LEARNING ACTIVITY SHEETS (LAS) #1

ENGLISH-IV

Name Of Learner:________________________________ Score:____________

Grade Level & Section:____________________________ Date:____________
School: _____________________________

Recognizing the Parts of a Simple Paragraph

(Lesson Title)

 Learning competency with code:

 Recognize the parts of a simple paragraph (no code in the MELC)
 Introduction
-Key Concept/s
A paragraph is a distinct section of a piece of writing, usually dealing with a single theme and indicated by a new
line, indentation, or numbering

It is a unit of writing in a larger body of work. A paragraph expresses a particular topic or theme.

It is a component of fictional prose and non-fiction writings. When writing essays, research papers, books, etc.,

-Brief Review
Let me see if you still remember our lesson about writing a paragraph.
1. How do we Write a simple Paragraph?
2. What are the elements / parts of the paragraph?
3. How will you recognize the topic sentence, the supporting sentence and the concluding sentence?

-Brief Discussion of the lesson

The Three Parts of a Paragraph:
The first part is the topic sentence.
It is called the topic sentence because it tells the topic or main idea of the paragraph.

The second main part of the paragraph is the supporting sentences. The supporting sentences develop the topic.
That means they explain or prove the topic sentence.

The third part is the concluding sentence or conclusion. The concluding sentence summarizes the paragraph and
may add a final comment or idea from the writer.

An English paragraph is like a sandwich. The topic and concluding sentences are the pieces of bread on the top and
bottom, and the supporting sentences are the meat and cheese in the middle of the sandwich. When you write a
paragraph, you use the topic sentence to tell your reader what you are going to say. Then you use the supporting
sentences to say what you want to say. Finally, you use the concluding sentence to repeat your main idea and give a
short summary of what you said in the paragraph. You may also add a final comment to the readers if you want.

 Directions / Instructions
Read the paragraphs below then recognize the three parts of the paragraph. Write your answer in your notebook.

 Exercises / Activities
Copy in your notebook the three parts of the following paragraph.

1. Alexander the Great was a successful ruler because his actions created long lasting
effects on cultures that continue to the present day. One example of his legacy was the
creation of a Hellenistic society. Hellenism was the combination of Greek, Persian, and
Egyptian cultures.
During this remarkable time period, people were encouraged to pursue a formal
education and produce many different kinds of art. New forms of math, science, and
design made a great impact on society.
If this new way of life had not been as successful as it was, Alexander’s legacy would
not be as memorable and groundbreaking. Because he conquered many countries and
blended together many different cultures, Alexander the Great is widely recognized for
his achievements and credited with being one of the greatest rulers in history.

2. Bamboos are the giants of the grass family. Some bamboos can grow as big as
trees. They can grow in the lowlands or in rolling hills. There are different kinds of
1. bamboos.
The topic sentence

2. The bamboo
The supporting has many uses. The most important use of bamboo is for building
sentences
houses. Unsplit bamboo is used for posts and beams of houses. Split bamboo is used
3. The concluding sentence or conclusion
for the roofs, walls, and floors. It is also used in fishing and farming. Different kinds of
fish traps are made from the bamboo. The farmer uses the bamboo as a fence for is
garden and farm.
The bamboo has many other uses. It can be made into toys, furniture, and
utensils. It is a vey useful plant.

 Answer Key:
1. Topic sentence:
Alexander the Great was a successful ruler because his actions created long lasting effects on
cultures that continue to the present day.

Supporting Sentence:
Hellenism was the combination of Greek, Persian, and Egyptian cultures. During this remarkable
time period, people were encouraged to pursue a formal education and produce many different
kinds of art. New forms of math, science, and design made a great impact on society.
If this new way of life had not been as successful as it was, Alexander’s legacy would not be as
memorable and groundbreaking.
 Concluding sentence:
Because he conquered many countries and blended together many different cultures, Alexander
the Great is widely recognized for his achievements and credited with being one of the greatest
rulers in history.

2. Topic sentence:
Bamboos are the giants of the grass family. Some bamboos can grow as big as trees. They can grow in
the lowlands or in rolling hills. There are different kinds of bamboos.

Supporting Sentence:
The bamboo has many uses. The most important use of bamboo is for building houses. Unsplit bamboo is
used
for posts and beams of houses. Split bamboo is used for the roofs, walls, and floors. It is also used in fishing
and
farming. Different kinds of fish traps are made from the bamboo. The farmer uses the bamboo as a fence
for is
garden and farm.

Concluding sentence:
The bamboo has many other uses. It can be made into toys, furniture, and utensils. It is a vey useful plant.

 References
Miranda, Benita N., English for You and Me , Reading textbook for Grade 4; Book wise
Publishing house, Inc.

Prepared by:

LEARNING ACTIVITY SHEETS (LAS) #2

ENGLISH-IV

Name Of Learner:________________________________ Score:____________

Grade Level & Section:____________________________ Date:____________
School: ____________________________

Using resources such as dictionary, (thesaurus, online sources) to find the meaning of words
(Lesson Title)

 Learning competency with code:

-Use resources such as dictionary, thesaurus, online sources to find the meaning of words
(no code in the MELC)
 Introduction
-Key Concept/s
In finding meanings of unfamiliar words, we usually use dictionary to find its meaning.
Dictionary is a reference book that contains words listed in alphabetical order and that gives information about the
words’ meanings, forms, pronunciations, etc.

-Brief Review
Use context clues to find the meaning of the underlined words.
1. “Ouch!” cried nena. Ants bit her when she accidentally stepped on the anthill.
2. This is my storybook. There are stories about tales and legends.
3. Rabbits make holes in the ground. They like to live underground.
4. During Christmas, the streets are well-lit. The streetlights are of different colors.
5. Seawater is not good to drink. It is salty.

-Brief Discussion of the lesson

A book that contain all the words of a language is called Dictionary. Words listed in the dictionary are called entry
words. All the entry words are listed in alphabetical order and in dark print. The dictionary gives the correct spelling
and pronunciation of a word. it tells us that the word can be used as a noun, verb, an adjective, or an adverb. It also
gives us the meaning of the word.
Example: horrible (adj.) dreadful; fearful; shocking

 Directions / Instructions
Find the meaning of the words listed below using a dictionary.
Write your answer in your notebook.
 Exercises / Activities
Find the meaning of the words listed below using a dictionary.
1. Raft 6.freeze
2. Decayed 7.furious
3. Underweight 8.hibernate
4. Brigade 9.lining
5. Attendant 10.cepter

 Answer Key:
1. Raft- a collection of logs tied together as a means of water transportation
2. Decayed- rotten away
3. Underweight- deficient in weight
4. Brigade- a group of persons organized to act together
5. Attendant- a person who stays with another as a servant or helper
6. Freeze- to harden into ice; chilled
7. Furious- rage; moving with anger
8. Hibernate- to pass the winter in a resting or motionless state.
9. Lining- a material that covers the inner surface of something
10. scepter- a baton or staff held by a ruler as a sign of authority

 References
Miranda, Benita N., English for You and Me , Reading textbook for Grade 4; Book wise
Publishing house, Inc.
Prepared by:

LEARNING ACTIVITY SHEETS (LAS) #3

ENGLISH-IV

Name Of Learner:________________________________ Score:____________

Grade Level & Section:____________________________ Date:____________
School: Bugas Elementary School

Using resources such as thesaurus, or online sources to find the meaning of words
(Lesson Title)

 Learning competency with code:

-Use resources such as thesaurus or online sources to find the meaning of words (no code in the MELC)
 Introduction
-Key Concept/s
In finding meanings of unfamiliar words, aside from dictionary we can use also thesaurus to find its meaning /
synonyms

-Brief Review
Use dictionary to find the meaning of the following words.
1. smart
2. hardworking
3. large
4. empty
5. tall
-Brief Discussion of the lesson
A book in which words that have the same or similar meanings are grouped together is called Thesaurus. A
thesaurus is a book of words or of information about a particular field or a set of concepts especially a book of
words and their synonyms.
Example: horrible (adj.) dreadful; fearful; shocking
 Directions / Instructions
Find the synonym of the words listed below using a thesaurus.
Write your answer in your notebook.
 Exercises / Activities
Find the similar meaning of the words listed below using a thesaurus.
1. Aspiration 6. frequent
2. beneficial 7. generous
3. capable 8. horror
4. dispute 9. invade
5. evidence 10. kingdom

 Answer Key:
1. Aspiration- ambition 6. Frequent- recurrent
2. Beneficial- favorable 7. Generous- benevolent
3. Capable- competent 8. Horror-terror
4. Dispute- quarrel 9. Invade-take over
5. Evidence- proof 10. Kingdom-territory

 References
Miranda, Benita N., English for You and Me , Reading textbook for Grade 4; Book wise
Publishing house, Inc.

Geddes & Grosset, Webster’s English Thesaurus,2002

Prepared by:
 LEARNING ACTIVITY SHEETS (LAS) #4
ENGLISH-IV

Name Of Learner:________________________________ Score:____________

Grade Level & Section:____________________________ Date:____________
School: Bugas Elementary School

Note The Significant Details Of The Selection/ Story.

(Lesson Title)

 Learning competency with code:

 Note significant details of various text types (no code in the MELC)
 Introduction
-Key Concept/s
Noting details of the selection or story means to get necessary informations about the setting,
characters, problems and ending or outcome of the selection.
Setting: tells where and when the story happen
Characters: tell who are the persons/ animals involved in the story/ selection.
Problem: tells about the challenges that happened in the story/selection
 Ending/outcome: tells the final event and solution for the problem.
-Brief Review
Read the story then copy the story map in your notebook. Write your notes in each section.

The Crow and the Pitcher

One day, a thirsty crow wanted some water to drink. He looked and looked for a well.
He could not find any. Then he saw a pitcher on the road. There was some water at the
bottom of the pitcher. He could not reach the water. He sat down to think. He thought and
thought. He saw some small stones beside the road. He smiled and said, “I know what to do.”
He got some stones one by one. He dropped them into the pitcher. With each stone that he
dropped, the water rose a little higher. Soon the water reached the brim or top of the
pitcher. He drank all the water he wanted.
Setting:
Where:
When:
Character:

Problem:

Outcome/ending:

-Brief Discussion of the lesson

A good story/selection should possess complete details that answer questions about the setting(Where and when?),
character/s(who), problems and solution.
 Directions / Instructions
Read the story then answer the questions that follow. Write your answer in your notebook.

 Exercises / Activities
Questions:

The Cowardly Bat

Long ago, the birds and the beasts had a quarrel. The birds gathered at the Owl’s
home in the forest. “Let us make war on the beasts,” said the owl. “Yes, let us make war.”
Replied the other birds.”You shall be our captain.” Then the owl led the way and they all
followed. As they passed the tree where the bats was hanging, they said,”come with us.”
But the bat answered,”Don’t you see that I am a beast?” Then, some beasts walking
beneath the tree said to him, “won’t you come with us?” The bat answered, “Don’t you see
that I am a bird?” However, the bat followed the beasts for a short distance. Then, he hang
himself up in a tall tree and watched the battle. When he thought that the birds were sure to
win, he flew to join them. “I have come to help you,” he said. “We don’t want you,” said the
birds. “You are a beast.” “Oh, no! I am a bird,” replied the bat. “Look at my wings.” Later
when the beasts semm to be gaining, he went to join them. “I have come to help you,” he
said. “What shall I do?” “Go away,” said the beasts. “We don’t want your help. You are a
bird.” “Oh, No! I am not a bird,”replied the bat. “Look at my feet and my sharp teeth.”
At last the birds and the beasts made a peace treaty. They will not fight anymore.
The bat went to the birds and said, “I wish to be a friend with you.” But the birds cried out in
anger, “Go away. You are not a bird!”. He then went to the beasts. “Please let me be your
friend,”he said. But the beasts shouted at him; “Go away. You are not a beast.”
“Ah,” said the bat. “I see that I must live alone. He that is neither a bird nor a beast
has no friends.” Since that day, the bat has hidden in the dark places. He flies only at night
 1. Where is the setting of the story?
2. Who are the characters?
3. What events took place in the story?
4. What was the problem of the bat?
5. How did he solve his problem?
6. How did the story end?

 Answer Key:
1. Where is the setting of the story?
When: long ago. Where: in the forest
2. Who are the characters? The birds, the beasts and the bat
3. What events took place in the story? There was a war between the birds and the beasts.
4. What was the problem of the bat? The bat was coward. He cannot decide which group to belong.
5. How did he solve his problem? He live alone
6. How did the story end? The bat has hidden himself in the dark places to live alone and flies at night
when everyone was sleeping.

 References
Miranda, Benita N., English for You and Me , Reading textbook for Grade 4; Book wise
Publishing house, Inc.

Prepared by:
 LEARNING ACTIVITY SHEETS (LAS) #5
ENGLISH-IV

Name Of Learner:________________________________ Score:____________

Grade Level & Section:____________________________ Date:____________
School: Bugas Elementary School

Identifying the structure, purpose and language features of different text types,
e.g. narrative, information report , procedure, argument
(Lesson Title)

 Learning competency with code:

- Identify the structure, purpose and language features of different text types,
e.g. narrative, information report , procedure, argument (no code in the MELC)
 Introduction
-Key Concept/s
Text types have different kinds of structures, purpose and language features.
-It can be a narrative, information report, a procedure or an argument.

-Brief Review
Do you still remember the different types of texts? Can you state them?
How are text types like narrative, information report, procedure and argument written?

-Brief Discussion of the lesson

A narrative text states narration of important details about person, things, place or events.
Information report tells factual reports like news and other informative texts.
Procedure texts tells about steps and procedure on how things are done.
Argument tells about discussions on opposite side or opinions about an issue or topic.

 Directions / Instructions
Read the selections carefully. Try to understand the theme and text type of each selection then write your answer in
your notebook.

 Exercises / Activities
Read the following selections and Identify the kind of text type used.
 1. Aliwan is a beautiful place to live. It is a small town of rolling hills. The climate is cool. Floating
pieces of driftwood in the winding rivers look refreshing to a tired traveler. This hilly town is a tourist
spot.
2. The grade 4 class performed an experiment to find out if there are rocks in the soil. They got a basin
and poured water into it. Some boys got a handful of soil and place it in the basin. They let it stand for
five minutes. After that, they slowly poured out the water leaving the soil in the basin. They took some
soil from the basin. Some portion of the soil hardened into small pieces of rocks. These showed that
there are rocks in the soil.

3. Camels are well suited for life in the dessert. They have long eye lashes to keep the sand out of their
eyes. They can close their nostrils to prevent dirt from getting in. they don’t sink in the sand when they
walk because they have broad feet.
An elephant uses its trunk to smell, to lift things, to spray itself with water and dust, and to make noises like a
trumpet. Its trunk is strong enough to lift a heavy load. It is sensitive enough to pick up a single peanut. It can even
untie a rope.

4. There were six blind men from India. They wanted to know how an elephant looked. So they went out
to look for an elephant. The first man bumped himself against the side of the elephant. At once he
said, “The elephant is like a wall.” The second blind man felt the smooth and pointed tusk of the
elephant. He said,”The elephant is like a spear.” The third who happened to hold the trunk of the
animal exclaimed,” It is like a snake.” When the fourth blind man held the knee of the elephant, he
said” it is like a tree.” The fifth touched the ear and said,”it is lie a fan.” The last touched the
elephant’s tail and exclaimed, “it is like a rope.”

5. Divide yourself into three groups. Group 1 will read paragraph 1, group two will read paragraph 2,
group three will read paragraph 3. Read the paragraph and discuss with your group members the
facts and opinions stated in the paragraph. Ask one member of your group to write the facts and
opinions.

 Answer Key:
 1. Narrative
2. procedure
3. Information text
4. Argument
5. Procedure

 References
Miranda, Benita N., English for You and Me , Reading textbook for Grade 4; Book wise
Publishing house, Inc.

Learning Activity Sheet in Mathematics-IV #1

(Quarter 1)

Name: _____________________________ Grade/Section: _________________ Date: ____________

School: Bugas Elementary School_____ Teacher: _______________________________
Learning Competency (with code): Visualizes numbers up to 100,00 with emphasis on numbers 10,001-
100,000 (M4NS-Ia-1.4)

A. EXPLORE
“Let me see if you still remember our lesson about writing numbers in words and in figures.
Do the following exercises:”
a.)Write the following numbers in words.
1. 22,105-
2. 44,109-
3. 32,637-
4. 12,526-
5. 24,915-

b.)Write the following word numbers in figures..

1. Ten thousand, four hundred sixty-seven-
2. Seventy thousand, eight hundred ninety two-
3. Eighty-five thousand, three hundred seven-
4. Seventy-five thousand, two hundred sixty-one-
5. Forty thousand, six hundred sixty-two-

“That’s great! Now you will proceed to the next level which is Visualizing numbers using number discs.

Ask: “Have you watched a basketball/ football game on television? What have you noticed about the stadium
or sports ground where this game is being held? Do you know how many people can be accommodated
in this place to watch the game? Can you visualize numbers from 10,001 up to 100,000?
 B. LEARN
Read and analyze the situation:

Mark and his friend enjoy watching their favorite football game
on television. They are surprised with how big the sports ground
is where this game is being held. They want to know how many
people the sports ground could accommodate. So, when the
announcer announces that 10,542 people watch the game, they
are really surprised.
Answer the following questions:
1.Who watched the game? What surprised them about the sports ground? How many people came
to watch the game?(10,542) Do you know how big that is? Can you visualize the number?

That’s Good!

Remember this:
To visualize numbers from 10,001 to 100,000 we use blocks, flats, longs, and units or number
discs such as 10,000s( ),1000s(1 ),100s( ), 10s
1
( ) ,and 1s1 ( ) 1 1 1
10,000 1,000
C. ENGAGE
a.Direction: Match column A with column B to visualize numbers.

A B
a.
1 1 1 1 1 1 1 1 1 1 1 1
1.) 10,350 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 100

b. 1 1 1 1 1 1 1 1 1 1 1 1 1
2.) 5,200 1,000 1,000 1,000 1,000 100 100 100 100 100 100 100 10 10

1
c. 100
1 1 1 1 1 1
3.)11,100 1,000 1,000 1,000 1,000 1,000

4.) 4,720 d.
1 1 1 1 1 1 1 1 1 1
1,000 1,000 1,000 1,000 1,000 1,000 1,000 100 100 100
 5.) 7,300 e. 1 1 1
1 1 1 1 1 1 1 1 1 1 1
1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 100 100 100 50

b.Write the numbers represented by the following number discs:

1.) 1 1 2. 3. 14. 1 1 1 1 1
1 1 1
1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000
1,000 1,000 100
1 1 1 1 1 1 1 1
1 1
1,000 1 1,000 50
1,000 1,000 1,000 1,000 1,000 1,000 100
100
D. APPLY
A. Directions: Use number discs to show these numbers. Draw your answers in your notebook.
1.) There were 35,400 tourists who came to the country last summer.
2.) About 65,000 people went to Palawan last month.
3.) There are 70,100 people affected by the big floods.
4.) The city mayor sent 4,600 kilograms of rice for the evacuees.
5.) The farmers sold 25,110 sacks of palay last week.

E. Reference/s:
Mathematics- Grade 4, Teacher’s Guide, First Edition 2015;
Mathematics- Grade 4, Learner’s Material, First Edition 2015;
MELC in Mathematics 4

F. ANSWER KEY:
A EXPLORE:
a.) Write in words.
1) Twenty-two thousand, one hundred five.
2) Forty-four thousand, one hundred nine.
3) Thirty-two thousand, six hundred thirty-seven
4) Twelve thousand, five hundred twenty-six
5) Twenty-four thousand, nine hundred fifteen
b.) Write in figures.
1. 10,467
2. 70,892
3. 85,307
4. 75,261
5. 40,662

B. LEARN
1. Mark and his friend watched the football game.
2. They are surprised with how big the sports ground is.
3. There are 10,542 people watched the game.
4. Yes, I can.
5. Yes, I can.

C. ENGAGE

a. b.
1. E 1.) 3,000
2.C 2.) 4,200
3.A 3.) 6,000
4.B 4.) 5,150
5.D
D. APPLY
1.
1 1 1 1 1 1 1 1 1 1 1 1
10,000 10,000 10,000 1,000 1,000 1,000 1,000 1,000 100 100 100 100
2. 1 1 1 1 1 1 1 1 1 1 1
10,000 10,000 10,000 10,000 10,000 10,000 1,000 1,000 1,000 1,000 1,000
3. 1 1 1 1 1 1 1 1
10,000 10,000 10,000 10,000 10,000 10,000 10,000 100

4. 1 1 1 1 1 1 1 1 1 1
1,000 1,000 1,000 1,000 100 100 100 100 100 100
5. 1 1 1 1 1 1 1 1 1
10,000 10,000 1,000 1,000 1,000 1,000 1,000 100
 Learning Activity Sheet in Mathematics-IV #2
(Quarter 1)

Name: _____________________________ Grade/Section: _________________ Date: ____________

School: Bugas Elementary School_____ Teacher: _______________________________
Learning Competency (with code): Gives the place value of a digit in numbers up to 100 000 (M4NS-Ia-10.4)

A. EXPLORE
“Let me see if you still remember our lesson about giving the place value of numbers up to 10 000 up tp 50 000. Do
the review activity below.”
Give the place value of the following numbers:
1. 12,435 what is the place value of 1? 2? 4? 3? And 5?
2. 23,567 give the place value of 7, 6, 5, 3, and 2

“That’s great! Now you will proceed to the next level which is giving the place value of numbers up to 100 000.

Ask: “Why is it that smaller pupils are seated in front while the bigger pupils are seated at the back?
Remember that we should be considerate with other people.

B. LEARN
Read and analyze the table:
Hundred
thousands Ten thousands Thousands Hundreds Tens Ones
1. 4 2 3 6 1 9

2. 7 5 0 8 3 4

Answer the following questions:

1.What is the place value of the digit 9? 1? 6? 3? 2? and 4?
2.What is the place value of the digit 7? 5? 0? 8? 3? and 4?

Very Good!

Remember this:
In giving the place value and value of a digit of a number up to 100 000:
 Identify the place value in which the digit belongs to as ones, tens, hundreds, thousands, ten
thousands and hundred thousands.
 The value of a digit could be arrived at by multiplying said digit by its place value.
 The place value of a digit is always 10 times as great as the place value of the digit to its right
Activity: Give the place value of the number mentioned in each sentence.
Write your answer in your notebook.
1. What is the place value of 3 in 73, 456?
2. What is the place value of 9 in 92, 100?
3. What is the place value of 4 in 132, 406?
4. What is the place value of 7 in 69,275?
5. What is the place value of 5 in 512,019?

C. ENGAGE
a.Direction: Match column A with column B to give the place value of the underlined number.

A B
a. Three hundreds
2.) 150,350

b. Six ones
2.) 45,200

c. Five tens

3.)191,100

4.) 24,726 d. Four ten thousands

5.) 57,300 e. One hundred thousands

b.Write the place value of the underlined digit in each set of numbers:
1.) 425,569
2.) 77,254
3.) 62, 019
4.) 100, 259
5.) 34,106

How do you give the place value of the numbers?

You’ve done Great! Now you are ready to answer the last activity.

D. APPLY
Directions: Copy the table in your notebook then write the place value of 4 in the numerals below.

Numbers Place Value

1.) 64,537 1.
2.) 67,140 2.
3.) 43,125 3.
 4.) 90,456 4.
5.) 23,347 5.
6.) 941, 125 6.
7.) 40, 775 7.
8.) 402,190 8.
9.) 604,220 9.
10.) 104,335 10.

E. Reference/s:
Mathematics- Grade 4, Teacher’s Guide, First Edition 2015;
Mathematics- Grade 4, Learner’s Material, First Edition 2015;
MELC in Mathematics 4

F. ANSWER KEY:
A EXPLORE:
1.) 12,435- 1-ten thousands, 2-thousands, 4-hundreds, 3-tens, 5-ones
2.) 23,567- 7-ones, 6-tens, 5-hundreds, 3-thousands, 2-ten thousands
B. LEARN
1.) 423,619 - 9-ones, 1-tens, 6-hundreds, 3-thousands, 2-ten thousands, 4-hundred thousands
2.) 750,834 – 7-hundred thousands, 5-ten thousands, 0-thousands, 8-hundreds, 3-tens, 4-ones
Activity:
1.) 3 thousands
2.) 9 ten thousands
3.) 4 hundreds
4.) 7 tens
5.) 5 hundred thousands

C. ENGAGE
a. b.
1. C 1.) 6 tens
2. D 2.) 7 thousands
3. E 3.) 9 ones
4. B 4.) 2 hundreds
5. A 5.) 3 ten thousand

D. APPLY
1.) 4 thousands
2.) 4 tens
3.) 4 ten thousands
 4.) 4 hundreds
5.) 4 tens
6.) 4 ten thousands
7.) 4 ten thousands
8.) 4 hundred thousands
9.) 4 thousands
10.)4 thousands