’s Do These

Look for a partner then find the difference between:

1. the amount of your weekly allowance
2. number of siblings
3. approximate distance of house from school
4. amount of time spent studying per day
5. number of pets at home

Let’s Recall

 Subtraction is the process of taking away. It is also the inverse operation of addition.
 Minuend is the number being subtracted from; subtrahend is the number used to subtract
while difference is called to the answer in subtraction.

Let’s Practice

A. Speed Test.
Answer the following. Be sure to indicate the time you start and end.
Time Started: __________ Time Ended: ___________
1. 7 – 2 = ____ 11. 13 – 6 = ____ 21. 10 – 7 = ____ 31. 14 – 7 = _____
2. 5 – 4 = ____ 12. 14 – 9 = ____ 22. 20 – 8 = ____ 32. 12 – 6 = _____
3. 8 – 5 = ____ 13. 17 – 9 = ____ 23. 12 – 8 = ____ 33. 18 – 9 = _____
4. 6 – 3 = ____ 14. 18 – 8 = ____ 24. 11 – 5 = ____ 34. 10 – 5 = _____
5. 4 – 1 = ____ 15. 11 – 9 = ____ 25. 13 – 8 = ____ 35. 16 – 8 = _____
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 Module in SPEC 108: Teaching Math in the Primary Grades

6. 9 – 6 = ____ 16. 15 – 4 = ____ 26. 14 – 3 = ____ 36. 20 – 10 = ____

7. 2 – 1 = ____ 17. 19 – 7 = ____ 27. 18 – 7 = ____ 37. 11 – 9 = _____
8. 5 – 3 = ____ 18. 7 – 5 = ____ 28. 11 – 10 =____ 38. 13 – 7 = _____
9. 6 – 5 = ____ 19. 16 – 6 = ____ 29. 15 – 7 = ____ 39. 19 – 6 = _____
10.8 – 4 = ____ 20. 13 – 8 = ____ 30. 14 – 10 =____ 40. 15 – 8 = _____

B. Find the missing addend.

1. 6 + ____ = 13 6. ____ + 7= 16
2. 7 + ____ = 18 7. ____ + 11 = 19
3. 4 + ____ = 11 8. ____ + 5 = 13
4. 8 + ____ = 14 9. ____ + 2 = 15
5. 9 + ____ = 18 10. ____ + 3 = 17

C. Find the difference.

1. 45 2. 36 3. 356 4. 467 5. 875
-____
18 -____
17 -____
84 - ____
144 - ____
389

6. 50 7. 76 8. 154 9. 256 10. 380

- 25
____ -____
36 -____
74 -____
154 -____
160

D. Solve the following word problems.

1. Melvin harvested 179 mangoes. Christian harvested 59 mangoes less than Melvin.
How many mangoes did Christian harvest?
2. Tina and Clara have a total savings of $950. Clara saved $99 more than Tina. How
much did each student save?
3. Ramon has $670. He spent $159 on food, $135 for his fare, $280 for his project and
saved the rest. How much did he save?
4. Catrina spent $250 for her cosmetics, $380 for her dress and $200 for her sandals.
How much did she spent?
5. Shane buy 12 eggs. Jessa buy 6 eggs less than Shane. How many eggs did Jessa
buy?

Let’s Create

1. Peter has 20 dollars in his pocket. He buys a 32 ounces vanilla ice cream for 8 dollars.
How much is Peter’s change?
2. Suppose that a car dealer has an inventory of 15,258 Honda Accord they have to sell
by the end of 2008. Suppose they don’t meet their goals and sell only 12456 Honda
Accord by the end of 2008. How many cars are left in the back yard?
3. At a local supermarket, a box of cereal usually costs 5.56 dollars. This week, the
supermarket sells the box of cereal for 3.42 dollars. How much money will you save if
you buy this cereal at this supermarket?

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 Module in SPEC 108: Teaching Math in the Primary Grades

LESSON
4 Multiplication of Whole Numbers
Lesson Outcomes

At the end of the lesson, the student should be able to:

 Express multiplication as repeated addition;
 Identify the properties of multiplication;
 Master the basic multiplication facts; and
 Solve multi-step word problems involving addition, subtraction and
multiplication.

Did You Know?

The giraffe (Giraffa camelopardalis) is an African even-toed ungulate mammal and the
tallest living terrestrial animal in the world. It stands 5-6 m tall and has an average weight of
830 kg for females and about twice as much for males.

Let’s Discuss

In Did You Know?, the average weight of the male giraffe is around twice that of the
female. The word “twice” means double or multiply by 2. Since the average weight of a female
giraffe is 830 kg, then that of the male is around 830 x 2 which is 1 660 kg.

Multiplication as Repeated Addition

In the multiplication sentence 830 x 2 = 1 660, 830 and 2 are called factors while 1
660 is called product.
Find the sum of the following.
1. 4 + 4 + 4 + 4 + 4 + 4 + 4 =
2. 3 + 3 + 3 + 3 + 3 + 3 + 3 + 3 =
3. 8 + 8 + 8 + 8 + 8 + 8 =
In the exercise above, observe that the same numbers are being added repeatedly. In this
case, we can find the answer using another operation which is multiplication.
Multiplication is called repeated addition since adding the same number repeatedly
may be expressed as multiplication instead. Let’s take a look at the following examples.

Addition Multiplication Answer

1. 4+4+4+4+4+4+4 7 groups of 4 or 7 x 4 28
2. 3+3+3+3+3+3+3+3 8 groups of 3 or 8 x 3 24
3. 8+8+8+8+8+8 5 groups of 8 or 5 x 8 40

Basic Multiplication Facts

The basic multiplication facts are easy to memorize by using the Multiplication Table,
skip counting or the concept of multiples. Use of flashcards would be of great help too. The
multiplication table of 2, 3, and 4 are as follows:

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 Module in SPEC 108: Teaching Math in the Primary Grades

Table of 2 Table of 3 Table of 4

2x1=2 3x1=3 4x1=4
2x2=4 3x2=6 4x2=8
2x3=6 3x3=9 4 x 3 = 12
2x4=8 3 x 4 = 12 4 x 4 = 16
2 x 5 = 10 3 x 5 = 15 4 x 5 = 20
2 x 6 = 12 3 x 6 = 18 4 x 6 = 24
2 x 7 = 14 3 x 7 = 21 4 x 7 = 28
2 x 8 = 16 3 x 8 = 24 4 x 8 = 32
2 x 9 = 18 3 x 9 = 27 4 x 9 = 36
2 x 10 = 20 3 x 10 = 30 4 x 10 = 40

Properties of Multiplication
1. Commutative Property of Multiplication (CPM
When the order of the factors is changed, the product is still the same.
Example: 3x5=5x3
15 = 15

2. Associative Property of Multiplication (APM)

The grouping of the factors does not affect the product.
Example: (2 x 8) x 5 = 2 x (8 x 5)
16 x 5 = 2 x 40
80 = 80
3. Identity Property of Multiplication (IPM)
When a number is multiplied by 1, the product is the number itself.
Example: 10 x 1 = 10 1x6=6
4. Zero Property of Multiplication (ZPM)
Any number multiplied by zero is zero.
Example: 0x9=0 15 x 0 = 0

Let’s Do These

Activity: My Familys’ Grocery for a Week

Make a list the items and its estimated price .Compute for the total amount to be paid.

Let’s Recall

 Multiplication is repeated addition.

 The numbers being multiplied are called factors while the answer is called product.
 The properties of multiplication are:
 The identity Property states that the product of 1 and another number is the
number.
 Zero Property states that the product of any number and zero is zero.
 Commutative Property states that the order of the factors does not affect the
product.
 Associative Property shows that changing the grouping of the factors does not
Let’s Practiceaffect the product.

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 Module in SPEC 108: Teaching Math in the Primary Grades

A. Speed Test:
Complete the multiplication grid.

x 4 9 8 2 0 7 5 3 1 6
2
5
8
0
1
7
6
3
4
9
B. Give the multiplication sentence and the product.
1. 6 + 6 + 6 = ______________________________
2. 8 + 8 = ______________________________
3. 1 + 1 + 1 + 1 + 1 + 1 + 1 = ______________________________
4. 5 + 5 + 5 + 5 + 5 = ______________________________
5. 3 + 3 + 3 + 3 + 3 + 3 + 3 + 3 = ______________________________
6. 9 + 9 + 9 = ______________________________
7. 10 + 10 = ______________________________
8. 2 + 2 + 2 + 2 + 2 + 2 + 2 = ______________________________
9. 7 + 7 + 7 + 7 + 7 = ______________________________
10. 4 + 4 + 4 + 4 + 4 + 4 + 4 + 4 = ______________________________
C. Express the following as repeated addition.
1. 4 x 5 = ________________________________________________________
2. 6 x 6 = ________________________________________________________
3. 7 x 4 = ________________________________________________________
4. 8 x 2 = ________________________________________________________
5. 10 x 3 = _______________________________________________________
6. 1 x 9 = ________________________________________________________
7. 5 x 7 = ________________________________________________________

D. Fill in the blank with the number that will make the number sentence correct, then
identify the property shown by each number sentence.
1. ___ x 9 = 0; ____________________________________________________
2. 2 x ___ = 14; ___________________________________________________
3. 3 x ___ x 3 = 0; _________________________________________________
4. 4 x 2 = ___ x 4; _________________________________________________
5. 7 x ___ x 5 = 5 x 8 x 7; ___________________________________________
6. 6 x ___ = 0; ____________________________________________________
7. 4 x ___ = 16; ___________________________________________________
8. 1 x ___ x 1 = 0; _________________________________________________
9. 3 x 4 = ___ x 4; _________________________________________________
10. 9 x ___ x 3 = 3 x 2 x 9; ___________________________________________

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 Module in SPEC 108: Teaching Math in the Primary Grades

E. Solve the following problems.

1. Jan has 7 bags. Two bags contain 8 balls, three bags contain 6 balls and the rest of
the bags contain 5 balls. How many balls in all does Jan have in his bags?
2. Marice has twice as many marbles as Clarice while Clarice has thrice as many
marbles as Jhandy. If Jhandy has 5 marbles, how many marbles do the three girls
have in all?
3. Sylvia’s income is 500 dollars per week. How much does Sylvia makes every year?
4. There are 60 minutes in 1 hour. How many minutes are there in 12 hours?
5. An apartment has 4 bedrooms. Each bedroom has 3 bookcases. How many
bookcases are there in the apartment?

Let’s Create

1. Use any one-digit number and any operation to have a result of 12.
2. Continue the multiplication below. Look for the pattern and give the value of the n.
2x2=4
22 x 22 = 484
222 x 222 = 49284
.
.
222 222 222 x 222 222 222 = n

LESSON 5 Division of Whole Numbers

Lesson Outcomes

At the end of the lesson, the student should be able to:

 Relate division as repeated subtraction;
 Express division as inverse operation of multiplication;
 Find the quotients of basic division facts; and
 Solve multi-step word problems involving division and the other operations.

Did You Know?

Message from the human brain travel along nerves at up to 200 miles an hour (322
km/h).

Let’s Discuss

The process of division can be expressed as:

10 5
10 ÷ 2 = 5 or 2
=5 or 2 √10

where, 10 is called the dividend or the number being divided;

2 is called the divisor or the number that divides; and
5 is called quotient or the answer in the division.

Division as Repeated Subtraction

Division is called repeated subtraction. To answer the question, “How many 2s are in
10?”, we may either subtract 2 from ten repeatedly or simply divide.

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 Module in SPEC 108: Teaching Math in the Primary Grades

To find the number of 2s in 10 using repeated subtraction, we subtract 2 from 10

repeatedly until the difference is 0.
10 – 2 = 8
8–2=6
6–2=4
4–2=2
2–2=0
The process above shows that there are five 2s in 10.

Division as Inverse Operation of Multiplication

Division is inverse operation of multiplication. For instance, 10 ÷ 2 = 5 may be written
as 5 x 2 = 10 or 2 x 5 = 10. It means that
dividend ÷ divisor = quotient may be written as
divisor x quotient = dividend.
If you can master the basic multiplication facts, then division would also be easy. Let’s
have the following examples.

Division Sentence Multiplication Sentence Answer

72 ÷ 8 = ______ 8 x _____ = 72 Since 8 x 9 = 72, then 72 ÷ 8 = 9.
56 ÷ 7 = ______ 7 x _____ = 56 Since 7 x 8 = 56, then 56 ÷ 7 = 8.

Basic Division Facts

The division table of 2, 5, and 8 are shown below.
Table of 2 Table of 3 Table of 4
2÷2=1 5÷5=1 8÷8=1
4÷2=2 10 ÷ 5 = 2 16 ÷ 8 = 2
6÷2=3 15 ÷ 5 = 3 24 ÷ 8 = 3
8÷2=4 20 ÷ 5 = 4 32 ÷ 8 = 4
10 ÷ 2 = 5 25 ÷ 5 = 5 40 ÷ 8 = 5
12 ÷ 2 = 6 30 ÷ 5 = 6 48 ÷ 8 = 6
14 ÷ 2 = 7 35 ÷ 5 = 7 56 ÷ 8 = 7
16 ÷ 2 = 8 40 ÷ 5 = 8 64 ÷ 8 = 8
18 ÷ 2 = 9 45 ÷ 5 = 9 72 ÷ 8 = 9
20 ÷ 2 = 10 50 ÷ 5 = 10 80 ÷ 8= 10

Let us now apply all the operations we have learned by solving the following word
problem.
Michele has $100. She gave $35 to each of her two friends. She then spent a third of
the amount left. How much does she have now?
100

35 35

The illustration clearly shows that to find the amount left after Machel gave $35 each
to her two friends, we simply subtract 2 x 35 or 70 from 100, which is $30. Since she spent a
third of the remaining amount, then our next illustration would be
It shows that the amount left, which is $30, is to be divided into three equal parts. So,
30 ÷ 3 = 10. Since she spent a third of the remaining amount or $10, then what she has left is
30 – 10 = 20, Therefore, Machel has $20 left.
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 Module in SPEC 108: Teaching Math in the Primary Grades

Let’s Do These

Relate the properties of multiplication with division and see if they also work. Provide
your explanation by giving examples. Then make some generalizations.

Let’s Recall

 Division is called repeated subtraction. It is also considered as the inverse

operation of multiplication.
 The number being divided is called dividend; the number used to divide is
divisor and the result is called quotient.

Let’s Practice

A. Speed Test
Answer the following. Be sure to indicate the time you start and end.
Time Started: ___________ Time Ended: __________
1. 12 ÷ 3 = ___ 11. 60 ÷ 6 = ___ 21. 15 ÷ 3 = ___ 31. 66 ÷ 6 = ___
2. 21 ÷ 7 = ___ 12. 49 ÷ 7 = ___ 22. 72 ÷ 9 = ___ 32. 33 ÷ 3 = ___
3. 27 ÷ 9 = ___ 13. 50 ÷ 5 = ___ 23. 40 ÷ 4 = ___ 33. 99 ÷ 9 = ___
4. 18 ÷ 2 = ___ 14. 42 ÷ 6 = ___ 24. 48 ÷ 8 = ___ 34. 22 ÷ 2 = ___
5. 60 ÷ 3 = ___ 15. 56 ÷ 8 = ___ 25. 56 ÷ 7 = ___ 35. 0 ÷ 1 = ___
6. 72 ÷ 9 = ___ 16. 48 ÷ 6 = ___ 26. 54 ÷ 6 = ___ 36. 88 ÷ 8 = ___
7. 35 ÷ 7 = ___ 17. 70 ÷ 7 = ___ 27. 16 ÷ 2 = ___ 37. 28 ÷ 7 = ___
8. 36 ÷ 6 = ___ 18. 81 ÷ 9 = ___ 28. 9 ÷ 1 = ___ 38. 44 ÷ 4 = ___
9. 40 ÷ 8 = ___ 19. 24 ÷ 8 = ___ 29. 75 ÷ 5 = ___ 39. 55 ÷ 5 = ___
10. 12 ÷ 4 = ___ 20. 60 ÷ 5 = ___ 30. 77 ÷ 7 = ___ 40. 84 ÷ 4 = ___

B. Find the quotient by showing that division is repeated subtraction.

1. 32 ÷ 8
2. 49 ÷ 7
3. 44 ÷ 4
4. 56 ÷ 8
5. 60 ÷ 6
6. 35 ÷ 5
7. 66 ÷ 3
8. 28 ÷ 2
9. 72 ÷ 9
10. 96 ÷ 8

C. Find the missing number.

1. 9 x ____ = 36 6. 40 ÷ ____ = 10
2. 7 x ____ = 49 7. 21 ÷ ____ = 7
3. 8 x ____ = 80 8. 55 ÷ ____ = 11
4. ____ x 6 = 36 9. _____ ÷ 8 = 4
5. ____ x 5 = 35 10. ____ ÷ 2 = 9

D. Solve the following problems.

1. Marcus had 700 marbles. He gave away 175 marbles and put the remaining marbles
equally into 5 bags. How many marbles were there in each bag?
2. If 9975 kg of wheat is packed in 95 bags, how much wheat will each bag contain?
3. 89 people have been invited to a banquet. The caterer is arranging tables. Each table
can seat 12 people. How many tables are needed?
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 Module in SPEC 108: Teaching Math in the Primary Grades

4. How many hours are there in 1200 minutes?

5. A bus can hold 108 passengers. If there are 12 rows of seats on the bus, how many
seats are in each row?

Answer the following questions.

1. Tom had 63 apples. He divides all apples evenly among 9 friends. How many apples
did tom give to each of his friends?
2. Mark baked 195 cookies and divided them equally into 13 packs. How many cookies
did Mark put in each packet?
3. Nancy needs 5 lemons to make a glass of orange juice. If Nancy has 250 oranges, how
many glasses of orange juice can she make?

Module 1: Whole Numbers

Let’s Reflect
Make a Journal on How to Teach Whole Numbers the Easy Way. Be

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 Module in SPEC 108: Teaching Math in the Primary Grades

Module 2: Fractions

LESSON
1 The Concept of a Fraction
Lesson Outcomes
At the end of the lesson, the student should be able to:
 Illustrate fraction as a part of a whole, set, region and unit;
 Distinguish kinds of fractions; and
 Solve word problems involving fractions.

Did You Know?

Manny Pacquiao has won out of 69 bouts as of 2018.

Let's Discuss
60
Sixty wins out of 69 bouts may be written as which can be read as "sixty-sixty-
69
ninths." This is an example of a fraction.
Let's have another example.
Dovie brought home a plate of rectangular banana cake. She sliced the cake into 4 equal
parts. Her son, Jai, ate one slice of it. What part of the cake did Jai eat?

"What part" refers to a fraction? This means that fraction is a part of a whole. One
slice of a cake represents one-fourth in symbol is

numerator
1 fraction bar
denominator
4
The number above the fraction bar is called numerator. It tells the number of banana
cake Jai ate. The number below the fraction bar is called denominator. It tells the number of
equal parts into which the whole banana cake is divided.
60
In the fraction , 60 is the numerator and 69 is the denominator.
90

The fraction bar or the line that separates the numerator from the denominator is called
vinculum. Fractions could also be used to identify part of the set.
Example: In a jar, there are triangles. Two are small. What part of the triangle is are
small?

Since there are 2 small triangles and there are 6 triangles in all, small triangles represent
2
of the triangles.
6

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 Module in SPEC 108: Teaching Math in the Primary Grades

In this example, 2 is the numerator and 6 is the denominator.

Kinds of Fractions
Fractions can be classified as proper, improper and mixed power.
A proper fraction is a fraction whose value is less than 1. Its numerator is less than its
1 2
denominator. From the previous examples, 4and 5are proper fractions.
An improper fraction is a fraction whose value is equal to or greater than 1. Its
5 11
numerator is equal to or greater than its denominator. Examples are 5 and 3 .
7
A mixed number is composed of a whole number and the fractional part such as 1 9
3 1 1
and 4 5. A fraction with a numerator of one is called unit fraction. Examples are 6 and .
9

Let’s Do These

Perform the following tasks.

Activity 1
Conduct a group survey on the favorite color of the class. Find the part of the group
who like
A. Blue B. yellow C. pink
Activity 2
Conduct a group a gr survey on the favorite sports of the class. Find the part of the
group who like
A. Badminton B. basketball C. volleyball
Activity 3
Conduct a group survey of the favorite Original Pinoy Music (OPM) genres of the class.
Find the part of the group who like
A. Pop
B. Pinoy Rock
C. Hip Hop

Let’s Recall
 A fraction is of a region or set.
 A fraction is composed of numerator, denominator and a fraction bar are vinculum.
 Fractions can be classified as proper fraction, improper fraction or mixed number.

Let’s Practice

A. Identify the fraction shown by the shaded part.

1. 4.

2. 5.

3.

B. Color of the part of the set to show the given fractions.

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 Module in SPEC 108: Teaching Math in the Primary Grades

2
1. 6

1
2. 4

3
3. 5

1
4. 2

3
5. 8

C. What fraction is shown by the colored part?

1. _____

2. _____

3. _____

4. _____

5. _____

D. Identify the following as proper fraction, improper fraction, mixed number.

Maraaming
5 14 1 7
1. ½ 2. 8 3. 13 4. 5 4 5. 7 6.

E. Write the fraction being asked on the following problems.

1. Cherie scored 30 in a 40- item test. What fraction of the test did Cherie answer
incorrectly?
2. During the Liga, a friendly basketball competition among barangays, Team Bo-ok won
4 games out of 10 games that they played. What fraction of the total games played did
they lose?
3. The Grade 4 class of Badiangon Elementary school has 15 boys out of 26 learners.
What fraction of the class are girls?
4. In an aquarium with 13 fish, there are 6 gold fish. What fractions of the fish are gold
fish?
5. Girly found 15 books on underwater life and bought 7 of these to the table. What
fraction of the books on underwater life did she bring to the table?

Let’s Create
1
Show in different ways.
3

LESSON
2 Equivalent Fractions
Lesson Outcomes
At the end of the lesson, the students should be able to:
 Visualize equivalent fractions;
 Generate equivalent fractions from the given fractions;
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 Module in SPEC 108: Teaching Math in the Primary Grades

 Find the missing part of the equivalent fraction; and

 Solve word problems involving equivalent fraction and simplest form of fractions.

Did You Know?

Mars has 2 moons – Deimos and Phobos.

Let’s Discuss
1
We can say that Deimos is one out of two moons of mars which is 2 in fraction form.
One- half could be represented as this:

If we divide the same figure equally into 4 equally parts, the shaded figure represents
two-fourth as shown below.

We didn’t change the shaded region but we only divided the figure into smaller parts.
1 2 1 2
In this case, 2 and look different but they have same values. And are called
4 2 4
equivalent fractions.
The word equivalent means ‘equal’ or ‘same value’. So equivalent fractions are
fractions which are equal or with the same value.
1 2 1 2
If we take a look at and 4, becomes 4, by multiplying it by a fractions equal to 1,
2 2
2 1 2 2
which is . We can illustrate this as x = .
2 2 2 4
1
We can also generate more equivalent fractions for 2, by multiplying it by a fraction
equal to 1.

Study the Equivalent fraction chart below.

1 whole
1 1
2 2
1 1 1 1
4 4 4 4
1 1 1 1 1 1 1 1
8 8 8 8 8 8 8 8
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
16 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16
1 1 1
The Illustration above clearly shows that 2, is equal to two 4s or four 8s; It is also
1
equal to eight s;
16
16
Let us take another example. Let us give equivalent fractions for 20.
Sixteen-twentieth could be represented as follows:

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 Module in SPEC 108: Teaching Math in the Primary Grades

Minimizing the number of divisions of the same figure, we could illustrate it as

follows.

4 8 16 16
Thus, we can say that and are equivalent fractions of . By dividing by a
5 10 20 20
2 8 4
fraction equal to 1 which is 2, we came up with while dividing the same fraction by 4, we
10
4
get 5.
In other words, we can also generate equivalent fractions by dividing both numerators
and denominators by the same number.
If there are no more numbers that can exactly divide both numerator and denominator,
then the fraction is already in simplest form or lowest term.
3 5 5
For example, the fractions4, 9 and3 are already in simplest form.

Let’s Do These
Perform the following tasks.
Activity 1
Make five fractions equivalent to one-half using the fraction tiles. Sketch your work,
label the parts, shade each fraction, and name each fraction.
Activity 2
Make four fractions equivalent to one-third using the fraction tiles. Sketch your work,
label the parts, shade each fraction, and name each fraction.
Activity 3
Make three fractions equivalent to one-fourth using the fraction tiles. Sketch your work,
label the parts, shade each fraction, and name each fraction.
Activity 4
1 2 3
What patterns do you notice in fractions equivalent to ? ? ?
2 3 4

Let’s Recall
 Equivalent fractions are fractions that look different but have the same value.
 To find the equivalent fraction of a given fraction, multiply or divide its
numerator and denominator by the same number.
 To express a fraction in its simplest form, divide the numerator by the same
number until no number except 1 can divide both of them.
 Equivalent fractions are different fractions that name the same number.
 The numerator and the denominator of a fraction must be multiplied by the
same nonzero whole number in order to have equivalent fractions.

Let’s Practice

A. Give five equivalent fractions from the given fraction.

8 4 8
1. 3. 5.
20 24 10

2.
7 7 4
3. 4. 12 6. 8
12

B. Find the missing numerator or denominator to make the fractions equivalent

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 Module in SPEC 108: Teaching Math in the Primary Grades

5
1. = 21
7
12
2. = 40
10
4 16
3. =
6
5
4. = 24
5
5. =
3

C. Express in simplest form.

112 160
1. 6.
16 25

76 56
2. 7.
24 160

78 64
3. 8.
39 148

115 114
4. 9.
46 228

132 96
5. 10.
48 135

D. Solve the following problems.

1. There are 8 red apples and 4 Orange in the basket. How do you write the fraction
of the fruits that are orange in simplest form?
2. There are 30 pupils from the school who participated in a Science and Technology
Camp 2019. Ten of them are girls and the rest are boys. What fraction of the
school’s delegation are boys? Express your answer in its simplest form.
3. Twenty- eight people went to the Robinson Movie World to watch movie. Seven
of them watch frozen 2 and the rest watch Marvel infinity war. How do you write
the fraction of the people who watch frozen 2 in simplest form?
4. Luke saw 9 books about the solar system and its 9 planets. These were thick books
and so he thought that 2 of these would be enough. What fraction of the solar system
books did he barrow.
5. On the 10 books on fairy tales, girly borrowed 3. What fraction of the books on the
fairy tales did she borrow?

Let’s Create
3 6
Show that 4 and 8 are equivalent fractions in as many ways as possible.

LESSON
3 Comparing and Ordering Fractions
Lesson Outcomes
At the end of the lesson, the student should be able to:
 Visualize similar and dissimilar fractions;
 Compare fractions using relation symbols;
 Order fraction in increasing and decreasing order; and
 Solve word problems involving comparing and ordering fractions.
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 Module in SPEC 108: Teaching Math in the Primary Grades

Did You Know?

Twins are two people who come from the same mother and are usually born on the
same day. Twins can be classified as identical or fraternal. Identical twins look the same while
fraternal twins look different from one another.

2 3
5 5
Identical Twins
Fraternal Twins

Let’s Discuss
Identical twins look similar while fraternal twins look different or dissimilar. Fractions
can also be classified as similar or dissimilar. Let’s have an example.
Royce, Jeremy and Andrew are best friends. They like to drink orange juice. Royce
2 3 1
drank 5 pitcher of orange juice, Jeremy drank 5 pitcher of orange juice, and Andrew 2 drank
pitcher orange juice.
Two-fifths, three-fifths, and one-half can be illustrated as follows.

2 3 1
2
5 5
Both the wholes in two-fifths and three-fifths are divided into 5 equal parts while the
whole in one-half is divided into 2 equal parts.
2 3
Thus, we can say that 5 and 5 are similar fractions. In other words, similar fractions are
wholes divided into equal parts or they are fractions with the same denominators.
2 1
On the other hand, the divisions of the wholes and are not the same. They have
5 2
2 1
different denominators. So, we say that 5 and 2 are dissimilar fractions.
Fractions can also be compared using relation symbols such as greater than (>), less
than (<) or equal (=). Let us use a part of the problem from the previous example.
2 3
Royce drank pitcher of orange juice while Jeremy drank pitcher. Who between the
5 5
boys drank a greater amount of orange juice?
To compare these fractions, we can illustrate them as follows.

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 Module in SPEC 108: Teaching Math in the Primary Grades

2 3
Based on the shaded parts, we can say that 5is less than5. In symbols, we can illustrate
2 3
this as 5<5. Therefore, we can say that Jeremy drank a greater amount of orange juice than
Royce.
2 3
Since we have already known that 5 and 5 are “similar fractions” we can now generalize
that without illustration, we can compare the fractions based on their numerators. That is the
bigger the numerator, the greater the fraction is or the smaller the numerator, the lesser the
fraction is.
2
We can also arrange fractions in increasing or decreasing order. How do we arrange 5,
3 1
and 2in ascending order?
5

2 1 3
Based on the illustration, we can say that 5 is the least, 2is the middle and the is the
5
last because it is the greatest among the three.
3 1 2
If we arrange the fractions in decreasing order, we come up with the arrangement , , .
5 2 5

Let’s Do These

Perform the following task.

Activity 1- Fraction Butterfly
Materials Needed: Bond paper and colored pencils
Procedure:
1. Give 2 fractions. Using the black colored pencil, write the fractions next to each
other.
2. Enclose the numerator of the fraction on the left and the denominator of the fraction
on the right with an oblong using the blue colored pencil.
3. Great the product of the number enclosed in the oblong and write it on the top of
the numerator of the first fraction.
4. Enclose the numerator of the fraction on the right and the denominator of the
fraction on the left with an oblong using the green colored pencil.
5. Get the product of the number enclosed in the oblong and write it on the top of the
numerator of the second fraction.
6. Compare the products. The fraction whose product above its numerator is greater
has the bigger value.
7. What can you say with the cross products of the two fractions?

Let’s Recall
 Similar (like) fractions are fractions with the same denominators.
 Dissimilar (unlike) fractions are fractions with different denominators.
 To compare fractions, we use relation symbols such <, >, or =.
 Cross multiplication can also be used in comparing and arranging fractions.

Let’s Practice

A. Write the fraction for the shaded part of each figure on the blank. Then, determine
whether they are similar fractions or dissimilar fractions.

1.

25
 Module in SPEC 108: Teaching Math in the Primary Grades

________ ________

2.

________ ________

3.

________ ________

4.

________ ________

5.

________ ________

B. Shade the parts of the figure based on the given fractions and compare them using
relation symbols by putting <, > or = in the circle.

1. 4.

2. 5.

3.

C. Illustrate of the fraction in the given box and arrange them in increasing order by
putting 1 to 3 on the blank, 1 as the least 3 as the greatest.

1. 1/5 3/5 2/5

____________ _____________ _____________

26
 Module in SPEC 108: Teaching Math in the Primary Grades

2. 3/8 1/8 6/8

____________ _____________ _____________

3. 1/3 1/4 1/8

____________ _____________ _____________

4. 2/6 4/7 5/9

____________ _____________ _____________

5. 1/8 2/4 5/6

____________ _____________ _____________

D. Solve the following problems.

1. Keiko has 3/5 of an apple. She has 3/10 of an orange. Does she have a larger portion
of the apple or the orange?
2. For homework, Rosa is supposed to read ¾ of a chapter of history and 1/3 of chapter
of science. Which fraction is larger?
3. Roger dividing a bag of marbles. He give 2/9 of the marbles to Pedro, 1/3 to
Manuel, 2/27 to Marie, and he keeps 5/27 for himself. What are these fractions is
order from least to greatest?
4. Emilio has completed 7/11 of his homework. Jenny has completed 5/8 of her
homework. Who has completed more homework?
5. Jenny had a pizza that was divided into 8 equal slices. She ate 3 of them. Danny
has a pizza that is the same size, but his divided into 4 equal slices. He ate 3 slices
of his pizza. Who ate more pizza?

Let’s Create

Create one problem on comparing fractions and one problem on ordering fractions.

LESSON
4 Addition of Similar Fractions and
Mixed Numbers

Lesson Outcomes
At the end of the lesson, the student should be able to:
 Illustrate addition of similar fractions
 Add similar fractions and mixed numbers; and
 Solve word problems involving addition of similar fractions and mixed numbers.

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 Module in SPEC 108: Teaching Math in the Primary Grades

Did You Know?

Based on the 2015 census, Iloilo Province ranked first in the most highly urbanized
2
province/city in Panay and Guimaras Islands. Occupying about 5 of the islands’ population.
1
Capiz ranked second occupying about 5 of the islands’ population.

Let’s Discuss
What fraction of the population of Panay and Guimaras islands is the combined
population of Iloilo and Capiz?
To find the fraction that the population of Iloilo and Capiz represent, we need to add
2 1
them. Putting it in a number sentence, we have 5 + 5 = 𝑁 where represent the total population
of the provinces.
2 1
Since we have already known that 5 is two out of five equal parts of the whole and 5is
one out of five equal parts, we could illustrate it as follows:

+ = N
Counting the number of shaded parts, we can say that there are three shaded parts of there are
three fifths. We could illustrate it as follows:

+ =

3
Therefore, Iloilo and Capiz comprise of the islands’ population.
5

Let’s Do These
Perform the following tasks.
Activity 1
2 1
Weigh kilogram of onions and set it aside. Weigh kilogram of garlic. Combine the
4 4
onions and garlic which you have weighed. What is their total weight in kilograms?
Activity 2
2
Get 6 of a buko pie and put it on empty plate. Get a pineapple pie which of the same
size as the buko pie, and combine it with the part of the buko pie which you’ve taken at first.
What is the total part of the pie transferred to the plate?
Activity 3
3 2 2
Combine 2 5 liters and 1 5 liters of water pour it into 1-liter bottles. Pour another 1 5
liters of water in another set of bottles. Combine the amount of water. How many one-liter
water bottles did you fill in all? How many bottles were used?

Activity 4
What can you say about the sums of the fractions in the three problems?

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 Module in SPEC 108: Teaching Math in the Primary Grades

Let’s Recall
 To add similar fractions, add the numerators of the given fractions and that’s copy
the same denominator.
 To add mixed numbers with similar fractions, with the we follow these steps:
1. Add the fractional parts;
2. Add the whole numbers; and
3. Simplify the answer.

Let’s Practice

A. Add the shaded fractional parts.

1.

2.

3.

4.

5.

B. Add the following fractions.

2 3
1. +8=
8

1 4
2. +7=
7

2 2
3. +5=
5

3 2
4. 4
+4=

1 7
5. +9=
9

C. Add the fraction named by shaded parts.

1.
+ =

_________ + __________ = _____________

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 Module in SPEC 108: Teaching Math in the Primary Grades

2.
+ =

________ + _________ = ____________

3.

+ =

_________ + ________ = _________

4.
+ =

__________ + ___________ = __________

5.

+ =

__________ + __________ =

D. Add.
3 1
1. 5 5 + 5 =
2.

5 2
3. 4 + =
9 9

14 6
4. 9 17 + 17

3 2
5. 15 8 + 20 8 =

4 8
6. 6 20 + 2 20 =
E. Solve the following problems.
1 2
1. Ann bought 2 kilograms of kamote and 1 kilograms of singkamas. How many
4 4
kilograms of root crops did she buy in all?
2
2. Kent and Michael filled the tank with water. Kent filled the tank with 3 5 gallons of
3
water. Michael filled the tank with 2 5gallons of water more than Kent. How many
gallons of water did the two boys fill the tank with in all?
7 4
3. Father painted our fence. He used 3 10 liters of blue paint and 5 10liters of white
paint. How many liters of paint did father use in all?
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 Module in SPEC 108: Teaching Math in the Primary Grades

1
4. Korina, Angelie and Osa have the same amount of money. Korina spent of her
6
3 2
money. Angelie spent 6 of her money. Osa spent 6 of her money. What part of their
money did the three girls spend in all?
5. Venice has a plate of rectangular pizza sliced into thirty-sixths. She ate 5 part of it
and each of her five friends ate 4 parts. What part of the pizza did Venice and her
friends eat in all?

Let’s Create
Create a word problem involving addition of similar fractions and mixed numbers.

LESSON
5 Subtraction of Similar Fractions and
Mixed Numbers

Lesson Outcomes
At the end of the lesson, the student should be able to:
 Illustrate subtraction of similar fractions;
 Subtract similar fractions and mixed numbers; and
 Solve word problems involving subtraction of similar fractions and mixed
numbers.

Did You Know?

Two of the largest provinces in Region 6 are Negros occidental and Iloilo. Negros
2 1
Occidental occupies about 5 of the region’s land area while Iloilo occupies about 5 of the
region’s land area.

Let’s Discuss
What is the difference between the fractions that represent the land areas of Negros
occidental and Iloilo?
Since the question has a clue word “difference”, this means that we are going to use
2 1
subtraction. In number, that’s 5 − 5 = 𝑁
We could illustrate the given as follows.

2 1 1
Based from the illustration, we will be taking away one shaded part. Thus, minus is .
5 5 5

Let’s Do These
Perform the following tasks.
Activity 1
8
Given 9of banana cake, take away 2 slices. What part of the whole banana cake was
left?

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 Module in SPEC 108: Teaching Math in the Primary Grades

Activity 2
Divide the construction paper into eight equal parts. Cut two parts. Determine what part
of the construction paper was left?
Activity 3
1
Given the 3 bottles with sand inside it, pour out the sand 1 bottle and 4of the sand in
another bottle. What fraction of sand in the bottles was left?
Activity 4
What can you say about the differences of the fractions in the three problems?

Let’s Recall

 To subtract similar fractions, subtract the numerators of the given fractions and copy
the same denominator.
 To subtract mixed numbers of fractions with the same denominators, we follow these
steps:
1. Subtract the fractional parts;
2. Subtract the whole numbers; and
3. Simplify the answer.

Let’s Practice
A. Subtract the following fractions.

5 2 6. 6/7 - 1/7 =
1. −6=
6

2 1 7. 5/9 - 2/9 =
2. − =
8 8

6 3
3. − 10 = 8. 1/5 - 1/6 =
10

8 2
4. − 12 = 9. 5/6 – 1/4 =
12

33 18
5. − 45 10. 10/12 - 3/12 =
45

B. Find the value of n using illustrations.

5 2
1. 5 − 5 = 𝑛
2.
1 1
3. 9 2 − 5 4 = 𝑛
6
4. 5 − 2 9 = 𝑛
5 3
5. 8 10 − 4 10 = 𝑛

D. Solve the following problems.

1. Sherry loves to quilt, and she frequently buys fabric she likes when she sees it. She
purchased 5 yards of blue print fabric and decided to use 2 3/8 yards of it in a quilt.
How much of the blue print fabric will she have left over after making the quilt?
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2. Pilar and Farouk are training for a marathon. On a recent Sunday, they both
completed a run. Farouk ran 12 7/8 miles and Pilar ran 14 3/4 miles. How many
more miles did Pilar run than Farouk?

3. Mike and Jose are painting a room. Jose used 2/3 of a can of paint and Mike used
1/2 of a can of paint. How much more paint did Jose use? Write the answer as a
fraction of a can.

Module 2: Fractions
Let’s Reflect
Make a Journal on How to Teach Fractions the Easy Way.

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Module 3: Geometry

LESSON
1 Simple Geometric Figures
Lesson Outcomes
At the end of the lesson, the student should be able to:
 Visualize simple geometric figures;
 Identify simple geometric figures; and
 Solve word problems involving simple geometric figures.

Did You Know?

Bahay kubo or nipa hut symbolizes house in the Philippines. It is made of bamboo and
nipa. Bahay is the Filipino term for house and kubo is from Spanish cubo which means cube.

Let’s Discuss

A Bahay Kubo can be drawn, like the one at the left, using the basic
B E geometric terms such as point, line, line segment and ray.
Point is a location in space. It has no length, width and height. It
is represented by a dot. It is named by a capital letter. Examples of point
C D in the figure are point A, point B, point C, point D, etc. It can be
G
H F represented as ● A, ● B, ● C, ● D.
A line is a continuous collection of points. It has no endpoint. It can be extended
infinitely in both directions. It has a length but no width and height. It can be named by two
capital letters or one small letter written in script. Examples of line in the figure are ↔ or ↔
𝐴𝐵 𝐵𝐴
and ↔ or ↔ .
𝐴𝐸 𝐸𝐴

Line Segment is a part of a line. It is a finite set of points on a straight path. It has two
endpoints. It can be named by two capital letters. Example are ̅̅̅̅𝐵𝐶 and ̅̅̅̅
𝐷𝐹 .
Ray is also a part of a line. It has one endpoint and it can be extended in one direction
only. It is named by two capital letters starting from the endpoint. Example is → . When two rays meet
𝐶𝐺
at their common endpoint, they form an angle such as ∟BAE or ∟EAB.

Let’s Do These

Perform the following task.

Activity 1
Parallel lines are lines that do not meet no matter how long you extend them. Lines that
can be found in the pedestrian lane are examples of parallel lines. List down other parallel lines
that can be found in the surroundings.
Activity 2
Intersecting lines are lines that meet at one point. Two roads that meet are like
intersecting lines. List down other intersecting lines that can be found in the surroundings.
Activity 3
Perpendicular lines are lines that form right angles. The lines formed by the corner of
the room is an example of perpendicular lines. List down other perpendicular lines that can be
found in the surroundings.

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Let’s Recall

 The basic terms in geometry are point, line, line segment, and ray
 A point is best represented by a dot. It has no length, width or height. It can
be named by a capital letter.
 A line is made up of infinite number of points in a straight path which can be
extended infinitely in both directions. It has a length. It can be named by two
capital letters or one small letter written in a script. Lines can be classified as
parallel, perpendicular or intersecting.
 Line segment is a part of a line. It has length and two endpoints. It can be
named by two capital letters.
 Ray is also a part of a line which can be extended in one direction only. It can
be named by two capital letters from endpoint to arrowhead.

Let’s Practice

A. Identify the following.

1. 4. 6. ●

7. ●
2. 8. ● ●

9.
3. 5. 10.

B. Connect each set of points. Name the line segments and the figure formed by the line segments.
1. ● 3. ●
M R ●
● ● ● T
A B S

2. ● ● 4. ● ●
E A S T

● ● ● ●
S T A R

C. Draw the following.

1. Line PD
2. Line segment LD
3. Ray RT
4. Point S
5. Angle AXE

D. Solve the following problems.

1. What lines will never intersect?
2. What geometric figure is more than 90 degrees but less than 180 degrees?
3. How many segment can be named?
● ● ● ●
A B C D

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4. How many angles are there in the figure below?

5. How many rays are there in the figure below?

● ● ● ●
Z Y X W

Let’s Create

Sketch your dream house using the basic terms in geometry.

LESSON
2 Two-Dimensional Objects
Lesson Outcomes
At the end of the lesson, the student should be able to:
 Identify, name, and describe the four basic shapes (square, rectangle, triangle and circle) in 2-
dimensional (flat/plane) and 3-dimensional (solid) objects; and
 Construct squares, rectangle, triangle, circle, half-circles, and quarter circles using cut-outs and
square grids.

Did You Know?

A tangram is a Chinese puzzle consisting of seven flat shapes that can be arranged to make
various figures.

Let’s Discuss
What shapes are used in the tangram?
The pieces of tangram are one square, one parallelogram and five triangles. These
shapes are examples of two-dimensional shapes or 2D. They can only be drawn on a flat
surface such as the paper. They have two dimensional length and width. Two dimensional
shapes are also called as plane shapes.
Here are some of the common 2D shapes.

o This is a triangle. o This is a square. o This is a rectangle o This is a pentagon.

o It has three sides. o It has four equal o It has two opposite o It has five sides.
sides. sides of equal lengths.
o It has four right o It has four right
angles. angles.
A circle has no length or width but it is also considered as a two-dimensional shape.
When you divide the circle into two equal parts, each part is called half circle. When you
divide the circle into four equal parts, each part is called quarter circle.
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 Module in SPEC 108: Teaching Math in the Primary Grades

Circle Half-Circle Quarter Circle

Let’s Do These
Perform the following task.
Activity 1
Using the cut out shapes (1 triangle, 1 rectangle, and 1 half circle) form a boat.
Activity 2
Using the cut out shapes (2 rectangles, 1 rectangle and 3 triangle) form a rocket.
Activity 3
Using the cut out shapes (6 circles, 3 triangles, 1 rectangle) form a flower.
Activity 4
Tell the shapes used in forming the structures.

Let’s Recall
 Two-dimensional shapes are also called as plane shapes. They have two
dimensions – length and width.
 Common two dimensional shapes are circle, triangle, square and rectangle.
 Polygons are two-dimensional shapes that are made up of segments.

Let’s Practice

A. Identify the shapes represented by the following objects.

1. 2. 3. 4.

__________ __________ __________ __________

B. Who am I?
1. I have a two pairs of parallel, equal sides and four right angles, who am I?
2. I have three equal sides. Who am I?
3. I have a perfect round shape, who am I?
4. I have four sided shape in which opposite insides are parallel and equal opposite
equal are also equal. Who am I?
5. I have four sided shape in which two side are parallel, who am I?
C. Count me.

1. Count the number of the quarter circle 2. Count the number of the squares in
and half circles in the figure. the figure.

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Let’s Create
Using the cut outs of triangles, squares, rectangles, circles, half circles, and quarter
circles, make any figure that can be seen in your surroundings.

LESSON
3 Three-Dimensional Objects
Lesson Outcomes
At the end of the lesson, the student should be able to:
 Identify and describe three-dimensional objects;
 Differentiate two-dimensional from three-dimensional objects;
 Construct three-dimensional objects using manipulatives; and
 Solve word problems involving three-dimensional objects.

Did You Know?

The Great Pyramid of Giza is currently the only monument of the 7 Wonders of the
Ancient World found on the foot. It is designed and built by architect Hemiuno for Pharaoh
Khufo, located in Egypt. 2 300 000 blocks were used for the structure.

Let’s Discuss
Pyramids are examples of 3-dimensional figures. Other 3-dimensional shapes are cube,
rectangular prism, cone, cylinder and sphere.
A pyramid can be represented as follows:

height

width

length
Pyramid is a three-dimensional object. It has length, width and height.
Looking at the pyramid, we could see that it is made up of a rectangular base and
triangular faces.
Three-dimensional objects are also called as solids or simply solids.
Figure Name Common Characteristics
It has 6 square faces, 8
Cube corners or vertices, and 12
edges.

It has 6 rectangular faces, 8

Rectangular Prism
corners, and 12 edges

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It has a curved surface but

Sphere
has no edge and corner.

It has 2 circular faces, 2

Cylinder curved edges, and a curved
surface, but has no corner

It has one circular face, a

Cone curved surface, one corner,
∟
and one curved edge.

Let’s Do These

Perform the following task.

Activity 1
Make a cube, rectangular prism and triangular prism out of recycled folders. Describe
the solids which you have constructed based on their faces, edges and vertices.
Activity 2
Make a cylinder, cone and sphere out of the used newspapers. Describe the solids which
you have constructed based on their faces, edged and vertices.
Activity 3
Make a rectangular pyramid, square pyramid and triangular pyramid out of used
illustration boards. Describe the solids which you have constructed based on their faces,
edged and vertices.

Let’s Recall
 Three-dimensional shapes have length, width and height. The common 3D shapes are cube,
rectangular prism, pyramid, cylinder, cone and sphere. Each has its own unique
characteristics.

Let’s Practice

A. Identify the solids represented by the following objects.

1. 2. 3. 4.

________ _______ _________ _________

B. Cross out the two-dimensional shapes.

C. Draw the following.

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1. Cylinder 4. Triangular prism

2. Cube 5. Rectangular prism
3. Cone

D. Who am I?
1. A box is representation of me. All my faces are rectangles. Who am I?
2. I have more than 2 faces. None of them are circles. I have one square face and rests
are triangles. Who am I?
3. I look like a trash bin with two circular bases and one curved surface. Who am I?
4. I have 6 faces. All of them are squares. Who am I?
5. Container for Ice Cream is representation of me? Who am I?

Let’s Create

Identify the solid figures that can be formed by the following.

LESSON
4 Symmetry
Lesson Outcomes
At the end of the lesson, the student should be able to:
 Identify the shapes/figures that show symmetry in a line;
 Draw the line of symmetry in a given figure; and
 Complete a symmetrical figure with respect to a given line of symmetry.

Did You Know?

Here in the Philippines, there are more than 900 species of butterfly. Three hundred
fifty-two of them are endemic.

Let’s Discuss
The image of the butterfly can be divided into two equal parts as shown below.

Symmetric means that a figure forms two equal parts or mirror image of the other
when folded. The line that divides the figure into two equal parts is called the line of
symmetry.
Here are other examples.

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The heart has one line of symmetry while the square has four lines of symmetry.
In a square, you can draw one line of symmetry either vertically or horizontally. Two
slanting lines of symmetry can also be drawn. This means that there are four possible lines of
symmetry which can be dawn in the square.
Some figures don’t have lines of symmetry as shown below.
They are asymmetric.

Let’s Do These

Perform the following activity.

Identify the letters of the English alphabet that are symmetrical. Indicate the number of
lines of symmetry in each.

Let’s Recall
 Symmetric means that a figure forms two equal parts or mirror image of the other when
folded.
 A line that divides the figure into two equal parts is called the line of symmetry.
 Figures that are not symmetrical are called asymmetric.

Let’s Practice

A. Draw the line/s of symmetry on each figure.

1. 2. 3. 4.

5. 6. 7. 8.

B. Tell how many lines of symmetry can be drawn on the following figures.
1. 2. 3.

4. 5.

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 Module in SPEC 108: Teaching Math in the Primary Grades

Let’s Create
Choose one object that has symmetry. Draw it on the illustration board. Fill it with
indigenous materials such as seeds to make it attractive.

LESSON
5 Tessellation
Lesson Outcomes
At the end of the lesson, the student should be able to:
 Recognize shapes that can tessellation; and
 Tessellation the plane using triangles, squares and other shapes.

Did You Know?

Eugenio Torre is an Ilonggo who became Asia’s first grandmaster. He won a silver
medal in the Chess Olympiad held in Nice, France in 1997.

Let’s Discuss
The chess board is one of the examples of tessellations. Tessellation is a pattern of
shapes that perfectly fit together. This means there are no gaps or overlaps in between shapes.

These are other examples of tessellations.

In the first figure, triangles are used to form tessellation.

The second figure is made up of two shapes repeated to form tessellation. They are
triangles and hexagons.
The third figure is a combination of three shapes repeated; squares, triangles and
hexagons.
As you can see, there are no gaps and overlaps among the shapes. All these examples
satisfy the definition of tessellation.

Let’s Do These
Perform the following task

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 Module in SPEC 108: Teaching Math in the Primary Grades

Activity 1
Given the rectangles in two colors, form a repeated pattern on the graphing paper. Make
sure that there are no gaps or spaces between them.
Activity 2
Given the hexagons and triangles, form a repeated patter on the graphing paper. Make
sure that there are no gaps or spaces between them.
Activity 3
Given the squares and triangles, form a repeated patter on the graphing paper. Make sure that
there are no gaps or spaces between them.
Activity 4
Let them form generalization based on their activity.

Let’s Recall
 A tessellation is any pattern made of repeating shapes that covers a surface
completely without overlapping or leaving any gaps.

Let’s Practice
A. What shape/s is/are repeated in the figures shown below?

1.
3.

2. 4.

B. Write T if the following figures show tessellation and NT if not.

1. 2.

3. 4.

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C. Make your own tessellation using the following shapes.

1. Square
2. Circle
3. Triangle
4. Rectangle
5. Hexagon and triangle

Let’s Create
Color the paper grid to make your own unique tessellation design.

Module 3: Geometry
Let’s Reflect
Make a Journal on How to Teach Geometry the Easy Way.

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