Welcome to the Mathematics 4 Alternative Delivery Mode (ADM) Module on

Whole Numbers Up to 100 1000!

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

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.
What I Know This part includes an activity that aims to check
what you already know about the lesson to take. If
you get all the answers correct (100%), you may
decide to skip this module.
What’s In This is a brief drill or review to help you link the
current lesson with the previous one.
What’s New In this portion, the new lesson will be introduced to
you ion various ways; a story, a song, a poem, a
problem opener, an activity or a situation.
What is It This section provides a brief discussion of the
lesson. This aims to help you discover and
understand new concepts of the skill.
What’s More This compromises activities for independent
practice to solidify your understanding and skills of
the topic. You may check your answers to the
exercises using the Answer Key at the end of the
module.
What I Have Learned This includes questions or fill on the blank
sentence/ paragraph to be filled in to process what
you ;earned from the lesson.
What I Can Do This section provides an activity which will help
you transfer your new knowledge or skill into real
life situations or concerns.
Assessment This is a task which aims to evaluate your level of
mastery in achieving the learning competency.
Additional Activities In this portion, another activity will be given to you
to enrich your knowledge or skill of the lesson
learned.
Answer Key This contains answers to all activities in the module.
At the end of this module you will also find:

References This is a list of all sources used in

developing this module

The following are some reminders in using this module:

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

If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!
What I Need to Know
Good day learner! You already know how to read and write numbers up to ten
thousand. This time let’s make it bigger. In this module, you will learn how to
give the place value and value of a digit in numbers up to 100 000. You will also
read and write numbers up to hundred thousand. I know you will feel great after
doing the activities in this module.

After going through this module, you are expected to:

1. give the place value and value of a digit in numbers up to 100 000; and
2. read and write numbers up to hundred thousand in symbols and in words.

What I Know
Draw if the statement is correct and if it is incorrect.

1. The place value of 8 in 65 875 is hundreds.

2. The value of the underlined digit in 57 329 is 7 000.
3. 64 231 means sixty-four thousand, two hundred thirty-one.
4. Eighty-four thousand, six hundred nine when written in symbol is 84 906.
5. 6 ten thousand, 4 thousands, 2 hundreds, 9 tens, 5 ones when written as one
number is 64 295.
6. There are two ten thousands in 82 654.
7. In nine thousand, six hundred twenty-eight, the digit in the tens place is 2.
8. If 6 thousands, 4 tens thousands, 8 tens, 5 ones and 3 hundreds are arranged
in their right places, the resulting number is 64 583.
9. In the number eighty-one thousand, seven hundred thirty-five, if the digit in
the hundreds place is removed, the resulting number is 81 035.
10. The digit 6 has a higher value in 86 432 than in 61 345.

Are you done answering?

If yes, time to check. Please go to page 13 for the Answer Key.

What’s In
 Do you remember how to read and write numbers up to 10 000? Let us
have a review.

A. Copy the numbers that are less than the number indicated in the circle.

B. The following are numbers written either in symbols or in words. Write True
if the numbers correctly written in its corresponding symbol or words. Write
False if it not written correctly.
1. 3 912 – Three thousand, nine hundred twelve
2. 1 410 – One thousand, one hundred forty-one
3. Eight thousand, one hundred sixty-three – 8 163
4. Four thousand, nine hundred twenty-one – 4 219
5. Seven thousand, three hundred eighty-two – 7 382

Are you done answering?

If yes, time to check. Please go to page 13 for the Answer Key.

What’s New
Read the Problem.
The boy scouts and girl scouts of
Sorsogon City participated in a tress
planting activity. They planted 62 453
seedlings.

1. What is the place value and value of each digit?

2. How do you read and write the number 62 453 in words and in symbol?

Answer the given problem.

What’s is It
You can answer the questions by giving the place value and the value of
each digit and reading and writing the numbers in symbols and in words.

Let us see if we have the same answer. Read and follow the presentation.
Then, let us check if you were able to read and write the numbers in symbols and
in words correctly. Let us also find out if you were able to give the correct place
value and value of each digit.

Study how 62 453 is written in the Place Value Chart.

PERIODS THOUSANDS UNITS

Place Hundred Ten Thousands Hundred Tens Ones
Value Thousands Thousands s
Digits 6 2 4 5 3

The place value of 3 is ones. The value is 3.

The place value of 5 is tens. The value is 50.

The place value of 4 is hundreds. The value is 400.

The place value of 2 is thousands. The value is 2 000.

The place value of 6 is ten thousands. The value is 60 000.

The value of a digit is determined by multiplying that digit by its place

value.

62 453 is made up of 6 ten thousands, 2 thousands, 4 hundreds, 5tens and

3 ones. So, 62 453 = 60 000 + 2 000+ 400 + 50 + 3.
To read numbers up to hundred thousand:

1. Separate the digits into periods (thousands and units).

2. From the left, read the number formed by the digits in the thousands
period followed by the name of the period (thousand).
3. Do the same with the units period without saying the name of the
period.

“62 453 is read as sixty-two thousand, four hundred fifty-three”.

Zeros are not read when they are used to hold the place value of non-zero digits.
Examples: 43 023 – Forty-three thousand, twenty-three
80 701 – Eighty thousand, seven hundred one.

Let’s read these examples.

72 512 – Seventy-two thousand, five hundred twelve

14 926 – Fourteen thousand, nine hundred twenty-six

10 748 – Ten thousand, seven hundred forty-eight

To write numbers up to hundred thousand in symbols, we use space to separate

the digits into periods or groups of three starting from the right.

 Thousands have two periods (thousands and units) – the units period
should always be composed of three digits.
 Use zero as place value holder of the missing digits in the units. They are
written but not read.

Let’s study these examples.

Ninety-two thousands, three hundred eighteen – 92 318

Forty-eight thousand, fifty-two – 48 052

Seventeen thousand, six - 17 006

Fifty-three thousand, one hundred two - 53 102

To write numbers in words, write them as they are read and use a comma to separate the
thousands and units period.

Examples: 21 890 - Twenty-one thousand, eight hundred ninety

 ` 75 326 - Seventy-five thousand, three hundred twenty-six

49 013 - Forty-nine thousand, thirteen

Now, you already learned the place value and value of a digit in
numbers up to 100 000 and how to read numbers up to hundred
thousand. This time you are now ready for the activities. LET’S GO!

What’s More
Activity 1

A. In the number 59 439, write the digit in the given place value.
1. Tens ______________
2. Ones ______________
3. Ten thousands ______________
4. Thousands ______________
5. Hundreds ______________
B. Write the value of the underlined digit.
6. 14 957 ______________
7. 39 356 ______________
8. 19 386 ______________
9. 93 610 ______________
10. 73 016 ______________

Are you done answering?

If yes, time to check please go to page 13 for the Answer Key.
Assessment 1

Write the missing numbers.

1. 87 546 = 80 000 + ______+ 500 + 40 + 6

2. 98 923 = _____ + ______+ 900 + 20 +__
3. 3 729 = 3 000 + ______+ ___ + ___
4. 60 000 + 2 000 + 400 + 30 + 8 = __________
5. 50 000 + -