QUARTER 2

Mathematics G4
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PIVOT 4A CALABARZON Math G4

PIVOT 4A Learner’s Material
Quarter 2
First Edition, 2020

Mathematics
Grade 4

Job S. Zape, Jr.

PIVOT 4A Instructional Design & Development Lead
Romyr L. Lazo
Content Creator & Writer
Jhonathan S. Cadavido & Romyr L. Lazo
Internal Reviewer & Editor
Ephraim L. Gibas & Sonny Bhoy Flores
Layout Artist & Illustrator
John Albert A. Rico & Melanie Mae N. Moreno
Graphic Artist & Cover Designer
Ephraim L. Gibas
IT & Logistics

Published by: Department of Education Region IV-A CALABARZON

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

PIVOT 4A CALABARZON Math G4

 Guide in Using PIVOT 4A Learner’s Material

For the Parents/Guardians

This module aims to assist you, dear parents, guardians, or siblings
of the learners, to understand how materials and activities are used in the
new normal. It is designed to provide information, activities, and new
learning that learners need to work on.
Activities presented in this module are based on the Most
Essential Learning Competencies (MELCs) in Mathematics as prescribed
by the Department of Education.
Further, this learning resource hopes to engage the learners in
guided and independent learning activities at their own pace. Furthermore,
this also aims to help learners acquire the essential 21st century skills
while taking into consideration their needs and circumstances.
You are expected to assist the children in the tasks and ensure the
learner’s mastery of the subject matter. Be reminded that learners have to
answer all the activities in their own notebook.

For the Learners

The module is designed to suit your needs and interests using the
IDEA instructional process. This will help you attain the prescribed grade-
level knowledge, skills, attitude, and values at your own pace outside the
normal classroom setting.
The module is composed of different types of activities that are
arranged according to graduated levels of difficulty—from simple to
complex. You are expected to :
a. answer all activities on separate sheets of paper;
b. accomplish the PIVOT Assessment Card for Learners on page
37 by providing the appropriate symbols that correspond to your
personal assessment of your performance; and
c. submit the outputs to your respective teachers on the time
and date agreed upon.

PIVOT 4A CALABARZON Math G4

 Parts of PIVOT 4A Learner’s Material
K to 12 Delivery
Descriptions
Process

This part presents the MELC/s and the desired

Introduction

What I need to know learning outcomes for the day or week, purpose of
the lesson, core content and relevant samples.
This maximizes awareness of his/her own
What is new knowledge as regards content and skills required
for the lesson.

This part presents activities, tasks and contents

What I know
of value and interest to learner. This exposes
Development

him/her on what he/she knew, what he/she does

What is in not know and what he/she wants to know and
learn. Most of the activities and tasks simply and
directly revolve around the concepts of
What is it developing mastery of the target skills or MELC/s.

In this part, the learner engages in various tasks

What is more and opportunities in building his/her knowledge,
skills and attitude/values (KSAVs) to
meaningfully connect his/her concepts after
Engagement

doing the tasks in the D part. This also exposes

What I can do him/her to real life situations/tasks that shall:
ignite his/ her interests to meet the expectation;
make his/her performance satisfactory; and/or
produce a product or performance which will help
What else I can do him/her fully understand the target skills and
concepts .
This part brings the learner to a process where
he/she shall demonstrate ideas, interpretation,
What I have learned
mindset or values and create pieces of
Assimilation

information that will form part of his/her

knowledge in reflecting, relating or using them
effectively in any situation or context. Also, this
What I can achieve part encourages him/her in creating conceptual
structures giving him/her the avenue to integrate
new and old learnings.
This module is a guide and a resource of information in understanding the
Most Essential Learning Competencies (MELCs). Understanding the target
contents and skills can be further enriched thru the K to 12 Learning Materials
and other supplementary materials such as Worktexts and Textbooks provided by
schools and/or Schools Division Offices, and thru other learning delivery
modalities, including radio-based instruction (RBI) and TV-based instruction
(TVI).

PIVOT 4A CALABARZON Math G4

WEEK
Identifying the Multiples and Factors of a
Given Number up to 100
1
I Lesson

Getting a multiples of a number is look like skip counting with the same
number. Multiples of a number, are the same numbers that are added
repeatedly. Example, the multiples of 2 are 2,4,6,8,10. As you can see, its look
like skip counting by 2s or repeating in adding by 2s. You can also easily get
the multiples of a certain number by multiplying the number by another whole
number. For example, you can get the multiples of 3 by multiplying 3 by
1,2,3,4,5 and so on, therefore the multiples of 3 are 3,6,9,12, 15 and so on.
Factors are the numbers that when you multiply can give a larger
number or a product. In every number, it has at least two factors, the number
itself and one. However, some numbers have more than two factors, like 12.
The factors of 12 are 1 and 12, 2 and 6, and 3 and 4. Therefore, if you ask to
list the factors of 12, you would write; 1, 2, 3, 4, and 6.
Both multiples and factors are significant and prerequisite lesson before
expanding and reducing fractions in lowest term and finding the patterns in a
number. Therefore this lesson will help you for your future lesson. This time,
focus your attention on how to identify the factors and multiples of a given
number up to 100.

D
A. Multiples
Look at the model blocks below. Try to analyze how you can get the multi-
ples of 4. When you multiply 4 by 1, 2, 3, and 4, you can get multiples of this
number.

1x4=4 2x4=8 3 x 4 = 12 4 x 4 = 16
Therefore the multiples of 4 are 4, 8, 12, 16 and so on.

How about 5, can you tell at least 10 multiples of these number?

The multiples of 5 are 5, 10, 15, 20, 25, 30, 35, 40, 45, 50.
You will notice, that this lesson is not new to you, since you have already
learned how to skip counting from your previous grades.
Now, you may proceed with your next topic.
PIVOT 4A CALABARZON Math G4 6
 B. Factors
How about identifying the factors of a number 4? Look at this example.
When you express number 4 as a product
4 4 of two or more numbers, each of this counting
number; 1, 2, and 4 are factors of 4.
2 x 2 You will notice, that the number itself can
1 x 4
be one of its factors.
How about identifying the factors of a number like 16?
In this example, you will noticed that
16 16 16 number 16 has two or more factors. These
are 1, 2, 4, 8 and 16 or the number it self.
1 x 16 2 x 8 4 x 4 Now that you already know how to
identify the multiples and factors of a given
number, try to do the following learning
tasks below.
Learning Task 1: Identify the multiples of the following number inside the box.
Write your answer on your notebook.
1) 7
1, 2, 3, 4, 5, 6, 7, 9, 10

2) 9 1, 2, 3, 4, 6, 8, 9, 12, 14

1, 2, 3, 5, 6, 9, 10, 15, 16

1, 2, 4, 6, 8, 10, 12, 15, 25

3) 10
1, 2, 4, 6, 8, 12, 15, 24, 48
Learning Task 2: Select the factors of the following number. Write your answer

1) 9 1, 3, 4, 9, 15, 18, 20, 27 6)18 1, 2, 4, 9, 15, 18, 20, 27

2) 20 1, 2, 4, 5, 10, 20, 40, 60 7) 56 1, 2, 7, 8, 28, 20, 56, 60
3) 30 1, 2, 3, 5, 6, 10, 15,30 8) 42 1, 2, 3, 6, 7, 14, 21, 42
4) 45 1, 3, 5, 9, 15, 20, 35,45 9) 72 1,2,3,4,6,8,9,12,18,24,36,72
5) 64 1, 2, 5, 8, 10, 15, 32, 64 10) 90 1,2, 3, 5, 6,10, 15,18, 30, 45
E
Learning Task 3: Write the first six multiples of each number in your
notebook.
1) 7 _________________________ 4) 10 _________________________
2) 6 _________________________ 5) 12 __________________________
3) 9 _________________________ 6) 15 __________________________
Learning Task 4: Write the factors of each number in your notebook.
1) 20 _________________________ 4) 32 ________________________
2) 24 _________________________ 5) 45 ________________________
3) 36 _________________________ 6) 50 ________________________
7 PIVOT 4A CALABARZON Math G4
 Learning Task 5: Identify what is asked in each item below. Write your
answer in your notebook.
1) What number I am if I’m between 21 and 31, a multiple of 4 and 7.
2) What number I am if I am a factor of 70 and I’m between 30 to 40.
3) What number I am if I am a factor of 90 but not a multiple of 6 and 9? I
am greater than 10 but smaller than 20.
4) I am an even number smaller than 48 but not greater than 30. I am
multiples of 6 and a factor of 72. What number I am?
5) I am odd number smaller than 56 but not greater than 28. I am multiples
of 7 and has a factor of 7.

A
We can find multiple of a given number by multiplying the number by
another whole number other than 0.
When you express a number as a product of two or more counting
numbers, then each of these counting numbers is a factor of the given
number.
Learning Task 6: Write the letter of the correct answer. Write your answer in
your notebook.

1) Which of the following is a factor of 96?

A) 24 and 4 b) 12 and 8 c) 2 and 48 d) all of the above
2) Which of the following is NOT a multiple of 12?
A) 24 b) 48 c) 73 d) 96
3) Which of the following is the factor of 35?
A) 1,5,7,35 b) 1,2,5,7 c) 1,3,5, 12 d) 1,5,9,12
4) Which of the following is the multiple of 5?
A) 10,15,25,30 b) 6,9,11,13 c) 5,9,14,19 d) 5,12,24,35
5) 18 is a factor of 54 because it ___________.
A) “is greater than” c) “divides evenly”
B) “is less than” d) multiples
6) 60 could not be a factor of 30 because it ___________.
A) “is greater than” c) “divides evenly”
B) “is less than” d) multiples

PIVOT 4A CALABARZON Math G4 8

 Differentiating Prime from Composite
Numbers
I Lesson

In the previous lesson, you have learned that there are numbers that
can be expressed in two or more factors like 6. When numbers has two more
factors and can be divided by exactly it is a composite numbers. For example,
6 is composite because it is a product of 2 x 3 in which both numbers are
smaller than 6.
However, those numbers with only two factors, 1 and the number itself
is called prime numbers. These numbers cannot be divided exactly. For
example, 7 is prime number because the only way to express it as a product of
two numbers is 7 x 1.
Both prime and composite numbers are important lesson for you to
understand the prime factorization which will be the next lesson. After going
through this lesson, you are expected to differentiate prime from composite
numbers.
Study the example below. Each number is expressed as a product of 2
or more factors. Find out which of the numbers is prime and composite num-
bers.
A) Prime Numbers
3 You will notice that 3 has only two factors, 1
and 3 only. Three can be divided exactly by itself
and 1. Therefore 3 is an example of prime
1 x 3 numbers.

B) Composite Numbers
In this example, you will noticed that 9 have
9 9 more than two factors. The factors of 9 are 1,3 and
9 . Nine can be divided by exactly. Therefore 9 is
an example of composite numbers.
3 x 3 1 x 9

D
Observe the numbers in the table.
Look directly to the numbers with colors.
These numbers are examples of
prime numbers. They are counting
numbers that are greater than 1 with only
two factors, 1 and itself.
Those numbers without colors are
examples of composite numbers. These
are the numbers greater than 1 with more
than two factors.
4 is divisible by 4,1, and 2
6 is divisible by 6,1,2, and 3
8 is divisible by 1,2, and 4

9 PIVOT 4A CALABARZON Math G4

Learning Task 1: Identify whether the following is a prime or a composite
number. Write your answer on your notebook.
1) 23 ___________ 6) 47 _____________ 11) 65 ______________
2) 25 ___________ 7) 53 _____________ 12) 79 ______________
3) 15 ___________ 8) 58 _____________ 13) 92 ______________
4) 34 ___________ 9) 67 _____________ 14) 83 ______________
5) 43 ___________ 10) 71 _____________ 15) 74 ______________

E
Learning Task 2: Select the prime numbers inside the box. Write your answers
on your notebook.

41 34 90 76 87 99 19 60 59 43 70 55 78
45 65 75 85 96 22 21 33 44 55 88 44 57

Learning Task 3: Read the following questions. Write your answer in your
notebook.
1) What is the largest 2-digit composite number divisible by 46?
2) What is the prime number immediately after 50?
3) What is the sum of all prime numbers between 30to 60?
4) What is the sum of all prime numbers between 70 to 80?
5) What is the product of prime numbers immediately before and after 50?
6) How many prime numbers can be found between 60 to 100?

Learning Task 4: Solve the following. Write your answer in your notebook.
1) Sum of all prime numbers which is less than 20.
2) Sum of all the prime numbers between 50 to 70.
3) Sum of all the prime numbers that is greater than 70 but less than 80.
4) Product of prime numbers from 80 to 90.
5) What is the sum of x + y + z , if 13, x, 19, y, 29, z is ascending order of
prime numbers.

A
Number 1 is neither a prime nor a composite number. 1 is a special
number. Prime numbers are numbers that cannot be divided exactly and has
2 factors only, while composite numbers can be divided exactly. It has more
2 factors.

PIVOT 4A CALABARZON Math G4 10

 Writing a Given Number as Product of its
Prime Factors
I Lesson

In the previous lesson you have learned the difference between

composite and prime numbers. This time, you will learn the prime factorization
which can help for your future lesson about GCF and LCM.
Prime Factorization is a method use to “break down” a given number into
a product of prime numbers. This is also known as prime decomposition. If the
number is expressed as a product of factors that are all prime numbers, the
expression is called the prime factorization of the number.
In the previous lesson, we have learned that the factors of 16 are 1, 2, 4,
8,16. Among of these factors, 2 which is a prime numbers and 2 is called
prime factor of 16. After going through this lesson, you are expected to write a
given number as a product of its prime factors.
The example below shows how a given number can be expressed as a
product of prime factors. Observe how it was done.
Express 16 as a product of prime factors.
16 16 You will noticed that they used
different factors at the beginning but
2 x 8 4 x 4 they got the same answer at the end
since the task is to express 16 as a
2 2 x4 2x 22x 2 prime factors. This means that you will
not stop factoring until you got the
2 2 2x2 prime factors.
4
Therefore, the prime factorization of 16 is 2 x 2 x 2 x 2 or 2
If a factors or prime factor appears many times in the factorization,
you need to express using exponent or exponential form. The
exponent of each prime tells how many times the prime number used
D as factors.

How to Perform Prime Factorization

Step 1: List down the first few prime numbers. Example:
These are usually the prime numbers use in the 2, 3, 5, 7, 11, 13, 17, 19
prime factorization

Example: 72
Step 2: Test the given number if it can be
divided by 2 or divisible by the smallest prime 2 x 36
number which is 2. If not, test it with the other
prime numbers like 3,5 and so on. 2 2 x 18
If the given number divides by the prime number 2 2 2 x 9
2, divides it evenly, then express it as factors:
2 2 2 3 x 3
Therefore the prime factorization of 72 is 2 x 2 x 2 x 3 x 3 or 2³ x 3²

11 PIVOT 4A CALABARZON Math G4

 There are two common methods in performing prime factorization. These
are Factor Tree, and Continuous Division. Look at the example below and see
the difference between the 2 methods.

Method 1: Factor Tree 24

24 4 x 6
4 x 6 2x2 2 x3
So you need to continue factoring until you
24 is factored into 4 x 6. You
got all prime factors. 2 and 3 are both prime
will noticed that neither 4 or
factors of 24, therefore you don’t need to
6 are not prime numbers.
factor anymore.
The prime factorization of 24 is 2 x 2 x 2 x 3
or 2² x 3
Method 2: Continuous Division
Example: Find the prime factorization of 36.

2 36 Divide by the smallest prime factor. Then continue dividing by

2 18 the next prime factor. Repeat the procedure until you get 1.
3 9
Therefore the prime factorization of 36 is 2 x 2 x 3 x 3 or
3 3
2² x 3²
1

Learning Task 1: Write the prime factorization of the following numbers using
the factor tree. Write your answer in your notebook.
1) 18 1) 45 1) 32 1) 120 1) 72

3 x 6 5 x 9 4 x 8 6 x 20 8 x 9

Learning Task 2: Write the prime factorization of the following numbers using
continues division. Write your answer in your notebook.

1) 2 36
3) 2 40 5) 2 64

2) 2 42
4) 3 63

PIVOT 4A CALABARZON Math G4 12

E
Learning Task 3: Write the prime factorization of each number. Write your
answer in your notebook.
1) 38 = __________________ 6) 93 = ___________________
2) 56 = __________________ 7) 58 = ___________________
3) 66 = __________________ 8) 81 = ___________________
4) 93 = __________________ 9) 78 = ___________________
5) 44 = __________________ 10) 85 = ___________________

Learning Task 4: Find the composite number named in each prime

factorization below. Write your answer in your notebook.
1) 2 x 2 x 2 x 3x3 = ____ 6) 2 x2 x3x7 = ____
2) 2 x 3 x 3 x 3 = ____ 7) 2 x2 x 11 = ____
3) 2 x 2 x 3 x 5 = ____ 8) 2 x5 x7 = ____
4) 2 x 3 x 3 x 5 = ____ 9) 2 x2 x5x7 = ____
5) 2 x 2 x 3 x 3x5 = ____ 10) 2x 2x3x3x3 = ____

Learning Task 5: Find the composite number named in each

exponential form. Write your answer in your notebook.

1) 2³ x 5 = ____ 6) 2 x 5³ = ____
2) 2² x 3³ = ____ = ____
3) 2³ x 3² x 5 = ____ = ____
= ____ = ____
5) 2² x 23 = ____ 10) 2³ x 3³ = ____

A
In writing a prime factorization of a composite number, use factor
tree or continues division. Divide the composite number by the possible
smallest prime number. If the factors are still composite, repeat or
continue the process until it becomes equal to 1. Always write the final
prime factors in exponential form.

13 PIVOT 4A CALABARZON Math G4

WEEK Finding the Common Factors and Multiples,
GCF and LCM
2 I Lesson

In your previous lesson, you have learned how to find the factors and
multiples of the given number as well as how to find the prime factorization
using factor tree and continuous division. In this lesson, you will use those
methods to find common factor, greatest common factor (GCF), least common
multiples (LCM) and common multiples in the given numbers.
The common factors are those factors that are all common in the two or
more numbers. The largest factor among those common factors will be the
greatest common factor or GCF. The common multiples are those multiples
that are common or the same in the given numbers. The smallest multiples
among those common multiples will be the least common multiples or LCM.
After going through this lesson, you are expected to find the common
factors, greatest common factor, common multiples, and least common
multiples.
To understand this lesson well, read and analyze first the short
problem below and observe how the idea of common factor and greatest
common factor help solve the problem.

Leo wants to cover a 30 cm by 40 cm cardboard of identical square paper.

Can you help him to find the largest possible square to cover his
cardboard?
Using the block model in the right side, you
can now consider that the initial step is to divide
each side into group of the same or equal lengths.
The idea of this step, is also the same in
finding the common factors of 30 and 40. Observe
how the concept of GCF applied in this problem.

Method 1: Listing method

The factors of 30 are 1, 2, 3, 5, 6, 10, 15, 30

The factors of 40 are 1, 2, 4, 5, 8, 10, 20, 40

Common Factors
Greatest Common Factors
1,2, and 5 are common factors of both 30 and 40. The largest among the these
factors is 5. Therefore the greatest common factor (GCF) of 30 and 40 is 10.

Going back to the problem above, you now

know that the side of the largest possible
square is 10 cm.
The model block, shows that the 30 by 40
cm cardboard of Leo can be covered of 12 10cm
squares with 10 by 10 cm side.
10 cm
PIVOT 4A CALABARZON Math G4 14
 D
Method 2: Using Factor Tree

40
30 2 x 20
2 x 15 2 2 x 10
2 3 x5 2 2 2x5
2x3x5
2 x2x2 x5
Method 3: Using Continuous Division
GCF = 2 x 5 = 10
2 40 30
5 20 15
Note:
4 3
4 and 3 have no common factor except 1,
GCF = 10 therefore you need to stop here.

Find the LCM of 18, 24, 36 using the different methods.

Method 1: Using Listing Method

The multiples of 18 are 18, 36, 54, 72, 90, 108, 126, 144, 162
The multiples of 24 are 24, 48, 72, 96, 120, 144, 168, 192, 216
The multiples of 36 are 36, 72, 108, 144, 180, 216, 252, 288, 324

The common multiples for 18, 24, and 36 are 72 and 144. The smallest
among all of these common multiples is 72. Therefore 72 is Least Common
Multiples (LCM).

Method 2: Using Factor Tree Method 3: Continues Division

18 = 2 x3x3 2 18 24 36
24 = 2 x 2 x 2 x 3 Note:
3 9 12 18
36 = 2 x 2 x3x3 4 and 6 have still common factor 2.
2 3 4 6 Continues the process and until
any of the number have no common
2 x 2 x 2 x 3 x 3 = 72 3 3 2 3 factors except one. Carry down 3 to
the next line.
The LCM of 18, 24, 36 is equal 1 2 1
to 72 2 x 3 x 2 x 3 x 1 x 2 x 1 = 72
The LCM of 18, 24, 36 is equal to 72
15 PIVOT 4A CALABARZON Math G4
 Learning Task 1: Find the common factors and at least first 3 possible
multiples of each number using any of the methods. Write your answer in
your notebook.
1) 25 and 75 3) 21 and 56 5) 27 and 36
2) 35 and 45 4) 54 and 72 6) 12 and 16
Learning Task 2: Find the GCF and LCM of each number using any of the
methods. Write your answer in your notebook.
1) 25 and 75 4) 21 and 56
2) 35 and 45 5) 54 and 72
3) 27 and 36 6) 12 and 16

E
Learning Task 3: Solve the following problem using the concept of LCM and
GCF. Write your answer in your notebook.
1) Juluis has 72 cups and 64 glasses. If he will put it in the tray with same
number of cups and glass, what is the biggest possible number of cups and
glasses that the tray will contain?
2) Miss Mae has three ribbons to be cut into same lengths. The lengths of the
ribbons are 24, 40, and 48 inches. What is the greatest possible length of each
pieces of ribbon to avoid leftover ribbons.
3. Leo visits the regional office once every 2 days. Ethan visits once every 4 days
while Jaypee visits once every 6 days. They all meet one day in the office. After
how many days will they meet together again at the Regional Office?

Learning Task 4: Find LCM of each number using factor tree. Write your
answer in your notebook.
1) 2x4, 2x7, 2x5 4) 2x9, 3x9, 4x9
2) 3x8, 2x6, 3x5 5) 4x6, 4x5, 4x8
3) 2x3, 2x12, 3x10 6) 2x3², 2²x2², 2³x5
Learning Task 5: Find GCF of each number using continuous division. Write
your answer on your notebook.
1) 4², 2², 3² 8x5
5) 5², 20, 5x11
3) 3³, 72, 6² 6) 3³, 45, 6x9

A
To find the common factor, and multiples as well as GCF and LCM, you
may use listing method, factor tree and continuous division. GCF is the product
of all the prime divisors. LCM is the product of all divisors and the numbers in
the final row.

PIVOT 4A CALABARZON Math G4 16

 Solving Real-life Problems Involving GCF and WEEK
LCM of 2 Given Numbers
3
Lesson
I
In your previous lesson, you have experienced solving a word
problem using the 4-step plan. You have learned how to find what is ask in the
problem, given, how to use appropriate operation as well as making a model to
help you visualizing the problem. You also learned the importance of
checking or looking back to see if your final answer is justifiable and your
solution is correct.
This time, you will continue solving a word problem to develop your
critical thinking skills. After going through this lesson, you are expected to
apply your learnings in finding the GCF and LCM through solving a real-life
world problems involving GCF and LCM of the given numbers.
Read and analyze the word problem below. Observe how it is solve using
the 4-step plan.
There are two bells in the school. The bell 1 is for the Grade 1 to 3 while
the bell 2 is for the Grade 4 to 6. The bell 1 and 2 are rung, once every
30 minutes and the other or bell B at every 50 minutes. If they are rung
together at 7:00 A.M., at what time they will be next rung together for
their recess?
1) Understand:
What is asked in the problem? Time that the bell rung together.
Givens: Bell A are rung after 30 minutes
Bell B are rung after 50 minutes.
2) Plan:
How will I solve the problem? By finding the LCM
3) Solve:
How is the solution done?
It can be thru listing method: 30, 60, 90, 120, 150, 180
50, 100, 150
It can be thru prime factorization: 30 = 2 x 3 x 5
50 = 2 x 5x5
= 2 x 3 x 5 x 5 = 150
It can be through a model or illustration.

10 20 40 50 70 80 100 110 130 140

0 30 60 90 120 150

Note:
7:00 A.M Bell 1 rung every 30 minutes ? A.M
Bell 2 rung every 50 minutes
17 PIVOT 4A CALABARZON Math G4
 Since the bell A rung at every 30 minutes and bell B is rung at 50
minutes, then the least number of minutes required for the two bells to be rung
together is the LCM of 30 and 50.

The LCM of 30 and 50 is 150, therefore the 2 bells will be rung together
after 150 minutes or 2 hours and 30 minutes since 1 hour is equal to 60
minutes .

Both bells will be next rung at 7:00 am, plus 2 hours & 30 mins
equals 9:30 am

D
Learning Task 1: Solve the following problem using the 4-step plan. Use the
concept of GCF in each problem. Write your answer in your notebook.

1)Ellaine has a rectangular gift wrapper that measure 30 cm by 25 cm. She

wants to cut it into square sheets of same size to be used in her album. What is
the possible measure of a square sheet side which will not have a
leftover?

2)The rich man would like to donate 96 notebooks , 84 pencils, and 120 pad
papers among Grade IV Students of Danao Elementary School. If he wants to
distribute it equally to selected students, how many students will receive those
items? How many of each kind can each student gets?

3.Reina has 40 pieces of bananas, 48 pieces of atis and 36 pieces of chicos. She
wants to put them equally in the plastic bag. How many possible number of
each fruit will be placed in the plastic bag?

Learning Task 2: Solve the following problems using the 4-step plan. Use the
concept of LCM in each problem. Write your answer in your notebook.

1. A lighthouse 1 flashes its light every 15 minutes. A lighthouse 2 flashes

every 18 minutes. If the two lighthouses flash together at 1:00 A.M, what
time they will next flash together?
2. The length and width of rectangular lot are 108 m and 144 m. Trees are
planted at equal distance along the sides of the lot. What is the total number
of trees planted?
3. Leo visits the regional office once every 2 days. Ethan visits once every 4
days while Jaypee visits once every 6 days. They all meet one day in the
office. After how many days will they meet together again at the Regional
Office?
4. The box of candies is shared equally among 9,12, or 18 children, there are
always 6 candies left. Find the smallest number of candies in the box?
5. Three bells toll at intervals of 12 min, 20 min, and 24 min, respectively. If
they start by ringing together, after how long will they all ring again?

PIVOT 4A CALABARZON Math G4 18

 E
Learning Task 3: Solve the following problem using the 4-step plan. Use the
concept of GCF or LCM in each problem. Write your answer in your notebook.

1)There are always 4 bars of chocolates left when box of chocolate shared
equally among 8, 10 or 12 children. Find the smallest number of chocolates in
the box.

2)There are 117 boys and 135 girls joined in the field trip. The teacher
in-Charge decided to grouped them. If each group will have equal number of
members, how many groups can be formed from all students joined in the field
trip?

3. If a certain number of Grade IV students share 28 or 39 skill books in

Mathematics, there are remainders of 4 and 3 books. What is the largest
possible number of students?

A
Learning Task 4: Solve the following problem. Write the letter of the correct
answer in your notebook.

1) A number is divisible by 24, 42, and 60. Find its smallest possible value?
A. 480 B.840 C. 460 D. 860
2) There are the same remainder 3 when 135, 111, and 87 is divided by a
certain number. Find the largest possible value of this number.
A. 11 b. 12 c. 13 d. 15
2) Mr. Ethan has a land that measures 42m by 60m into equal squares. What
should be the size of largest square?
A. 30 sq. meter b. 32 sq. meter c. 34 sq. meter d. 36 sq. meter
3. Mr. Lazo would like to divide his class for their Math project . There are 32
boys and 24 girls in the class. How many possible group can he make if he
wants to grouped them with the same number of boys and girls and no
remainder?
A. He can form 2, 4 or 8 groups c. He can form 5, 6 or 7 groups
B. He can form 3, 6, or 9 groups d. He can form 2, 3 or 5 groups
4. If Mr. Lazo choose the highest possible group that he can make, how many
girls and boys will be in each group?
A. 8 girls and 6 boys c. 4 girls and 3 boys
B. 8 boys and 6 girls d. 4 boys and 3 girls
5. Security A rounds every 2 minutes and 20 seconds in the gate 1. Security B
rounds every 1 minute and 40 seconds in the gate 2. If they conduct rounds at
the same time. After how many minutes they will rounds together again?
A. after 15 minutes c. after 17 minutes
B. after 16 minutes d. after 18 minutes

19 PIVOT 4A CALABARZON Math G4

 Changing Improper Fraction to Mixed Numbers
WEEK
and Vice Versa
4 I Lesson

Improper fraction are fractions that the numerators are greater than the
denominators while mixed fraction is a number always expressed in a whole
number and a fraction. These two types of fractions show two or more things
to be divided. In this lesson, you will observe that improper and mixed
fractions are related and can be changed to each other.
After going through this lesson, you are expected to change improper
fraction to mixed fraction or number and vice versa.

Look and observe the example below. Study the illustration about improper
fraction and mixed fraction.
Each whole is divided into 4 parts.
10
There are 10 shaded parts. It is read
4
It is an improper fraction.

4 4
One whole is and another
4 4
2
and pa rt s are shaded.
4
2 1
It is read 2 or 2 . It is a mixed number.
4 4 2
=1 4 2
=1
4 4 4
10 1

D From the illustration, it can be said that

4
= 2
2
.

Here are the steps on how to change improper fraction to mixed number.
1) Divide the numerator by the denominator. 2
2 2
10 4 10
= 10 ÷ 4 = 4
2) Express the remainder as a fraction. -8
4
2
3) Write the whole number and the fraction
together.

Here are the steps on how to change mixed number to improper fraction.
1) Multiply the denominator by whole number. 2
2
4x2= 8
2) Add the numerator. 4
8 + 2 = 10
3) Affix or copy the denominator.

10
4
PIVOT 4A CALABARZON Math G4 20
 Learning Task 1: Change the following to improper fraction or mixed
number. Write your answer in your notebook. Always reduce your answer
to the lowest term if possible.
1) 13 2) 25 3) 15 4) 35 5) 25
4 3 6 8 4
7) 3 1
6) 2 5 5 8) 4 9) 10 3 10) 8 3
E 6 5 7
4 5

Learning Task 2: Fill in with the correct numerator or denominator. Write

your answer in your notebook.

1) 13 =
= 34
2) 3) 2 4) 2
3 5 = 5 =
4 4 7 7 6 6 5 5

5) 23 = 7) 8) 1
11 6) 27 = 3 1 9 =
3 9 =
2 2 8 5 5 3 3

Learning Task 3: Give the mixed number of each improper fraction.

Write your answer in your notebook.
1) 21 2) 45 3) 93 4) 60 6) 90
5) 54
7 4 5 5 5
5

7) 83 8) 95 9) 33 10) 75 11) 133 12) 195

8 8 3 5 13
A 15

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

3
1) Change 3 2 to improper fraction. 4)How many fifths are there in 6 ?
7 5
56 42
2) Change to mixed fraction . 5)How many sixths are there in ?
7 6

75 2
3) Change to mixed fraction . 6)How many eights are there in 3 ?
7 8

To change improper fraction to mixed number or fraction, divide the

numerator by the denominator, express the remainder as fraction and
write the whole number and fraction together.
To change mixed fraction to improper fraction, multiply the
denominator and the whole number, add the product to the numerator and
express the sum as fraction, using the original denominator.
21 PIVOT 4A CALABARZON Math G4
 Changing Fraction to Lowest Term
I Lesson

In the previous lesson, you have learned how to get the greatest common
factor (GCF) of two numbers using the prime factorization. In this new lesson
you will use the GCF to get the lowest form or terms of the fractions.
After going through this lesson, you are expected to change fraction to
lowest forms.
Look at the example below. Study the illustration of two fractions.
Observe if the two fractions are equal or equivalent fractions.

This shows 4 of the figure.

8

This shows 1 of the figure.

2

The above illustrations of fractions are equal. You will also noticed that
1 4
is the lowest form or term of .
2 8
D
To find the lowest term or to change the fraction into its lowest form, you will
need to find first the greatest common factor of both numerator and denomina-
tor. Study the example below.
Step 1
Example: 8 First, Find the prime factors of 8
Change to lowest term. and 12 or both numerator and
denominator to get the GCF.
8 =2x2x2
2x2=4
12 = 2 x 2 x 3 GCF = 4

Step 2
8 Second, divide both 8 and 12 or
12 both numerator and denominator with
the same number or GCF.
8 ÷ 4= 2
12 ÷ 4 = 3
8 2
Therefore the lowest form of is
2
12
3

Example: Change 12 to lowest term.

15
Step 1: Step 2: Answer:
12 = 2 x 2x 3 12 ÷ 3 = 4
15 = 3x5 15 ÷ 3 = 5 4
The lowest form is
5
GCF = 3
PIVOT 4A CALABARZON Math G4 22
Learning Task 1: Change the following fractions into its lowest term. Write your
answer in your notebook.
1) 9 2) 10 3) 18 4) 12 5) 24 6) 28
12 18 36 26 40 36

Learning Task 2: Put a check if the fraction is already in its simplest form and
put an x if not. Do this in your notebook.

1) 18 2) 5 3) 20 4) 7 5) 12 6) 34
60 12 32 9 25 85

7) 25 8) 35 9) 35 11) 13 12) 16
43 10) 14
60 78 19 48
15

E
Learning Task 3: Express the given fractions in its simplest form or lowest
term. Write your answer on your notebook.

1) 27 2) 25 3) 15 4) 14 5) 16 6) 9
49 45 18 42 48 54

Learning Task 4: Select the fractions that are already in its simplest form. Do
this in your notebook.
6 5 9 14 7 18 16 25 40 17 54 13
30 8 36 35 11 63 40 30 42 19 81 26
10 7 5 11 13 19 20 18 15 11 13 63
10 21 35 20 19 27 60 56 63 21 19 72

A
Learning Task 5: Express the following fractions in lowest term. Do
this in your notebook.

1) 15 2) 8 3) 14 4) 6 5) 18 6) 9
50 24 49 63 81 44

To simplify fractions or change fractions into lowest form, divide both

numerator and denominator by their greatest common factor or GCF.
When the GCF of both numerator and denominator is 1, the fraction
is in lowest term.

23 PIVOT 4A CALABARZON Math G4

 Visualizing Addition and Subtraction of Similar
and Dissimilar Fraction and Subtraction
from Whole Number
I Lesson

You already know how to add similar fractions in your previous grade. When
the fractions to be added have common denominators, you just add the
numerators and copy the original denominator. This time you will learn more
about addition and subtraction of dissimilar fraction through visualization.
After going through this lesson, you are expected to visualize the addition
and subtraction of similar and dissimilar fractions, subtract fraction from a
whole number and perform addition and subtraction of fraction.
Look and observe the example below. Study the illustration and try to
analyze how to visualize the subtraction and addition of fraction.
Example 1: Addition of Similar Fraction

Noticed that 3/5 and1/5 are similar

fractions so you will just add both
3 1 4 numerators and copy the
5 +
5 = 5 denominator over the sum.
Example 2: Subtraction of Similar Fraction
4
8
Noticed that 6/8 and 4/8 are similar
fractions so you will just subtract
4/8 from 6/8 and copy the original
6 4 2 denominator over the difference.
8 8 - 8 =
6
8
D
This time, learn more about visualization of addition and subtraction of
dissimilar fraction. Try to analyze the visualization and solution of each
example.
Example 3: Subtraction of Fraction from Whole Number

May divided the whole pizza into

When subtracting fraction
eight equal parts. She ate 3/8 of pizza. from a whole number, rename
first the whole number into
f r a c t i o n t h en p r o c e e d t o
subtraction.
Always reduce your final
answer into lowest term if
necessary.

8 3 5 Answer:
1 = 8
8 8 - 8 = 8
5
8
PIVOT 4A CALABARZON Math G4 24
Example 4: Subtraction of Dissimilar Fraction
Subtract 1 from 5 .
Subtract the
3 6 Rename the fraction renamed
Find the to equivalent fraction fractions.
LCD using the LCD
5 5
3 3 6 5 5x1 5 6 = 6
1 2
1x 2x3= 6
6 = 6x1 = 6
- 1 2
1 1x2 2 3 = 6
3 = 3x2 = 6
1 2 3 3
3 = 6 6
= 6
Since they have different denominators or
dissimilar fractions, you need to change first or
rename the fractions using the least common
denominator (LCD) before subtracting them.
To get the LCD, get the prime factors of the
denominators using the listing method or
5 continuous division.
6
Example 5: Addition of Dissimilar Fraction

= 4 3
+ 6 + 12

= 8 3 11
+ = 12 + 12
= 12

4 8 3 Add the renamed

6 = 12 12 fractions to get
Rename the fraction
the sum.
to equivalent fraction
4 3 using the LCD.
Add to 12 . 4 8
6 Find the 6 = 12
LCD
4 4x2 8
2 6 12 6 = 6x2 = 12 + 12
3
= 3
1 x 2 x 2 x 3 = 12 12
3 3 6
3 3 11
1 2
12 = 123 xx 11 = 12 = 12

To add dissimilar fractions, you first express them as similar fractions

by finding their least common denominator.
To get the LCD, get the prime factors of the denominators using the
listing method or continuous division.
25 PIVOT 4A CALABARZON Math G4
Learning Task 1: Write the fraction of each shaded figure. Find the sum. Write
your answer in your notebook.

1) 4)
+ = + =

2)
+ =
5)
+ =
3)
+ = 6)
+ =

E
Learning Task 2: Find the sum and difference. Express the answer in lowest
term. Write your answer in your notebook.
8 5 4) 10
1)
8 - 8 = 18 - 3
9 =
7) 5 3
4 - 3
5
6 =
2) 6 5) 4 7 8) 6 5
+ 4
= + = - 3 2
12 6 20 15 9 3 =
3) 4 15 9) 7 3 12
8
15 + 3
15 = 6)
5 - 25 = 10 + 9 15 =
Learning Task 3: Find the sum and difference. Express the answer in lowest
term. Write your answer in your notebook.
1) 10 2 4) 1 3 7) 2 9
12 3 - = 6 5 + 4 =
20 - =
2) 11 1 5) 5 1 8) 12 11
12 - 3 = 8 + 2 = 28 + 35 =
3) 1 2 6) 5 3 1 9) 9
2 - 5 = 16 + 4 =
4 11 + =
Learning Task 4: Find the sum and difference. Express the answer in lowest
term. Write your answer in your notebook.

1) 2)

+ = + =

PIVOT 4A CALABARZON Math G4 26

3) 4)

+ = + =

5)

+ =

A
Learning Task 4: Find the sum and difference. Write your answer in your
notebook. Express the answer in its lowest term.

9 6 4) 20 7) 5 3
1)
9 - 9 = 20 - 9
20 = 4 +3
5
6 =
2) 3 5) 2 5 8) 5 1 5
6 - 4
18 = 3 - 9 = 3 +5 6 =
3) 4 15 9) 7 3 12
5
16 + 3
4 = 6)
6 - 24 = 15 + 9 15 =

27 PIVOT 4A CALABARZON Math G4

 Perform Addition and Subtraction of Similar and
WEEK Dissimilar Fraction and Solving Routine
and Non-Routine Word Problems
5
I Lesson

In the previous lesson, you have learned how to add and subtract
similar fractions. This time, you are going to apply what you have learned from
this lesson.
After going through this lesson, you are expected to solve routine and
non-routine problems involving addition and subtraction of fractions using
appropriate problem solving strategies and tools.
Read and analyze the problem below. Look how the problem below solve
using the following steps.

Mario painted his dog house using 5/8 liter of yellow paint and 2/3
liter of red paint. What color of paint was used more than the other?
By how much more?

Understand

1) Know what is asked. The paint color that was used is more than
the other.

2) Know the given facts. 5/6 liter of yellow paint; 2/3 liter of red
paint.

Plan
Draw a picture: Identify the operation to be used.
5
6 Subtraction

Write the number sentence:

2 = 4 1
3 6 6 5 - 2 = N
6 3

Solve 5 - 2 = 5 4 1
- = Yellow paint
6 3 6 6 6

Solution:
Check and look back: 1
By
6

PIVOT 4A CALABARZON Math G4 28

D
Learning Task 1:Read each problem and then solve. Write your answer in
your notebook.

1) Mrs. Susan bought 3/5 m of curtain cloth. She used 1/8 m to make a
curtain for the living room window. How many meters of cloth were not
used?
2) Faye had a piece of ribbon. After using 3/8 meter for her headband, she
had 1/4 meter left. How many meters of ribbon did she have at first?
3) Rita has 3/4 m of Ifugao cloth. She used 2/3 m for placement. What part
of Ifugao cloth was left.

E
Learning Task 2: Read and solve the following problems. Write your answer
in your notebook.

1) A seller sliced some pizzas into eighths. After selling 57 slices, 7 slices
were left. How many whole pizzas did the vendor slice?

2) The Boy Scouts spent 10/12 hour doing their daily exercises. They only
used 1/4 hour in hiking. How much time did they use for other body
exercises?

3) Leo hiked 6/7 of a kilometer. Jericho hiked 2/3 kilometer. Who covered a
longer distance? How much longer?

4) Rica has 3 pieces of lace each measuring 1/7 meter, 5/14 meter, 3/7.
How long are the pieces of lace together?

5) May has 4/15 meter of lace while Lovie has 2/7 meter longer than May’s
lace. How many meters of lace do girls have altogether?

A
Learning Task 3; Read and solve each problem. Write your answer in
your notebook.
1) Mrs. Lazo bought 9 1/8 m of curtain cloth. She used 3 5/6 m to make a
curtain for their bed room. How many meters of cloth were not used?

2) Mother bought a cake at bakery shop. She divided the cake into 10 equal
parts. They ate 3/10 and left the rest on the refrigerator. What part of the
cake were left?
29 PIVOT 4A CALABARZON Math G4
WEEK Visualizing Decimals Numbers using Models and
Renaming Decimals Numbers to Fraction
6
I Lesson

The numbers that has a dot after the ones digit is called decimal
numbers. These digits after the ones denoted tenths, hundredths and so on.
Decimal number can be changed or renamed into fraction form and vice versa.
After going through this lesson, you are expected to visualize decimal
numbers using models like blocks, grids, number lines and money to show the
relationship to fractions. You are also expected to rename decimal numbers to
fractions whose denominators are factors of 10 and 100 to decimals.
Look at the blocks and cubes model below. Observe how the 10 cubes
represent the decimal numbers and fractions.
The 10 cubes represent the whole.
6 out of 10 cubes are shaded cubes.
6
This can be written as 10 in fraction
6 =
0.6 form or 0.6 in decimal form. The
10 denominator has 1 zero. It tells you that
1 digit after the there is 1 digit after the decimal point in
D decimal point
the decimal number.

Grid is another way to visualize decimal number. You can observe that there
are 100 squares. This means the whole is equally divided into 100 squares.
There are 12 shaded out of 100 squares.

The 100 cubes represent the whole.

12 out of 100 cubes are shaded cubes.

12 can be written as 0.12 in decimal form.

100 You will noticed that 0.12 has two
decimal places.

Decimal number can be also visualized through number line. There are 10
posts which represent a whole. Out of 10 posts there are 3 painted posts.

1 2 3 4 5 6 7 8 9 10

3 = 0.3
10
3
This can be written in decimal form as 0.3 and in fraction form.
10
PIVOT 4A CALABARZON Math G4 30
 Look at 25 centavo coin. This can be written as 0.25 in
decimal form or 25 in fraction form .
100
Here are other examples of decimal number to fractions form. Observe how
decimal numbers rename to fraction form and vice versa.

One decimal place Two decimal place

5 1 25 1
0.5 = 10 = 2 0.25 = 100 = 4
4 2 50 1
0.4 = 10 = 5
0.50 = 100 = 2
8 4 40 2
0.8 = 10 = 5
0.40 = 100 = 5

9 35
0.35 =
E 0.9 = 10 100

Learning Task 1: Show the following decimals using grids. Write your
answer in your notebook.
1) 0.9 2) 0.1 3) 0.24 4) 0.21 5) 0.1 6) 0.15

Learning Task 2: Show the following decimals using number lines. Write your
answer in your notebook.
1) 0.2 2) 0.8 3) 0.1 4) 0.5 5) 0.8 6) 0.9
Learning Task 3: Show the following decimals using cubes. Write your
answer in your notebook.
1) 0.7 2) 0.9 3) 0.1 4) 0.2 5) 0.8 6) 0.5

A
Learning Task 4: Rename the following decimal form into fraction form. Write
your answer in your notebook.

1) 0.75 3) 0.90 5) 0.9 7) 0.15 9) 0.36 11) 0.50

2) 0.35 4) 0.80 6) 0.60 8) 0.95 10) 0.16 12) 0.49

Learning Task 5: Rename the following fraction form into decimal form. Write
your answer in your notebook.

1) 5 3) 20 5) 5 7) 60 9) 75
10 100 100 100 100

2) 8 4) 43 6) 65 8) 18 10) 80
10 100 100 100 100
31 PIVOT 4A CALABARZON Math G4
 Giving the Place Value and Value and Reading
WEEK and Writing Decimal Numbers
through Hundreths
7
I Lesson

In your previous grade, you learned how to find the place value and value
of a number using the place value chart. This time, the place value chart of
whole number can be extended to help you to read and write decimal numbers.
In this lesson, you are expected to give the place value and value of a
digit of a given decimal number through hundredths as well as to read and
write decimal numbers through hundredths.
Look at the place value chart of a whole number with decimal number
below and try to analyze the place value and value of the digit in the decimal
number.

Example 1:
Ones Decimal Tenths Hundredths Thousandths

1 . 2 3
1 is in the ones place and the value is 1
2 is in the tenths place and the value is 2 tenths or can be written as 0.2
3 is in the hundredths place and the value is 3 hundredths or can be written
as 0.03
The decimal word is one and twenty-three hundredths
D
Example 2:
Ones Decimal Tenths Hundredths Thousandths

0 . 4

0 is in the ones place. This means that there is no whole number.

4 is in the tenths place and the value is 4 tenths or can be written as 0.4
0.4 is read as four tenths.
They can be both written as 0.4 or .4
Example 3:
Ones Decimal Tenths Hundredths Thousandths

2 . 0 7
2 is in the ones place. This value of 2 is 2 since it is in the ones place.
0 is in the tenths place and the value is 0.
7 is in the hundredths place and the value is 0.07
This means 0 tenth, 7 hundredths
The decimal word is seven hundredths
PIVOT 4A CALABARZON Math G4 32
 To read the decimal number, read the digits after the decimal point. Read
the place value of the last digit. If there are digits starting from 1 and up in
whole number part, read the decimal point as “and” and read the number start-
ing from the highest whole number follow by the decimal numbers.
Example: 2.45, this can be read or write as two and forty-five
hundredths

Zero is placed to any empty column between the decimal point and the
digits. Example: 0.86 or .86 are both correct.

Learning Task 1: Give the place value of the underlined digit. Write your
answer on your notebook.

1) 0.45 ______ 6) 9.7 ______ 11) 0.19 _______

2) 1.15 ______ 7) 8.02 ______ 12) 0.89 _______
3) 3.06 ______ 8) 0.34 ______ 13) 0.75 _______
4) 6.9 ______ 9) 0.25 ______ 14) 17.02 _______
5) 0.08 ______ 10) 0.8 ______ 15) 25.06 _______

Learning Task 2: Give the value of the underlined digit. Write your answer on
your notebook.

1) 0.85 ______ 6) 9.71 ______ 11) 0.67 _______

2) 1.28 ______ 7) 8.08 ______ 12) 0.59 _______
3) 3.66 ______ 8) 0.39 ______ 13) 1.78 _______
4) 6.90 ______ 9) 0.86 ______ 14) 27.21 _______
5) 0.15 ______ 10) 0.7 ______ 15) 35.63 _______
Learning Task 3: Write the numbers in the blank. Write your answer on your
notebook.
1) 8 in the hundredths place
3 in the tenths place ______________________

2) 9 in the one place

0 in the tenths place
6 in the hundredths place ______________________

3) 5 in the hundredths place

0 in the tenths place ______________________

4) 1 in the tens place

7 in the hundreds place
0 in the tenths place
9 in the hundredths place ______________________

5) 9 in the tens place

7 in the tenths place
6 in the ones place
3 in the hundredths place ______________________
33 PIVOT 4A CALABARZON Math G4
 E
Learning Task 4: Write the following in decimal form. Write your answer in
your notebook.
1) Two and three hundredths ____________________
2) Sixty-five and sixty-five hundredths ____________________
3) Fifty-nine hundredths ____________________
4) Seven tenths ____________________
5) Eighty-four hundredths ____________________
6) Forty-nine and four tenths ____________________
7) Five and two hundredths ____________________
8) Ten and fifteen hundredths ____________________
9) Two hundredths ____________________
10) nineteen hundredths ____________________
Learning Task 5: Match each phrase found in Column A with the correct
decimal form in Column B. Write your answer in your notebook.

1) Four and nine tenths a) 0.02

2) Forty-nine hundredths b) 0.19
3) Fifty-nine and forty hundredths c) 0.15
4) Seven tenths d)4.9
5) Eighty-six hundredths e)0.49
6) Four tenths f) 59.40
7) Three hundredths g) 0.03
8) Fifteen hundredths h)0.4
9) Two hundredths i)0.86
10) nineteen hundredths j) 0.7

A
Learning Task 6: Choose the letter of the correct answer. Write your answer
on your notebook.

1) In 213.49, the digit __________ is in the hundredths place.

a. 2 b. 1 c. 3 d. 9
2) In 43.09, the digit _____________ is in the tenths place.
a) 4 b) 3 c)0 d) 9
3) In 23.45, the digit 5 has a value of _________.
a)5.00 b) 50.00 c) 0.5 d) 0.05
4) What is the value of 6 in 5.46? _______________
a) 0.6 b) 0.06 c) 0.006 d) 6.00
5) Two and five hundredths written in decimal symbol as ___________
a) 2.50 b)250 c. 2.005 d) 2.05
6) 9 in the tenths place and 5 in the hundredths place is same as _____
a)0.95 b) 0.59 c. 0.095 d. 0.905
7) Is 0.63 and .63 the same ?
a) yes b) no c) may be d) sometimes
8) Three and fifty-five hundredths is written in decimal symbol as __________
a) 3.55 b) 0.355 c) 3.055 d) 35.55

PIVOT 4A CALABARZON Math G4 34

 Comparing, Arranging and Rounding Decimal
Numbers to the Nearest Whole Number WEEK
and Tenths 8
I Lesson

In your previous lesson, you learned how to round off whole

numbers as well as to compare which number is greater or lesser. This time,
learn to compare decimal number as well as to round off decimal number to the
nearest tenths or nearest whole number.
In this lesson, you are expected to round off decimal numbers to the
nearest whole number and tenths as well as to compare and arrange decimal
numbers.
Using the number line, observe how the decimal number rounded off to
the nearest tenths and nearest whole number.
By looking at the number line you will noticed that 2.46 is still nearest to
number 2 than number 3.

2 2.46 3
4 units 6 units
Example 1: Round off 2.46 to nearest whole number
Solution: 2.46
4 < 5, Round down, maintain 2 and ignore 4 and 6
Whole number to be rounded off.

Thus, 2.46 rounded off to the nearest whole number is 2.

Example 2: Round off 2.46 to the nearest tenths

Solution: 2.46
6 > 5, Round Up, add 1 to 4 ignore the rest of the digit.
Place value to be rounded off.

Thus, 2.46 rounded off to the nearest tenths is 2.5

How do you compare decimal numbers? A place value chart can help you
compare two decimal numbers. Look at the examples below.

Place Value Ones Decimal Point Tenths Hundredths

Digits 2 . 4 6
Digits 2 . 4 9
The ones digits are the same. They are both 2 and equal.
The tenths digit are also the same. They are both 0.4 and equal.
The hundredths digits are not the same. The value of 6 is 0.06 and the value
of 9 is 0.09. Nine is more than six. So 2.46 is less than 2.49.
35 PIVOT 4A CALABARZON Math G4
In symbol 2.46 < 2.49.
You can also arrange decimal numbers from least to greatest or
greatest to least. Study the examples below and observe the arrangement.
Example:
Least to greatest — 0.9, 0.6, 0.7, 0.5 0.5, 0.6, 0.7, 0.9
D Greatest to Least — 0.25, 0.28, 0.23, 0.24 0.28, 0.25, 0.24, 23

Learning Task 1: Round off the following decimal numbers to the nearest
tenths. Write your answer on your notebook.
1) 0.15 4) 3.89 7) 0.24 10) 0.08 13) 23.06
2) 0.18 5) 6.35 8) 0.62 11) 0.09 14) 15.56
3) 1.82 6) 2.72 9) 6.25 12) 1.07 15) 18.74
Learning Task 2: Round off the following decimal numbers to the nearest
whole number. Write your answer in your notebook.
1) 8.15 4) 1.9 7) 0.74 10) 0.58 13) 43.76
2) 0.98 5) 5.35 8) 4.62 11) 7.19 14) 95.56
3) 2.42 6) 1.72 9) 5.25 12) 9.67 15) 56.71
Learning Task 3: Fill in the blanks with the correct symbol <, >, and =. Write
your answer in your notebook.
1) 8.15 ____ 8.19 4) 0.74 ____ 0.87 7) 43.70 ___ 43.07
2) 0.98 ____ 0.89 5) 0.62 ____ 0.69 8) 95.66 ___ 95.65
3) 2.42 ____ 2.72 6) 9.25 ____ 9.27 9) 56.71 ___ 56.75
E
Learning Task 4: Arrange the following decimal numbers from least to
greatest. Write your answer in your notebook.
1) 8.15 , 8.19, 8.51, 8.91 4) 0.09, 0.05, 0.8, 0.6
2) 0.98, 0.89, 0.78, 0. 87 5) 0.10, 0.2, 0.03, 0.24
3) 2.42, 2.72, 2.24, 2.42 6) 0.03, 0.20, 0.09, 0.40
Learning Task 5: Arrange the following decimal numbers from greatest to
least. Write your answer in your notebook.
1) 3.15, 3.19, 3.51, 3.91 4) 0.09, 0.05, 0.8, 0.6
2) 0.92, 0.29, 0.8, 0.7 5) 0.14, 0.2, 0.03, 0.24
3) 6.42, 6.72, 6.24, 6.45 6) 0.08, 0.21, 0.09, 0.42
A
Learning Task 6: Fill in the blanks with the correct answer. Write your
answer in your notebook.
1) Round off 41.69 to the nearest tenths is ____________
a)41.68 b) 41.70 c) 41.7 d) 0.7
2) 2.82 rounded to the nearest whole number is ______
a) 2.8 b) 2.9 c. 3 d) 2
3) 7.08 rounded to the nearest whole number is _____
a) 0.9 b) 7 c)7.1 d) 7.18
4) If you compare 6.08 to 6.8, what will be correct symbol?
a) > b) < c. = d) none of the above
5) Which is larger 0.9 to 0.90?
a) 0.9 b)0.90 c. none d) >
PIVOT 4A CALABARZON Math G4 36
 Personal Assessment on Learner’s Level of Performance

Using the symbols below, choose one which best

describes your experience in working on each given task.
Draw it in the column for Level of Performance (LP). Be
guided by the descriptions below.

- I was able to do/perform the task without any difficulty. The task
helped me in understanding the target content/lesson.
- I was able to do/perform the task. It was quite challenging but it still
helped me in understanding the target content/lesson.
- I was not able to do/perform the task. It was extremely difficult. I need
additional enrichment activities to be able to do/perform this task.

Distribution of Learning Tasks Per Week for Quarter 2

Week 1 LP Week 2 LP Week 3 LP Week 4 LP
Learning Task 1 Learning Task 1 Learning Task 1 Learning Task 1

Learning Task 2 Learning Task 2 Learning Task 2 Learning Task 2

Learning Task 3 Learning Task 3 Learning Task 3 Learning Task 3
Learning Task 4 Learning Task 4 Learning Task 4 Learning Task 4

Learning Task 5 Learning Task 5 Learning Task 5 Learning Task 5

Learning Task 6 Learning Task 6 Learning Task 6 Learning Task 6

Learning Task 7 Learning Task 7 Learning Task 7 Learning Task 7
Learning Task 8 Learning Task 8 Learning Task 8 Learning Task 8

Week 5 LP Week 6 LP Week 7 LP Week 8 LP

Learning Task 1 Learning Task 1 Learning Task 1 Learning Task 1

Learning Task 2 Learning Task 2 Learning Task 2 Learning Task 2

Learning Task 3 Learning Task 3 Learning Task 3 Learning Task 3

Learning Task 4 Learning Task 4 Learning Task 4 Learning Task 4
Learning Task 5 Learning Task 5 Learning Task 5 Learning Task 5
Learning Task 6 Learning Task 6 Learning Task 6 Learning Task 6
Learning Task 7 Learning Task 7 Learning Task 7 Learning Task 7
Learning Task 8 Learning Task 8 Learning Task 8 Learning Task 8

Note: If the lesson is designed for two or more weeks as shown in the eartag, just copy your
personal evaluation indicated in the first Level of Performance found in the second column
up to the succeeding columns, ie. if the lesson is designed for weeks 4-6, just copy your
personal evaluation indicated in the LP column for week 4, week 5 and week 6. Thank you.

37 PIVOT 4A CALABARZON Math G4

 38 PIVOT 4A CALABARZON Math G4
13/19 19/27, 11/21 , 13/19 11) / 12)x
7/11 , 17/19 , 11/20 13/26 5/8 , 9) / 10) / 8) / 7) x 6) /
3)x 4) / 5) x 2) / 1) x
Learning Task 4 Learning Task 2
6. 9/44 5. 2/9 4. 2/21 6. 1/6 5. 1/3 4. 1/3 6. 7/9 4. 3/5 4. 6/13
3. 2/7 2. 1/3 1. 3/10 3. 5/6 2. 5/9 1. 27/49 3. 1/2 2. 5/9 1. 3/4
Learning Task 5 Learning Task 3 Learning Task 1
Week 4 (Lesson 2)
6) 13 5) 7 4) 33 10) 15 11) 10 3/13 12) 13 8) 28 7) 46 10. 43/5
7) 10 3/8 8) 11 7/8 9) 11 9. 43/4 7. 28/5 8. 29/7
3)10 5/7 1)23/7 2) 8 6) 8 5) 1 4) 27
4) 12 5) 10 4/5 6) 18 6. 17/6 4. 4 3/8 5. 6 1/4
1) 3 2) 11 1/4 3) 18 3/5 3) 32 2) 25 1) 1
3. 2 1/2 1. 3 1/4 2. 8 1/3
Learning Task 4 Learning Task 3 Learning Task 2 1 Learning Task
Week 4 (Lesson 1)
Learning Task 3 and 4 Learning Task 2 Learning Task 1
1) 124 2) 9 3) 1096 1) 2:30 AM 2) 432 1. 5 cm
1)B 2) D 3)A 4) D 5)D 3) 12 days 4) 42 5) 120 min 2. 12 / by 7 and 10 3. 4
Week 3
Learning Task 5 Learning Task 3 Learning Task 1
1. 1 2. 4 3. 9 1. 8 2. 8 1.5,25/75,150,225
Learning Task 6 4. 8 5. 5 6. 9 3. 12 days 2. 5/315, 630945
1. 6/18 2. 6/528 3. 6/180 Learning Task 2 3. 7/ 168, 336,504
4. 8/240 5. 6/432 6. 6/ 252 Learning Task 4 1. 25/75 2. 5/315 4. 2, 18/216. 432. 648
7. 6/756 8. 45/1350 1. 280 2. 120 3. 120 3. 9/108 4. 7/168 5. 3, 9/108,216,324
9. 1/2520 10. 4/120 4. 108 5. 480 6. 720 5. 18/216 6. 4/48 6. 2, 4/48,96,144
Week 2
Learning Task 6
1. 5x19 3. 2x179 5. 3x3x5x5 7. 3x3x3x7 9. 5x5x7
2. 1x89 4. 5x5x5 6. 2x3x7x11 8. 2x53 10. 2x3x109
Learning Task 5 Learning Task 4
Learning Task 3
1. 2x19 2. 2x2x2x7 1. 40 2. 108 3. 360 4. 144 1) 72 2) 54 3) 60 4) 90
3. 2x3x11 4. 3x31 5. 92 6. 250 7. 112 8. 96 5) 180 6) 84 7) 44 8) 70
9. 288 10. 216 9) 140 10. 108
5. 2x2x11 6. 3x31
7. 2x29 8. 3x3x3x3x Learning Task 2 Learning Task 1
9. 2x3x13 10. 5x17 1. 2x2x3x3 2. 2x3x7 1. 2 x 3 x 3 2. 3x3x5
5) 67, 71, 73, 79, 83, 89, 97 3. 2x2x2x5 4. 3x3x7 3. 2x2x2x2x2 4. 2x2xx2x3x5
4) 31, 37, 41, 43, 47, 53, 59 5. 2x2x2x2x2x2 5. 2x2x2x3x3
42, 44, 45, 46, 48, 49 Week 1 (Lesson 3)
27, 28, 30, 32, 33, 34, 35, 36, 38, 39, 40, 6. 8 5. 2491
3)12, 14, 15, 16, 18, 20, 21, 22, 24, 25, 26, 43 59, 19, 41 ,
4. 223 3. 311
98, 99 Learning Task 2
2. 53 1. 92
84, 85, 86, 87, 88, 90, 91, 92, 93, 94, 95, 96,
Learning Task 3 15.C 14.P 11)C 12. P 13.C
68, 69, 70, 72, 74, 75, 76, 77, 78, 80, 81, 82,
4) 7387 5)61 10. P 9. P 6. P 7. P 8. C
2) 52, 54, 55, 56, 57, 58, 60, 62, 63, 64, 65, 66
1) 2 1) 77 2) 240 3)223 5. P 4. C 3. C 2. C 1. P
Learning Task 5 Learning Task 4 Learning Task 1
Week 1 (Lesson 2)
Learning Task 3 Learning Task 3
4)10,20,30,40,50,60 1)7, 14, 21, 28, 35, 42 Learning Task 6 Learning Task 5
Learning Task 4 5)12,24,36,48,60,72 2)6, 12, 18, 24, 30, 36, 1) A 2)C 3) A 1. 28 2. 35
1. 1,2,4,5,10,20 6)15,30,45,60,75,90 3)9, 18, 27, 36, 45, 54 4) A 5) C 6) C 3. 15 4. 24
2. 1.2.3.4.6.8.12.24 Learning Task 2 Learning Task 2 5. 21
3. 1,2,3,4,6,9,12,18,36 6) 1, 2,9,18 7) 1,2,7,8,28,56 1) 1, 3, 9 2) 1,2,4,5,10,20 Learning Task 1
4. 1,2,4,8,,16,32 8)1,2,3,6,7,14,21,42 3) 1, 2, 3, 5,6, 10, 15, 30 1) 7 2) 9 3) 10
5. 1,3,5,9,15,45 4) 1,3,5,9,15,49 5) 1,2,8,32,64 4) 25 5)48
6. 1,2,5,10,2,50 9) 1,2,3,4,6,8,9,12,18,24,36,72
Week 1(Lesson 1)
Key to Correction
 PIVOT 4A CALABARZON Math G4 39
Teacher’s Material
Grade 4, Learner’s Material
References
Learning Task 5
1) 3.91, 3.51, 3.19, 3.15 4) 0.8, 0.6, 0.09, 0.05
Learning Task 6
2) 0.92, 0.8, 0.7, 0.29 5) 0.24, 0.2, 0.14, 0.03
3) 6.72, 6.45, 6.42, 6.24 6) 0.42, 0.21, 0.09, 0.08 1) B 2) C 3) B 4) B 5) C
Learning Task 3
Learning Task 4
1. 8.15 8.19 8.51 8.91 1) < 2) > 3) < 4) < 5) < 6) < 7) > 8) > 9) <
2. 0.78 0.87 0.89 0.98
3. 2.24 2.42 2.42 2.72 Learning Task 1
Learning Task 2
4. 0.05 0.09 0.6 0.8
1) 8 2) 1 3) 2 4) 2 5) 5 1)0.2 2. 0.2 3) 1.8 4) 3.9 5) 6.4
5. 0.03 0.10 0.2 0.24
6. 0.03 0.09 0.20 0.40 6) 2 7) 1 8) 5 9) 5 10)1 6) 2.7 7. 0.2 8) 0.6 9)6.3 10) 0.1
Learning Task 5
1. b 2. c 3. b 4. b 5. c 11) 7 12)10 13)44 14) 96 15) 57 11) 0.1 12)1.1 13)23.1 14)15.6 15) 18.7
Week 8
Learning Task 6 Learning Task 5
1. d 2. c 3. d 4. b 5. d 1) D 2) E 3) F 4) J 5) I
6. a 7. a 8. a 6) H 7) G 8) C 9) A 10) B
Learning Task 4
Learning Task 1
1) 2.03 2) 65.65 3) 0.59 4) 0.7 5) 0.84
6) 49.4 7) 5.02 8) 10.15 9) 0.02 10) 0.19 1) Hundredths 2) tenths 3) tenths
Learning Task 3 Learning Task 2 4) tenths 5)hundredths 6) tenths
1) 0.8 2) 0.2 3) 0.06 4) 0.9 5) 0.05 7) hundredths 8) hundredths 9) tenths
1) 0.38 2) 9.06 3) 0.05 6) 0.01 7) 0 8) 0.3 9) 0.8 10) 0.7 10) tenths 11) tenths 12) tenths
4) 710.09 5) 96.73 11) 0.6 12) 0.09 13) 0.08 14) 0.2 15) 0.6 13)hundredths 14) tenths 15)hundredths
Week 7
Learning Task 5 Learning Task 4 Learning Task 1: Teacher’s answer
1. 3/4 2. 7/20 3. 9/10 4. 4/5
1) 0.5 2) 0.8 3) 0.2 4)0.43 5) 0.50 Learning Task 2: Teacher’s answer
5. 9/100 6. 3/5 7. 3/20 11. 1/2
6) 0.65 7) 0.60 8) 0.18 9) 0.75 10) 0.80 8. 19/20 9. 9/25 10. 4/25 12. 49/100 Learning Task 3: Teacher’s answer
Week 6
Learning Task 2
Learning Task 1 Learning Task 3
1) 8 2) 7/12 3) Leo, by 4/21 km
1) 19/40 2) 5/8 3)1/12 4) 13/14 5) 86/105 1) 5 7/24 2) 7/10
Week 5
Learning Task 4
Learning Task 1 1) 7/8 2) 3/4
1. 4/8 + 3/8 = 7/8
2) 3/4 4) 11/12 5) 7/8
2. 6/12 + 3/12 = 9/12 or 3/4 Learning Task 3
3. 16/24 + 6/24 = 22/24 or 11/12 Learning Task 2
1) 1/6 2) 7/12 3) 1/10
4. 4/16 + 8/16 = 12/16 or 3/4 1) 3/8 2) 1 1/6 3)11/15 4) 2/9
5. 4/8 + 4/16 =3/4 5) 2/3 6)1/5 7) 1 11/12 4) 23/30 5) 1 1/8 6)1 1/16
6. 3/6 + 1/3 = 2/3 8)2 8/9 9)17 1/10 7) 1/20 8) 26/35 9) 1 3/44
Week 4 (Lesson 3)
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