MATHEMATICS

4 Quarter 1

LEARNER’S MATERIAL
 Republic Act 8293, section 176 states that: No copyright shall
subsist in any work of the Government of the Philippines. However, prior
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shall be necessary for exploitation of such work for profit. Such agency or
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alties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos,

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seek permission to use these materials from their respective copyright
owners. The publisher and authors do not represent nor claim
ownership over them.

This module is a resource of information and guide in understanding

the Most Essential Learning Competencies (MELCs). Understanding the
target contents and skills can be further enriched thru the K to 12
Learning Materials and other supplementary materials such as work-
sheets/activity sheets provided by schools and/or Schools Division Offices
and thru other learning delivery modalities including radio-based and TV-
based instruction (RB/TVI).

CLMD CALABARZON

PIVOT 4A CALABARZON
 MATHEMATICS
Grade 4

Regional Office Management and Development Team: Job. S. Zape, Jr.,

Romyr L. Lazo, Lhovie A. Cauilan, Fe M. Ong-Ongowan, Ephraim L. Gibas,
Victorina D. Planas

Schools Division Office Development Team: Alnie D. Coronado, Jonalyn E.

Perido, Jorge A. Miguel, Marilou C. Dimapilis, Josielyn P. Medina, Kennet B.
De Manuel, Maribel R. Villanueva, Celia R. Lubigan, Lylaine Vistal Billona,
Nancy E. Salamat, Maria C. Pedernal, Rhidel M. Cabintos, Rhea Kristine R.
Ordoño, Dr. Anicia J. Villaruel , Dr. Roselyn Q. Golfo and Elleden Grace L.
Denosta

Mathematics Grade 4
PIVOT IV-A Learner’s Material
First Quarter, Version 2
First Edition, 2020

Published by: Department of Education Region IV-A CALABARZON

Regional Director: Wilfredo E. Cabral
Assistant Regional Director: Ruth L. Fuentes

PIVOT 4A CALABARZON
 For the Parents/Guardian
This module aims to assist you, dear parents, guardians, or siblings of
the learners, to understand how materials and activities are used in the new nor-
mal. It is designed to provide the information, activities, and new learning that
learners need to work on.

Activities presented in this module are based on the Most Essential

Learning Competencies (MELCs) for Mathematics as prescribed by the Depart-
ment of Education.

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

You are expected to assist the child in the tasks and ensure the learner’s
mastery of the subject matter. Be reminded that learners have to answer all the
activities in their own notebook.

For the Learners

The module is designed to suit your needs and interests using the IDEA
instructional process. This will help you attain the prescribed grade-level
knowledge, skills, attitude, and values at your own pace outside the normal class-
room setting.

The module is composed of different types of activities that are arranged

according to graduated levels of difficulty—from simple to complex. You are ex-
pected to answer all activities on separate sheets of paper and submit the out-
puts to your respective teachers on the time and date agreed upon.

PIVOT 4A CALABARZON
 PARTS OF PIVOT LEARNER’S MATERIAL

Parts of the
Description
LM

What I need to The teacher utilizes appropriate strategies in presenting

know the MELC and desired learning outcomes for the day or
week, purpose of the lesson, core content and
Introduction

relevant samples. This allows teachers to maximize

learners awareness of their own knowledge as regards
What is new content and skills required for the lesson

What I know The teacher presents activities, tasks , contents of val-

ue and interest to the learners. This shall expose the
learners on what he/she knew, what he /she does not
What is in
Development

know and what she/he wanted to know and learn.

Most of the activities and tasks must simply and di-
rectly revolved around the concepts to develop
What is it and master the skills or the MELC.

What is more The teacher allows the learners to be engaged in vari-

ous tasks and opportunities in building their KSA’s
to meaningfully connect their learnings after doing the
tasks in the D. This part exposes the learner to real
What I can do life situations /tasks that shall ignite his/ her inter-
Engagement

ests to meet the expectation, make their performance

satisfactory or produce a product or performance
What else I can which lead him/ her to understand fully the skills
do and concepts .

The teacher brings the learners to a process where

What I have they shall demonstrate ideas, interpretation , mindset
learned or values and create pieces of information that will
Assimilation

form part of their knowledge in reflecting, relating or

using it effectively in any situation or context. This
part encourages learners in creating conceptual
What I can
structures giving them the avenue to integrate new
achieve
and old learnings.

PIVOT 4A CALABARZON
 Visualizes Numbers up to 100 000 with
Emphasis on Numbers
Lesson
WEEK
1
I There are many ways to understand and visualize how big the
number is. Using the representations of blocks, charts, tables, blocks
and disc you can able to understand the numbers. After going through
this lesson, you are expected to visualize numbers, up to 10,000, give
place value and value, reads and writes numbers in symbols and words,
and compare them using relation symbols.

Learning Task 1: Based on the picture model below, answer the given
questions. Write your answer in your notebook.

1)

2)

3)

1. How many ______100s ______ 10s ______ 1s do we have?

2. How many ______100s ______ 10s ______ 1s do we have?
3. How many ______100s ______ 10s ______ 1s do we have?
4. What is the total number of sticks in number 1? _______
5. What is the total number of sticks in number 2? _______
6. What is the total number of sticks in number 3? _______
D One way to visualize how big is the number is by representation
using number disc. Look at the example below.

10,000 1,000 100 10

1 1
10
100 1
1,000
10,000 10 1 1
100
10 1
1,000
100 1 1
10,000 10
1
1,000 100 10

 There are three 10,000s four 1,000s five 100s six 10s and nine 1s.
 It can be express as 30,000 + 4,000 + 500 + 60 + 9 = 34,569. It is
called expanded form
 34,569 is read as “Thirty four thousand, five hundred sixty-nine”
PIVOT 4A CALABARZON
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 Representation using the bocks and girds is another way to visualize
how big is the number. Look at the example below.

Ten Thousands Thousands Hundreds Tens Ones

1 2 3 4 9
 There are one 10,000s two 1,000s three 100s four 10s and nine 1s.
 The place value of 1 is in the ten thousands place which has a value
10,000. The place value of 2 is in the thousands place which has a val-
ue of 2,000. The place value of 3 is in the hundreds place which has a
value of 300. The place value of 4 is in the tens place which has a val-
ue of 40 and the place value of 9 is in the ones place.
 It can be express as 10,000 + 2,000 + 300 + 40 + 9 = 12,349. It is
called expanded form
 12,349 is read as “ Twelve thousand, three hundred forty-nine”
How important zero number in the place value? The digit “0” is an
important place holder in a number.
For example, in the number 89,056 is read as eighty nine thou-
sand, and fifty-six. With the place of zero, the value of the digit 9 is
9,000. Without the place of zero the number becomes 8,956 which
means the value of 9 will be 900 and the number is read as “eight thou-
sand, nine hundred fifty six”.
These numbers are different. Try to compare 89,056 and 8,956.
Which do you think is bigger number? In comparing a number, we start-
ed to compare from the highest place value of each digit or starting from
the left. Showing to you below is how you are going to compare the num-
ber. Example: Compare 89,056 and 8,956

T-Th Thou Hun Tens Ones Thou Hun Tens Ones

8 9 0 5 6 8 9 5 6

The value of 8 in 89,056 is 80,000,

while the value of 8 in 8,956 is 8,000
Thus, 89,056 is greater than 8,956 or 89,056 > 8,956
PIVOT 4A CALABARZON
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D Learning Task 2: Use number discs to show the following num-
bers. Write your answer in your notebook.

1. 32 310

2. 31 579

Learning Task 3: Draw a number discs on your notebooks to show or

represent the following numbers below.

1) 5,894 4) 56,789 7) 31,203 10) 54,082

2) 2,045 5) 90,123 8) 81,929 11) 67,773
3) 4,904 6) 22, 341 9) 41,203

Learning Task 4: Answer the given questions. Write your answer in

your notebook.

50 000 4 000 200 60 3

1. How many digits are there in 50, 000?
2. What is the place value and value of 3?
3. What is the place value and value of 6?
4. What is the place value and value of 2?
5. What is the place value and value of 4?
Learning Task 5: Complete the table. Give the place value and value of 4
in each of the numerals below. Write your answer in your notebook.

Numbers Place Value Value

1. 64 587
2. 67 840
3. 43 125
4. 80 456
5. 23 384
PIVOT 4A CALABARZON
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E
Learning Task 6: Write the expanded form of the following num-
bers in your notebook.

1) 8,345 6) 67,902
2) 6,902 7) 23,456
3) 7,781 8) 91,034
4) 8.902 9) 32,890
5) 2,023 10) 29,031

Learning Task 7: Write the following number words in figures or in

symbols. Write your answer in your notebook.

1) Five hundred sixty-eight

2) Two thousand six hundred forty-five
3) Sixty -one thousand five
4) Thirty- two thousand sixty -seven
5) Seventy -nine thousand three hundred eighty-six
6) Twenty -five thousand nineteen

Learning Task 8: Write the following numbers in words in your

notebook.

1) 8,980 6) 67,924 11) 12,350

2) 4,650 7) 79, 346 12) 13,345
3) 6,587 8) 12, 458 13) 84,023
4) 77,023 9) 43, 506 14) 93,234
5) 81,127 10)10, 012 15) 28,327

A
To visualize and represents number up to 100 000, you have to
separate or group by ten thousands, one thousands, hundreds, tens
and ones of a number. One way to represent the number is using disc
and blocks.
The value of a digit is determined by the place value it occupies.
The place values of a digit in numbers up to 100 000 is based on the
Place Value Chart starting from the right ones, tens, hundreds, thou-
sands, ten thousands and hundred thousands.
In reading a number always begin with the digits in the first peri-
od on the left and say the period where the digits are. Then say only the
digits in the units period. In writing a number in symbol, the digits are
separated by comma or space in groups of 3 called periods starting
from the right. PIVOT 4A CALABARZON
9
Learning Task 9: Write the letter of the correct answer on your notebook.

1) What number represented by the disc?

1 000 100 10
10 000 1 1
100 10
10 000 1 000 10
100 1 1
10
1 000
100 10

a) 23,545 b) 23,544 c) 23,454 d) 23,514

2) Which of the following is the same as 45,691?
a) 40,000 + 500+ 60 + 9 + 1 c) 4,000+ 5000+ 600+ 90 + 1
b) 40,000 + 5000 + 60 + 90 + 1 d) 40,000 + 50000 + 600 + 9 + 1
3) In 46,853, the digit 6 is in the ______ place.
a) tens b) hundreds c) thousands d) ten thousands
4) Which of the following has the same value as 64,054?
a) 60,000 + 4000+ 500 + 4 c) 60,000+ 40000+ 5000+ 4
b) 60,000 + 4000 + 50 + 4 d) 6,000 + 4,000 + 50 +4
5) What is the standard form of eighty-one thousand two hundred seventy
- seven?
a) 81,277 b) 82,177 c) 81,727 d) 81,227
6) What is the place value of the underlined digit in the number 57,892?
a) tens b) hundreds c. ten thousands d) thousands
7) What is the value of 9 in the 97,234?
a) 90 b) 900 c) 9,000 d) 90,000
8)47 thousands 15 hundreds 21 tens is the same as _____
a) 48,710 b) 48,170 c) 48,107 d) 48,000
9) Using the digits, 6,0,7,8,9, what is the smallest odd number with 9 in
the thousands place can be formed?
a) 69,087 b) 69,807 c) 69, 780 d) 69,078
10) Using the digits 2,3,4,5,8, what is the largest five-digit number can
be formed with 4 in the tens place and no repetition.
a) 85,342 b) 83,542 c) 85,243 d) 83,542

PIVOT 4A CALABARZON
10
 Rounding-off and Arranging Numbers
Lesson
E To understand how big is the number, you can always do compare
WEEK
2
and arrange them from greatest to least or least to greatest. We also
make numbers simpler by rounding off numbers but keeping its value
close to what it was. After going through this lesson, you are expected to
round off numbers to the nearest thousand and ten thousand and order
numbers up to 100,000 in increasing and decreasing order.

Learning Task 1: Select the number which are not arranged in the re-
quired order.
1.) Least to Greatest
2, 560 4 456 3, 654 7, 468

2.) Greatest to Least

8, 504 780 2,348 1, 468

3.) Least to Greatest

7,214 7, 589 7,700 7,574

D When comparing bigger numbers, you compare the digits starting

form the left. The greater the value of the digit, the greater is the
value of the number. To order numbers from least to greatest, you may
find first, the least number and then the greatest and vice versa. After do-
ing that, you compare the remaining numbers. Look at the example be-
low.
Example: Arrange 34,821, 33,952 35,309,
Remember :
Solution: 1) Look the first digit of the number from the left. If
all the numbers are the same proceed to the next dig-
3 4, 8 2 1 its.
2) Do the same procedure until you find which num-
3 3, 9 5 2
ber is the greatest or the lest.
3 5, 3 0 9 3) Then arrange the numbers according to what is or-
dered.
same number

5 > 4 and 3, therefore 35,309 is the greatest number.

Therefore, to arrange the numbers from greatest to least you may have;
35,309, 34,821, 33,952
PIVOT 4A CALABARZON
11
 When you are counting, measuring, and calculating, you some-
times use rounding off to give you an estimation and approximation of
the actual value or close value. Look at some example on how to round off
numbers.
Example: The school enrollment of 5,231 can be rounded off to the near-
est thousand.

5,231 is near to 5,000 than 6,000 as shown below in the number

line. Therefore; 5231 round off to the nearest
5231 thousands is 5000.

5000 5100 5200 5300 5400 5500 5600 5700 5800 5900 6000

The following are the steps on how to round off numbers to a given
place value. Observe when to be rounded up and rounded down.

 Look at the value of the digit to the right of the digits to be

rounded off.

 If the digit on the right is equal to or greater than 5, increase

the digit by 1. if the digit is less than 5, retain the digit as it is.

 Then replace every digit to its right zeroes.

Example 1: Round off the number, 23,945 to the nearest thousands

23 945 - is rounded up to 24,900 Round Up

greater than 5 Digit 9, 4 and 5 is replaced by 0

changed

Answer: 23,945 rounded to the nearest thousands is 24,900

Example 2: Round off the number, 23,945 to the nearest ten thousands

23 945 - is rounded up to 23,000 Rounded down

Less than 5 Digit 3, 9, 4 and 5 is replaced by 0

Retained

Answer: 23,945 rounded to the nearest ten thousands is 23,00

PIVOT 4A CALABARZON
12
E Learning Task 2: Arrange the numbers from greatest to least.
Write your answer in your notebook.
1. 346, 476, 556, _____ , ______, ______
2. 865, 875, 864, _____ , ______, ______
3. 1,243, 7,589, 1,240, _____ , ______, ______
4. 13,645, 13,657 13,675 _____ , ______, ______
5. 66,456, 66,654 66,546 _____ , ______, ______
Learning Task 3: Arrange the following sets of numbers in decreasing
order. Write your answer in your notebook.

1) 32, 456 32 983 32 532 32 124 32 934

2) 62 345 62 398 62 312 62 279 62 387
3) 89 923 89 246 89 124 89 534 89 345
4) 19 432 19 312 19 910 19 216 19 087
5) 31 890 31 821 31 839 31 876 31 861

Learning Task 4: Arrange the following sets of numbers in increasing

order. Write your answer in your notebook.

1) 58 204 58 042 58 240 58 024

2) 10 809 10 098 10 089 10 908
3) 85 307 85 703 85 073 85 370
4) 98 705 98 507 98 570 98 057
5) 41 018 41 810 41 108 41 081

Learning Task 5: Select the number which is not arranged in the re-
quired order.
1.) Increasing Order
22, 560 27,456 23, 654 24, 468

2.) Increasing Order

54, 670 54,456 54, 564 54, 654

3.) Decreasing Order

82, 568 82, 557 82, 546 82, 595

4.) Decreasing Order

52, 568 82, 557 72, 546 62, 595

5.) Increasing Order

44, 475 44,486 44, 490 44, 454

PIVOT 4A CALABARZON
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Learning Task 6: Round off the following numbers to the nearest tens
and hundreds. Write your answer in your notebook.

Round to the Nearest

Thousands Ten Thousands
1) 57 342
2) 76 564
3) 95 634
4) 85 756
5) 63 526

Learning Task 7: Round off the actual price and write the figures on the
appropriate column. Write your answer in your notebook.

Item Actual Price Thousands Ten

Thousands
Television ₱ 12,395
Cabinet ₱ 17,575
Refrigerator ₱ 28,989
Sala Set ₱ 15,695
Dining Set ₱ 44,750

Learning Task 8: Round off the following underlined digit to the nereast
place value.
1) 23,675 6) 66,072
2) 25,976 7) 91,731
3) 76,901 8) 45,395
4) 60,952 9) 56,466
5) 30,943 10) 38,460

A
When you are comparing numbers, always begin from in the digits
in the highest place value. If the digit are the same, proceed to the next
digit then compare.
To arrange the number in increasing or decreasing order, compare
two numbers at a time. Do the same procedure with the other numbers to
be arranged. Then arrange the numbers according to what is ordered.
To round off a number, underline the digit to be rounded off; If the
digit on the right is equal to or greater than 5, increase the digit by 1. if
the digit is less than 5, retain the digit as it is. Replace all the digits on its
right with zeroes.
PIVOT 4A CALABARZON
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Learning Task 9: Write the letter of the correct answer on your notebook.

1) Which of the following numbers is the greatest number?

a) 23,675 b) 66,072 c) 25,976 d) 91,731
2) Which of the following number is the least?
a) 76,901 b) 45,395 c) 60,952 d) 56,466
3) Which of number from the set of numbers does not belong in order?

20,943 27,460 28,901 2,965

a) 27,460 b) 2,965 c. 20,943 d. 28,901

4) Which of number from the set of numbers does not belong in the order?

91,243 91,951 91,941 91,935

a) 91,243 b) 91,951 c. 91,941 d. 91,935

5) What is 47,652 rounded to the nearest ten thousands ?

a) 40,000 b) 48,000 c. 50,000 d. 55,000
6) 13,678 is between which two numbers?
a) 13,000 and 14,000 c) 13,500 and 14,500
b) 12,000 and 13,000 d) 13,600 and 14,600
7) About how many audience come in the concert if the recorded is 41,425?
A) 40,000 b) 44,000 c) 45,000 d)50,000
8) 83,234 is closer to which ten thousand number?
A) 80,000 b) 85,000 c) 86,000 d) 90,000
9) The number 60,000 is rounded to the nearest __________
A) hundreds c) thousands
B) tens d) ten thousands
10) I am a 4 digit number. I am 5000 rounded to the nearest thousands. I
am odd number. My tens digit is even. What number I am?
A) 4871 b) 4952 c) 5295 d) 4963

PIVOT 4A CALABARZON
15
 Products of 3-Digit Numbers by 2-Digit
WEEK
I Lesson
3
After going through this lesson, you are expected to multiply
numbers up to three digits by numbers up to two digits with or without in
various forms and contexts.

Learning Task 1: Find the product mentally. Write your answer in your
notebook.
1) 12 2) 23 3) 17 4) 13 5) 42
x 5 x 3 x 4 x 7 x 8

6) 233 7) 132 8) 321 9) 311 10) 322

× 3 × 3 x 2 x 3 × 4

D Learning Task 2: Try to deepen your understanding of this lesson

by reading and analyzing the problem carefully. Answer the given questions
in your notebook.

Mr. Covid and his co-workers can deliver 231 coconuts in a day.
How many coconuts can they deliver in 23 days?

1) How many coconuts can Mr. Covid and his co-workers deliver in a day?
2) What is asked in the problem?
3) Solve the problem?

Mr. Ben sold 43 boxes of buttons. If each box contained 153

buttons, how many buttons did he sell?

First Step
153 First thing to do is multiply by 3, which is in
X 43 the ones place of 43, by each one of the digits
459 of the top factor from right to the left. Place the
result 459 on the line bellow.

153 Second Step

X 43 Multiply the digit in the tens place of the bottom
459 factors 43, by the top factor 153 . The result
412 412 will be written under 459 but moved one
place to the left.
PIVOT 4A CALABARZON
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 153
X 43
429
} Third Step
Add all the products
412
4579 So the answer or product is 4, 579 buttons

E Learning Task 2: Find the product. Write your answer on you

notebook.

1. 315 2. 516 3. 917 4. 745

X 24 X 34 X 25 X 16

+ + + +

A
To find the products of 3-digit numbers by 2-digit numbers, you
have to multiply all the digits in the multiplicand from right to left by each
digit in the multiplier. Add the partial products to get the final product.

Learning Task 3: Find the product. Write your answer on you notebook.

1. 314 2. 514 3. 913 4. 743

X 23 X 33 X 23 X 14

+ + + +

Learning Task 4: Solve the given problems. Write your answer in your
notebook.
1. Mr. Remulla has a coconut plantation. There are 353 coconut trees in a
row. If there are 33 rows, how many coconut trees are there in all?
2. Maine spends Php 800.00 a week. How much does she spend in five
weeks?

PIVOT 4A CALABARZON
17
 Estimation of Products for 3-to-4 Digit Numbers
WEEK by 2-to-3 Digit Numbers
3 Lesson
I
After going through this lesson, you are expected to estimate the prod-
ucts of 3-to 4-digit numbers by 2-to 3-digit numbers with reasonable re-
sults.

Learning Task 1: Round off the following to the nearest underlined digit.

1. 346 2. 28 3. 454 4. 892 5. 683 6. 743

D
Learning Task 2: Estimate the following products by rounding
the factors to its highest place value before multiplying. Write your an-
swer in your notebook. The first one is done for you.

Ex: 63 30
X 45 50
1,500
1. 63 2. 13 3. 15 4. 63 5. 25
X 18 X 25 X 12 X 22 X 32

Read the problem below and try to understand how you will give the
estimation

A bakery sells 349 pieces pande coco a day. About how many
pande coco bread can the bakery shop sell in 25 days?

“About” is the word clue in the prob-

Ex: 349 300 lem. This means that you are not going
X 25 X 30 to find the exact product or answer. You
9,000 will just get the estimated product. To
estimate the total number of pande coco
bread for 25 days, you will follow the fol-
lowing steps below:

1. Round off both number or factors to the highest place value.

2. Multiply the rounded off or just multiply the whole number and
write the number of zeroes in both factors.
PIVOT 4A CALABARZON
18
 E
Learning Task 3: Find the estimated product.

1. 346 2. 486 3. 575

X 45 X 84 X 346

4. 246 5. 456 6. 265

X 57 X 14 X 336

A
To estimate products, round off both factors to the greatest/
highest place value, then multiply the rounded factors.

Learning Task 4: Look at the table below. Write the estimated

amount of each fruit and answer the questions below on your note-
book.

Fruits Quantity Price per Estimated

Piece Product
Pineapple 165 ₱ 117
Avocado 781 ₱ 37
Papaya 89 ₱ 73
Jackfruit 390 ₱ 275
Dragon fruit 639 ₱ 175

1. How much does 565 pineapples cost? _____________

2. How much does 89 papayas cost? _____________
3. How much does 639 dragon fruits cost? _____________
4. How much does 789 avocados cost? _____________
5. How much does 390 jackfruits cost? _____________

PIVOT 4A CALABARZON
19
 Multiplying Mentally 2-Digit Numbers by 1-2
WEEK
Digit Numbers with Products up to 200
4
Lesson
I After going through this module, you are expected to multiply
mentally 2-digit by 1-2 digit numbers with products up to 200 includ-
ing money, mathematical problems and real-life situations.

Learning Task1: Solve the following mentally. Write your answer on

your notebook as fast as you can.

1) 6 4 2.) 8 6 3.) 1 5 4.) 3 7 5. )5 4

x10 x 2 x 6 x10 x 10

D Learning Task 2: Read and solve the problems mentally. Write

your answer in your notebook.
1.) There are 17 pencils in every pencil holder. How many pencils are
there in 3 pencil holder?

2. ) There are forty Php5-coins in a box. What is the total value of the
coins in the box?

3. ) A pile contains 15 books. How many books are there in 10 piles?

PIVOT 4A CALABARZON
20
 There are 25 baskets in the table. Each basket contains 6
mangoes. How many mangoes are there?

In multiplication of 2 digit by 1 digit mentally, you may use the

expanded form to find the product easily.
25 25 25
Ex: 25 20 + 5
X 6 X 6
150 120 + 30 = 150

There are 150 mangoes 25 25 25

E
Learning Task No. 3 Try to multiply the following mentally. Write your
answer in your notebook

1. 48 2. 14 3. 33 4. 18
X 2 X 5 X 6 X 3

A
Mental computation is very useful in your everyday living. Being
able to compute mentally can save your time. It is easy to multiply num-
ber if one factor has a single digit and regrouping is not involved in the
process. You can easily find the product for as long as you know the basic
multiplication rules.

Learning Task 4: Answer the given problems below. Ask your parents to
use a stopwatch while you are solving the given questions mentally.

1. There are 38 rows of chairs in the covered court. If there are 13 chairs
in each row. How many chairs are there in all?

2. There are 18 baskets of pineapple in the table. Each basket contains 3

pineapple. How many pineapples are there?

3. How much will it cost if 10 pieces of bread sold at ₱23 per plastic?

4. Ana shared her mangoes with her 13 friends. If each of her friend
received10 mangoes, how many mangoes did Ana have in all?

5. A box contains 15 pieces of chalks. The Principal bought 13 boxes. How

many pieces of chalks were bought in all?

PIVOT 4A CALABARZON
21
 Solving Problems involving Multiplication of
Whole Numbers
WEEK Lesson
4 I After going through this module, you are expected to solve rou-
tine and word problems involving multiplication of whole numbers in-
cluding money using appropriate problem-solving strategies .

Learning Task No. 1. Read and analyze the problem below, answer the
following questions.

Shane made 80 Sampaguita garlands. Each garland costs

Php15.00. If she sold all the Sampaguita garlands, how much will she
earn for the garlands?

a. What is asked?
b. What are the given facts?
c. What operation will be used?
d. Write the number sentence.

D Read and analyze the problem.

Jack bought 8 dozens of eggs from the grocery store to bake some
pancakes. He plans to bake pancakes over 5 days. How many eggs did
Jack buy?

To solve the problem use the following steps.

Understand:
1. What is asked in the problem?
Number of eggs bought by Jack.
2. What are the given facts?
8 dozens = 12 x 8 = 96
5 days
Plan:
3. What is the operation to be used?
Multiplication

4. What is the number sentence

(12 x 8) x 5 = N
Solve:
5. Use the operation to solve the problem.
(12 x 8) x 5 = N
96x 5 = 480
Write the complete answer Check and Look back:
There are 480 eggs 480 ÷ 5 = 96
96 ÷8 = 12

PIVOT 4A CALABARZON
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E Learning Task 2: Solve the problem using the steps on solving
word problem. Write your answer on your notebook.
Aldrin bought 12 boxes of biscuits. Each box contained 125 piec-
es of biscuits. How many biscuits does he have?

A
To solve routine problems involving multiplication of whole num-
bers including money, using appropriate strategies and tools follow the
following steps:
A. Understand
1. What is asked in the problem?
2. What are the given facts?
B. Plan
3. What is the operation to be used?
4. What is the number sentence?
C. Solve
5. Use the operation to solve
D. Check and Look back
6. Write the correct answer
Non-routine problems can be solved without using a standard
procedure. They can be solved by drawing a picture, using a number
line, acting out, making a table, and other techniques.

Learning Task 3: Write the letter of the correct answer in your note-
book.
1) The membership fee of Math Club is ₱25. What is the total amount
paid by 1,252 members?
A. ₱ 31,250 B. ₱ 31,252 C. ₱ 31,230
2) There are 85 cans of milk in a box sold at ₱ 13 each can. What is
asked in the problem?
A. Number of cans of milk C. Amount of 85 cans of milk
B. Amount of 85 can of sardines
3) Penpen supplies 10 dozens of eggs a day to a store. How many eggs
does he supply to the store in 2 weeks ?
A. 240 eggs B. 20 eggs C. 200 eggs
4) A fruit vendor ordered 7 boxes of oranges. Each box contained 15
oranges. How many boxes of oranges were ordered by the vendor?
What is asked in the problem?
A. Number of fruit vendors C. Number of boxes

PIVOT 4A CALABARZON
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 Solving Multistep Routine and Nonroutine Word
Problems Involving Multiplication and
WEEK Addition or Subtraction
Lesson
5 I After going through this lesson, you are expected to solve multi-
step routine and non-routine problems involving multiplication, addition
or subtraction using appropriate problem solving strategies and tools. Fol-
low the steps accurately in solving word problem.

Learning Task 1. Read and analyze the problem below. Answer the
given question in your notebook.
Ruben just arrived from abroad. He brought with him 4 boxes of
assorted chocolates and candies with different weighs for his friend
and family. What is the average weight of the 4 boxes if their weight
are 18kg, 9kg, 13kg, and 16 kg?
1. What is asked in the problem?
2. What are the given?
3. What is the operation to be used?
4. What is the number sentence?
5. Solve

D Read and analyze the problem. Look at the steps on how to solve
this problem.

Adrian bought 2 boxes of marbles. Each box has 135 marbles. If

he gave 56 marbles to his brothers, how many marbles were left?

1. What is asked?
Marbles left to Adrian
2. What are givens?
2 boxes of with 135 marbles per box
56 marbles were given to the brother
3. What is the operation?
Multiplication , subtraction
4. What is the number sentence?
(2 x 135) - 56 = 56 = N
5. Solve
Step 1: 135
X 2
270

Step 2: 270
- 56
114
6. There are 214 marbles left with Adrian

PIVOT 4A CALABARZON
24
E
Learning Task 2: Apply the steps in solving word problems. Write
your answer in your notebook.
1. Mr. and Mrs. Flores sold 3 275 roses last Valentine’s Day. How much
is their total sales if each rose cost Php50?
2. There are 5 bundles of popsicle sticks. If each bundle contains 5 doz-
ens, how many popsicle sticks are there in all?
3. The street lights are 25 meters apart. If there are 15 street lights,
what is the distance from the first street light to the last street light?

A You can use the 4-step to solve the multistep routine and non-
routine problems involving multiplication, addition, or subtraction using
appropriate problem solving strategies and tools. You will be guided by
the following steps. Understand, Plan, Solve, Check and Look Back.
Learning Task 3. Read, analyze and answer the following problems.
Show your solutions in your notebook. And choose the letter of the cor-
rect answer.
1. Joy is going to buy food for a class reunion. There are 45 guests and
each guest will eat 250 grams of chicken. If there are already 8 750
grams of chicken in the table. How many more grams of chicken
should she buy?
A. 2000 B. 2500 C. 11, 250 D. 1250
2. A long distance telephone call costs Php21 for the first 3 minutes,
plus P7 for each additional minute. What is the cost of a 10-minute
call?
A. ₱49 B. ₱ 53 C. ₱ 102 D. ₱ 70
3. A new building has 4 455 bricks when finished. If the builder allows
120 extra bricks for breakage, how many bricks will he need to build
7 buildings?
A. 2000 B. 2500 C. 11, 250 D. 32 025
4. Rose can finish 18 pieces of embroidery in 4 days. Andrea can
embroider 22 pieces in 2 days. How many more pieces of embroidery
can Andrea make than Rose in 4 days?
A. 72 B. 44 C. 88 D. 26
5. Nelson can plant 143 pechay seedlings in 8 plots in a day. Alex can
plant 96 pechay seedlings in 13 plots in a day. How many more can
Alex plant than Nelson?
A. 1144 B. 1248 C. 104 D. 140
PIVOT 4A CALABARZON
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 Division of 3-to 4-Digit Numbers by1-to
WEEK
2-Digit Numbers
Lesson
6
I
This lesson will help you demonstrate understanding of division
of whole numbers without remainders including money. After going
through this lesson, you are expected to divide 3 to 4 digit numbers by
1 to 2 digit numbers with and without remainders.

Learning Task 1: Read each item carefully. Write the correct answer
in your notebook.
__________ 1. The quotient is 68. The divisor is 9. Give the dividend.
__________ 2. How many 4’s are there in 130?
__________ 3. What will be the remainder if 261 is divided by 5?
__________ 4. In 625 ÷ 10, what is the remainder?
__________ 5. The quotient is 30, the dividend is 900, what is the divisor?

D
Read and analyze the example problem. Observe the steps on how
to solve the problem.
Rosa collected 875 seashells to make necklaces. She used 70 sea-
shells for each necklace.

To find the answer, you must divide 875 by 70.

Follow the following steps:

70 875 1. Take the first number at the left of the

dividend.
2. If the first digit of the dividend is less
than the divisor, take the first two dig-
its.
12 r. 35 3. Proceed in the division process, multi-
plication, subtract and bring down.
70 875 4. Repeat the same procedure up to the
-- 70 last digit in the dividend.
175 5. If the quotient is not exact, it means
-- 140 that there is a remainder. Write the re-
35 mainder beside the quotient

The final answer is 12 r. 35.

PIVOT 4A CALABARZON

26
 E Learning Task 2: Provide the correct answer inside the colored
boxes. Write your answer in your notebook.

Dividend Divisor Quotient

4 004 28
3 115 89
6 592 32
2124 12
3920 16

A
Remainder is a left over digit after dividing digit by another digit to
produce quotient.

In dividing 3- to 4-digit numbers by 1- to2-digit divisors without and

with remainder, the follow these steps: (1) Take the first number on the left
of the dividend. If the first digit of the dividend is less than the divisor, take
the first two digits. (2) Divide, multiply, subtract and bring down. (3)Repeat
the same procedure up to the last digit in the dividend. (4) If the quotient is
not exact, it means that there is a remainder, write the remainder beside
the quotient.

Learning Task 3: Choose the letter of the best answer. Write your answer
in your notebook.
1. What will you get if you divide 620 by 20?
a. 21 b. 210 c. 31 d. 310
2. What is the quotient of 896 divided by 16?
a. 36 b. 46 c. 56 d. 66
3. How many 27 are there in 1215?
a. 35 b. 45 c. 55 d. 65
4. Which of the following numbers is NOT divisible by 10?
I. 3050 II. 473 III. 5250 IV. 6752
a. I and III b. I and II c. II and III d. II and IV

5. If the divisor is 15 and the dividend is 1 565, what is the quotient?

a. 104 b. 104 r.33 c. 104 r.5 d. 105

PIVOT 4A CALABARZON

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 Dividing 3-to 4-digit Numbers by 10, 100 or 1000
WEEK Without and With Remainder
6 I Lesson

After going through this lesson, you are expected to divide 3 to

4 digit numbers by 10, 100 ,or 1000 with and without remainder.

Learning Task 1: Match the division sentence with its answer.

Write the letter of the correct answer.
1. 4000 ÷ 10
A. 78
2. 5000 ÷ 100
B. 50
3. 4100 ÷ 10 C. 400
4. 6500 ÷ 100 D. 410
5. 7800 ÷ 100 E. 24
6. 24, 000 ÷ 1000 F. 65

I
Read and analyze the problem. Observe the quotient if the divisor is
10,100 and 1000. What will you notice?

The Boy Scouts of Danao Elementary School initiated the collection

of 2318 canned goods to be given to 10 poor families affected by typhoon
Leo. How many pieces of canned good should each family receive?

2, 318 ÷ 100 = 231 r. 8 The digits of the dividend is exactly the

same with the first 3 digits of the quotient.
Remainder is also the same digit of the last
digit of the dividend.
Here is the another example using 100 as division.

2, 318 ÷ 100 = 23 r. 18 The first 2 digits of the dividend is exactly

the same with the first 2 digits of the quo-
tient. Remainder is also the same digits of
the last 2 digits of the dividend.
Here is the another example using 1000 as divisor.

2, 318 ÷ 1000 = 2 r. 318 The first digit of the dividend is exactly the
same with the first digit of the quotient. Re-
mainder is also the same digit of the last 3
digits of the dividend.

You will noticed that the number of the digits in the remainder is based on
the number of zeroes in the divisor.
PIVOT 4A CALABARZON
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 E Learning Task 2: Find the quotient. Write your answer in your
notebook.

4510 226 3460 7561 8423 9360

865 10 784 543 100 650
3761 843 5461 6542 4014 3430

1234 5678 9000

2143 1000 8999
3322 6789 7860

A
In dividing 3 to 4 digit numbers by 10 with remainder, the last digit in
the dividend is always the same with the remainder, while the remaining
digits represent the quotient.
In dividing 3 to 4 digit numbers by 100 with remainder, the last 2 dig-
its in the dividend is always the same with the remainder, while the re-
maining digits represent the quotient.
In dividing 4 digit numbers by 1000 with remainder, the last 3 digits in
the dividend is always the same with the remainder while the remaining
digits represent is the quotient.

Learning Task 3: Find the quotient.

1. 5386 divided by 1000 will give you a remainder of ______.

a. 86 b. 36 c. 386 d. 6
2. 650 is equal to how many tens?
a. 600 b. 60 c. 65 d. 0
3. Nine thousand five hundred has how many thousands?
a. 8 b. 950 c. 900 d. 9
4. There are 9 540 kilos of rice to be distributed among 1000 household
due to pandemic COVID 2019. How many kilos of rice will each house-
hold receive?
a. 9 kilos each b. 9 grams c. 54 kilos d. 95 kilos

5. There are 9020 can goods to be placed equally inside 100 boxes. How
many can goods will each box hold?
a. 60 b. 96 c. 90 d. 60
PIVOT 4A CALABARZON

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 Estimating the Quotient of 3- to 4- Digit
WEEK Dividends by 1- to 2-Digit Divisors
Lesson
7
I
After going through this module, you are expected to estimate
the quotient of 3- to 4-digit dividends by 1- to 2 digit divisors and solve
for both the estimated quotient and actual quotient.

Learning Task 1: Round off the following numbers to the highest

place value.
1) 434
2) 5658
3) 8374
4) 361
5) 7454
Learning Task 2: Find the quotient. Use the cancellation method.
Ex: 7000 ÷ 10 = 700 ÷ 1 = 700
1. 41 000 ÷ 100 =
2. 3 000 ÷ 10 =
3. 20 000 ÷ 100 =
4. 9 000 ÷ 100 =
5. 12 000 ÷ 1 000 =

D Here is the example on how to estimate the quotient. Read the

problem and observe how to find the estimated quotient.

A farmer has 31,205 pineapples to pack equally in 48 boxes.

About how many pineapple will be in each box?

In estimating the quotient, follow

the following steps:
Example: 3 1, 500 ÷ 48 = 650.25

Round off the dividend and the di-

Solution: 3 0 000 ÷ 50 = N visor to their highest place value.

3 0 000 ÷ 50 = 600 Apply the rules of cancellation for

dividing rounded numbers. .
The exact quotient is 650.25 while
Lastly, compare your estimated
the estimated quotient is 600.
quotient to the actual quotient to
Therefore, the estimated quotient is make sure if the estimated quo-
reasonable and closer to the exact tient is reasonable.
answer. .
PIVOT 4A CALABARZON

30
 E
Learning Task 2: Find the estimated quotient. Write your answer
on your notebook.

1) 4234 ÷ 51 = _________
2) 5658 ÷ 29 = _________
3) 248 ÷ 26 = _________
4) 6718 ÷ 81 = _________
5) 37 820 ÷ 58 = _________

Learning Task 3: Choose the letter of the best estimated the quotient.
Write your answer on your notebook.
1. 44000 ÷ 531 a) 70 b) 80 c) 90 d) 100
2. 42430 ÷ 790 a) 50 b) 60 c) 70 d) 80
3. 47,986 ÷ 197 a) 250 b) 260 d) 270 d) 280
4. 68,567 ÷ 210 a) 300 b) 350 d) 360 d) 370
5. 89,100 ÷ 314 a) 350 b) 340 d) 320 d) 300
6. 24,450 ÷ 5040 a) 4 b) 5 d) 6 d) 7

A
In estimating the quotient of 3 to 4 digit dividends by 1 to 2 digit
divisors, do not forget to follow the following steps. First, always use
rounded numbers to estimate quotients. Second, round the dividend
and the divisor to their highest place value. Third, apply the rules of
cancellation for dividing rounded numbers for easiest way. Lastly,
compare your estimated quotient to the actual quotient to make sure if
the estimated quotient is reasonable and justifiable.

Learning Task 4: Solve the given problems. Write your answer in your
notebook.

1. Estimate the quotient of 825 divided by 24.

2. A farmer has 3,105 pineapples to pack equally in 34 boxes. About

how many pineapple will be in each box?

3. The total sales for calamansi fruit harvested from the EPP garden is ₱3
120.00. If the calamansi is sold at ₱ 21.00 per kilo, how many kilos were
sold?

PIVOT 4A CALABARZON
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 Solving Problems Involving Division of 3 to 4
WEEK digit Numbers by- 1 to 2- digit Numbers
7 Lesson
I
After going through this lesson, you are expected to solve routine
problems and non-routine problems involving division of 3 to 4 digit
numbers by 1 to 2 digit numbers including money using appropriate
problem solving strategies and different steps in problem solving.

Learning Task 1: Answer the following in your notebook.

1. The quotient is 6. the divisor is 10. Give the dividend.
2. How many 10’s are there in 530?
3. What will be the quotient if 700 is divided by 100?
4. In 8900 ÷10, What is the answer?
5. The quotient is 9, the dividend is 9000, what is the
divisor?

I Read and analyze the problem.

Pepe has 20 dozens of eggs to be placed equally in 5 baskets.

How many eggs will be each basket?

To solve the given problem, follow the following steps.

1) What is asked in the problem?
Number of eggs to be placed
2. What are given?
20 dozens =240 eggs
5 baskets
3. What is the operation to be used?
Division
4. What is the number sentence?
240 ÷ 5 = N
5. Perform the operation and do the procedure in doing number
48
5 240
- 20
40
-40
0
6. There are 48 eggs in the basket.

PIVOT 4A CALABARZON

32
E Learning Task 3: Solve the given problem. Write your answer in
your notebook.

1. There are 4000 apples to be placed equally in 25 baskets . How

many mangoes will be in each basket?
2. After a good harvest, Mr. Celso set aside P 6 336 to be shared
equally by his 12 workers. How much will each worker received?
3. Liza bought an appliances for ₱ 6 930 with zero interest payable
stallments for 6 months. How much should she pay monthly ?
4. Earl paid ₱ 975 for 15 cans of paint. How much was the price of each
can of paint?
5. The scout master bought a tent worth Php1840 for the 4 tents to be
used in the upcoming camping. How much is the price of each tent?

A In order to solve routine and non-routine problem, follow the follow-

ing steps: First, know what is asked, what are given. Second, know the
operation to be used. Third, write the number sentence. Fourth, write
the correct units/ label your answer. Lastly, review and check your an-

Learning Task No. 4: Choose the letter of the correct asnwer. Write
your asnwer on your notebook.

1. Mary bought a buy-one take bag. She paid 654. How much did each
bag?
A) ₱ 800 b) ₱ 827 c) ₱839 d) ₱842
2. Nancy orders 200 red roses to be placed in 8 big vases. How many
roses will each vase have?
A) 10 b) 15 c) 20 d) 25
3. Twelve scouts are asked to make 492 cotton balls for their school
clinic. How many cotton balls should each scout make?
A) 44 b) 43 c) 42 d) 41
4) The grade for pupils needs 1175 straws to be use in their Math pro-
ject. If there are 47 pupils. How many straws did each pupils need to
correct?
A) 20 b) 25 c) 30 d) 37
5) Aling Faye bought 2 dozens of eggs for ₱156.00. How much is the
price of each egg?
A) ₱6.25 b) ₱6.50 c) ₱7.00 d) ₱78.00

PIVOT 4A CALABARZON
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 Solving Problems Involving Division and Any
Other Operations of Whole Numbers
Lesson
WEEK
8
I There are two or more operations to solve correctly the multi-step
word problem. Since word problems describe a real situation in detail,
the question being asked can get lost in all information, especially in
multi-step problems. Take a deep understanding of this concept by
reading and analyzing the problem below.
Learning Task 1: Read and analyze the given problem. Answer the
given questions in your notebook.
Leo bought 4 T-shirts and 2 pairs of pants for Php 3 000.00. If the T-
shirts cost Php 300.00 each, find the cost of each pair of pants.
1) What is asked?
2) What are the given?
3) What operation will be used?
4) What is the hidden question?
5. What is the number sentence?
6. Write the solution:

D Learning Task 2: Solve the following problem. Write your an-

swer in your notebook.
1. A leaking faucet wastes about 3 liters of water a day. How many
liters of water can be saved daily if 500 leaking faucets are re-
paired?
2. The quotient is 25 and the divisor is 14. The dividend is 353. I am
the
remainder what number am I?
3. Isaiah had 63 apples. He divided all apples evenly among his 9
friends. How many apples did Isaiah give to each of his friends?
4. Nancy needs 5 oranges to make a glass of orange juice. If Nancy
has 250 oranges, how many glasses of orange juice can she make?

E Learning Task 3: Solve the following. Problems. Write your an-

swer in your notebook.

1) Joseph has 48 comic books. He sold one-fourth of his collection

to his friend. He brought twice the number of comic books as he has
now. How many comic books does he have now?

2. In the library, there are 9 rectangular tables with 8 pupils each

and square tables with 4 pupils each. How many square tables are
needed so that 100 pupils can read at the same time?

PIVOT 4A CALABARZON
34
A
1. The steps in solving multi-step routine problems are:
a. Understand—Know what is asked, what are given.
b. Plan-Know the operation to be used
Know the hidden questions
Write the number sentence
c. Solve– Decide the operation to be used to find the answer to the
hidden question. Then, solve for the final answer.
d. Check and Look Back- Review and check your answer.
2.The steps in solving multi-step non-routine problems involving divi-
sion and any other operation are; Read and analyze the problem
carefully. Tell what is asked and what are given. Use strategies like
acting out the problem, listing/table method, guess and check,
drawing/ making a diagram, using patterns, working backwards to
solve it.

Learning Task 4: Assess what you have already known about the
lesson. Choose the letter of the best answer. Write the chosen letter in your
notebook.
1. There were 407 boys and 438 girls who like to join the Independence
Day Parade. How many buses will be hired if 65 persons can be
accommodated in a bus?
a. 12 b. 13 c. 14 d. 15
2. Six pupils shared 3 baskets of eggplants they harvested. There were 35
eggplants in the first basket, 45 in the second basket, and 22 in the last
basket. How many eggplants did each pupil get?
a. 15 b. 16 c. 17 d. 18
3. Jannah has 66 stationery envelopes in her collection. Her pet destroyed
half of them last week. This week she brought 17 envelopes more. How
many envelopes does she have now?
a. 50 b. 60 c. 30 d. 40
4. Mariecris won 40 chocolate bars at a school fair. Then she gave 4 to each
of her friends. She only has 8 chocolates left. How many friends does
she have?
a. 5 b. 6 c. 7 d. 8
5. Lorely has weekly allowance of Php 150.00. She donated one-third of it
to Bantay Bata Foundation. To earn more money, she applied to wash
her parents’ car for Php 75.00. How much money does she have now?
a. Php 175.00 c. Php 125.00
b. Php 150.00 d. Php 250.00

PIVOT 4A CALABARZON
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 Multiplication, Division, Addition,
Subtraction (MDAS)
WEEK
8
I Lesson

Sometimes, you can encounter equation that have composed of

two or more operations. It is hard to answer this kind of equation if you
do not know what operation will be solved first. This time learn the
rules on how will you solve this kind of equation. After going through
this lesson, you are expected to identify the correct procedures in per-
forming series of operations, understand and solve series of operations
applying multiplication, division, addition, and subtraction.
There is a simple activity below to test your knowledge about
basic operation and what you have learned from your early grades.

Learning Task 2: This activity allows you to perform the four funda-
mental operations independently. Choose the letter of the correct an-
swer. Write it in your notebook.
1. 8 + 96 ÷ 2 a. 56 b. 57 c. 58
2. 42 ÷ 6 - 3 a. 5 b. 4 c. 3
3. 79 – 12 x 4 a. 31 b. 32 c. 33
4. 3 x 5 – 10 a. 3 b. 4 c. 5

D 5. 42 – 15 ÷ 5 a. 37 b. 38 c. 39

Look at the following operations below. Have you encountered the

equation like this? Observe the example below and do the different task
after you understand this lesson.
24 ÷ 2 + 13 - 16 Rule1
2 x 3 + 20 Rule 1
12 + 13 - 16 Rule 2
6 + 20 Rule 2
Rule 2
25 - 16
26
9
To solve the equation, we will use the MDAS Rule. MDAS
refers for the basic operations such as Multiplication, Division,
Addition and Subtraction. The rule must be followed to solve the
equation like these.
Rule 1: Multiply or divide first in the order as they come
from the left to right.
Rule 2: Add or subtract in order as they come from left to
right.

PIVOT 4A CALABARZON

36
 E Learning Task No. 2. Try to solve the following equation. Write
your answer on your notebook.

1) 4 + 8 ÷ 2 - 7 = __________
2) 12 x 3 – 4 + 0 = __________
3) 12 + 13 – 4 x 5 = __________
4) 15 – 10 x 2 + 17 = __________
5) 20 + 5 x 4 ÷ 2 = __________

Learning Task No. 3: Solve the following equation. Then compare your
answer by writing <, > and = in your notebook.
1. 5 + 8 ÷ 2 - 7 ___ 26 ÷ 13 x 10 - 17
2. 22 x 3 – 42 + 20 ___ 72 ÷ 2 + 13 - 16
3. 12 + 13 – 4 x 5 ___ 16 ÷ 4 x 3 - 7
4. 45 – 10 x 2 + 17 ___ 16 ÷ 8 x 9 – 5 + 30
5. 20 + 5 x 4 ÷ 2 - 6 ___ 26 – 40 ÷ 8 x 2

A
MDAS rule refers for the order of basic operations such as multi-
plication, division, addition and subtraction. Multiply or divide first in
the order as they come from the left to right. Add or subtract in order as
they come from left to right.

Learning Task 4: Solve the following equation. Write your answer on

your notebook.

1) 4 + 8 ÷ 2 - 7 = __________
2) 12 x 3 – 4 + 0 = __________
3) 12 + 13 – 4 x 5 = __________
4) 15 –10 x 2 + 17 = __________
5) 20 + 5 x 4 ÷ 2 = __________
6) 26 ÷ 13 x 10 = __________
7) 65 x 12 + 10 = __________
8) 16 ÷ 8 x 9 – 2 = __________
9) 10 x 15 + 8 = __________
10) 12 x 3 - 20 = __________

PIVOT 4A CALABARZON

37
 Answer Key
L-Task No. 1 L-Task No. 3 L-Task No. 4 L-Task No. 5 L-Task No. 7
1) 8 100s, 4 10s, 3 1s 1) 10,000 1,000 100 10 1)5 Numbers Place Value Value 1) 568
2) 5 100s, 8 10s, 6 1s 10,000 1,000 100 2)Ones 2) 2,645
1. 64 587 Thousands 4,000
3) 9 100s, 6 10s, 6 1s 10,000 100 3)Tens 3) 61,005
4) 843 2. 67 840 Tens 40 4) 32,067
4) Hundreds
5) 586 2) 10,000 100 100 10 10 1 1 1 5) 4,000 3. 43 125 Ten Thousands 40,000 5) 79,386
6) 966 10,000 1,000 100 100 10 10 1 1 1 4. 80 456 Hundreds 400 6) 25,019
10,000 100 10 10 1 1 1
5. 23 384 ones 4
10

L-Task No. 6 L-Task No.8 L-Task No.8

1) 8,000 + 300 + 40 + 5 1) Eight thousand nine hundred eighty 1) Eight thousand nine hundred eighty
2) 6,000 + 900 + 2 2) Four thousand six hundred fifty 2) Four thousand six hundred fifty
3) 7,000 + 700 + 80 + 1 3) Six thousand five hundred eighty seven 3) Six thousand five hundred eighty seven
4) 8,000 + 900 + 2 4) Seventy-seven thousand twenty three 4) Seventy-seven thousand twenty three
5) 2,000 + 20 + 3 5) Eighty-one thousand one hundred twenty seven 5) Eighty-one thousand one hundred twenty seven
6) 60,000 + 7,000 + 900 + 2 6) Sixty seven thousand nine hundred twenty-four 6) Sixty seven thousand nine hundred twenty-four
7) 20,000 + 3,000 + 400 + 50 + 6 7) Seventy-nine thousand, three hundred forty-six 7) Seventy-nine thousand, three hundred forty-six
8) 90,000 + 1,000 + 30 + 4 8) Twelve thousand four hundred fifty eight 8) Twelve thousand four hundred fifty eight
9)30,000 + 2,000 + 800 + 90 9) Forty three thousand five hundred six 9) Forty three thousand five hundred six
10) 20,000 + 9,000 + 30 +1 10) Ten thousand, twelve 10) Ten thousand, twelve

L-Task No. 9 WEEK 2 L-Task No. 1 L-Task No. 2 L-Task No. 3

1) C 6) C 1) 3,654 1) 556 476 346 1) 32,983 32,934 32,532 32,456 32,124
2) B 7) D 2) 780 2) 875 865 864 2) 62,398 62,387 62,345 62,312 62,279
3) C 8) A 3) 7,574 3) 7,589 1,243 1,240 3) 89,923 89,534 89,345 89,246 89,124
4) B 9) D 4) 13,675 13,657 13,645 4) 19,910 19,432 19,312 19,216 10,087
5) A 10) A 5) 66,654 66,546 66,456 5) 31,890 31,876 31,861 31,839 31,821

L-Task No. 4
1) 58,024 58,042 58,204 58,240
2) 10,089 10,098 10,809 10,908
3) 85,073 85,307 85,370 85,703
4) 98,057 98,507 98,570 98,705
5) 41,018 41,081 41,108 41,810

WEEK 4
I D E A
Round to the Nearest 1. 3,000 Thousands Ten
Nearest Nearest 2. 70,000
Thousands Ten 3. 2,000 Thousands
4. ₱100,000
60 600 5. ₱ 7,000 ₱ 13,000 ₱ 10,000
Thousands
70 300 7 000 60 000 ₱ 8,000 ₱ 7,000
7 000 80 000 ₱ 9,000 ₱ 8,000
70 700 6 000 100 000 ₱ 16,000 ₱ 20,000
6 000 90 000 ₱ 14,000 ₱ 10,000
4 000 60 000

WEEK 5
I D E A
1. 3, 654 1. 556, 476, 346 1. 32 124, 32 456, 32 532, 32 934, 32 983
2. 780 2. 875, 865, 864 2. 62 279, 62 312, 62 345, 62 387, 62 398
3. 7, 589, 1,243, 1,240 89 234
3. 7, 574 3. 89 124, 89 246, 89 345, 89 534, 89 923
1. bottle cups 4. 19 087, 19 216, 19 312, 19 432, 19 910
5. 31 821, 31 839, 31 861, 31 876, 31 890 88 654
2. 3,500
3. 2,865
4. Peter 1. 58 240, 58 204, 58 042, 58 024 87 543
5. Ruben 2. 10 908, 10 809, 10 098, 10 089
3. 85 703, 85 370, 85 307, 85 073 84 945
4. 98 705, 98 570, 98 507, 98 057
5. 41 810, 41 108, 41 081, 41 018 82 345

PIVOT 4A CALABARZON
38
 Answer Key
WEEK 6 WEEK 7
I D E A I D E A
1. 60 1. 231 1. 7 560 1. 7 222 1. 300 1. 1 200 1. 15 000 1. 20 000
2. 69 2. The number of 2. 17 544 2. 16 962 2. 30 2. 300 2. 40 000 2. 32 000
coconuts deliv- 3. 500 3. 200 3. 180 000 3. 6 300
3. 68 3. 22 925 3. 20 999 4. 1 200
ered in 23 days. 4. 900 4. 12 000 4. 120 000
4. 91 3. Multiply 4. 11 920 4. 10 402 5. 900
5. 336 5. 680 5. 5 000 5. 120 000
6. 669 1. 11 649 6. 740 6. 90 000
7. 396 2. 16 000
8. 642
9. 933
10. 1 288

WEEK 8 WEEK 9
I D E A I D E A
1. 640 1. 102 1. 96 1. 494 A. The amount 1. Number of bis- 1. B
2. 172 2. 2 2. 70 2. 54 earned for the cuits. 2. B
3. 90 3. 160 3. 198 3. 230 garland 2. 10 boxes 3. A
4. 370 4. 54 4. 130 B. 80 sampaguita 25 pieces each 4. B
5. 540 5. 195 15 each garland box
C. Multiplication 3. multiplication
D. 80 x 15 = N 4. 10 x 25=N
5. 250

WEEK 10 WEEK 11
I D E A I D E A
1. 8 250 1. 163 750 1. B 1. 612 1. 12 1. 143 1.C
2. 10 500 2. 300 2. D 2. 32 2. 12 2. 35 2. C
3. 1 3. 35 3. 206 3. B
3. 625 3. 375 m 3. D 4. remainder
4. 275 kg 4. D 4. 5 4. 177 4. D
5. 350 kg 5. C 5. 30 5. 245 5. C

WEEK 12
I D E A
1. 612 1. C
2. 32 2. C
3. 1 3. D
4. 5 4. A
5. 30 5. C

WEEK 13 WEEK 14
I D E A I D E A
1. 400 1. 410 1. 200 1. 40 1. 60 1. 16 1. B
2. 6000 2. 300 2. 20 2. 100 2. 53 2. 528 2. D
3. 8000 3. 200 3. 10 3. 150 3. 7 3. 1155 3. D
4. 90
4. 400 5. 12 4. 600 4. 890 4. 65 4. B
5. 7000 5. 1000 5. 460

WEEK 15
I D E A
1. The amout of each pair of pants. 1. 1 500 1. 36 1. B
2. 3000 for 4 T-shirt & 2 pair of pants 2. 3 2. 7 2. C
300 each T-shirt 3. 7 3. 6 cm, 12 cm 3. A
4. 50
3. Multiplication, subtraction, & division 5. 46 4. 8
4. The amount of pair of pants. 5. A
5. 3000-(300 x 4) ÷2 = N
6. 900

WEEK 16
I D E A
1. Materials to make earings 1. A 1. < 1. 60 1. 24
2. Answer may vary 2. B 2. < 2. 185 2. 1
3. Anser may vary 3. A 3. = 3. 30
4. C 4. <
4. Answer may vary 5. C 5. > 1. 24 4. 8
5. (7x5)+(3x2)-20=N 2. 29 5. 18

PIVOT 4A CALABARZON
39
For inquiries or feedback, please write or call:

Department of Education Region 4A CALABARZON

Office Address: Gate 2 Karangalan Village, Cainta, Rizal

Landline: 02-8682-5773, local 420/421

Email Address: lrmd.calabarzon@deped.gov.ph