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Mathematics
Quarter 1 – Module 6:
Estimating Products
Mathematics – Grade 4
Alternative Delivery Mode
Quarter 1 – Module 6: Estimating Products
First Edition, 2020

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Telefax: 0917-178-1288
E-mail Address: [email protected]
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Mathematics
Quarter 1 – Module 6:
Estimating Products
Introductory Message
For the facilitator:

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

Products!

This module was collaboratively designed, developed and reviewed by educators both from
public and private institutions to assist you, the teacher or facilitator in helping the learners
meet the standards set by the K to 12 Curriculum while overcoming their personal, social, and
economic constraints in schooling.

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

In addition to the material in the main text, you will also see this box in the body of the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this module. You also
need to keep track of the learners' progress while allowing them to manage their own learning.
Furthermore, you are expected to encourage and assist the learners as they do the tasks
included in the module.

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For the learner:

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

Products!

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 in 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 and skills.

What’s More This comprises activities for independent practice

to solidify your understanding and skills of the
topic. You may check the answers to the exercises
using the Answer Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process what
you learned 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.

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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. Use 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!

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 What I Need to Know

When we multiply numbers, we usually find for the exact product or

an exact answer to a multiplication problem. What if, we want to get an
answer that is close enough but not the exact one? In this case, estimating
products comes in.

After going through this module, you are expected to:

1. estimate the products of 3- to 4- digit numbers by 2- to 3- digit
numbers with reasonable results.

What I Know

Estimate the products of the following.

1. 435 2. 643 3. 278 4. 534 5. 746
x 43 x 65 x 32 x 51 x 67

6. 2 453 7. 6 376 8. 4 235 9. 5 813 10. 3 487

x 46 x 65 x 82 x 234 x 354

Are you done answering?

If yes, time to check. Please go to page 10 for the Answer Key.

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 What’s In

Before we proceed with our new lesson, let’s have a review on

rounding off numbers and multiplying numbers with zeroes.
A. Round the following numbers to the indicated/underlined place
value.

1. 47 2. 63 3. 437 4. 582 5. 7 615

B. Give the product.

1. 500 2. 400 3. 600 4. 3 000 5. 2 000

x 20 x 50 x 40 x 200 x 600

Examples of rounding off numbers:

 Let’s have 734, round off to the nearest hundreds.
784
Digit to be rounded
Since the next digit to its right is more than 5, then
round up by adding 1 to 7.

The answer is 800.

 Round off 3 298 to the nearest thousands.

3 298
Digit to be rounded
Since the next digit to its right is less than 5, then round
down by retaining the digit 3.

The answer is 3 000.

 Don’t forget to replace the remaining digits to its right with zeroes.


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 In multiplying numbers with zeroes, we can simply use the short
method.

Example: 8 000  Multiply the nonzero digit in the multiplier

x 500 with the multiplicand.
4 000 000 8 x 5 = 40
 Then add zeroes in the product equal to
the number of zeroes in the factors.
8000 – has 3 zeroes
500 - has 2 zeroes

Since there are 5 zeroes in the factors, we

simply attach the 5 zeroes to the product
of the nonzero digits which is 40 and the
resulting product is 4 000 000.

Other examples:
1 200 2 000 3 400
x 40 x 100 x 300

12 x 4 = 48 2x1=2 34 x 3 = 102
3 zeroes 5 zeroes 4 zeroes
= 48 000 = 200 000 = 1 020 000

Notes to the Teacher

Supplemental lessons and activity sheets on the review topics

should be given to learners who lack the required prerequisite skills.

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 What’s New

Let’s start our new lesson with a story problem.

Please read and analyze the problem carefully.

Mang Antonio owns a

mango orchard in their
province. This harvest season,
he was able to get 571
mangoes from a tree. If he has
32 mango trees, about how
many mangoes can he harvest
this season?

How many mangoes was he able to harvest from one tree?

How many mango trees does he have?

What is asked in the problem?

What phrase in the problem indicates that an estimated
product is being asked for?
How can we find the estimated number of mangoes
harvested?

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 What is It

Let us study how to estimate the product.

The phrase “about how many” does not ask for an actual answer but
an estimate. The required answer can be solved by estimating the
product.
Study the solution below.
The given numbers are 571 mangoes and 32 mango trees.
Step 1
 Round each factor to its greatest place value.

571 600
Rounded factors
x 32 x 30

Step 2
 Multiply the rounded factors

600 Estimated
x 30 product
18 000

Hence, there are about 18 000 mangoes that can be harvested this
season.

 Take note that the number of zeroes in the rounded factors should
be attached to the product of the non-zero digits. The factors are the
numbers being multiplied to get the product.

To check if the estimated product is reasonable, we have to find

the actual product and compare it with the estimated product.

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 571
x 32
1 142 571 x 2
+ 17 13 571 x 30
18 272 actual product
18 000 estimated product

Notice that the estimated product is close to the actual product.

Other examples:

Let us estimate the product of the following multiplication

expressions.

1. 454 500 2. 7 247 7 000

x 36 x 40 x 461 x 500
20 000 3 500 000
Estimated
Products

What’s More

Find the estimated product by rounding each factor to its highest

place value.

1. 157 x 32 3. 2 154 x 62
____ x ____ = _____ _____ x ____ = _____
2. 431 x 24 4. 3 732 x 261
____ x ____ = _____ _____ x ____ = _____

5. 5 434 x 343
_____ x ____ = _______
Are you done answering?
If yes, time to check. Please go to page 10 for the Answer Key.

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 What I Have Learned

How do we estimate the product of 3- to 4- digit numbers by 2- to 3-

digit numbers?
 To estimate the product, round each factor to its greatest place
value, and then multiply the rounded factors.

What I Can Do

Estimate each product. Then, compare the two estimated products.

Write the correct symbol ˃, ˂ or = in the box.

1. 174 x 47 246 x 38
2. 198 x 52 624 x 23
3. 343 x 364 421 x 327
4. 4 324 x 23 3 764 x 26
5. 5 435 x 213 5 645 x 197

Are you done answering?

If yes, time to check. Please go to page 10 for the Answer Key.

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 Assessment

A. Which is the most reasonable estimated product in the options given?

Choose the letter of the correct answer.

1. 105 x 46
a. 500 b. 5 000 c. 6 000 d. 6 500
2. 218 x 62
a. 13 000 b. 12 500 c. 12 000 d. 11 000
3. 327 x 192
a. 60 500 b. 60 000 c. 50 500 d. 50 000
4. 268 x 432
a. 120 000 b. 120 500 c. 130 000 d. 130 500
5. 2 627 x 154
a. 500 500 b. 600 000 c. 605 000 d. 700 000

B. Estimate the products.

6. 385 7. 567 8. 654
x 29 x 35 x 211

9. 3 267 10. 3 626

x 62 x 278

Are you done answering?

If yes, time to check. Please go to page 10 for the Answer Key.

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 Additional Activities

Read and solve.

1. Karen jogs 1 675 meters a day. About how many meters does
she jog in 56 days?
2. Mang Oscar harvested 102 sacks of palay in one hectare. About
how many sacks of palay was he able to harvest in his 11-
hectare rice field?
3. In one public school, there are 394 classes from grades 1 to 6.
Each class contains 48 pupils. About how many pupils are there
in the school?

Are you done answering?

If yes, time to check. Please go to page 10 for the Answer Key.

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What’s In (page 2) What I Know (page 1) What’s More (page 6)
A. 1. 50 1. 16 000 1. 200 x 30 = 6 000
2. 60 2. 42 000
3. 400 3. 9 000 2. 400 x 20 = 8 000
4. 600 4. 25 000
3. 2 000 x 60 = 120 000
5. 8 000 5. 49 000
B. 6. 100 000 4. 4 000 x 300 = 1 200 000
6. 10 000 7. 420 000
7. 20 000 8. 320 000 5. 5 000 x 300 = 1 500 000
8. 24 000 9. 1 200 000
9. 600 000 10. 1 200 000
10. 1 200 000
What I Can Do Assessment (pages 7 and 8) Additional Activities
(page 7) (pages 8 and 9)
1. B
1. ˃ 2. C 1. 120 000 meters
2. ˂ 3. B 2. 1 000 sacks of palay
3. = 4. A 3. 20 000 pupils
4. ˂ 5. B
5. ˂ 6. 12 000
7. 24 000
8. 140 000
9. 180 000
10. 1 200 000
Answer Key
References

K to 12 Mathematics Curriculum Guide, August 2016.

Tabilang, Alma R. et. Al, 2015, Mathematics 4 Teacher’s Guide pp. 44-
47, Department of Education.
Tabilang, Alma R. et. Al, 2015, Mathematics 4 Learner’s Material
pp. 33-35, Department of Education.

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Meralco Avenue, Pasig City, Philippines 1600

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