FIRST QUARTER

NUMBERS AND NUMBER SENSE

LESSON 1 READING AND WRITING NUMBERS THROUGH HUNDRED THOUSAND

Objectives:
 To visualize numbers up to hundred thousand
 To read and write numbers up to hundred thousand in symbols and words
 To understand the place value and value of digit numbers up to 900,000

Lesson 1.1 Reading and Writing Numbers up to Hundred Thousand

Discussion
1. Review ones, tens, hundreds, thousands and ten thousand.
Place value is the idea that each digit in a number represents a certain amount, depending on the
position that it occupies.
Example: value of 32,465
30,000 represent as TEN THOUSAND
2,000 represent as THOUSAND
400 represent as HUNDRED
60 represent as TENS
5 represent as ONES
Remember!
The digit in place value does not mean it is the value. For example, 3 in 32,465, its value is not 3 but
30,000 because its place value is ten thousand.
2. The place value of hundred thousand has 6-digit numbers.
Example:
100,000 600,000
200,000 700,000
300,000 800,000
400,000 900,000
500,000

3. Follow the table below as it shows the numbers according to its place value.
Hundred Ten Thousand Hundred Tens Ones
Thousand Thousand
4 6 5 7 5 0

How to read:
465,750 – Four hundred sixty – five thousand seven hundred fifty
Remember!
Each number is separated by a space or comma. To read a number, read the digit numbers in the
highest form of place value starting from the left saying the name of the place value.

EXERCISE 1
A. Read the following number symbols then write them in words.
1. 1 2 0, 4 3 7 __________________________________________
2. 2 4 5, 1 5 2 __________________________________________
3. 1 0 0, 2 6 8 __________________________________________
4. 2 7, 5 0 0 __________________________________________
5. 8 9, 0 6 2 __________________________________________

MATHEMATICS 4
 B. Read the following number words then write them in symbols.
1. Seventy – five thousand two hundred ninety ____________
2. Three hundred fifty – one thousand one hundred eighty___________
3. Two hundred seventy-five thousand 6 hundred thirty-two _____________
4. Five hundred sixty – nine thousand three hundred fifty – three ___________
5. Fourteen thousand two hundred ninety – three ______________

Lesson 1.2 Identifying Each Place Value through Hundred Thousand

Each digit number has its corresponding place value on its position in the [Link]’s identify the
value of each underlined digit.
2 5 9, 6 3 7 2 represent as 200,000 or two hundred thousand
2 5 9, 6 3 7 5 represent as 50,000 or fifty thousand
2 5 9, 6 3 7 9 represent as 9,000 or nine thousand
2 5 9, 6 3 7 6 represent as 600 or six hundred
2 5 9, 6 3 7 3 represent as 30 or thirty
2 5 9, 6 3 7 7 represent as 7 or seven

EXERCISE 2
A. Give the place value of the underlined digit in each numeral.
1. 640 259 _________________ 6. 821 513 ________________
2. 405 397 _________________ 7. 209 345 ________________
3. 183 947 _________________ 8. 122 715 ________________
4. 179 302 _________________ 9. 641 997 ________________
5. 522 189 _________________ 10. 329 056 _______________

Follow the table below as it shows the underlined numeral which identified its value and place value.
Numeral Value Value
1 2 0, 3 6 4 20,000 Ten thousand
2 9 0, 8 4 9 8,000 Thousand
3 4 8, 3 6 4 300,000 Hundred thousand

B. Identify the value and place value of the underlined digit in each numeral. (2 points each)
Value Place Value
1. 6 4 0, 2 5 9 ________________ ___________________
2. 3 2 9, 5 6 0 ________________ ___________________
3. 5 0 0, 3 2 2 ________________ ___________________
4. 4 9, 4 7 8 ________________ ___________________
5. 3 5, 3 6 9 ________________ ___________________

MATHEMATICS 4
LESSON 2 ROUNDING OFF NUMBERS
Objectives
 To learn how to round off whole numbers to the nearest thousands, ten thousand and hundred
thousand
 To explain that rounding means to find the closest number in the value
 To apply the lesson in real life situation.
Discussion
It is hard to memorize or remember exact numbers like cell phone number, bar code, etc. Example, the
Philippines is an archipelago which is composed of 7,107 islands. The Philippines is home to a variety
of land and aquatic animals, and it has 1,187 species of animals.
To be able to remember these numbers, we will round off the whole number.
STEPS in rounding off numbers.
Step 1: Identify the digit to be rounded off.
Step 2: Look at the next digit to its right.
 If the digit to the right is 0, 1, 2, 3, and 4, retain the digit to be rounded off. All digits to the
right
are changed to zeroes.
 If the digit to the right is 5, 6, 7, 8 or 9, add 1 to the digit to be rounded. Replace the remaining
digits
Example 1: 7, 1 0 7 islands
The value that we’re going to round off is 7 but its value is 7,000 because its place value is thousand.
Beside 7,000 is 1 but its value 100 because its place value is hundred so it will remain 7 because we
will not round off the digit if the number in its right side is 0, 1, 2, 3 and 4, and all the numbers in its
right side will become zero.
So, 7 1 0 7 will become7,000

Example 2: 1, 1 8 7
The value that we’re going to round off is 8 but its value is 80 because its place value is tens. Beside
8 is 7 so add 1 to become 9 because we will round off the given digit if the number in its right side is 5,
6, 7, 8, and 9, and all the numbers in its right side will become zero.
So, 1, 1 8 7 will become 1,190.

PRACTICE: Round off the underlined digit.

1. 1,205 = ___________
2. 2,395 = ___________
3. 3,486 = ___________

Lesson 2.1 Rounding off numbers to the nearest thousand

Let us round off numbers to the nearest thousand. Again, if the numbers in the right side of the number
to be rounded off are 0, 1, 2, 3, and 4 then the digit will remain the same, and the remaining numbers in
its right side will become zero. If the number in the right side of the number to be rounded off is
starting 5 to 9 then add 1, and the remaining numbers will become zero.
Examples:
1. 8, 5 7 2 – The value with color red is 8,000 because its place value is thousand. Beside 8 is 5
(the value of 5 is 500 because its place value is hundreds), add 1 to become 9. The whole
number will become 9,000.
2. 9, 1 2 0 – The value with color red is 9,000 because its place value is thousand. Beside 9 is 1
(the value of 1 is 100 because its place value is hundreds) so it will remain 9. The whole
number will become 9,000.

MATHEMATICS 4
EXERCISE 1
A. Round off the number to the nearest thousand.
1. 3, 5 0 0 = ________ 6. 8, 7 5 6 = _________
2. 2, 6 8 6 = ________ 7. 9, 2 1 1 = _________
3. 1, 9 7 8 = ________ 8. 1, 2 3 5 = _________
4. 5, 6 7 8 = ________ 9. 2, 3 4 6 = _________
5. 4, 9 8 6 = ________ 10. 4, 9 7 5 = ________

What if the value is ten thousand? How do we round off the value to the nearest thousand?
Let’s have here an example.
1. 8 9, 2 5 0
What value in place value of thousand?
Round off the value of 9,000 in 89,250.
Beside nine thousand is 2 so it will remain 9. The remaining numbers in the right side of nine
thousand will become zero.
So, 89,250 = 89,000
2. 9 5, 6 3 7
What value in place value of thousand?
Round off the value of 5,000 in 95,637.
Beside five thousand is 6, add 1 to become 6 and the remaining numbers in the right side of five
thousand will become zero.
So, 95,637 = 96,000

B. Round off the number to the nearest thousand.

1. 4 5, 3 2 7 = __________ 6. 3 2, 1 4 9 = ____________
2. 6 8, 2 5 6 = __________ 7. 1 2, 5 0 0 = ____________
3. 8 9, 5 7 5 = __________ 8. 4 8, 9 6 2 = ____________
4. 5 9, 2 3 8 = __________ 9. 2 3, 4 5 1 = ____________
5. 3 8, 1 2 2 = __________ 10. 2 2, 5 6 8 = ___________

How do we round off the value to the nearest thousand if the value is hundred thousand?
Let’s have here an example.
1. 8 0 9, 7 5 6
What value in place value of thousand?
Round off the value of 9,000 in 809,756.
Beside nine thousand is 7, add 1 to become 10 and the remaining numbers in its right side will
become zero.
So, 809,756 = 810,000
2. 9 4 5, 3 2 0
What value in place value of thousand?
Round off the value of 5,000 in 945,320.
Beside five thousand is 2 so it will remain 5 and the remaining numbers in its right side will
become zero.
So, 945,320 = 945,000

C. Round off the numberto the nearest thousand.

1. 8 0 2, 3 1 2 = ____________ 6. 2 3 3, 2 5 1 = ___________
2. 2 0 5, 6 2 3 = ____________ 7. 3 5 2, 2 6 4 = ___________
3. 3 3 0, 1 2 4 = ____________ 8. 2 5 5, 6 2 8 = ___________
4. 4 2 0, 5 2 6 = ____________ 9. 1 2 8, 9 5 6 = ___________
5. 5 2 6, 8 9 0 = ____________ 10. 1 3 5, 7 8 9 = __________

MATHEMATICS 4
Lesson 2.2 Rounding off numbers to the nearest ten thousand
Let us round off number to the nearest ten thousand. Again, if the numbers in the right side of the
number to be rounded off are 0, 1, 2, 3, and 4 then the digit will remain the same, and the remaining
numbers in its right side will become zero. If the number in the right side of the number to be rounded
off is starting 5 to 9 then add 1, and the remaining numbers will become zero.
Examples:
1. 12, 5 7 2 – The value with color redis eleven thousand because its place value is ten thousand.
Beside eleven thousand is 2 so it will remain 1. The whole number will become 11,000.
2. 79, 1 2 0 – The value with color red is seventy thousandbecause its place value is ten thousand.
Beside seven thousand is 9 so add 1 to become 8. The whole number will become 80,000.
EXERCISE 2
A. Round off the number to the nearest ten thousand.
1. 25,400 = ____________ 6. 36,896 = __________
2. 32,596 = ____________ 7. 26,125 = __________
3. 36,780 = ____________ 8. 13,900 = __________
4. 72,485 = ____________ 9. 15,640 = __________
5. 83,795 = ____________ 10. 17,895 = _________

How do we round off numbers to the nearest ten thousand through hundred thousand?
Let’s have here an example.
1. 8 1 9, 7 9 6
What value in place value of ten thousand?
Round off the value of 10,000 in 8 1 9, 7 9 6.
Beside 1 is 9 so add 1 to become 2 and the remaining numbers in its right side will become
zero.
So, 8 1 9, 7 9 6 = 820,000
2. 6 4 3, 3 2 1
What value in place value of ten thousand?
Round off the value of 40,000 in 6 4 3, 3 2 1.
Beside 4 is 3 so it will remain 4 and the remaining numbers in its right side will become zero.
So, 6 4 3, 3 2 1 = 640,000

B. Round off the number to the nearest ten thousand.

1. 320,120 = __________ 6. 322,495 = _________
2. 122,715 = __________ 7. 523,489 = _________
3. 260,490 = __________ 8. 235,596 = _________
4. 325,456 = __________ 9. 128,625 = _________
5. 528,985 = __________ 10. 136,428 = __________

Lesson 2.3 Rounding off numbers to the nearest hundred thousand

Let us round off numbers to the nearest hundred thousand. Again, if the numbers in the right side of the
number to be rounded off are 0, 1, 2, 3, and 4 then the digit will remain the same, and the remaining
numbers in its right side will become zero. If the number in the right side of the number to be rounded
off is starting 5 to 9 then add 1, and the remaining numbers will become zero.
Examples:
1. 2 8 29 7 2 – The value with color red is two hundred thousand because its place value is
hundred thousand. Beside two hundred thousand is 8 so add 1 to become 3. The whole number
will become 300,000.
2. 7191 2 5 – The value with color red is seven hundred thousandbecause its place value is
hundred thousand. Beside seven hundred thousand is 1 so it will remain 7. The whole number
will become 700,000.

MATHEMATICS 4
EXERCISE 3
A. Round off the number to the nearest hundred thousand.
1. 208,533 = ___________ 6. 181,437 = ____________
2. 128,645 = ___________ 7. 282,361 = ____________
3. 356,285 = ___________ 8. 362,705 = ____________
4. 566,289 = ___________ 9. 421,122 = ____________
5. 798,488 = ___________ 10. 522,300 = ___________

B. Round off the number to the place value being asked for.
1. 650,423
a. Nearest thousand _______________________
b. Nearest ten thousand ____________________
c. Nearest hundred thousand ________________

2. 104,786
a. Nearest thousand ________________________
b. Nearest ten thousand _____________________
c. Nearest hundred thousand _________________

3. 840,709
a. Nearest thousand ________________________
b. Nearest ten thousand _____________________
c. Nearest hundred thousand _________________

4. 26,911
a. Nearest ten thousand _____________________
b. Nearest hundred ________________________
c. Nearest tens ____________________________

5. 13,580
a. Nearest hundred _________________________
b. Nearest tens ____________________________
c. Nearest ones ____________________________

C. Problem solving
1. The blue whale is considered the largest mammal living in water. It weighs as heavy as
181,437 kilograms. What is its weight to the nearest ten thousand? To the nearest hundred
thousand?

Nearest ten thousand ______________ Nearest hundred thousand _____________

2. Two hundred fifty thousand one hundred eighty – four fans attended in Blackpink concert.
How many fans of Blanckpink attended to their concert to the nearest ten thousand? Nearest
hundred thousand?

Nearest ten thousand ____________ Nearest hundred thousand ___________

3. 98,500 youth volunteered to help the victims of calamities in Manila. How many youth can
volunteer to the nearest hundred? To nearest thousand?

Nearest hundred _______________ Nearest thousand ___________

MATHEMATICS 4
LESSON 3 COMPARING AND ORDERING NUMBERS

Objectives:
 To compare numbers up to 100,000 using relation symbols
 To order numbers up to 100,000 in increasing and decreasing order
 To learn how to write comparing and ordering numbers by using relation symbols
 To apply the lesson in real life situation.

Discussion
We compare and order numbers to know what is the greatest, lowest and same number. To compare
and order numbers, first look at the number of digits in each number then compare the value and place
value of numbers. We use symbols to compare the greater and lower numbers, and same numbers.
Symbols:
For the greater and lower number, we use relation symbol > or < depends on what side has the
greatest value.
The relation symbol looks like an arrow. The pointing direction is where the lowest number and its
open figure is where the highest number.
Example: 250 > 205
The value of 250 is higher than the value of 205.
For the same number, we use equal sign =.
Example: 85 = 85
The value of numbers is the same.
Do you want to go to the Chocolate Factory?
Imagine we’ll go there for free chocolates and
candies! We received a free Snickers, KitKat, M&M
and Chupachoops.
To compare what chocolate or candy that we
received least or greatest, let’s have here an
example.

We received 25 pieces of Snickers, 50 pieces of KitKat, 100 pieces of M&M and 100 pieces of
Chupachoops lollipops.
Let’s compare Snickers and KitKat first.
Snickers has 25 pieces and KitKat has 50 pieces so we received many KitKat chocolates than Snickers.
Remember!
When we say greatest, it is the biggest number or “many”.
When we say lowest, it is the smallest number or “least”.
Because KitKat has the biggest number with 50 pieces and Snickers has the smallest number with 25
pieces, the relation symbol will point to the right side.
So, 50 > 25
Now, let’s compare M&M and the lollipop.
M&M has 100 pieces, also the lollipop has 100 pieces so we received a balanced number of the sweets.
Because M&M and lollipops are both 100 pieces, we will use equal sign.
So, 100 = 100

MATHEMATICS 4
EXERCISE 1
A. Compare each pair of the numbers.
1. 149 ___________ 419 6. 36,000 ____________ 49,000
2. 384 ___________ 381 7. 450,000 ___________ 450,000
3. 1,254 _________ 1,260 8. 250,000 ___________ 275,000
4. 5,123 _________ 1,301 9. 456,000 ___________ 456,000
5. 10,000 ________ 25,000 10. 120,000 __________ 12,000

B. Compare the numbers from the situations by using relation symbol.

1. Lilly and Elizabeth are best friends and they love to play with each other with their Barbie
dolls. Lilly has 5 Barbie dolls and Elizabeth has only 3 Barbie dolls. Lilly lend one of her
Barbie doll to Elizabeth so they have the same number of Barbie doll when they play
together. What is the greatest and least number of Barbie dolls?

___________________________________________
2. There are two famous flower boutiques in Baguio. Both boutiques have different flowers
like sunflower, roses, tulips, etc. The boutiques sell 150 red roses. To compare the two
flower boutiques, how many red roses they sell?

__________________________________________
3. The two mothers birth a baby in the hospital. The first mother birth one baby boy and the
second mother birth twin baby girls. How many babies to compare the greatest and least
number?
__________________________________________

Lesson 3.1 Arrangement of Numbers in Increasing Order

We arrange the increasing order of numbers from least to greatest. We compare first the value of
numbers. We can list down the numbers from lowest to highest to be able to order them easily from the
listed numbers or we can order numbers directly from the given numbers.
Example:
The Philippines has beautiful mountains in different provinces. The table below shows the location and
elevation of some mountains in the Philippines.
Name of Mountain Location Elevation
Mount Arayat Pampanga 1,026 meters
Mount Apo Davao 2,954 meters
Mount Hibok – Hibok Camiguin 1,332 meters
Mount Makiling Laguna 1,090 meters
Mount Bulusan Sorsogon 1,565 meters

Read the elevation or height of each mountain. Find and list down the height of each mountain from
smallest to highest.
Name of Mountain Elevation
___________________________________ _______________________________
___________________________________ _______________________________
___________________________________ _______________________________
___________________________________ _______________________________
___________________________________ _______________________________

MATHEMATICS 4
The smallest mountain is Mount Arayat with 1,026 meters of height and the highest mountain is Mount
Apo with 2,954 meters of height.
Here’s the increasing order of the elevation of each mountain, from smallest to highest by using
relation symbol.
1,026 < 1,090 < 1,332 < 1,565 < 2,954
Least greatest

EXERCISE 2
A. Arrange the increasing order of the numbers by using relation symbol. Write your answer in the
blank space.
1. 25,000 2,500 250 250,000

___________________________________________________

2. 235 10 36 5

___________________________________________________

3. 475 750 2,000 290,000

___________________________________________________

B. Arrange the increasing order of the numbers by using relation symbol.

1. Every year, Leila saves or deposit money to the bank. However, she increases the amount
that she deposit every year. How much increased money Leila deposits to the bank every
year?
₽4,500 ₽7,500 ₽3,000 ₽1,500 ₽6,000

______________________________________________________________

2. Jillia has a bake shop. Egg is one of the ingredients of cake so every week, Jillia bought eggs in the
supermarket but because her cakes are so delicious that customers buy a bulk of boxes of cakes,
Jillia increased the number of eggs that she’s going to buy every week. How many eggs Jillia
bought in the supermarket every week?

240 120 450 360

______________________________________________________________________

3. Rainier loves to help homeless children. He always cooked food and share it with the children.
Because of his love and care for those children, he increased the number of food that he wants to
give them. He gives not only food but also, pre-loved clothes and books. In Rainier’s daily help with
the homeless children, how much is the increasing number of the food and pre-loved clothes and
books?
275 320 125 100 260

___________________________________________________________________

MATHEMATICS 4
Lesson 3.2 Arrangement of Numbers in Decreasing Order
We arrange the decreasing order of numbers from greatest to least. We compare first the value of
numbers. We can list down the numbers from lowest to highest or we can order numbers directly.

Let’s use again the example of the mountains of the Philippines.

The table below shows the location and elevation of some mountains in the Philippines.
Name of Mountain Location Elevation
Mount Arayat Pampanga 1,026 meters
Mount Apo Davao 2,954 meters
Mount Hibok – Hibok Camiguin 1,332 meters
Mount Makiling Laguna 1,090 meters
Mount Bulusan Sorsogon 1,565 meters

Read the elevation or height of each mountain. Find and list down the height of each mountain from
highest to smallest.
Name of Mountain Elevation
___________________________________ _______________________________
___________________________________ _______________________________
___________________________________ _______________________________
___________________________________ _______________________________
___________________________________ _______________________________

MATHEMATICS 4
The highest mountain is Mt. Apo with 2,954 meters of height and the smallest mountain is Mt. Arayat
with 1,026 meters of height.
Here’s the decreasing order of the elevation of each mountain, from highest to smallest by using
relation symbol.
2,954 > 1,565 > 1,332 > 1,090 > 1,026
Greatest least

EXERCISE 3

A. Arrange the decreasing order of the numbers by using relation symbol. Write your answer in the
blank space.
1. 2,500 380 250 120

________________________________________________

2. 1,250 32,000 3,500 15,000

________________________________________________

3. 325,000 250,000 105,000 150,623

________________________________________________

B. Arrange the decreasing order of the numbers by using relation symbol.

1. Julieta wants to save money. To save money, she lessens the spent of her weekly allowance.
How much Julieta spent her weekly allowance?
₽250 ₽500 ₽1,000 ₽750

______________________________________________

2. Because the online class is about to start, Romeo lessen his time in playing Mobile Legend. Instead,
he reads books. From 3 hours of playing Mobile Legend, Romeo plays only for 15 to 30 minutes.
How many minutes Romeo decrease his time for playing Mobile Legend?
25 MINUTES 30 MINUTES 15 MINUTES 5 MINUTES

______________________________________________

3. Mikaela used to be Top 1 in class but because of the new normal, all students will have online class.
Mikaela is having a hard time in online class because of their internet connection that affects her
academic performance and grades. From Top 1, what is the decreasing order of Mikaela’s rank now?
TOP 2 TOP 1 TOP 4 TOP 3

______________________________________________

MATHEMATICS 4
LESSON 4 MULTIPLYING 3 – DIGIT NUMBERS BY 2 DIGIT NUMBERS

Objectives
 To learn how to multiply 3 digit numbers by 2 digit numbers with or without re-grouping
 To familiarize with partial product and expanded algorithm
 To apply the lesson in real life situation

Lesson 4.1 Multiplying the Partial Product

Discussion
There are two ways of multiplying a number by two – digit number. First, finding the partial products.

Multiply 105 by the ones digit

Multiply 105 × 23 = and that is the partial product of
105 x 3.

Step 1:

1
105
× 23
____________
315 Multiply 105 by tens digits then
multiply the partial product by 10
since 2 has value of 20.

Step 2:

105
× 23
____________
315
210 × 10
Add the partial
= 2100 products.

Step 3:
105
× 23
____________
315
+ 2100
__________
2415

So, 105 × 23 = 2,415

Remember the two steps of multiplying 3 digit numbers by 2 digit numbers.

MATHEMATICS 4
 1. Multiply the 3 digit numbers to ones digit then to tens digit.
2. Add the partial products.

Follow the two steps in the picture.

Apply the two steps.

EXERCISE 1
MATHEMATICS 4
 A. Find the product.

B. Solve the problem. Show your solutions.

1. If each whale is 105 feet long, how long will they be altogether if there are 25 whales?

2. If each whale weighs 183 tons, how heavy will 15 whales be?

3. If each whale eats 110 kilograms of krill each day, how many kilograms of krill are
consumed or eaten in a day by 18 whales?

Lesson 4.2 Multiply using expanded algorithm

MATHEMATICS 4
Discussion
After finding the partial products, let’s multiply them by using expanded algorithm.
Example: 105 × 23 = 2415 First, formulate a solution.
Find the addends of 105
Step 1: then multiply by the
105 = 100 + 5 addends of 23.
× 23 = 20 + 3
____________ _________

Step 2: Now we have the addends of the factors, let’s multiply first the
addends by 3.
3 × 5 = 15
3 × 100 = 300
Then add...
15
+ 300
____________
315 Partial product

Now let’s multiply the addends by 20.

20 × 5 = 100
20 x 100 = 2000
Then add...
100
+ 2000
_____________
2100 Partial product

Step 3: Add the partial products.

315
+ 2100
__________
2415

Are the products the same?

MATHEMATICS 4
PRACTICE: Multiply 183 × 15 by using expanded algorithm.
1. Formulate a solution.
183 = 100+80+3
× 15 = 10+5
__________ __________
[Link] the addends by 5.
5 × 100 = 500
5 × 80 = 400
5 × 3 = 15
[Link] the total.
500
400
+ 15
___________
915
Now, multiply the addends by 1.
1 x 100 = 100
1 x 80 = 80
1x3=3
Then add...
100
80
+ 3
______________
183

[Link] the partial products.

915
+ 183
____________
2745

MATHEMATICS 4
EXERCISE 2
A. Find the partial product and solve them by using expanded algorithm

1. Multiply 180 x 22
Partial products Expanded algorithm

2. Multiply 250 x 32
Partial products Expanded algorithm

3. Multiply 360 x 41
Partial products Expanded algorithm

MATHEMATICS 4
B. Solve the problems by using expanded algorithm. Show your solution.

1. Find the addends of 658 and 29 then multiply.

2. Find the addends of 139 and 79 then multiply.

3. Find the addends of 289 and 48 then multiply.

MATHEMATICS 4
LESSON 5 ESTIMATING PRODUCTS OF 3 TO 4 DIGIT NUMBERS
BY 2 TO 3 DIGIT NUMBERS

Objectives
 To estimate the products of 3 to 4 digit numbers by 2 digit to 3 digit numbers with reasonable
results
 To learn how to estimate the products to the nearest tens, nearest hundred and nearest thousand
 To apply the lesson in real life situation

Discussion
Do you remember our last lesson about rounding off numbers?
That’s what we are going to do. We will round off the value to the nearest place value then we will
multiply it to get the estimated product.
Multiply 1,187 x 12 by estimating products.
Follow the steps to find the estimated products.
Step 1: Round the factors to their highest place value.
1 187 find the nearest thousand
× 12 find the nearest tens
___________

Remember how you round off numbers.

1 187 1,000
× 12 10
___________

Step 2: Multiply the rounded off factors.

1 000
× 10
___________
0000
1000
___________
10 000 estimated product

Remember!
In solving for estimated products, round off the factors their highest place value, then multiply.

MATHEMATICS 4
EXERCISE
A.

MATHEMATICS 4
B. Estimate the product to the nearest place value

1. 458 4. 1425
× 12 × 25
________ _________

2. 845 5. 2603
× 39 × 57
_______ _________

3. 608
× 42
________

C. Solve the problem and give a reasonable estimate of each situation. (You can answer at the
back.)

MATHEMATICS 4
LESSON 6 MULTIPLYING MENTALLY 2 DIGITS BY 1 TO 2 DIGIT NUMBERS

Objectives
 To multiply mentally 2 digits by 1 to 2 digit numbers
 To acquire basic multiplication facts
 To develop a strategy and use in real life situation

Discussion
Can you multiply the factors mentally? Can you devise your own strategy to solve the problem
mentally?
Read each problem carefully.

A pack of paper table napkins contains 25 pieces. I need 11 packs.

How many paper table napkins will that be?

The set of spoons and forks has 36 pieces. How many spoons
And forks will I get if I buy 11 sets?

Recall how to multiply numbers by multiples of 10 and 100. This helps in doing mental multiplication.
Let’s try to work on this. How fast can you solve it?
You don’t need to write your answers. Answer it mentally. When you’re done answering
mentally, call your parent/guardian and tell them your answers. Ask them if you’re correct.

55 x 10 = __________ 25 x 40 = ____________

Remember!
Simply multiply the non – zero digits in each factors. Attach as many zeros as there are both factors.
Did you follow this strategy?

MATHEMATICS 4
In the previous lesson, you have learned that 11 is somewhat a special number.
Let’s use a short method. Multiply these numbers.
25 x 11 = ___________ 36 x 11 = ____________
What is the sum of 2 and 5? It’s 7,
right? Look at the middle number of
25 your product.

× 11
_______
25
25
________
275

What is the sum of 3 and 6?

Write it between the numbers.

36
× 11
__________
36
36
__________
396

Use mental math to solve these numbers.

Solve it mentally. Write your answer when you’re done. You don’t need to write the solution. Let
your parent / guardian check your answers.

35 18 63
× 11 × 11 × 11
___________ ____________ _________

MATHEMATICS 4
EXERCISES

A. How fast can you give the product orally?

1. 2 x 51 = ___________
2. 2 x 64 = ___________
3. 2 x 34 = ___________
4. 2 x 72 = ___________
5. 2 x 83 = ___________

B. Use multiples of 10 or 100 to multiply mentally.

1. 16 x 8 = ___________
2.93 x 10 = ___________
3.24 x 10 = ___________
4. 4 x 111 = ___________
5. 2 x 450 = ___________

C. Solve mentally first then write your answer.

1. What is 14 more than twice 5?

2. What are the pair numbers with a sum of 13 and a product of 36?

3. What number when added to the product of 8 and 5 results to the difference of 100 and 50?

4. What is the pair of numbers with a sum of 15 and a product of 54?

5. What two numbers give a sum of 60 and a product of 300?

MATHEMATICS 4
LESSON 7 SOLVING PROBLEMS INVOLVING MULTIPLICATION OF WHOLE NUMBER

Objectives
 To solve routine and non –routine problems involving multiplication of whole numbers
including money
 To visualize the problem and use an appropriate strategies
 To apply the lesson in real life situation.

Discussion
Problem solving basically involves four steps:
Step 1: Read and understand the problem carefully.
What facts are given? What is asked?
Does the problem have enough information?

Step 2: Think of how the problem can be solved.

What strategy is most helpful in solving the problem?
(Writing an equation, using a drawing, guess and test)

Step 3: Decide which operation to use to solve the problem.

Write the equation.

Step 4: Look back at your answer to check. Does the answer make sense?
Is it reasonable? Is the computation correct? Was the question answered?

Have you been to Ocean Park? Usually, dolphins are the main attraction in their mini – shows. They do
so many tricks which really amused their audience.
Dolphins are mammals. They are warm – blooded and feed their children through their mammary
glands. Dolphins are among the fastest sea animals. It can travel at a speed of 35 kilometers per hour.

Problem:
1. How far can a dolphin go if it travels for 12 hours?
2. If there are 18 dolphins, how many kilometres would be travelled in an hour?

Let’s follow the steps to solve given problems.

Question no. 1: How far can a dolphin go if it travels for 12 hours?
Given: 35 km per hour
Asked: How many km in 12 hours?
Strategy to use: writing the equation
35 km × 12 hours = N

Solution: 35
× 12
_____1______
70
35
___________
420 kilometers travelled in 12 hours

MATHEMATICS 4
Question no. 2: If there are 18 dolphins, how many kilometres would be travelled in an hour?

What are given? What is being asked?

What strategy will you use?
Try to solve the problem.

Given:

Asked:

Number Sentence (Equation):

Solution:

MATHEMATICS 4
EXERCISE
Solve the problems following the four steps. Write your solution.
1. The pupils of Mrs. Luna went on an education trip at Manila Ocean Park. The entrance fee is
₽280 per head. There were 37 pupils in the class. How much did Mrs. Luna pay for the entrance
fee of the pupils?

2. Lourdes earns ₽500 daily in online selling. How much do Lourdes earn if she sells for 14 days?

3. A plastic bag contains 375 candies. How many candies are there in the 28 plastic bags?

4. The Kapuso Foundation asked volunteers to repack some necessities to help those families
affected by pandemic. Every day, the volunteers are able to pack 920 bags. How many bags
they can give to 50 families?

5. Frances needs 38 dozens of eggs to cook her yema cake for orders. Each dozen of eggs costs.
₽76. Each can of condensed milk costs ₽46 and she needs 14 cans. How much will Frances
spend for these ingredients?

MATHEMATICS 4
LESSON 8 SOLVING MULTI – STEP PROBLEMS INVOLVING
MULTIPLICATION AND ADDITION OR SUBTRACTION

Objectives
 To learn how to solve multi – step routine and non – routine problems involving multiplication
and addition or subtraction
 To create a problem with solution involving multiplication or subtraction of whole numbers
including money
 To apply the lesson in real life situation

Discussion
There are some problems which involve multi – step solutions. Hidden questions have to be answered
first to complete the facts or information needed to solve the problem.
In solving two – step or three – step word problems, follow these steps:
1. Read and understand the problem.
2. Look for all the given facts.
3. Find out what is being asked. Make sure to identify all the questions being asked.
4. Choose the correct operations to be used to solve the problem. Make sure to solve for the
missing information before finding the answer to the main question.
Read the problem below.
The “Trash for Cash” campaign conducted a special drive on plastic bottles. The volunteers collect
plastic bottle and sell it to the junkshop and the fund will use for those affected by pandemic. Each day,
585 bottles are turned in. After 10 days, the campaign aims to collect 8,000 bottles. How many more
plastic bottles need to be collected?
Follow the steps in solving problem.
1. What are given?
585 bottles turned each day
8,000 bottles to be collected after 10 days

2. What is asked?
How many more plastic bottles need to be collected?

3. What operations will be used?

Multiplication and subtraction

4. What is the solution?

Step 1: 585 bottles Step 2: 8,000 bottles target collection
× 10 days - 5,850 bottles collected in 10 days
_______ _________
5850 bottles collected in 10 days. 2,150 bottles more to be collected

Look back at your answer and

check if the computation is correct.

To check: 5,850 + 2,150 = 8,000 bottles

MATHEMATICS 4
EXERCISES
A. Read each problem. Choose the strategy you will use to visualize and understand each problem.
Solve each problem and show your solution.

1. Amy has 7 ₽500 bills. Her father gave her 3 ₽200 bills. How much money did she have in all?

2. Tommy has ₽5,000. He bought 2 shirts for ₽400 each and a pair of shoes for ₽1,550. How
much money did he have left?

3. There were 8 buses of pupils who joined educational field trip. Each bus has 60 pupils. If there
were 293 girls, how many boys joined the field trip?

4. Loraine has 6 ₽200 bills, 3 ₽500 bills and 2 ₽100 bills. If she spent ₽2,250 for grocery, how
much did she have left?

5. There are 5 boxes of apple on the table. Each box contains 215 apples. Of these, 425 are green
apples and the rest are red apples. How many are red apples?

MATHEMATICS 4
 B. Now, it is your turn to create your own story problems using the given situations. (5 points
each)

Situation 1: You and your friends are at the school canteen to buy some snacks for recess. Show
prices of each food on the menu. Talk about the food items ordered by each one.

Situation 2: Online class is the new normal of all students. It takes an hour to have virtual conference
with the teacher. There are days that students have a synchronous time for online class and
asynchronous time for activities. Show how long the students spent time for online class and for their
activities in the whole week.

MATHEMATICS 4
LESSON 9 DIVIDING 3 TO 4 DIGIT NUMBERS BY 1 TO 2 DIGIT NUMBERS

Objectives
 To be able to divide 3- to 4 - digit numbers with or without remainder
 To recognize dividend, divisor, quotient and remainder
 To apply the lesson in real life situation

Discussion
Let’s review first the parts of division.

The number that is divided is called the dividend; the number which the dividend is being divided by is the
divisor and the answer to a division problem is the quotient. Sometimes when dividing, there is something left
over and it is called remainder.

Steps in dividing numbers:

1. Start dividing in the leftmost part or form the digit with the highest place value.
2. Multiply the quotient. Then, subtract.
3. Bring down the next place value. Again, divide it by the divisor.
Write the quotient on top of that same place value. Repeat step 2 until all place values have
been divided.

MATHEMATICS 4
EXERCISES
A.

MATHEMATICS 4
[Link] the problem. Write the equation and show your solution.
1. A theme park in Laguna issued 2,120 stickers to children who visited the park. Each child got 8
stickers which they can use for a ride or watch a mini – show. How many children visited the park?

[Link] are little children’s favourite stuff. They come in boxes of 12 or 24. In a factory, 780 crayons
need to be packed in box of 12. How many boxes of crayons are needed?

[Link] works in a toy factory. He has to put 3,025 colored balls into 15 boxes. Each box should have
an equal number of colored balls. How many balls will there be in each box? Are there extra balls
which are not included in the boxes? How many?

MATHEMATICS 4
LESSON 10 DIVIDING 3 TO 4 DIGIT NUMBERS BY 10, 100 OR 1,000

Objectives
 To learn how to divide 3 – to 4 – digit numbers by 10, 100 or 1,000 with or without remainder
 To understand better the division of tens, hundreds and thousands
 To apply the lesson in real life situation

Discussion
When the number is divided by 10, the digits except the digit at the one's place make the quotient and
the digit at one's place becomes the remainder.
Example 1: 178 ÷ 10

Quotient = 17 Remainder = 8
Example 2: 4183 ÷ 10

Quotient = 418 Remainder = 3

Thus, when the number is divided by 10, the remainder is always the digit of
the unit place and the quotient is the number made by the remaining digits.
Therefore, notice that on dividing by 10, the digit in the ONES place forms the
remainder, while the remaining digits form the quotient.

MATHEMATICS 4
EXERCISE 1
A. Divide 3 – digit numbers by tens.

You can write your solutions below.

MATHEMATICS 4
 B. Divide 4 – digit numbers by tens.

You can write your solutions below.

MATHEMATICS 4
When the number is divided by 100, the quotient is the number made by the digits, except the digits at
one's and ten's places. The number formed by ten's and one's digit of the dividend number is the
remainder.
Example 1: 527 ÷ 100

Quotient = 5 Remainder = 27

Example 2: 7635 ÷ 100

Quotient = 76 Remainder = 35

Thus, when the dividend number is divided by 100, the extreme right two digits form the remainder
and the rest of the digits form the quotient.
Therefore, when we divide by 100, the two digits in the ONES and the TENS place form the remainder
while the remaining digits form the quotient
EXERCISE 2
A. Divide 3 – digit numbers by hundreds. Show your solution.
1. 250 ÷ 100 =
2. 755 ÷120 =
3. 322 ÷ 210 =
4. 260 ÷ 110 =
5. 480 ÷ 220 =

MATHEMATICS 4
B. Divide 4 – digit numbers by hundreds.

MATHEMATICS 4
When the number is divided by 1000, the quotient is the number made of the digits except the digits at
one's, ten's and hundred's place. The number formed by these three digits is the remainder.
Example 1: 3851 ÷ 1000

Quotient = 3 Remainder = 851

Example 2: 9874 ÷ 1000

Quotient = 9 Remainder = 874

Thus, when the dividend number is divided by 1000, the extreme right three digits form the remainder
and the rest digit/digits form the quotient.
The 3 digits in the ONES, TENS, HUNDREDS places form the remainder.
EXERCISE 3
A. Divide 4 digit numbers by thousand. Show your solution.
1. 2500 ÷ 1200 =
2. 7200 ÷ 2000 =
3. 8390 ÷ 1500 =
4. 4750 ÷ 1300 =
5. 5600 ÷ 1000 =

MATHEMATICS 4
B. Solve the problem. Show your solution.
1. $5,876 is distributed equally among 26 men. How much money will each person get?

2. If 9975 kg of wheat is packed in 95 bags, how much wheat will each bag contain?

3. 1,500 people have been invited to a banquet. The caterer is arranging long tables. Each
table can seat 20 people. How many tables are needed?

MATHEMATICS 4
LESSON 11 ESTIMATING THE QUOTIENT OF 3 – TO 4 – DIGIT DIVIDENDS
BY 1 – TO 2 – DIGIT DIVISORS

Objectives
 To learn how to estimate the quotient of 3 – to 4 – digit dividends by 1 – to 2 – digit divisors
with reasonable results
 To familiarize with rounding off numbers to their highest place value or to a number that can be
divided easily by the divisor.
 To apply the lesson in real life situation.

Discussion
Do you remember our last lesson about estimating the product? As we estimate the product, we also
estimate the quotient. We will round off the dividends and divisors first to get the estimated quotient.
Let’s have an example here.
Do you know that a giraffe can eat more than 1,503 kilograms of plants in 7 days? About how many
kilos of plant can giraffe eat in a day?
The question is asking “about how many”. This means we are looking for an estimated quotient.
To solve the exact quotient, the number sentence or equation is...
1,507 ÷ 7 = N

How do you solve for

estimated quotient?

Step 1: Round off the numbers to their highest place value or to a number that can be divided easily by
the divisor without a remainder.
1,503 2,000
7 10

Step 2: Divide the rounded number following the steps in dividing numbers of multiples of 10, 100 or
1,000.
2,00 0 Remove the zero of estimated
So: = 200 kilograms dividend and divisor and divide
10
them. The total is the estimated
quotient.

MATHEMATICS 4
To estimate the quotient of two numbers:
1. Round off the numbers to their highest place value or to a number that can be easily be divided
by divisor.
2. Divide the rounded numbers using multiplies of 10, 100, or 100
Example 1: Round the number to the nearest ten
Remember! You will remove
84 ÷ 21 = zero or ones digit in estimated
dividend & divisor.
84 ÷ 21 → 80 ÷ 20
Calculate mentally.
8÷2=4
Estimated quotient = 4

Example 2: Round to the nearest ten

242 ÷ 22 =
242 ÷ 22 → 240 ÷ 20
Calculate mentally
24 ÷ 2 = 12
Estimated quotient = 12

EXERCISES
A. Round off the numbers to the highest place value then divide.
1. 294 ÷ 30 = ________ ÷ __________ = ___________
2. 1,495 ÷ 213 = __________ ÷___________= _________
3. 642 ÷ 21 = __________ ÷___________= ___________
4. 566 ÷72 = __________ ÷___________= ___________
5. 1,640 ÷ 79 = __________ ÷___________= ___________

B. Estimate the quotient of the following. Show your solution.

1. 432 ÷ 12 =

2. 609 ÷ 18 =

3. 898 ÷ 32 =

4. 1,700 ÷ 41

MATHEMATICS 4
 5. 2,500 ÷ 25

C. Find the estimated quotient. Show your solution.

1. The African elephant can eat more than 2,950 kilograms of plants in 9 days. About how
many kilos of plants can elephant eat in a day?

2. The Grade 4 pupils will have group activities online. They are 35 pupils and they will group
themselves into 7 groups. About how many members in 7 group?

3. The intermediate pupils will have a camping after the pandemic and they will group
themselves into 10 groups. All intermediate pupils are 250 among Grade 4, Grade 5 and
Grade 6. About how many pupils will be group into 10?

MATHEMATICS 4
 LESSON 12 DIVIDING 2 – TO 3 – DIGIT NUMBERS MENTALLY

Objectives
 To divide mentally 2 – to 3 digit numbers by 1 digit number
 To learn how to divide mentally 2 – to 3 – digit numbers by 2 or more digit numbers or by 10
and 100
 To develop an appropriate strategies to make it easier to divide mentally
 To develop an appropriate strategies to remember the pattern of dividing place values

Discussion
Mental division is not really that difficult if you use the appropriate strategies in doing it just like in
multiplying mentally.
Try to solve these mentally.
25 ÷ 5 = _________ 250 ÷ 5 = _________
400 ÷ 5 = ________ 400 ÷ 50 = ________

Let’s have an example here.

48 ÷ 6 = 8 480 ÷ 6 = 80 4,800 ÷ 6 = 800 48,000 ÷ 6 = 800
72 ÷ 8 = 9 720 ÷ 8 = 90 7,200 ÷ 8 = 900 72,000 ÷ 8 = 9,000
84 ÷ 2 = 42 840 ÷ 20 = 42 8,400 ÷ 200 = 42 84,000 ÷ 2,000 = 42

Yes! The pattern is in order of its

place value. Neither has the same
Do you see the pattern? divisor nor quotient.

Let’s try another example.

365 ÷ 10 = 36 r. 5 348 ÷ 10 = 34 r. 8 7009 ÷ 10 = 700 r. 9
I notice there’s always a 1 –digit
Do you see the pattern? What remainder. The remainder is the
rule can you give w/ regards to ones place.
dividing 2 or more digits not
ending with zero or 10?

MATHEMATICS 4
Remember!
Learn to look for patterns. Such as:
 A number is divisible by 5 if it ends in 5 or 0
 Two or more digit numbers not ending with zero, when divided by 10, will always have a one –
digit remainder
 Three or more digit numbers not ending with zero, when divided by 100, will always have two
– digit remainder.

EXERCISES
A. Find the quotient by dividing mentally.

1. 640 ÷ 50 = __________
2. 260 ÷ 20 = __________
3. 286 ÷ 2 = ___________
4. 249 ÷ 3 = ___________
5. 270 ÷ 30 = __________

B. Write the quotient as fast as you can. Divide mentally.

Divide by 2 Divide by 3 Divide by 4

1. 62 = ________ 1. 210 = ___________ 1. 800 = _________

2. 85 = ________ 2. 813 = ___________ 2. 240 = _________
3. 360 = _______ 3. 1,322 = __________ 3. 160 = _________
4. 850 = _______ 4. 2,600 = _________ 4. 324 = _________
5. 1,500 = _______ 5. 900 = ___________ 5. 1,200 = _______

Divide by 10 Divide by 100

1. 812 ___________ 1. 8,643 = ___________
2. 643 ___________ 2. 1,872 = ___________
3. 216 ___________ 3. 948 = ____________
4. 1,900 _________ 4. 780 = ____________
5. 1,500 __________ 5. 3,674 = ___________

MATHEMATICS 4
LESSON 13 SOLVING PROBLEMS INVOLVING DIVISION OF 3 – TO 4 – DIGIT
NUMBERS BY 1 – TO 2 – DIGIT NUMBERS

Objectives
 To solve routine and non – routine problems involving division of 3 – to 4 – digit numbers
including money
 To use an appropriate problem solving strategies
 To apply the lesson in real life situation

Discussion
Recall the steps you have to follow when solving word problems
To solve word problems involving division, answer the following guided questions.
 What are the given facts?
 What is asked in the problem?
 What is the operation to be used?
 What is the number sentence or the equation?
 What is the answer to the problem or the solution?
Example:
Ramil’s jeepney has a seating capacity of 12 passengers. If all passengers go straight from Baclaran to
Sucat, he earns ₽300. How much does each passenger pay?
Given: ₽300 ÷ 12 =N
Asked: How much does each passenger pay:
Solution:
25

12⟌300
-24
_____________
60
- 60
______________
0

So, 300 ÷ 12 = ₽ 25 – fare of each passenger

MATHEMATICS 4
EXERCISE
Solve the following problems. Follow the steps in problem solving.
1. Mang Ambo harvested 420 coconuts. He put these equally in 12 sacks. How many coconuts are
there in each sack?

2. Mrs. Cruz bought 6 denim pants for ₽7,290. How much does each denim pants cost?

3. Felicia is working as a chef in a fastfood chain and her income for 15 days is ₽8,400. How
much is her daily earnings?

4. Public schools bought 1,672 tablets for the online class of the students. These will be distributed
equally in 20 sections. How many students will receive a tablet?

5. On a wholesale price, a dozen of school GO bags cost ₽2,575. How much does the GO bag
cost?

MATHEMATICS 4
LESSON 14 SOLVING MULTI – STEP PROBLEMS INVOLVING DIVISION
AND ANY OPERATION OF WHOLE NUMBERS

Objectives
 To solve multi – step routine and non – routine problems involving division and any of the
operations of whole numbers including money
 To create problems involving division with or without any other operations of whole numbers
 To apply the lesson in real life situation

Discussion
The problem is a multi – step problem. Two or more mathematical operations are involved to solve the
problem. You have to answer hidden or missing questions first in order to solve it.
When solving multi – step word problems, make sure to answer these questions:
 What are given?
 What is asked? What is the missing information or hidden problems?
 What operations should be used? What is the number sentence or equations needed to solve the
problem?
 What is the solution?
Example:
The refrigerator is on sale for ₽12,850 and Sabrina will buy it. She will give a down payment of
₽2,000. Then, she has to settle the remaining balance for 12 months. How much is Sabrina’s monthly
instalment?
Given: ₽12,850 – cost of refrigerator
₽2,000 – down payment
12 months to pay
Asked: How much is the monthly payment?
Operation to use: Subtraction and division
Step 1: ₽12,850 - ₽2,000= N
So, ₽12,850 - cost of refrigerator
- ₽ 2,000 - down payment
_____________
₽10,850 - remaining balance

Step 2: 904 r.2 ₽904.20 is the monthly instalment for 12 months.

12⟌10850
-108
_____________
050
- 48
___________
2

Let’s check if the answer is correct by using multiplication.

₽904.00 x 12 = ₽10,848 + ₽2 = ₽10,850

MATHEMATICS 4
EXERCISES
A. Solve the following problems. Follow the steps in problem solving
1. Ruby made 115 pastillas last Saturday and 186 last Sunday. Each pastillas is wrapped in
colored cellophane as a gift. Ruby wrapped 20 pieces of pastillas in an hour. How many
hours it will take her to wrap all the pastillas?

2. Rosa’s class donated 324 canned goods for those affected by pandemic. The students
packed them in boxes which could hold 24 canned goods each. How many boxes of canned
goods were there?

3. Dad and his children bought mommy a birthday present worth ₽3,920. Dad gave ₽1,000 as
his share while the rest of the bill was divided equally among 3 siblings. How much did
each child pay?

MATHEMATICS 4
 B. Read each word problem. Determine if it is a one – step or multi –step word problem. Write on
the blank the operations you need to use to solve problem. Show your solution to support your
answer.
____________1. Ryan bought shirts to give his 6 friends. He gave the cashier ₽1,500. How much did
each shirt cost if he got ₽120 as change?

_____________2. Alden sold 258 milky donuts during the weekend. He sold 24 boxes on Saturday and
19 boxes on Sunday. How many milky donuts are in a box?

_____________3. There are 3,600 pupils in San Antonio Elementary School. These were disseminated
equally among 6 grade levels. How many pupils are there in each grade level?

MATHEMATICS 4
LESSON 15 PERFORMING A SERIES OF OPERATIONS (MDAS)

Objectives
 To familiarize with the use of MDAS
 To represent the multiplication, division, addition and subtraction
 To demonstrate pupils’ understanding of the order of operations on math problems

Discussion
"Operations" mean things like add, subtract, multiply, divide, squaring, etc. If it isn't a number it is
probably an operation.
But, when you see something like...
7 / 6 × 5+ 3
What part should you calculate first?
Start at the left and go to the right? Or go from right to left?

Remember!
Calculate them in the wrong order, and you can get a wrong answer!
So, long ago people agreed to follow rules when doing calculations, and they are:
Order of Operations
Multiply or Divide before you Add or Subtract
yes 2+5×3 = 2 + 15 =17
no 2+5×3 = 7 × 3 =21(wrong)
Otherwise just go left to right
yes 30 ÷ 5 × 3. = 6 × 3=18
not 30 ÷ 5 × 3 = 30 ÷ 15=2(wrong)

How do I Remember it All? MDAS!

MD - Multiplication and Division (left-to-right)
AS - Addition and Subtraction (left-to-right)

In the same manner, addition and subtraction are co-equal in terms of importance. Perform the
operation that comes first as you work it out from left to right.

Example 1: How do you work out 3 + 6 × 2?

Multiplication before Addition:
First 6 × 2 = 12, then 3 + 12 = 15
Example 2: How do you work out 12 / 6 × 3 / 2?
Multiplication and Division rank equally, so just go left to right:

MATHEMATICS 4
First 12 / 6 = 2, then 2 × 3 = 6, then 6 / 2 = 3

Example 3: How do you work out 5 - 2 + 3 × 4

Multiplication before Addition/Subtraction
First 3 × 4 = 12, then 5 - 2 + 12 = 15

EXERCISE
Solve the following given by using MDAS. Show your solution
1. 7 - 24 / 8 × 4 + 6

2. 18 / 3 - 7 + 2 × 5

3. 6 × 4 / 12 + 72 / 8 - 9

4. 12 + 27 × 15 - 30 / 4

5. 30 / 6 + 4 × 27

MATHEMATICS 4