QUARTER1

1
 Lesson 1
Place Value and Value of
Numbers up to 100 000 000
INTRODUCTION
Place value is one of the most important lesson that an elementary pupil
should learn. The concept that numbers can be broken apart and put back together
gives the student a more solid understanding of how different operations work.
You develop an understanding of this concept through exposure and through
practice.

Activity 1 (Drill)
Directions: Read the following large numbers and write the correct
symbol on the blank.

1. Sixty-nine thousand three

hundred eighty-two

2. Two hundred one thousand

three hundred eight-two
___________________________________
3. Seven million eight hundred
forty-nine thousand nine
hundred ninety-nine
___________________________________
4. Forty-five million seven
hundred ninety-six thousand
eight hundred two
_________________________________

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 5. Eight hundred four million
four hundred thirty-five
thousand two hundred one
_________________________________

Activity 2 (Review)
Directions: Write each number in words. Write your answer in the
given blank.

1. 40, 655 _________________________________________

_________________________________________

2. 112, 546 _________________________________________

_________________________________________

3. 5, 542, 689 _________________________________________

_________________________________________

4. 13, 699, 789 _________________________________________

_________________________________________

5. 88, 544, 205

_________________________________________

Learning Objectives
After completing this module, you will be able to . . .
 identify the place value of the given number through hundred millions

3
  give the value of a digit up to 100 000 000

Activity 3
Directions: Observe the given number in the table below and answer
the following questions.
Number 1 Number 2

100, 000, 000 1, 000, 000

Questions
1. Which of the given number is larger has the largest value? Explain why?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

2. Why is it important to learn large number?

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

3. How can you apply this idea on your daily experience?

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Great! Now let’s learn more all about place values of numbers.

4
 PLACE VALUE OF NUMBERS
PLACE VALUE CHART
MILLIONS THOUSANDS UNITS
hundred ten hundred
millions ten thousands thousands hundreds tens Ones
millions millions thousands
100 000 000

10 000 000

1 000 000

100 000

10 000

1 000

100

10

1
Large numbers are separated into groups of three digits which we call
periods which you can separate using comma (,) or by space. It would be easier for
you to read and identify the value of each number with the use of the place value
chart.

The place value chart in the previous page shows three periods: units,
thousands and millions.
The place that each digit occupies in a number is its place value (ones, tens,
thousands…).
The value of a digit in the number is equal to the digit multiplied by its place
value.

Example:
Find the place value and value of each digit in 345 934 218.

3 4 5 9 3 4 2 1 8
Place hundred ten million hundred ten
thousands hundred tens ones
Value millions millions s thousands thousands

5x
3 x 100 4 x 10 1x
1 000 9 x 100 000 3 x 10 000 4 x 1 000 2 x 200 8x1
000 000 000 000 10
Value 000
300 000 40 000 5 000 900 000 30 000 4 000 200 10 8

5
 000 000 000
Zero is used as a place holder.

Look at the place value chart below. Let us identify the place value of each
digit of the given number.

MILLIONS THOUSANDS UNITS

hundred ten hundred ten
millions thousands hundreds tens Ones
millions millions thousands thousands

9 5 1 6 7 2 8 4 3

951672843
ones
tens
hundreds
thousands
ten thousands
hundred thousands
millions
ten millions
hundred millions

How can you determine the value of a digit in a given number?

Based on the previous example, you can say that there are two steps in
determining the value of a digit of a number.

1. Copy the digit and count the number of places to the right of the digit.

2. Write the zeros at the right of the digit. The number of zeros to the
right of the digit will depend on the number of places to its right.

Example:
Get the value of 6 in every given number.
a. 76 908 – 6 000 b. 98 762 – 60
c. 463 221 – 60 000 d. 164 902 387 – 60 000 000

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 e. 645 189 457 – 600 000 000

Let’s test your knowledge about this lesson.

Direction: Which of the numbers in each item has 8 in its greatest

value? Encircle your answer.

1. 428 907 82 254 9 214 385

2. 86 671 178 152 529 875
3. 38 439 181 004 854 112
4. 8 547 162 13 851 126 658 548
5. 908 671 89 165 508 624
6. 891 147 189 115 541 48 094
7. 815 145 965 854 145 184 369 465
8. 458 025 849 157 989
9. 113 589 450 45 891 360 445 918 025
10.58 456 249 223 654 908 45 778 145

Directions: Complete the table by giving the place value and the
value of digit 5 in each numeral.

Numerals Place Value Value

1. 459

2. 5 183

3. 49 805

4. 591 822

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 5. 623 599

6. 958 361

7. 58 960 124

8. 15 264 689

9. 859 104 369

10. 560 147 897

Great! Now you’re ready to proceed to the next lesson.

Lesson 2
Ordering Numbers
INTRODUCTION
One important skill; that you need to learn in math is to arrange. Arranging
your thoughts so that you would be able to solve well. Arranging your solutions so
that you won’t get confused in finding how you got the answer. Even organizing
your materials so that it won’t look messy. Arranging large numbers is one of the
most helpful skill that you use in daily life – most especially when it comes to
money, population and distance.

Activity 1 (Drill)
Direction: Arrange the following numbers from least to greatest by
writing 1 – 10 on the blank.

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 _____ 25 983 _____ 19 701

_____ 56 002 _____ 31 272

_____ 40 281 _____ 78 812

_____ 10 318 _____ 62 789

_____ 93 870 _____ 45 114

Directions: Arrange the following numbers in each set from greatest to

least. Write your answer on the blank.

1. 7 982, 8 339, 5 998 __________________________

2. 45 890, 27 158, 38 143 __________________________
3. 95 548, 69 847, 99 685 __________________________
4. 195 548, 69 447, 99 685 __________________________
5. 445 890, 227 118, 338 353 __________________________

Well done!

Activity 2 (Review)
When you were in Grade 3, you learned how to compare and order
numbers. Let’s have a review on comparing numbers.

You use 3 relationship symbols to compare numbers.

Symbol Name Example

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 > Greater than 985 > 853
< Less than 1 258 < 1 597
= Equal to 25 364 = 25 364

Try this: Compare the numbers. Write >, < or = in the box.

1. 2 931 2 391
2. 96 521 98 568
3. 685 356 685 365
4. 576 095 576 095
5. 86 752 86 750
6. 114 851 114 851
7. 5 145 145 5 145 146
8. 14 557 452 15 557 452
9. 145 500 659 145 501 659
10. 199 775 981 199 775 981
Nice work!

Learning Objectives

After completing this module, you will be able to . . .

 compare numbers up to 100 000 000

 arrange numbers up to 100 000 000 in ascending and descending order

Activity 3
Directions: Observe the table below and answer the following
questions.

CITY POPULATION IN LEYTE

(As of August 2015)

Baybay City 109 432

10
 Ormoc City 215 031
Tacloban City 242 089

1. Which among the cities has the greatest population?

_____________________________________________________________
_____________________________________________________________

2. Which city has the least population?

_____________________________________________________________
_____________________________________________________________

3. How do you arrange the population in ascending order? In descending

order?
_____________________________________________________________
_____________________________________________________________

Nice Observation! Now let’s learn more on how to order numbers.

ORDIRING NUMBERS

Descending Ascending

When you arrange numbers in ascending order, you will arrange the
numbers from least to greatest.

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 On the other hand, in arranging numbers descending order, you will
arrange the numbers from greatest to least.

Using the data in the previous page (109 432, 215 031, 242 089) try to
arrange the city population in:
a. ascending order
109 432 215 031 242 089

b. descending order
242 089 215 031 109 432

Here’s another example:

The library is full of interesting books. Teacher
Jay, the librarian, is fixing the call numbers and arranging
them in ascending order. Here are the numbers of the four
books.
2 784 2 874 2 487 2 478

Which number should come first? second? third? fourth?

2 478 2 487 2 784 2 874
1 2 3 4
least greatest

How about if you are going to arrange the numbers in descending order?
2 478 2 487 2 784 2 874
4 3 2 1
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 greatest least

Let’s try to arrange larger numbers:

2 548 251 2 489 632 2 559 983 2 696 105

a. Ascending order:
2 489 632 2 548 251 2 559 983 2 696 105

b. Descending order:
2 696 105 2 559 983 2 548 251 2 489 632

Another Example:

352 548 251 112 489 632 402 559 983 432 696 105

c. Ascending order:
112 489 632 352 548 251 402 559 983 432 696 105

d. Descending order:
432 696 105 402 559 983 352 548 251 112 489 632

Great! Now you learn all about ordering numbers. Exercise what you have learned
by answering the following activities.

Directions: Arrange the following set of numbers in descending order.

Write your answer on the blank.

1. 563 898, 573 827, 553 779, 593 769

____________________________________________

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 2. 985 487, 854 785, 686 417, 415 875
_____________________________________________
3. 2 258 967, 1 857 960, 3 525 845, 2 558 652
_____________________________________________
4. 1 985 487, 854 785, 2 686 417, 4 415 875
_____________________________________________
5. 12 258 967, 111 857 960, 3 525 845, 2 558 652
_____________________________________________

Direction: Arrange the following set of numbers in ascending order by

writing the corresponding letters in the box below.

E 528 589 T 726 852

L 216 547 H 826 527

! 985 683 I 148 376

M 543 531 O 322 058

V 456 850 A 671 115

1 2 3 4 5 6 7 8 9 10

Well done! Now you can proceed to the next lesson.

Lesson 3
14
Rounding off
INTRODUCTION
Rounding off is a skill which allows you to estimate numbers and make their
easier to understand. This is an important life skill that helps you to be able to
master estimation. Since this skill is used widely in your everyday lives for
estimating expenses and determining a budget, it is definitely a skill that you can
reinforce at home.

Activity 1 (Drill)
Direction: Write the Place Value of the underlined digit.

1. 21 467 _____________________________

2. 189 683 _____________________________

3. 6 751 022 _____________________________

4. 515 317 113 _____________________________

5. 152 166 874 _____________________________

Activity 2 (Review)
Direction: Arrange the following set of numbers in ascending order.

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 Write your answer on the blank.

1. 563 898, 573 827, 553 779, 593 769

____________________________________________
2. 985 487, 854 785, 686 417, 415 875
_____________________________________________
3. 2 258 967, 1 857 960, 3 525 845, 2 558 652
_____________________________________________
4. 1 985 487, 854 785, 2 686 417, 4 415 875
_____________________________________________
5. 12 258 967, 111 857 960, 3 525 845, 2 558 652
_____________________________________________

Well done! You still remembered the previous lesson.

Learning Objectives
After completing this module, you will be able to . . .
 round off numbers through nearest millions and hundred millions

Activity 3
Directions: Look at the picture and answer the following question.

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Questions:
1. Can you guess the exact number of people in the picture?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

2. How did you get the answer? What did you do?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

Nice job! Now let’s proceed to our lesson which is rounding off numbers.

ROUNDING OFF NUMBERS

There were about 50 000 people who attended the Philippine Theater
Performance.

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 About 50 000 is the estimated number of people present in the concert. How
do you find the estimated number?
To find the estimated number, you need to apply the rules for rounding off.

What is Rounding Off?

Rounding Off means estimating the digits in a number while trying to

keep a similar value of that number.

What are the steps in rounding off?

Step 1: Identify the digit to be rounded off.

Step 2: Look at the right of the digit you are rounding off to.
a. If the digit is less than 5, round down. Retain the digit in the
place value you are rounding off to and change all the digits to
its right to 0.

b. If the digit is equal to or greater than 5, round up. Add 1 to the

digit in the place value you are rounding off to and change all
the digits to its right to 0.

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Example:
Round off 164 672 158 to different place value.
164 672 158
Round Off to the Digit in the Round Digit to Rounded-Off
Nearest Off Place Value its Right Number
tens 5 8 164 672 160
hundreds 1 5 164 672 200
thousands 2 1 164 672 000
ten thousands 7 2 164 670 000
hundred thousands 6 7 164 700 000
millions 4 6 165 000 000
Ten millions 6 4 170 000 000
Hundred millions 1 6 200 000 000

Here are other examples:

a. Round 126 524 to the nearest ten thousands = 130 000

b. Round 392 006 to the nearest hundred thousands = 400 000

c. Round 1 581 255 to the nearest millions = 2 000 000

d. Round 245 145 882 to the nearest ten millions = 250 000 000

e. Round 148 635 998 to the nearest hundred millions = 100 000 000

Enhance what you have learn by answering the following activities.

Directions: Round off each number to the place value of the
underlined digit. Write your answer on the blank.

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 1. 14 998 ______________________
2. 257 127 ______________________
3. 400 876 ______________________
4. 7 115 374 ______________________
5. 897 612 ______________________

Direction: To which place value was each number rounded off?

Example: 581 rounded off to 600 hundreds
1. 564 676 rounded off to 600 000 ________________
2. 2 844 290 rounded off to 2 840 000 ________________
3. 920 450 rounded off to 920 000 ________________
4. 4 999 999 rounded off to 5 000 000 ________________
5. 98 074 rounded off to 98 000 ________________

Lesson 4
Solving Multistep Add and
Subtraction
INTRODUCTION
Word problems are essential part of Mathematics. It enhances your mental
skill, develop logical analysis and boost your critical thinking skills. In a multi-step
addition or subtraction problem, you need to perform more than one mathematical

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operation. In this lesson, learn how to solve multi-step problems and practice your
new skills with some practice problems.

Activity 1 (Drill)
Directions: Find the sum or difference. Write the correct answer on the
space provided.

__________________ 1. 49 812 + 8 958 =

__________________ 2. 72 495 + 67 557 =

__________________ 3. 675 750 + 293 728 =

__________________ 4. 423 205 – 28 789 =

__________________ 5. 835 116 – 469 748 =

Activity 2 (Review)
When you were in grade 3, you learned how to add and subtract
whole numbers with or without regrouping. In answering word problems involving
addition and subtraction, there are key words that we need to remember to be able
to identify what operation should be used in the given word problem.

Analyze and solve the given math equations.

__________________ 1. 59 867 more than 637 956

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 __________________ 2. Take away 647 856 from 850 000

__________________ 3. 738 926 increased by 546 356

__________________ 4. 520 diminished by 382 965

__________________ 5. The total of 879 246 and 364 765

Learning Objectives
After completing this module, you will be able to . . .
 solve multi-step routine and non-routine problems involving addition and/or
subtraction.

Activity 3
Directions: Read and understand the problem below. Answer the
question that follows.
From her total savings of ₱1 550.00, Tina bought a
blouse that cost ₱1 000.00. She also bought a bouquet of
flowers for her mother. After buying the flowers, she had
₱200.00 left. How much did she pay for the flowers?

Question:
1. How are you going to solve the problem?

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 _____________________________________________________________
_____________________________________________________________
_____________________________________________________________

Nice! Now let’s learn more all about the lesson.

SOLVING MULTI-STEP PROBLEM

The activity earlier is an example of a multi-step addition and subtraction

problem because there are several steps that must be performed in order to get a
final answer.

You may need to add some quantities and subtract others, and you need to
carefully read the problem in order to determine exactly what you need to do to
solve it.

To find out the answer, you need to consider the following:

a. What are the given facts?

Total savings – ₱1 550.00
Cost of the blouse – ₱1 000.00
Money left – ₱200.00

b. What is asked?
The amount paid for the flowers.

c. What operation/s to be used? *To determine the operation/s to be used, you

need to look for keywords.
Addition and subtraction

d. What is the number sentence? *Translate words into equation.

Total savings – (Cost of the blouse + Money left) = flowers

₱1 550.00 – (₱1 000.00 + ₱200.00) = N

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 e. Solution: *Solve the equation inside the parentheses.
₱1 550.00 – (₱1 000.00 + ₱200.00) = N
₱1 550.00 – ₱1 200.00 = N
₱350.00 = N

Answer: Tina paid ₱350.00 for the flowers.

Here’s another example:

Rian went to her grandpa’s farm and counted 150

animals. Among the animals were 90 chickens, 16 cows, 14
goats and the rest were pigs. How many were pigs?

How are you going to solve the problem?

To solve the answer, you need to get the following first:

a. What are the given facts?
 90 chickens  16 cows  14 goats

b. What is asked?
The number of pigs in the farm

c. What operation/s to be used?

Addition and subtraction

d. What is the number sentence?

Total savings – (chickens + cows + goats) = pigs
150 – (90 + 16 + 14) = N

e. Solution:
150 – (90 + 16 + 14) = N
150 – 120 = N

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 30 = N

Answer: There are 30 pigs in the farm.

To improve what you learned in this lesson answer the following activity.

Directions: Read and understand the following word problem.

1. For her project in Science, Aila used a total of 815 cm of blue, red and
green ribbons. The blue ribbon measures 300 cm and the red one was 220
cm long. How long was the green ribbon?

a. What are the given facts?

b. What is asked?

c. What operation/s to be used?

d. What is the number sentence?

e. Solution:

f. Answer:

25
2. Ed saw 36 chickens and 28 ducks out of the 85 animals in Grandma’s
farm. He also saw 5 cows and the rest were horses. How many horses
were in the farm?

a. What are the given facts?

b. What is asked?

c. What operation/s to be used?

d. What is the number sentence?

e. Solution:

f. Answer:

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 Lesson 5
Multiplying Whole Number with
or without Regrouping
INTRODUCTION
The ability to fully understand multiplication and have fluency and instant
recall will boost your confidence in the subject. Fluency in multiplication will also
allow you progress through your school years, and as the mathematics taught
becomes more complex, to use these basic skills and build upon them with more
ease.

Activity 1 (Drill)
Direction: Do you still remember the multiplication table? Answer the
following multiplication table below.

5 6 7 8 9
5x1= 6x1= 7x1= 8x1= 9x1=
5x2= 6x2= 7x2= 8x2= 9x2=
5x3= 6x3= 7x3= 8x3= 9x3=
5x4= 6x4= 7x4= 8x4= 9x4=
5x5= 6x5= 7x5= 8x5= 9x5=
5x6= 6x6= 7x6= 8x6= 9x6=
5x7= 6x7= 7x7= 8x7= 9x7=
5x8= 6x8= 7x8= 8x8= 9x8=
5x9= 6x9= 7x9= 8x9= 9x9=

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5 x 10 = 6 x 10 = 7 x 10 = 8 x 10 = 9 x 10 =

Activity 2 (Review)
You learned from your previous level that multiplication means
that you have a certain number of groups of the same size. It can be solved by
repeated addition. The same as the addition, multiplication sentence has parts.
28 multiplicand
factors
x 3 multiplier

84 product

Find the product.

1. 122 x 3 = 4. 55 x 2 =

2. 76 x 4 = 5. 97 x 5 =

3. 83 x 6 = 6. 213 x 7 =

Learning Objectives
After completing this module, you will be able to . . .
 multiply numbers up to 8-digits numbers by 1-digit numbers with or without
regrouping
 multiply numbers up to 6- to7- digit numbers by 2- to 3- digit numbers with
or without regrouping
 solve multi-step routine and non-routine problems involving multiplication
and addition or subtraction.
 create multi-step routine and non-routine problems involving multiplication
and addition and subtraction.

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Activity 3 (Motivations)
Directions: Read and understand the problem below.
Edna harvested 5 baskets of mangoes. Each basket
has 236 mangoes. How many mangoes did Edna harvested
in all?

To solve this, you have to gather important details.

 Given:

 Asked:

 Operation:

 Number Sentence:

 Solution:

MULTIPLYING WHOLE NUMBERS

The problem that is expressed in the activity earlier

 Solution:
 Write the number sentence vertically aligning the ones
place.
 Multiply each digit of the multiplicand by the multiplier,
starting with the ones place.

3 13 13
236 236 236
x 5 29
x 5 x 5
0 80 1180
 Just like addition with regrouping, when we “carry” a digit to the next higher
place value, we are actually regrouping the number.
Here are other examples:
3 51 13 66
5 482 11 367
x 7 x 9
38 374 102 303

Here are other examples

Here is an example:
Lori’s Bakeshop can bake 325 cookies in a day. If it
can bake the same number of cookies for 31 days, how
many cookies can it bake in all?

How are you going to solve the problem?

To answer this problem, you have to multiply the 325 by 31.
How do you multiply numbers by 2-digit multiplier?
Solution Steps:
1
1. Multiply the multiplicand by the ones
325
digit of the multiplier.
x 31
2. Multiply the multiplicand by the tens
Partial
products
30
 1

325 digit of the multiplier.

+ 975_ 3. Add the partial products.
10 075

Answer: Therefore, the bakeshop can bake

10,075 cookies in 31 days.
Here are other examples:

92 633
x 52 x 213
184 1899
+450_ + 633
4684 1266__

Here are other examples using 6- to 7-digit multiplicand and 3-digit

multiplier.

Now you have learned the idea of multiplication. Let’s master it by answering
the following activities.

Directions: Find the product. Show your solution on the space

provided.

31
 1. 111 721 2. 101 658 3. 123 557
x 35 x 96 x 19

4. 130 304 5. 836 6. 99

x 124 x 38 x 89

Directions: Read and understand each word problem. Show your

solution on the space provided.

1. Anne bought 29 bags of potatoes to sell. There were 49 potatoes in

each bag. How many potatoes did she buy in all?

2. Ethan is saving up money to be able to buy a gift for his mother’s

birthday. This week, he saved 3 times as much money as he saved
last week. Last week, she saved ₱125. How much money did Ethan
save this week?

32
 3. There are 24 hours in a day. How many hours are there in 365 days?

Directions: Make your own word problems using the given information.
Answer your problem.

1. ₱250 savings;14 days

_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________

Solution:

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 2. 25 cupcakes; 15 boxes
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________

Solution:

Great job! You’re ready to move forward to the next lesson.

Lesson 6
Division of Whole Numbers
INTRODUCTION
Division is a basic math function that allows you to take a starting number
and break it into equal groups. This lesson is essential in your daily life since this
lesson teaches us the value of sharing and fairness. You learn that if you give a
little to others, you can get some of what you want as well. In this lesson, you will
learn basic division facts and the steps necessary for completing division problems.

Activity 1 (Drill)

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Direction: Divide mentally.

1. 45 ÷ 5 = 6. 72 ÷ 8 =

2. 64 ÷ 8 = 7. 18 ÷ 3 =

3. 81 ÷ 9 = 8. 36 ÷ 4 =

4. 56 ÷ 7 = 9. 48 ÷ 8 =

5. 63 ÷ 7 = 10. 24 ÷ 12 =

Activity 2 (Review)
You learned from your previous level that division is the inverse
operation of multiplication. It is the process of finding how many times a number
is contained in another number. This can be solved through repeated subtraction.

Let us review the parts of the division sentence.

150 ÷ 5 = 30 30
´
5 ¿ 150
Dividend
Divisor
Quotient

Direction: Find the product. Show your solution on the space provided.

35
 1. 5 ¿ 36505
´ 2. 9 ¿ 2097
´ 3. 3 ¿ 72678
´

4. 7 ¿ 91560
´ 5. 6 ¿ 55386
´ 6. 4 ¿ 3436
´

Learning Objectives
After completing this module, you will be able to . . .
 divide 6- to 7- digit numbers by 2- to 3- digits numbers with or without
remainder
 estimate quotient of 6- to 7- digit dividends by 2- to 3- digit divisor
 solve routine and non-routine problems involving division of numbers.

Activity 3
You already know the basic thought on how to do division. Now
let’s try solving bigger numbers. Answer the following equation below.

36
 12 ¿ 488´ 244 216 ¿ 854´ 712

Great job!

DIVIDING WHOLE NUMBERS

Read and understand the problem below.

Lory paid ₱875 for 35 oranges. How much did each orange cost?

How are you going to solve the problem?

To solve this problem, you are going to divide ₱875 by 35 oranges to
get the cost of each orange.
Solution:
 Since you cannot divide 8 by 35, then use 87.
25  Divide: 87 ÷ 35 = 2
´
35 ¿ 875  Write 2 above 7 in the quotient.
 Multiply: 2 x 35 = 70
- 70_  Write 70 below 87.
 Subtract: 87 – 70 = 17
175  Bring down 5.
- 175  Divide: 175 ÷ 35 = 5
 Write 5 above 5 in the quotient.
0  Multiply: 5 x 35 = 175

Therefore, 875 ÷ 35 = 25

To check if your answer is correct, you need to multiply the

quotient by the divisor. The result should be equal to the dividend.
1
Answer: Therefore, each 2
orange costs ₱25. 35
x 25
175
+ 70__ 37
875
 Here are other examples:
203 Checking:
1. ´
12¿ 2436
- 24___ 203
03 x 12
- 0__ 406
36 + 203__
- 36__ 2436
0

126 Checking:
´ 3
2. 52 ¿ 6552 1 1
- 52___ 126
135 x 52
- 104__ 252
312 + 630__
- 312__ 6552
0

Observe the illustration below.

There are 22 units. Now you are

going to divide it by 5.

22 ÷ 5 = 4 r. 2
When you divide, you don’t always get the
exact answer. Sometimes, there is an extra
– and that is what you call the remainder.
→ remainder

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What is remainder?
It is the number that is left after the division process. It is written as “
r. n” where n is the value of the remainder.
Example:
1372 r.3  Divide: 8 ÷ 6 = 1
 Write 1 above 8 in the quotient.
6¿ 8235
´
 Multiply: 1 x 6 = 6. Write 6 below 8.
- 6____  Subtract: 8 – 6 = 2. Bring down 2.
 Divide: 22 ÷ 6 = 3
22  Write 3 above 2 in the quotient.
- 18___  Multiply: 3 x 6 = 18. Write 18 below
22.
43  Subtract: 22 – 18 = 4. Bring down 3.
- 42__  Divide: 43 ÷ 6 = 7
15  Write 7 above 3 in the quotient.
 Multiply: 7 x 6 = 42. Write 42 below
- 12_ 43.
3  Subtract: 43 – 42 = 1. Bring down 5.
 Divide: 15 ÷ 6 = 2
 Write 2 above 5 in the quotient.
 Multiply: 2 x 6 = 12. Write 12 below
15.
 Subtract: 15 – 12 = 3.
 Since there’s no remaining number to
bring down, 3 will become the
remainder.
Therefore, 8235 ÷ 6 = 1372 r. 3

To check if your answer is correct, you need to multiply the

quotient by the divisor. Add the product with the remainder. The
result should be equal to the dividend.

Step 1: 241 Step 2:

1372 8232 *add the remainder to the
product
x 6 + 3
8232 8235

Try this: Divide and check.

39
 9¿ 5217
´ Check:

Here are other examples:

83 r.5 Checking:
1. ´
10¿ 835
- 80___ 83 830
35 x 10 + 5
- 30__ 000 835
5 + 83
830

39 r.6 Checking:
2. ´
24 ¿ 942
1
3
- 72___
222 39 936
- 216__ x 24 + 6
1
6 156 942
+ 78
936

ESTIMATING QUOTIENT

What if you are asked to estimate the answer of a certain division problem?
Or finding its estimated quotient?
Read and understand the problem below.
A youth camp was held in Baguio City.
There were 3 238 participants from the 15
regions of the Philippines. Approximately, how
many participants came from each region?
How would you solve the problem?

40
 To approximate the number of participants is to estimate it. How?
In estimating quotients, you need to:
Step 1 – Round off the dividend and the divisor to their highest place value.

15 ¿ 3 ´238
 3 238 rounded off to the
nearest thousands is 3 000.

20 ¿ 3 ´000
 15 rounded off to nearest tens
is 20

Step 2 – Divide using the rounded off numbers.

150  Cancellation method
2Ø¿ 300´ Ø
 Cancel the same number of zeros in the
- 2_ divisor and dividend; proceed to the
10
- 10
operation.
00
- 0
0

Therefore, 3000 ÷ 20 = 150

Step 3 – The quotient is the estimated number of participants.

Therefore, there were approximately 150 participants in each region.

Nice! Now let’s test if you really learned something about the lesson. Answer
the activities provided below.

Directions: Divide and check.

41
 1. 21 ¿ 144´ 246 

2. 14 ¿ 100´ 295 

3. 36¿ 471´ 944 

Directions: Find out the code by solving the estimated quotient. Write
the letter of your answer on the blank.

1. 87 954 ÷ 87 = ____________ J
2 000
2. 2 845 ÷ 47 = ____________ Y
20
3. 59 263 ÷ 33 = ____________ E
1 000
4. 2 492 ÷ 48 = ___________ N
60
5. 687 123 ÷ 312 = __________ O
40

42
 What’s the word? ________________

Directions: Read and solve the following problems. Show your solution
in the space below.

1. During a field trip, 900 pupils are joining. If a bus can accommodate 60
passengers, how many buses are needed?

2. Erna bought 360 pieces of hotdogs. She cooked 12 pieces every day. How
many days did the hotdogs last?

43
 3. There are 3192 seats in an auditorium. Each row has 112 seats. How many
rows are there in the auditorium?

Lesson 7
Series of Operations with MDAS
INTRODUCTION
People need a common set of rules for performing computation. Without a
standard procedure for making calculations, two people could get two different
answers to the same problem. Following rules keep pretty much everything in
order. Without rules, many things would fall to pieces. In this lesson you are going
to follow set of rules in solving series of operations.

44
Activity 1 (Drill)
Directions: Round off each number to the place value of the
underlined digit. Write your answer on the blank.

1. 21 467 _____________________________

2. 189 683 _____________________________

3. 6 751 022 _____________________________

4. 15 317 113 _____________________________

5. 2 167 874 _____________________________

Activity 2 (Review)
Direction: Find the quotient of the following:

1. 9 ¿ 12´654 4.35 ¿ 705´ 000

45
 2. 6 ¿ 12´365 5.27 ¿ 94´300

3. 100 ¿ 900´ 708 6.8 ¿ 405´ 006

Learning Objectives
After completing this module, you will be able to . . .
 solve equations with series of operations following the rule of MDAS
(multiplication, division, addition, subtraction)
 solve routine and non-routine problems involving series of operation.

Activity 3 (Motivations)
Directions: Observe the picture below and answer the following
questions.

46
 1. What have you noticed with the picture?
_____________________________________________________________
_____________________________________________________________

2. How can you maintain peace and order inside this classroom?
_____________________________________________________________
_____________________________________________________________

3. What are the things that you need to consider to promote orderliness?
_____________________________________________________________
_____________________________________________________________

4. Why is it important to put things in order?

_____________________________________________________________
_____________________________________________________________

LEARNING MDAS RULE

Read and understand the problem.

It was market day for my mother. When she came back home, she listed all
the items bought and how much she spent for them.

47
 If she had a ₱500 bill. How much was left?

How do you solve the problem?

To solve the problem, you have to take a look at the facts that
you need to consider in solving the problem.

o Given: 1 kg of chicken for ₱125

1 kg of fish for ₱110
Vegetables for ₱75
Fruits for ₱125
₱500 bill
o Asked: Amount of change
o Equation: ₱500 – (₱125 + ₱110 + ₱75 + ₱125) = N

 What can you observe with the equation?

 How do you solve equation with series of operations?
To solve this equation, there is a certain rule that we need to
follow. That is the MDAS rule.

What is the rule of MDAS?

MDAS stands for Multiplication, Division, Addition, Subtraction.
How do we solve equation according to MDAS?

M Multiplication Do multiplication or division

(whichever comes first) from left to
D Division right.

A Addition Do addition or subtraction (whichever

48
 S Subtraction comes first) from left to right.

Try to solve the problem following the MDAS rule.

*Add the numbers inside the
₱500 – (₱125 + ₱110 + ₱75 + ₱125) = N parenthesis
₱500 – ₱435 = N *Subtract.

₱65 = N

Answer: Mother had ₱65 left.

Here’s another example:

68 + 12 ÷ 4 – 5 x 10 = 150 68 + 12 ÷ 4 – 5 x 10 = 21
Migs Jigs

Migs and Jigs were asked by their teacher to simplify a math sentence.
Migs’ answer is 150 while Jigs’ answer is 21.
Look at each one did his computation.
Migs’ work Jigs’work
68 + 12 ÷ 4 – 5 x 10 = N 68 + 12 ÷ 4 – 5 x 10 = N
80÷ 4 – 5 x 10 = N 68 + 3 – 50 = N
20 – 5 x 10 = N 71 – 50 = N
15 x 10 = N 21 = N
150 = N
Who do you think is right?
49
 To get the answer, you have to follow the rule of MDAS.
68 + 12 ÷ 4 – 5 x 10 = N  Divide 12 ÷ 4.
 Multiply 5 x 10.
68 + 3 – 50 = N
 Add 68 + 3.
71 – 50 = N  Subtract 71 – 50.
21 = N
Answer: Therefore, Jigs got the correct answer which is 21.

Other examples:
a.
5 x 6 ÷ 2 + 10 = N  Multiply 5 x 6.
30 ÷ 2 + 10 = N  Divide 30 ÷ 2.
15 + 10 = N  Add 15 + 10.
35 = N
b.
18 + 7 x 9 ÷ 3 – 12 = N  Multiply 7 x 9.
18 + 63 ÷ 3 – 12 = N  Divide 63 ÷ 3.
18 + 21 – 12 = N  Add 18 + 21.
39 – 12 = N  Subtract 39 – 12.

27 = N

To learn about the MDAS Rule is a good thing. Now let’s develop what you
have learned by answering some activities.

Directions: Perform the indicated operations. Show your solution on

the space provided.

50
 1. 6 x 11 ÷ 2 + 150 – 75 = _____ 2. 9 x 9 + 15 – 44 ÷ 4 = ______

3. 100 – 7 x 6 ÷ 2 + 30 = _____ 4. 50 – 24 ÷ 3 + 4 x 5 = ______

5. 45 – 3 x 5 + 27 ÷ 9 = _______ 6. 125 – 23 – 8 x 3 + 12 = _____

Directions: Check if the answer in each equation is correct. Put a

check mark () on the line in the correct column.

Wrong Correct
_____________ 1. 45 + 65 ÷ 5 – 30 = 28 ______________
_ 2. 30 ÷ 3 + 5 x 8 = 120 ______________
_____________ 3. 30 ÷ 5 + 20 = 26 ______________
_ 4. 5 x 6 ÷ 2 + 10 = 25 ______________
_____________ 5. 6 x 3 – 15 ÷ 3 – 5 =8 ______________
_ 6. 7+7÷7x7 = 14 ______________
_____________ 7. 14 – 5 + 4 – 10 =2 ______________

51
 _ 8. 10 x 3 – 5 + 9 = 21 ______________
_____________ 9. 7 + 8 ÷ 2 x 5 = 50 ______________
_ 10. 9 x 7 + 8 ÷ 4 -20 = 38 ______________
_____________
_
_____________
_
_____________
_
_____________
_
_____________
_

Read and solve each problem. Show your solution in the space provided.
1. A sari-sari store sold 15 cans of sardines at ₱5 each, 3 packs of coffee at
₱20 each, and 25 kilograms of rice at ₱45 per kilo. What is the total sale for
the day?

2. A bookstore can sell 25 history books, 75 science books, and 83 math books
in a week. If there are 52 weeks in a year, how many books can the
bookstore sell in a year?

52
3. Rita can sew 5 baby dresses a day. She is paid ₱ 120.00 for each dress. If
she spends ₱ 420.00 a day for her family, how much is left in her daily
earning?

QUARTER
53
2
 Lesson 1
Factors and Multiples of Numbers
INTRODUCTION
Relationship between factors and multiples often leads you confusing the
terms factor and multiple. In this lesson, you are going to learn the difference
between factors and multiples and how to find them.

Activity 1 (Drill)
Directions: Write the answer for each problem. Then color according
to the key at the right side.

54
Great! Nice job in solving and coloring the picture.

Activity 2 (Review)
Direction: Solve each math problem using MDAS to help you through
the maze:

55
 Start

Finish
Well done! You’ve finished the maze!
Learning Objectives
After completing this module, you will be able to . . .
 identify the factors of a given number up to 100
 list down the multiplies of a given number up to 100
 differentiate factors and multiples

56
Activity 3
Directions: Read and solve each problem. Show your solution in the
space provided.

1. Helen arranged the chairs in the classroom. She

arranged 6 chairs in 8 rows. How many chairs did
she arrange in all? How many sets of 8 are there?

FACTORS AND MULTIPLES OF NUMBERS

In this lesson you are going to learn about Factors and Multiples of
numbers.

152 x 3 = 456
multiplic product
and
multiplie
r
 Recall the parts of the multiplication sentence.
 The multiplicand and the multiplier are also called as factors.
 You can also call the product of the factors as multiple.

What are Factors?

Factors are numbers being multiplied to get a number. To list down the
factors of a number, arrange all the factors from least to greatest.

57
 Going back to the previous example. 6 and 8 are factors of 48. Aside
from 6 and 8, there are still other factors of 48.
48 = 1 x 48 48 = 3 x 16 48 = 6 x 8
48 = 2 x 24 48 = 4 x 12
Therefore, the factors of 48 are 1,2,3,4,6,8,12,16,24 and 48.

Example 2: Factors of 100

100 = 1 x 100 100 = 4 x 25 100 = 10 x 10
100 = 2 x 50 100 = 5 x 20
Therefore, the factors of 100 are 1,2,4,5,10,20,25,50,100.

Example 3: Factors of 36
36 = 1 x 36 36 = 3 x 12 100 = 6 x 6
36 = 2 x 18 36 = 4 x 9
Therefore, the factors of 36 are 1,2,3,4,6,9,12,18 and 36.

What are Multiples?

The multiples of a number are the products obtained when the number is
multiplied by the counting numbers 1,2,3, and so on.

Example 1: Find the first five multiples of 6.

6x1=6 6 x 3 = 18 6 x 5 = 30
6 x 2 = 12 6 x 4 = 24
Therefore, the first five multiples of 6 are 6,12,18,24 and 30.
As you have observed in the answer, you can also obtain the multiples of a
number by skip counting.

58
Example 2: Find the first ten multiples of 5.
Multiples of 5: 5, 10, 15, 20, 25, 30, 35, 40, 45, 50

Now you have learned something about multiples and factors. Exercise what
you have learned by answering the activities in this module.

Direction: Give the factors of the given numbers.

1. 54 - ____________________________________________________
2. 80 - ____________________________________________________
3. 63 - ____________________________________________________
4. 55- _____________________________________________________
5. 96- _____________________________________________________

Direction: List down the first five multiples of the given number.
6. 6 - _____________________________________________________
7. 8 - _____________________________________________________
8. 4 - _____________________________________________________
9. 10 - ____________________________________________________
10. 15 - ____________________________________________________

Direction: Each set is a multiple of N. Find the value of N.

11. N = 18, 27, 36, 45, 54 N = ______
12. N = 10, 15, 20, 25, 30 N = ______
13. N = 14, 21, 28, 35, 42 N = ______

59
 14. N = 6, 9, 12, 15, 18 N = ______
15. N = 18, 27, 36, 45, 54 N = ______

Lesson 2
Prime and Composite Number
INTRODUCTION
There are many puzzles in mathematics that can be solved more easily when
they “break up” the Composite Numbers into their Prime Number factors. In this
lesson, you are going to learn the difference between composite and prime
numbers and find them.

Activity 1 (Drill)
Direction: Fill in the blanks of each crossword puzzle to make the
division equations true.

60
 Activity 2 (Review)
Directions: List down the factors of the given numbers. Write the
number of pair of factors.

List of Factors Number of pairs

1. 15
2. 19
3. 27
4. 36
5. 48
6. 52
7. 84
8. 88
9. 96
10. 100

Nice job!

Learning Objectives

After completing this module, you will be able to . . .

 identify prime and composite numbers

 differentiate prime and composite numbers

61
Activity 3 (Motivations)
Directions: Observe the table below and answer the following
questions.

Set A Set B
15 = 1x15, 3x5 13 = 1 x 13
24 = 1x24, 2x12, 3x8, 4x6 17 = 1 x 17
36 = 1x36, 2x18, 3x12, 4x9 29 = 1 x 29

1. What have you observed with the numbers in Set A?

___________________________________________________________
___________________________________________________________
___________________________________________________________

2. What have you observed with the numbers in Set B?

___________________________________________________________
___________________________________________________________
___________________________________________________________
3. Can you differentiate Set A and Set B?
___________________________________________________________
___________________________________________________________
___________________________________________________________
Great work! Now let’s learn more about prime and composite
numbers.

PRIME AND COMPOSITE

As what you have observed in Set A, the numbers in Set A has more than 2
factors. However, in the Set B, the factors of the numbers are just 1 and itself.

This shows that there are actually two types of numbers. The numbers in Set
A are called “Composite Numbers” and the numbers in Set B are called “Prime
Numbers”

62
 Prime Numbers
These are numbers that have only 2 factors: 1 and themselves. They
are only divisible by 1 and itself.
Examples of prime numbers are 2,3,5,7,11,17,19,23,29,31,37, …
Composite Numbers
Composite numbers are numbers which have more than two factors.
They are divisible by more than two numbers.
Examples: 4,6,8,9,10,12,14,15,16,18,20,21,22,24,25,26,27,28,30, …

The Greek mathematician Eratosthenes (3rd-century B.C.E) designed a

quick way to find all the prime numbers. It’s a process called the Sieve of
Eratosthenes. You are going to see how it works by finding all the prime numbers
between 1 and 100.
Step 1: Write the numbers 1 to 100 in ten rows.
Step 2: Cross out 1 because 1 is not a prime nor a composite.
Step 3: Circle 2 and cross out all multiples of 2. (2, 4, 6, 8, 10, ...)
Step 4: Circle 3 and cross out all multiples of 3. (3, 6, 9, 12, 15, ...)
Step 5: Circle 5 and cross out all multiples of 5. (5, 10, 15, 20, ...)
Step 6: Circle 7 and cross out all multiples of 7. (7, 14, 21, 28, ...)
Step 7: Circle all the numbers which are not crossed out.

63
 The circled numbers are
prime numbers. There
are 25 prime numbers
between 1 and 100.

Number 2 is the only

even prime number.

Let’s have an activity to apply what you have learned.

Direction: Fill in the blanks.

1. The first five prime numbers that end in 1 are ___, ___, ___, ___,
and ___.
2. The composite numbers between 11 and 20 are ___, ___, ___, ___,
and ___.
3. There are ___ prime numbers between 1 and 100.
4. ___ is the only even prime number.
5. The only factors of a ______ number are 1 and itself.

Directions: Help the dog find the bone. Differentiate prime numbers and
composite numbers by coloring in or highlighting the prime numbers and leaving
the composite numbers.

19 23 12 44 58 33 4 38 10 27

64
 50 59 26 75 78 8 52 32 6 92
35 37 18 30 61 5 11 31 37 56
53 41 45 93 2 16 49 51 29 66
7 9 46 67 73 42 17 19 83 15
89 97 3 37 1 8 13 6 81 69
32 10 44 48 99 26 23 3 19 13

Great job!
Now you are with prime and composite numbers. You can now proceed to the
next lesson.

Lesson 3
Prime Factorization
INTRODUCTION
Any composite number can be written as a product of its prime numbers.
This method is called Prime factorization. This is usually used in breaking down
codes. In this lesson, you are going to learn Prime Factorization using 2 methods:
(1) Factor Tree and (2) Continuous Division.

Activity 1 (Drill)
Directions: Look at the illustration and answer the following questions.

65
Questions
1. What do you observe in the given illustration?
___________________________________________________________
___________________________________________________________
___________________________________________________________
2. There are 12 mangoes in the table. What did the boy do to those mangoes
in the table?
___________________________________________________________
___________________________________________________________
___________________________________________________________

Activity 2 (Review)
Directions: Write P if the number is prime and C if it is composite.
____1. 49 ____4. 91 ____7. 56 ____10. 17
____2. 80 ____5. 73 ____8. 87 ____11. 98
____3. 69 ____6. 34 ____9. 21 ____12. 89

Well done! You still remembered the previous lesson all about prime
and composite numbers.

Learning Objectives
After completing this module, you will be able to . . .
 Write numbers as a product of its prime factors

66
 Activity 3 (Motivations)
Directions: Find the correct factors to complete each factor tree.
1. 40 2. 54

5 x 2 x

2 x 3 x

2 x 3 x

Great job finding the right factors! The activity is called a factor tree and this
is one method in doing prime factorization. Now let’s learn more all about
prime factorization.

PRIME FACTORIZATION
What is Prime Factorization?
"Prime Factorization" is finding which prime numbers multiply
together to make the original number.

To find the prime factorization of any composite number, you use two
methods. These are the factor tree method and the continuous division
method.

Method 1: Factor Tree Method

67
Step 1: Start with any two factors of the number.
Step 2: If the two factors are not prime, continue finding the factors until you
end up with all prime factors
Therefore, 12 = 2 x 2 x 3

To check if your prime factors are correct, multiply all the prime
factors and the product should be the original number.

Other examples:

64 = 2 x 2 x 2 x 2 x 2 x 2 72 = 2 x 2 x 2 x 3 x 3
Method 2: Continuous Division Method

68
 Step 1: Divide the number by the smallest prime number
which divides the number exactly.
Step 2: Divide the quotient again by the smallest or the
next smallest prime number if it is not exactly divisible by
the smallest prime number. Repeat the process again and
again till the quotient becomes 1. Remember, you use only
prime numbers to divide.
Therefore, 12
=2x2x3

Other Examples:

36 = 2 x 2 x 3 x 3 60 = 2 x 2 x 3 x 5

Learning prime factorization is easy, now let’s test what you have learned.
Answer the following activities on the next page.

Direction: Draw a line to match the prime factors in Column A to its

product in Column B.

Column A Column B
1. 2x2x2x3x5 a. 42
2. 2x3x7 b. 90
3. 3x3x3x5 c. 48
4. 2x2x2x2x3 d. 120
5. 2x3x3x5 e. 135

Direction: Find the prime factors of each number using the factor tree.

69
 1. 82 = ___________________ 2. 56 = ___________________

3. 24 = ___________________ 4. 69 = ___________________

Direction: Find the prime factors of each number using the continuous.

70
 5. 80 = __________________ 6. 98 = ___________________

7. 63 = ___________________ 8. 54 = ___________________

Well done!

It is good to know that you have learn something all about prime
factorization. Now you can move on to the next lesson.

71
 Lesson 4
Greatest Common Factor (GCF)
INTRODUCTION
Factoring is a useful skill in real life. Common applications include: dividing
something into equal pieces, exchanging money, comparing prices, understanding
time and making calculations during travel. You have already learned about factors
and prime factors in your previous lesson. Now, what if you are asked to find the
Greatest Common Factor?

Activity 1 (Drill)
Direction: List down the factors of the given numbers.
1. 64 =______________________________________________
2. 56 =______________________________________________
3. 72 =______________________________________________
4. 92 =______________________________________________
5. 144 =______________________________________________
6. 54 =______________________________________________
7. 48 =______________________________________________
8. 100 =______________________________________________
9. 63 =______________________________________________
10. 120 =______________________________________________

Activity 2 (Review)

72
Directions: Find the prime factorization of each number using the
continuous division method.
1.) 2 60 2.) 2 84
30 42

Learning Objectives
After completing this module, you will be able to . . .
 find the common factors and the greatest common factors and the greatest
common factors of 2 to 4 numbers using listing method, prime factorization
and continuous division
 solve word problems applying the concept of greatest common factor (GCF)

Activity 3
Directions: Read the word problem and answer the following
question.
Marvin has 30 red marbles and 45 blue marbles.
What is the greatest number of marbles of the same color
he can put together such that each box would contain the same
number of marbles?

Questions
1. What are the given numbers in the problems?
_____________________________________________________________

2. What is asked in the problem?

73
 _____________________________________________________________
_____________________________________________________________

3. In your own thought, what is a Greatest Common Factor or GCF?

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

Nice job!
Let’s learn more about GCF or Greatest Common Factor.

GREATEST COMMON FACTOR (GCF)

You learned previously that factors are numbers being multiplied to get the
product.

What is Greatest Common Factor (GCF)?

The GCF is the greatest number that divides the given 2 or more numbers
without remainder. It is the greatest number that is a factor of each of two or more
given numbers.

How can you get the Greatest Common Factor (GCF)?

There are three (3) ways to get the GCF.

1. Listing Method

74
 In this method, you are going to list down all the factors of the
given numbers. From the problem above, you are going to find the
GCF of 16 and 20 using the listing method.
Factors of 16 1, 16, 2, 8, 4
Factors 0f 20 1, 20, 2, 10, 5, 4
The GCF of 16 and 20 is 4.
Answer: The length of the pieces of wire is 4 meters.

2. Factor Tree
In this method you are going to break down the number using
its prime numbers.
16 20

8 x 2 4 x 5

4 x 2 2 x 2

2 x 2
16 2x2x2x2 The GCF of 16 and 20 is 4.
20 2x2x5
GCF 2 x2=4

Another example:
Find the GCF of 18 and 72 using the Factor Tree.

18 72

9 x 2 9 x 8

3 x 3 3 x 3 4 x 2

18 3x3x2 2 x 2
72 3x3x2x2x2
The GCF
GCF 3 x 3ofx 18
2 =and
18 72 is 75
 3. Continuous Division
In this method, you are going to list down the numbers and
divide continuously by primes until the quotients are relatively prime.
The GCF is the product of the common prime numbers.
2 16 20
2 8 10
GCF
4 5

GCF = 2 x 2 = 4
The GCF of 16 and 20 is 4.

Another example:
Find the GCF of 18 and 72 using the Continuous Division.

2 18 72
GCF 3 9 36
3 3 12
1 6

GCF = 2 x 3 x 3 = 18
The GCF of 18 and 72 is 18.
Activity 4
A. Find the GCF of the following numbers using Factor Tree.
1. 32 and 48 2. 24, 56 and 64 3. 27, 36, 45, and 54

76
 B. Find the GCF of the following numbers using Continuous Division.
4. 30 and 64 5. 62, 84 and 120 6. 80, 96, 108, and 120

C. Read and understand the following word problem. Solve each in the
space provided. (You may use any method.)
1. Joy wants to donate 90 packs of noodles and 60 kg of rice to pupils affected
by a typhoon. What is the largest number of pupils she can distribute the
donations to so that the pupils get equal number of noodles and rice?

2. Teacher Amy has 120 pens and 30 pieces of paper to give to her pupils.
What is the largest number of pupils she could have in her class so that each
pupil would get equal number of pens and equal number of papers?

77
 3. Father has 12 chickens, 28 doves and 56 quails. What is the largest number
of birds that can be placed inside the cage such that each cage has the same
number of birds?

Lesson 5
Least Common Multiple (LCM)
INTRODUCTION
In the previous lesson, you learned about factors and finding the greatest
common factor (GCF). Another related topic is about Multiples. You learned in
your past grade level that a multiple of a number is any product of a certain
number and a whole number. This time, you are going to learn about finding the
least common multiple (LCM). This lesson is essential most especially in
preparation for Fractions.

Activity 1 (Drill)
Direction: List down first 10 multiples of the following numbers:

1. 8 ___________________________________________________
2. 11 ___________________________________________________
3. 6 ___________________________________________________
78
 4. 5 ___________________________________________________
5. 12 ___________________________________________________
6. 7 ___________________________________________________
7. 3 ___________________________________________________
8. 9 ___________________________________________________
9. 10 ___________________________________________________
10. 4 ___________________________________________________

Activity 2 (Review)
Directions: Find the GCF of each pair of numbers mentally. Then write
your answer on the blank.

________ 1. 2 and 4 __________ 6. 4 and 8

________ 2. 3 and 9 __________ 7. 7 and 21

________ 3. 5 and 10 __________ 8. 10 and 30

________ 4. 7 and 49 __________ 9. 9 and 18

________ 5. 12 and 24 __________ 10 . 3 and 6

Learning Objectives
After completing this module, you will be able to . . .
 find the least common multiple of 2 to 4 numbers using listing method,
prime factorization and continuous division.
 Solve word problems applying the concept of least common multiple.

Activity 3

79
Directions: Read and understand the problem and answer the
question that follows.

The red lights in our Christmas decorations blink

every 6 seconds. The green ones blink every 9 seconds.
After we first plug in the lights, how long will it be until
they blink together at the same time?

Questions:
1. Can you answer how long will it be until they will blink together? Why
or why not?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

2. In your own thought, what is least common multiple?

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

Nice! The given problem can be solved using the concept of least common
multiple (LCM). Now let’s learn all about least common multiple.

LEAST COMMON MULTIPLE (LCM)

What is Least Common Multiple (LCM)?

The LCM of two or more numbers is the smallest nonzero number that is a
multiple of the numbers. It is the smallest number that is divisible by each of the
given numbers.

How can you get the Least Common Multiple (LCM)?

80
 There are three (3) ways to get the LCM. These are actually the same
methods used in finding the greatest common factor (GCF).

1. Listing Method
In this method, you are going to list down all the multiples of
the given numbers. From the problem above, you are going to find the
LCM of 6 and 9 using the listing method.

Multiples of 6 6, 12, 18, 24, 30,…

Multiples of 9 9, 18, 27, 36, 45,…
The LCM of 6 and 9 is 18.

Answer: It will take 18 seconds for them to blink together at the same
time

2. Factor Tree
In this method you are going to break down the number using
its prime numbers. Then multiply all the remaining prime numbers.
6 9

3 x 2 3 x 3

6 3x2 The LCM of 6 and 9 is 18.

9 3x3
LCM 3 x 2 x 3 = 18

Another example:
81
 Find the LCM of 16 and 24 using the Factor Tree.

16 24

8 x 2 3 x 8

4 x 2 4 x 2

2 x 2 2 x 2
18 2x2x2x2
72 2x2x2x3 The LCM of 16 and 24 is 48.
LCM 2 x 2 x 2 x 2 x 3= 48

3. Continuous Division
In this method, you are going to list down the numbers and
divide continuously by primes until the quotients are relatively prime.
The LCM is the product of all the remaining prime numbers.
3 6 9
2 3
LCM = 3 x 2 x 3 = 18
The LCM of 6 and 9 is 18.

Other examples:
o Find the LCM of 14, 28 and 42 using Continuous Division.

2 14 28 42
7 7 14 21
1 2 3
LCM = 2 x 7 x 1 x 2 x 3 = 84
The LCM of 14, 28 and 42 is 84.

o Find the LCM of 18, 24 and 36

3 18 24 36
2 6 8 12
*4 and 6 have a common factor. Divide 4 and 6 by 2. Carry 3 to
the next line. Divide the two 3s by 3 and carry 2 to the next line.
82 Stop dividing when any two of the numbers have no common
factors except 1.
 2 3 4 6
3 3 2 3
1 2 1

LCM = 3 x 2 x 2 x 3 x1 x 2 x 1 = 72
Therefore, the LCM of 18, 24 and 36 is 72.

Let’s see if you have learned something about the lesson? Answer the
following activities.

Direction: Find the LCM of the following numbers using Factor Tree.

1. 12 and 18 2. 15 and 20 3. 20 and 30

Direction: Find the LCM of the following numbers using Continuous

Division.

4. 24 and 10 5. 6, 9 and 18 6. 16, 32 and 36

Directions: Read and answer the following word problems. Show your
solution on the space provided. You may use any method
1) Boxes that are 36 in tall are being stacked next to the boxes that are 42 in
tall. What is the shortest height in which the two stacks are of the same
height?

83
 2) Marie wants to buy hand towels in sets of 15s and bath towels in sets of
9s. If she buys the same number of each, what is the smallest number of
each type of towel must she buy?

3) Peter, Paul, and Mary group the class into 3, 9, and 12. What do you
think is the total number of pupils in the class?

Lesson 6
Solving Word Problems
INTRODUCTION
Learning how to get the greatest common factor (GCF) and the least
common multiple (LCM) in two or more given numbers is a good thing, but

84
how do you solve real-life problems that involve getting the greatest common
factor (GCF) and the least common multiple (LCM)?
In this lesson you will learn how to solve real-life word problems in
finding the GCF and LCM of two or more given numbers.

Activity 1 (Drill)
Directions: Find the GCF of the given numbers using continuous
division.

1) 24, 30 GCF= _________ 4) 8, 16, 20 GCF= _________

2) 32, 96 GCF= _________ 5) 8, 20, 28 GCF= _________

3) 9, 18, 36 GCF= _________ 6) 24, 72, 144 GCF= _________

Activity 2 (Review)
Directions: Find the least common multiple of each pair of numbers.
Then, write the corresponding letter on the line above the
LCM. The letters will spell out the answer to the riddle: The
faster you run, the harder to catch. What is it?

A E O U B
6, 8 6, 7 4, 7 15, 25 8, 16

85
 H T R Y R
9, 12 24, 36 3, 12 9, 15 4, 6

_____ _____ _____ _____ _____ _____ _____ _____ _____ _____
45 28 75 12 16 12 42 24 72 36

Learning Objectives
After completing this module, you will be able to . . .
 differentiate GCF and LCM
 analyze real-life problems involving GCF and LCM
 solves real-life problems involving GCF and LCM

Activity 3 (Motivations)
Directions: Read the following word problem given in the table below
and answer the following questions.

Problem 1 Problem 2
Kyla likes to make flower Charles visits the gym every 6 days.
arrangements. She has 18 red roses and Rommel visits the same gym every 8
24 Malaysian mums. If Kyla wants to days. If they are in the gym today, after
make all the arrangements the same how many days will they be visiting
with no flowers left over, what is the the gym at the same time.

86
greatest number of flower
arrangements she can make?

1. What do you think is the difference between the two problems?

_____________________________________________________________
_____________________________________________________________

2. Which problem is finding for the greatest common factor (GCF)? Explain
your answer.
_____________________________________________________________
_____________________________________________________________

3. Which problem is looking for the least common multiple (LCM)? Explain
your answer.
_____________________________________________________________
_____________________________________________________________

You have learned in the previous lessons how to solve word problems
involving the GCF and the LCM. If you are going to solve problems, how would
you be able to identify if what you are looking for is the GCF or the LCM?
Recall the definition of LCM and GCF.
The Greatest Common Factor (GCF) is the greatest number that divides
the given numbers.
The Least Common Multiple (LCM) is the smallest number that is a
multiple of each of the numbers in a given set.
To be able to solve problems involving GCF and LCM, there are words that
we need to look for and consider.

KEYWORDS IN FINDING THE GCF

• Greatest
• Maximum
• Largest

87
 • Divide
• Grouping
• Cutting/split up
We will know that we need to get the Greatest Common Factors (GCF) of two
numbers when the world problem asks us to:
 work out how many things are involved;
 break up things into smaller part;
 organize something into rows or groups; and
 equally distribute two or more sets of items into their largest grouping.

KEYWORDS IN FINDING THE LCM

• At the same time

• On the same day
• repetition
• Shortest
• Smallest
• least
We will know that we need to get the Least Common Multiple (LCM) of two
numbers when the word problem asks:
 when an event will happen again;
 when something will happen again at the same time; and
 how many items you will buy to have enough.

88
 EXAMPLE WORD PROBLEM
Let’s answer “Problem 1” in the activity in the previous page.
Kyla likes to make flower arrangements. She has 18 red roses and 24
Malaysian mums. If Kyla wants to make all the arrangements the same with no
flowers left over, what is the greatest number of flower arrangements she can
make?
f. What are the given facts?
18 red roses
24 Malaysian mums

g. What is asked?

89
 What is the greatest number of flower arrangements she can
make?

h. What operation/s to be used?

Greatest Common Factor (GCF)

i. Solution: *Solve the equation using any method to get the (GCF)

Find the GCF of 18 and 24 using the Continuous Division.

2 18 24
GCF 3 9 12
3 3 6
1 2
GCF = 2 x 3 x 3 = 18
The GCF of 18 and 72 is 18.
Answer: the greatest number of flower arrangement she can make is 18.
Let’s solve “problem 2” given in the activity in the previous page.
Charles visits the gym every 6 days. Rommel visits the same gym every 8
days. If they are in the gym today, after how many days will they be visiting the
gym at the same time.

a. What are the given facts?

Charles every 6 days
Rommel every 8 days

b. What is asked?
How many days will they be visiting the gym as the same time?

c. What operation/s to be used?

Least Common Multiple (LCM)

*Solve the equation using any method to get the (LCM)

90
 d. Solution:

Find the LCM of 14, 28 and 42 using Continuous Division.

2 6 8
3 4

LCM = 3 x 2 x 4 = 24
The LCM of 6 and 9 is 24.

Now you know how identify GCF and LCM in a word problem.

Directions: Tell whether the problems below need you to solve for the
GCF or LCM. Write GCF or LCM on the blank.

___________ 1. Mother washes clothes every after 3 days while her

friend washes clothe every after 4 days. After how
many days will they wash clothes on the same day?

___________ 2. Julia has 21 yellow pencils and 18 black pencils.

What is the greatest number of pencils of the same color
she can put together such that each box would contain the
same number of pencils?

___________ 3. Bell A and bell B ring at the same time at 9:00a.m.

Bell A rings every 45 minutes while Bell B rings every 60
minutes. At what time will the two bells ring at the same
time again?

___________ 4. Ana goes to the mall every 8 days. Her friend Elsa

91
 goes to the same mall every 4 days. If they are together at
the mall today, after how many days will Ana and Elsa be
together at the mall again?

___________ 5. A vendor has two bags of sugar weighing 24kg

and 36kg. He wants to put the sugar into smaller packs such
that each pack will hold the same amount. How many
kilograms of sugar can be put in each pack?

Direction: Answer the following word problem.

1. In a tray, there are 15 slices of biko and 6 pieces of palitaw. If Mother wants
to serve identical plates without any native delicacies left over, what is the
greatest number of plates of native delicacies she will need to prepare?

g. What are the given facts?

h. What is asked?

i. What operation/s to be used?

j. Solution:

k. Answer:

92
2. Nelia and Dong can bike around Quirino Stadium for 15 minutes and 25
minutes, respectively. If they start at the same time, after how many minutes
will they meet again?

g. What are the given facts?

h. What is asked?

i. What operation/s to be used?

j. Solution:

k. Answer:

93
 Lesson 7
Changing Improper Factions to
Mixed Numbers and Vice Versa
INTRODUCTION
Aside from whole numbers, fractions are also essential part of our everyday
lives. Just think of how many times a day you have to assess a situation, divide up
a workload or even plan a meal. How would you apply your previous knowledge in
operations of whole numbers in fractions?

Activity 1 (Drill)
Direction: Circle the letter of the correct answer.

1. Which number do you take away to get a GCF of 9?

a. 15 b. 18 c. 27

2. Which number do you take away to get a GCF of 2?

a. 21 b. 16 c. 14

3. Which number do you take away to get an LCM of 15?

a. 3 b. 4 c. 5

94
4. Which number do you take away to get an LCM of 12?
a. 4 b. 5 c. 6

Activity 2 (Review)
When you were in Grade 3, you studied the basic concept of
Fractions. Before you proceed to the new lesson, it is important to have a
review with several lessons that you need to remember to be able to
understand the process of changing improper fractions to mixed numbers
and vice versa.

What are Fractions?

When an object is divided into a
number of equal parts then each part is
called a fraction. Therefore, Fraction is a
part of a whole.

The fraction has two parts: numerator and denominator. A fraction

bar separates the numerator from the denominator.

tells how many parts are there in the

numerator
fraction
tells the total number of parts (or the
denominator
whole)

Kinds of Fractions
2 1 5 Proper fractions are fractions whose numerators
, ,
3 9 7 are less than the denominators.

95
 9 5 7 Improper fractions are fractions whose numerators
, ,
5 2 4 are greater than the denominators.

2 1 3 Mixed numbers consist of a whole number and a

1 , ,
3
3 2
5
4 fraction.

1 1 1 Unit fractions are fractions which have a numerator

, ,
5 9 20 of 1.

5 8 9 Similar fractions are fractions that have the same

, ,
10 10 10 denominator.

2 7 9 Dissimilar fractions are fractions that have

, ,
9 12 10 different denominator.

Direction: Identify what type of fraction is given below.

2 1 5
, ,
7 7 7
______________________________________

15 5 7
, ,
5 2 4
______________________________________

2 1 23
1 , ,
4
4 2
5
40
______________________________________

1 1 1
, ,
15 19 16
______________________________________

96
 5 1 9
, ,
13 13 13
______________________________________

2 7 9
, ,
9 12 10
______________________________________

Learning Objectives

After completing this module, you will be able to . . .

 differentiate improper fractions and mixed numbers

 convert improper fraction to mixed numbers and vice versa

Activity 3
Directions: Shade the corresponding parts of the region or set
indicated by the given fraction on the word problem.

7
1. Linda used 3 meters of cloth for the skirt that made.

1
2. Rita used 2 3 meters of cloth for the skirt that made.

97
Great job!
The illustration below shows the shade of improper fractions and mix
numbers. This lesson will help you, how to change improper fraction to mix
numbers and vice versa.

1 1
1+1+ =2
3 3 mixed number
3 3 1 7
+ + =
3 3 3 3
improper number

CHANGING IMPROPER FRACTION TO MIXED

NUMBERS AND VICE VERSA

It is important to understand and know this skill of changing improper fraction

to mixed number and vice versa because it is very useful most especially in dealing
with operations of fractions.

How do you change Mixed Number to Improper Fraction?

1. Multiply the whole number by the denominator of the fraction.

1
2 →3 x 2=6
3
2. Add the product to the numerator.
6+1=7
3. Write the sum as the new numerator and copy the same denominator.

98
 7
3
3
Example 1: 1 4
3 ( 4 x 1 )+ 3
1 =
4 4
= 4+4 3 = 94 3
Thus, 1 4 = 9
4

2
Example 2: 3 5
2 ( 5 x 3 )+ 2
3 =
5 5
= 15+2
5
=
17
5
2
Thus, 3 5 = 17
5

3 2 2
Try these: a.9 b.3 c .5
5 9 7

How do you change Improper Fraction to Mixed Number?

1. Divide the numerator by the denominator. The quotient is the whole
number.
9
=¿
4

denominator - 4 ¿´9 2– whole number

-8
1 – numerator
2. Write the remainder as the numerator and the divisor as the
denominator of the mixed number.
9
Thus, 4 = 2 14
7 19
Example 1: 3 Example 2: 5

7 7÷3 1 19 19 ÷ 5 4
= =2 = =3
3 3 3 5 5 5

99
 *Note: If the remainder is zero, the
improper fraction is equivalent to a Example:
whole number.

25 17 19
Try these: a. b. c.
6 4 7

Very good! Let’s test if you have learned something about this lesson

Direction: Write a mixed number and an improper fraction for the

shaded parts of each figure.

Example:
7
1
= 2 = 3
3

= =
1.

2.
= =

= =
3.

100
Directions: Change the following mixed numbers to improper fraction.
Show your solution on the space provided.

7
1. 5 10 = ______ 9
2. 3 14 = ______

Directions: Change the following improper fraction to mixed numbers.

Show your solution on the space provided.

72
1. 7 = ______ 63
2. 10 = ______

101
Direction: Write true if the improper number is equal to its mixed
number and vice versa and write false on the line if not.
5 56 2 218
__________1. 10 6 = 6
__________2. 24 9 = 9

156
__________3. 8
= 19 48

Lesson 8
Fractions in Lowest Term
INTRODUCTION
One of the things you have to do at the end of most fraction problems is to simplify
or reduce the fraction. When you reduce a fraction, you don't change the actual
value of the fraction, you just write it down in its simplest form.

Activity 1 (Drill)

102
Directions: Finding the greatest common factor (GCF) is an important
skill that you need to master to be able to reduce fractions to lowest
term.
Find the greatest common factor of the given numbers.
1. 20 and 32 2. 12 and 8
GCF = _______ GCF = _______

3. 18 and 30 4. 12 and 48
GCF = _______ GCF = _______

Activity 2 (Review)
Directions: Change the improper fractions to mix numbers and mix
numbers to improper fraction. Show your solution.

103
 75 36
a. b.
11 9

2 4
c .5 d .5
7 9

Learning Objectives

After completing this module, you will be able to . . .

 identify fractions in simplified form

 reduce the fractions to the lowest term

104
 Activity 3 (Motivations)
Directions: Make an illustration with shades parts in each given
fraction and answer the questions that follows.

Fractions Illustration

12
a.
15

4
b.
5

Questions:
1. Which fraction is easier to illustrate? Why?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
2. Why is it important that a fraction is to be shortened/simplified?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

It is good to know, that making a fraction short is very helpful. Now let’s learn
more all about simplifying fractions.

105
 SIMPLIFYING FRACTIONS TO LOWEST TERMS

 How do you simplify fractions to lowest terms?

15
Example: 40

To write a fraction to lowest term follow these steps:

Step 1: Find the GCF of the numerator and the denominator by

using either continuous division or factor tree.

GCF = 5

Step 2: Divide the numerator and the denominator by the GCF.

15 ÷5 3 3 15
40 ÷ 5 = 8 Therefore, 8 is the lowest term of 40 .

Another example:
18
Write 27 in lowest term.

Step 1: Find the GCF of the numerator and the denominator by

using either continuous division or factor tree.

18 3x3x2
27 3x3x3
GCF 3x3=9

Therefore, the GCF of 18 and 27 is 9.

106
 Step 2: Divide the numerator and the denominator by the GCF.
18÷ 9 2 2 18
27 ÷ 9 = 3 Therefore, 3 is the lowest term of 27 .

 How do you know that the fractions are already in lowest terms?

1. Look for unit fractions. A unit fraction is one that has 1 as the numerator.
Unit fractions cannot be simplified any further.
1 1 1
For example: 7 , 9 , 15 …

2. Determine whether the denominator is a multiple of the numerator. If the

numerator is a multiple of the denominator, that means each can be divided
by a greatest common factor (the numerator). These types of fractions can be
reduced to a unit fraction.
2
For example, 6 is not simplified, because 6 is a multiple of 2. The numerator
and denominator can still be divided by a common factor of 2, simplifying
1
the fraction to 3 .
2
The fraction 5 is simplified, because 5 is not a multiple of 2.

3. Determine whether the denominator is a prime number. A prime number is a

number that is only divisible by 1 and itself. If the denominator is prime, the
fraction cannot be simplified any further.
15
For example, 23 is simplified, because 23 is a prime number.

4. Find the difference between the numerator and the denominator . If the
difference is 1, then the fraction is simplified.
8
For example, you know that 9 is simplified, because 9 – 8 = 1.

Let’s exercise what you have learn by answering some activities.

107
Direction: Encircle the fraction that is in its lowest term.

11 4 7 8 8 12 9 5
1. 33 , 8 , 14 , 15 2. 10 , 13 , 24 , 25

1 10 3 7 16 4 7 6
3. 30 , 26 , 12 , 35 4. 24 , 10 , 28 , 18

Direction: Complete the following chart.

Fraction GCF Lowest Term

15 3
Example: 35 5 7

18
1. 21

48
2. 56

27
3. 81

18
4. 42

108
 50
5. 75

Lesson 9
Adding and Subtracting Similar
Fractions
INTRODUCTION
Fractions are important because they tell you what portion of a whole you need,
have, or want. Fractions are used in baking to tell how much of an ingredient to
use. Fractions are used in telling time; each minute is a fraction of the hour.

Activity 1 (Drill)
Directions: Change the improper fractions to mix numbers and mix
numbers to improper fraction. Show your solution.

109
 25 2
a. b.6
4 9

56 4
c. d .4
6 5

25 3
e. f .9
10 7

Activity 2 (Review)
Direction: Express each fraction to its lowest term.

96 27
1. 100 = 2. 36 =

35 120
3. 56 = 4. 144 =

110
Learning Objectives

After completing this module, you will be able to . . .

 visualize addition and subtraction of similar fractions

 perform addition and subtraction of similar fractions
 solve word problems involving addition and subtraction of similar fractions

Activity 3 (Motivations)
Direction: Follow the steps given below.
1. Draw 3 pizzas on the box.
2. Divide the first pizza into four equal parts and shade 1 part.
3. Divide the second pizza into half and shade 2 parts.
4. Divide the third pizza into four equal parts and shape 3 parts.

That is actually how you visualize fractions. Now, you are going to visualize, add
and subtract similar fractions.

111
 ADDING SIMILAR FRACTION

Read and understand the word problem.

1 2
Amy and Bob bought 1 box of pizza. Amy ate 4 of a pizza and Bob ate 4 of
a pizza. How much part of the pizza did they eat altogether?

How do you solve the problem?

To solve this problem, you need to visualize the problem first by drawing
the given fractions. Then identify what operation to be used. In this problem, you
are going to add.

1 2 3
+ =
4 4 4

Based on the
given example, you
can see that the shaded part
has been added and the number of equal parts stay the same. With this
example, you can say that in adding fractions with similar denominator, you
add the numerators and copy the common denominator. Then simplify to
lowest term if possible.
Other examples:

112
 3 6 9
+ =
10 10 10

7 3 10 2
+ =
15 15 15
or 3

SUBTRACTING SIMILAR FRACTION

113
Read and understand the word problem.

3 1
Inna bought 4 kg of bananas. She gave 4 kg to
her sister. How many kilograms of bananas did
she have left?

How do you solve the problem?

To solve this problem, you need to
visualize the problem first by drawing the given
fractions. Then identify what operation to be
used. In this problem, you are going to subtract.
3 1
1. Draw figures to represent 4 and 4 .
2. Take away common parts
3. Count the remaining parts. 3 1 2 1
4 4 4 or 2
− =

To subtract fractions, you are going to subtract the numerators and copy the
common denominator. Then simplify to its lowest term if possible.

Other examples:

10 7 3
− =
16 16 16

5 2 3
− =
8 8 8

114
Now you know how to add and subtract similar fractions. Try to answer some
activity to improve your skill.

Directions: Use the visual models to add or subtract the similar

fractions. Shade each visual model to represent each fraction.

1. 2.
7 5 14 9
+ =¿ − =¿
16 16 ¿ 15 15 ¿

Directions: Add or subtract the given fractions. Simplify if possible.

18 9 35 17
1. + =¿
30 30 ¿ 2. − =¿
45 45 ¿

13 6 9 11
3. − =¿
21 21 ¿ 4. + =¿
25 25 ¿

115
Directions: Read and solve the given problems. Show your solution
and simplify your answer if possible.

3 1
1. Erna bought 4 of a cake. Nelsa ate 4 of it. What part of the cake was
left?

2 1 1
2. Belle bought 5 kg of mangoes, 5 kg of bananas and 5 kg of oranges. How
many kilograms of fruits did she buy?

Lesson 10
Adding and Subtracting
Dissimilar Fractions
INTRODUCTION

116
 You have learned in the past lesson how to add and subtract similar fractions.
However, most of the time in your daily life, you encounter fractions with dissimilar
denominators. The question is, how do you add or subtract dissimilar fractions? Is it the
same in adding or subtracting similar fractions?

Activity 1 (Drill)
Direction: Express each fraction to its lowest term.
24 15
1. 80 = 2. 30 =

30 50
3. 45 = 4. 80 =

Activity 2 (Review)
Directions: Perform the indicated operation and simplify the answer.

12 8 6 2
1. − =¿
14 14 ¿ 2. + =¿
10 10 ¿

3 6 10 4
3. + =¿
12 12 ¿ 4. − =¿
15 15 ¿

Learning Objectives

After completing this module, you will be able to . . .

 identify the LCD of the given numbers

117
  add and subtract dissimilar fractions
 solve routine and non-routine problems involving addition and/or
subtraction of dissimilar fractions
 create routine and non-routine problems involving addition and/or
subtraction of dissimilar fractions

Activity 3 (Motivations)
Directions: Read and understand the word problem. Answer the
questions that follow.

3
Manny bought 4 kg of chicken wings and
2
kg of chicken legs. How many kilograms of
3
chicken did he buy in all?
Questions:
1. What are the given facts?
___________________________________________________________
___________________________________________________________

2. What is asked?
___________________________________________________________
___________________________________________________________

3. What operation to be used?

___________________________________________________________
___________________________________________________________
Nice job!
The given word problem in the activity earlier is all about adding dissimilar
fraction. In this lesson you will learn how to add and subtract dissimilar
fractions.

118
 ADDING DISSIMILAR FRACTION

There are two ways to add dissimilar fractions.

Method 1: Changing Dissimilar Fractions to Similar Fractions
Step 1: Find the least common denominator (LCD).
4 = 4, 8, 12
3 2
+ =n 3 = 3, 6, 9, 12
4 3

The LCD of 4 and 3 is 12.

Step 2: Form equivalent fractions using 12 as a denominator. To do this,

divide the LCD by the original denominator then multiply the
quotient by the numerator.

3 9
= (12 ÷ 4) x 3 = 9
4 12 3 2 9 8
+ = +
4 3 12 12
2 8
= (12 ÷ 3) x 2 = 8
3 12
Step 3: Since they already have similar denominators, you can now add
the numerators of the similar fractions and copy their common
denominator.

9 8 17
+ =
12 12 12

Step 4: Change improper fraction to proper

fraction by dividing the numerator by its denominator. Make
the quotient a whole number and make the numerator as the
numerator and copy the denominator. Express to lowest term if
17 5
12 = 17 ÷ 12 = 1 12

Method 2: Using Cross Products (Smile Method)

119
 Step 1: Multiply the two denominators to get the denominator of the
sum.
3 2
+ = ❑ =❑
4 3 4 x 3 12

Step 2: Cross multiply the two fractions.

3 2 9+8 3x3=9
+ =
4 3 12 2x4=8
Step 3: Add the cross products to get the numerator of the sum. Then
simplify the answer.
3 2 9+8 17 5
+ = = ∨1
4 3 12 12 12

5
Final Answer: Manny bought 1 12 kg of chicken altogether.

4 3
Another example: Add 5 and 4

Method 1: LCD = 20
4 16
= (20÷5) x 4 = 16
5 20
3 15
= (20÷4) x 3 = 15
4 20
4 3 16+15 31 11
+ =
5 4 20
=
20 or 1 20

4 3 ( 4 x 4 )+ ( 5 x 3 ) 31 11
Method 2: 5 + 4 =
20
=
20
or 1 20

SUBTRACTING DISSIMILAR FRACTION

120
 Read and understand the problem.

3 1
Tina bought 5 kg of grapes. She ate 3 of them. How many
kilograms of grapes was left?

To solve this problem, we do subtraction. Remember that we can

3 1
only subtract similar fractions. Observe that 5 and 3 are dissimilar
fractions.

How do we subtract dissimilar fractions?

There are two methods that you can use to solve the given problem. We use
the same methods in adding dissimilar fractions.
Method 1: Changing Dissimilar Fractions to Similar Fractions
The LCD of 5 and 3 is 15.
3 1 ( 15 ÷ 5 ) x 3 ( 15÷ 3 ) x 1 9−5 4
− = − = =
5 3 15 15 15 15

Method 2: Using Cross Products (Smile Method)

3 1 ( 3 x 3 )−(5 x 1) 9−5 4
− =
5 3 15
= =
15 15

4
Answer:There is 15 kg of grapes ¿

Here’s another example:

2 5
Subtract 3 from 6

Method 1: Method 2:

121
 The LCD of 3 and 6 is 6. 5 2 ( 5 x 3 ) −( 2 x 6 )
− =
5 5 6 3 18
=
6 6 15−12 3
¿ =¿
−2 4 18 18
=
3 6 *Reduce to lowest term
3 1
=
1 18 6
6

5 2 1
 Therefore, 6 − 3 = 6
Directions: Complete the maze. Use your answers to guide you to the
end of the maze. Shade your way.

Directions: Read, analyze and solve the following problems. Show your
solutions on the space provided.

4 1
1. Joy spent 3 hour studying Math and 4 hour studying English. How many
hours did she spend studying?

122
 5 2
2. Chen needs 6 m of string for her project. She already has 3 m. How
much string does she still need?

Lesson 11
Basic Concepts of Decimals
INTRODUCTION
You learned in the previous lessons that Fractions are part of a whole. The same
concept in decimals. Decimals are also part of a whole with different form. One
important application of decimals in your daily life is dealing with money. You can
also use decimals in measurements, distance, price and temperature.

Activity 1 (Drill)
Directions: Observe and compare the given set and answer the
following questions.

SET A SET B
6 548 1.9
20 329 3 285.073
93 718 0.83
873 56.128

123
Questions:
1. What have you observed in Set A and Set B?
______________________________________________________
______________________________________________________

2. What are their similarities?

______________________________________________________
______________________________________________________

3. What are their differences?

______________________________________________________
______________________________________________________

Activity 2 (Review)
Directions: Perform the indicated operation and simplify the answer.

15 4 4 3
1. − =¿
16 8 ¿ 2. + =¿
9 18 ¿

8 9 9 2
3. + =¿
12 36 ¿ 4. − =¿
15 5 ¿

Learning Objectives

124
After completing this module, you will be able to . . .
 visualize decimal numbers using grids, number lines and money
 give the place value and value of a digits of a digit of a given decimal
through ten thousandths
 read and write numbers through ten thousands

Activity 3 (Motivations)
Directions: Read and analyze the word problem. Answer the
following questions.

Mark had 100 marbles in a box. He put them in jars

according to color. He counted and placed 25 green marbles
in the first jar, 18 blue marbles in the second jar, 33 yellow
marbles in the third jar and 24 red marbles in the fourth jar.

Questions:
2. If all of the marbles are in one Jar which of the colored marbles will take a
big part? And Why?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

3. If all of the marbles are in one Jar which of the colored marbles will take a
small part? And Why?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

Based on the problem, 25 out of 100 marbles

are green. The grid beside, shows 25 shaded parts
which represent the green marbles.

125
 You have learned before that you can actually write represent this as
25
in fraction form. Moreover, you can also write this as 0.25 in decimal
100
form.

DECIMALS

A decimal is a number that shows a part of a whole. It is a number with

digits to the right of the decimal point. Decimals are like fractions written
differently. Examples of decimals are: 0.25, 0.5, 0.75 and others.

You can understand decimal better by using squares or grid like the one shown
above or by using a number line.
Examples:

The whole is divided into ten equal parts. Three parts are
3
shaded. This is written as 10 or 0.3

The whole is divided into 100 equal

parts. 48 parts are shaded. This is
48
written as 100 or 0.48

Decimals also exist in money. You have seen examples of decimals in

the prices of the products.

This is ₱0.10 This is ₱0.25 This is ₱0.50

126
How do you read and write decimal numbers correctly?
The same concept in whole numbers, a place value chart can be used in
reading and writing decimal numbers correctly.
PLACE VALUE CHART
Whole Numbers Decimals

Decimal point

Ten Thousandths
Thousandths
Hundredths
hundreds

tenths
ones
tens

0 . 4 3 8 7
0 . 6 7 5 4

A decimal point separates the whole number part from the decimal point. It is read
as “and”. Before you can fully read and write decimals, you have to learn to identify the
place value and value of the decimals first.

In 0.4387:
 The place value of the digit 4 is  The value of the digit 4 is 0.4
tenths.
 The place value of the digit 3 is  The value of the digit 3 is 0.03
hundredths.
 The place value of the digit 8 is  The value of the digit 8 is 0.008
thousandths.
 The place value of the digit 7 is ten  The value of the digit 8 is 0.0007
thousandths.
In 0.6754:
 The place value of the digit 6 is  The value of the digit 6 is 0.6
tenths.
 The place value of the digit 7 is  The value of the digit 7 is 0.07
hundredths.
 The place value of the digit 5 is  The value of the digit 5 is 0.005
thousandths.
 The place value of the digit 4 is ten  The value of the digit 8 is 0.0004
thousandths.
127
Reading and Writing Decimals
 0.438 is read as “four hundred thirty-eight thousandths”
 0.675 is read as “six hundred seventy-five thousandths”
 0.52 is read as “fifty-two hundredths”
 15.75 is read as “fifteen and seventy-five hundredths”
 221.543 is read as “two hundred twenty-one and five hundred forty-three
thousandths”
To write decimals,
 Put a decimal point to separate the whole number from the decimal number.
 Put a zero before the decimal point if there is no whole number.
 Zero is used as a place holder.
Examples:
1. five hundred seventy-three thousandths → 0.573
2. ninety-four hundredths → 0.94
3. three and eight hundred fifty-six → 3.856
Test what you have learned and answer the following activities.

Directions: Use the grid below to draw the following figures inside the
indicated small squares. Write the decimal form of the below
represented by the given figures.

a. 20 😊 ___________
b. 10 ___________
c. 15 ___________
d. 9 ___________
e. 25 ___________

128
Directions: Read the decimals orally and write its word form.
1. 7.32 __________________________________________________
2. 12.847 ________________________________________________
3. 0.618 ________________________________________________

Direction: Write the following as decimals.

1. 24 hundredths
2. sixty-three thousandths
3. eight and two hundred forty-nine thousandths

Directions: Write the place value and value of the digit 7 in each digit.
Place Value Value
0.527
1.78
3.476

129
 Lesson 12
Comparing and Ordering
Decimals
INTRODUCTION
Decimal numbers are a combination of whole numbers and numbers between
whole numbers. It is sometimes important to be able to compare decimals to know
which is greater. Knowing how to compare decimals requires an understanding of
decimal place value, and is similar to comparing whole numbers. In this lesson,
you are going to learn how to compare and arrange decimals in ascending and
descending order.

Activity 1 (Drill)
Directions: Compare the numbers. Write >, < or = in the box.

11. 2 931 2 391

12. 96 521 98 568
13. 685 356 685 365
14. 112 456 112 456
15. 576 095 576 095

Activity 2 (Review)
Directions: Write the following decimals in words.
1. 9.22 __________________________________________________
2. 12.747 ________________________________________________
3. 0.618 ________________________________________________
4. 158.805 ________________________________________________
5. 36.435 ________________________________________________

130
Learning Objectives

After completing this module, you will be able to . . .

 compare decimals using the relationship symbols >, <, or =

 arrange decimals ascending and descending order

Activity 3 (Motivations)
Directions: Observe the list of items below and answer the questions
that follow.

Burger Siopao Hotdog in Bun

₱38.75 ₱38.25 ₱38.55

1. Which item is the most expensive? Why?

________________________________________________________
________________________________________________________

2. Which item is the least expensive? Why?

________________________________________________________
________________________________________________________

To determine the most expensive and least expensive item, you must
compare the prices of the items. How do you compare decimals?

COMPARING AND ORDERING DECIMALS

131
 To solve the problem, you have to compare the prices of the food. The place
value chart can help you compare decimals.

Bu rg e r Sio p a o Ho td o g in Bu n
₱38.75 ₱38.25 ₱38.55

Item Whole Number Tenths Hundredths

Burger 38 . 7 5
Siopao 38 . 2 5
Hotdog 38 . 5 5

To compare decimals, you use the comparison symbols greater than >, less
than < and equal = in comparing decimals.

First, compare the whole numbers. If they are the same, compare the tenths
place.

Since 2 < 5 < 7, then the least tenths digit is 2 and the greatest tenths digit is
7.

Final Answer: Therefore, Joshua should buy the least expensive food which is
the Siopao that costs ₱38.25.

Other examples:
a. 97.635 ____ 97.64
Compare the digits in the highest place value. Since the whole numbers are
the same, compare the digits in the tenths place. They are still the same: 6=6.
Compare the digits in the hundredths place:
3 < 6. Therefore 97.635 < 97.64.

132
b. 65.82 ____ 65.082
Compare the digits in the highest place value. Since the whole numbers are
the same, compare the digits in the tenths place:
8 > 0, Therefore 65.82 > 65.082
Now that you have already compared the decimals and identified the least
number and the greatest number, you can already arrange the decimals in
ascending or descending order.
Ascending order (from least to greatest)
₱38.25 ₱38.55 ₱38.75

Descending order (from greatest to least)

₱38.75 ₱38.55 ₱38.25

Other examples:
Arrange the following decimals in ascending and descending order.
a. 0.13, 0.15, 0.8, 0.21
Ascending order → 0.13, 0.15, 0.21, 0.8
Descending order → 0.8, 0.21, 0.15, 0.13

b. 0.66, 0.19, 0.42, 1.23

Ascending order → 0.19, 0.42, 0.66,1.23
Descending order → 1.23, 0.66, 0.42, 0.19

To help you more, try answering these activities.

Directions: Encircle the number which has the greatest value.

1. 0.978 0.0978 2. 0.325 0.3325
3. 0.01209 0.129 4. 0.325 0.3325

Directions: Encircle the number which has the least value.

5. 2.015 2.005 6. 15.206 15.209

133
 7. 3.299 3.588 8. 23.528 23.825

Directions: Write >, <, or = on the blank to compare the decimals.

1. 0.723 ____ 0.732 2. 0.154 ____ 0.0154

3. 1.57 ____ 1.75 4. 3.665 ____ 36.65

Directions: Arrange the following decimals in ascending order.

1. 9.367, 93.67, 9.763, 936.7 ___________________________

2. 0.0372, 3.072, 7.302, 20.37 ___________________________
3. 94.765, 94.576, 94.675 ___________________________

Directions: Arrange the following decimals in descending order.

1. 83.256, 93.256, 53.256 ___________________________

2. 22.93, 22.39, 22.79, 22.59 ___________________________
3. 90.365, 9.3605, 53.096, 65.039 ___________________________

Great! You can now proceed to the next lesson.

Lesson 13
Rounding Off Decimals
INTRODUCTION
Rounding and estimation are important skills in math and everyday life. You have
already learned rounding off whole number. However, you cannot just round off
whole numbers, but also decimals. You can round decimals to a certain accuracy or
number of decimal places. This is used to make calculation easier to do and results

134
easier to understand, when exact values are not too important. In this lesson, you
will learn how to round off decimals.

Activity 1 (Drill)
Directions: Round off each number to the place value of the
underlined digit. Write your answer on the blank.

6. 14 998 ______________________
7. 257 127 ______________________
8. 400 876 ______________________
9. 7 115 374 ______________________
10. 897 612 ______________________
11. 97 112 145 ______________________
12. 233 897 ______________________
13. 15 691 ______________________
14. 777 612 ______________________
15. 97 151 612 ______________________

Activity 2 (Review)
Directions: Put a check mark () on the blank provided beside the
number which has the greatest value.

1. 0.978 0.0978____ 2. 0.325 0.3325____

3. 0.01209 0.129____ 4. 0.3525 0.3325____
5. 18.054____ 18.450____ 6. 7.56____ 7.5060____
7. 5.454____ 5.545____ 8. 6.75____ 67.501____
9. 1.84____ 1.885____ 10.36.75____ 3.675____

Learning Objectives

135
After completing this module, you will be able to . . .
 round off decimal numbers to the nearest whole number
 round off decimal numbers up to the nearest thousandths

Activity 3 (Motivations)
Directions: Examine the prices of each item and answer the
questions that follow.

Questions:
1. What do you notice with the prices of the items above?
______________________________________________________
______________________________________________________
______________________________________________________

2. Have you seen prices like these at the mall?

______________________________________________________

3. If you don’t have centavo coins, how much will you pay with each
item?
______________________________________________________
______________________________________________________
______________________________________________________

In some situation, there are instances that you are going to round off the
decimals to the nearest whole number so you can pay with the amount.

136
 ROUNDING OFF DECIMALS
How do you Round off Decimals?

Rounding off Decimals has the same concept in rounding off whole
numbers. Follow these steps in rounding off decimals:

Round off ₱899.75 to the nearest whole number.

Step 1: Identify the digit to be rounded off. ₱899.75
Step 2: Look at the right of the digit you are rounding off to. ₱899.75
c. If the digit is less than 5, round down. Retain the digit
in the place value you are rounding off to and change
all the digits to its right to 0.

d. If the digit is equal to or greater than 5, round up. Add

1 to the digit in the place value you are rounding off to
₱900.00
and change all the digits to its right to 0 or drop the
zeroes if they are in the decimal place.

Final Answer: Magdalene will pay ₱900.00 for the pair of jeans.
Other examples:
9.52 rounded off to the nearest tenths is 9.52
68.749 rounded off to the nearest hundredths is 68.75
105.25 rounded off to the nearest whole number is 105
263.50 rounded off to the nearest whole number is 264

Now let’s try to test if you have learned something in this lesson. Answer the
activities below.

137
Directions: Round off each amount to the nearest peso.

1. ₱28.59 __________ 6. ₱100.25 __________

2. ₱97.75 __________ 7. ₱55.38 __________

3. ₱28.159 __________ 8. ₱100.25 __________

4. ₱97.35 __________ 9. ₱515.38 __________

5. ₱28.59 __________ 10. ₱105.455 __________

Directions: Round off the following numbers to the indicated place

value.

1. 5.698 (tenths) _________________

2. 35.529 (hundredths) _________________
3. 12.716 (tenths) _________________
4. 115.257 (hundredths) _________________
5. 115.2257 (hundredths) _________________

Directions: Write a number on the blank that could round the number
to the given decimal.

1. 18.__62 → 18 3. 99.__5 → 100

2. 63.5__1 → 63.6 4. 45.8__3 → 18

138
 Lesson 14
Changing Decimals to Fractions
and Vice Versa
INTRODUCTION
Given the way decimals are defined, there is a natural connection between them and
fractions. The fascinating concept behind this relationship is that every decimal can be
written as a fraction by dividing the number with the number of decimal places it holds.
In this lesson, you are going to learn the connection between decimals and fractions and
how to rename fractions to decimals and vice versa.

Activity 1 (Drill)
Direction: Write the place value of the underlined digit.
1. 5.168 -
________________________________________________
2. 0.857 - ________________________________________________
3. 13.542 - _______________________________________________
4. 35.5565 -_______________________________________________
5. 0.5671 - _______________________________________________

139
 Activity 2 (Review)
Directions: Round off the following numbers to the indicated place
value.

1. 5.698 (tenths) _________________

2. 35.529 (hundredths) _________________
3. 12.716 (tenths) _________________
4. 115.257 (hundredths) _________________
5. 115.5257 (Peso) _________________
6. 12.47 (Peso) _________________

Nice! You still remembered the previous lesson.

Learning Objectives

After completing this module, you will be able to . . .

 change decimals to fractions

 change fractions whose denominators are factors of 10 and 100 to decimals

Activity 3
Directions: Observe the illustration below. Answer the question related
to it.

Question:
140
 1
1. Can you explain why 2 is equal to 0.5?
______________________________________________________
______________________________________________________
______________________________________________________
You have already learned that fractions and decimals have the same
concept in different form. Any fraction whose denominator is a multiple of 10
can be written as a decimal.

CHANGING FRACTIONS TO DECIMALS

7
Let’s change the fraction 10 to decimal.

Step 1: Copy the numerator.

Step 2: Count how many zeroes are there
in the denominator. There is only 1 zero
so put the decimal point 1 place to the
left.

7
=0.7
10

Other Examples:
21 Step 1: Copy the numerator.
=0.21 Step 2: Count how many zeroes are there in the denominator. There
100
are 2 zeroes so put the decimal point 2 places to the left.

Step 1: Copy the numerator.

9 Step 2: Count how many zeroes are there in the denominator. There
=0.09
100 are 2 zeroes so put the decimal point 2 places to the left. Put a zero as a
place value holder since hundredths is two places after the decimal
point.
2
=0.2 Step 1: Copy the numerator.
10 Step 2: Count how many zeroes are there in the denominator. There is
only 1 zero so put the decimal point 1 places to the left.

141
 CHANGING DECIMALS TO FRACTIONS
Let’s change the decimal 0.85 to fraction.
To change decimals to fraction, follow these steps:
85 Step 1: Write the decimal as the numeration
0.85=
100 Step 2: Count the decimal place starting from the decimal point. If the
decimal has 1 decimal place, use 10 as the denominator. If the decimal
17
0.85= has 2 decimal places, use 100 as the denominator.
20 Step 3: Reduce the fraction to lowest term.
Other
Examples:
Decimal Fraction Lowest Term
3 3
0.3 10 10

94 47
0.94 100 50

5 1
0.05 100 20

Let’s develop what you have learned by answering the activities below.
Directions: Change each decimal as a fraction and simplify it to lowest term.

1. 0.98 = ________ 2. 0.7 = ________

3. 0.06 = ________ 4. 0.4 = ________

5. 0.5 = ________ 6. 0.25 = ________

Direction: Change the following fractions to decimals.

142
 9 75
7. 10
= ________ 8. 100
= ________

20 5
9. 100
= ________ 10. 100 = ________

8 6
11. 100 = ________ 12. 10 = ________

Directions: Write a decimal for each shaded part of the figure.

____________ ____________

___________________

Lesson 15
143
Addition and Subtraction of
Decimals
INTRODUCTION
You learned in the previous lessons that Fractions are part of a whole. The same
concept in decimals. Decimals are also part of a whole with different form. One
important application of decimals in your daily life is dealing with money. You can
also use decimals in measurements, distance, price and temperature. In this lesson
you will learn how to add and subtract decimals.

Activity 1 (Drill)
Directions: Add the following numbers.

1. 584 859 782 + 10 428 003 =

2. 20 658 118 + 302 858 550 =
3. 65 129 468 + 810 537 207 =
4. 55 129 468 + 219 537 207 =
5. 165 129 468 + 810 219 537 207 =

Activity 2 (Review)
Directions: Change the following fractions to decimals and decimals
to fractions.

9
1. 10 = ________ 2. 0.7 = ________

20
3. 100 = ________ 4. 0.4 = ________

8
5. 100 = ________ 6. 0.25 = ________

144
Great job!

Learning Objectives

After completing this module, you will be able to . . .

 add and subtract decimals and mixed decimals through ten thousandths
without or with regrouping.
 solve 1 or more steps routine and non-routine problems involving addition
and/or subtraction of decimals and mixed decimals

Activity 3
Directions: Read and analyze the given problem carefully and answer
the follow questions.

Carla needs strings for her project. Her sister gave

her three strings with lengths 0.23415 m, 0.483 m, and
0.3412 m respectively. How long are the strings if put
together?

Questions:
 Given: _________________________________________
 Unknown: _________________________________________
 Operation: _________________________________________
 Equation: ___________________________________________

The given problem showing you how to add decimals. Now let’s learn more
about adding and subtracting decimals.

145
 ADDING DECIMALS

How do you add decimals?

1
0.23415  Step 1: Line up the decimal points.
0.48300  Step 2: Put zeroes to align all the
+ 0.34120 numbers.
1.05835  Step 3: Add the numbers.
 Step 4: Put the decimal point.
Answer: Therefore, the total length of the strings is 1.05835 m.

Here are other examples:

a. 52.3095 + 325.62049 = b. 154.32985 + 98.9958021=
1 1 1 111
52.30950 154.3298500
+ 325.62049 + 98.9958021
377.92999 253.3256521

Try these:
1. 65.98021 + 193.7802195= 2. 957.200158 + 82.13827=

SUBTRACTING DECIMALS

Here’s another example:

Ben jogged 3.785 km last Saturday and 2.5 km last

Sunday. How many kilometers farther did he jog last
Saturday than last Sunday?

How do you solve the problem?

146
 To solve the problem, there are things that you need to consider.
o Given: 3.785 km, 2.5 km
o Unknown: Difference between the distance Ben
jogged on Saturday and Sunday
o Operation: Subtraction
o Equation: 3.785 – 2.5 = n

How do you subtract decimals?

To subtract decimals, you are going to do the same process in
adding decimals.
3.785  Step 1: Line up the decimal points.
– 2.500  Step 2: Put zeroes to align all the
1.285 numbers.
 Step 3: Subtract the numbers.
 Step 4: Put the decimal point.
Answer: Therefore, Ben jogged 1.285 km farther last Saturday
than last Sunday.

Here are other examples:

a. 34.25 – 16.9023 = b. 5.89 – 2.015821=
2 13 12 4 9 10 8 9 9 9 10
34.2500 5.890000
– 16.9023 – 3.415821
17.3477 2.474179

Try these:
1. 55.2358 – 27.852169 = 2. 600.0215868 – 581.255820=

147
Good! Now let’s try some activities to practice what you have learned in this
lesson.
Directions: Write the numbers in column and perform the
indicated operations.

1. 49.6580151 + 108.5138057 = 2. 56.2197 + 23.5218127 =

3. 454.17895 – 286.99581201 = 4. 533.89584 – 322.258492 =

5. 634.9015 – 522.643389 + 168.2781164 =

Directions: Read and solve the following word problems. Show your
solution on the space provided.

1. Angel spent ₱585.75 for meat, ₱296.25 for fruits and 367.80 for fish. How
much did she spend in all?

148
 2. Bernie weighs 78.386 kg this month compared to 84.907 kg last month.
How much weight did he lose?

3. Marge has ₱1 596.75 in her wallet. She spent ₱725.95 for a pair of pants,
₱150.25 for a T-shirt and ₱275.5 for a pair of socks. How much money
was left in Marge’s wallet?

Directions: Make your own word problem using the given information.
Answer your problem.

3. ₱253.75, ₱144.25, ₱85.95

_______________________________________________________
_______________________________________________________
_______________________________________________________
Solution:

4. 358.764 km; 196.9956 km

_______________________________________________________
_______________________________________________________
_______________________________________________________

149
 Solution:

Lesson 16
Multiplication of Decimals
INTRODUCTION
Multiplication of decimals is one of the most frequently used operations in your
daily life. Working with money, distance and measurements makes understanding
decimals an essential skill.

Activity 1 (Drill)
Directions: Find the product. Show your solution on the space
Provided.

150
 7. 721 8. 658 9. 836
x 35 x 96 x 38

Activity 2 (Review)
Directions: Write the numbers in column and perform the indicated
operations.

1. 74.6580151 + 108.5138057 = 2. 356.2197 + 23.5218127 =

3. 554.17895 – 286.99581201 = 4. 533.89584 – 320.258492 =

151
 5. 654.9015 – 522.643389 + 168.2782154 =

Learning Objectives
After completing this module, you will be able to . . .
 multiplies decimals and mixed decimals with factors up to 2 decimals places

Activity 3
Directions: Read and analyze the given problem carefully and answer
the follow questions.
A boat traveled a distance of 89.75m in an hour. How far
will it travel in 6.5 hours?

Questions:
o Given: ______________________________________
o Unknown: ______________________________________
o Operation: ______________________________________
o Equation: ______________________________________

Well done! The word problem is showing how to multiply decimals. Now let’s
learn how to multiply decimals.

152
 MULTIPLYING DECIMALS
How do you multiply decimals?
5 4 3
4 3 2
89.75 2 decimal places  Step 1: Multiply the numbers like whole
x 6.5 1 decimal place numbers
44875  Step 2: Count the decimal places in the
+ 53850_ Factors.
583.375 3 decimal places  Step 3: Put the decimal point in the
product.

Answer: Therefore, the boat will travel 583.375m in 6.5 hours.

Here are other examples:

a. 84.325 x 1.26 = b. 9.7561 x 0.73 =
1 5 3 4
2 11 3 2 1 1
8432.5 9756.1
x 1.261 1 1
x 0.73
1 1 1
505950
1 1
292683
168650 + 682927_
+ 84325___ 7 121.953
10 624.950

Estimating Products

Estimation is an important skill that you need to possess to determine the

reasonableness of your answers. Estimating can be done mentally and is
convenient in day-to-day life in situations.
How do you estimate the product?
a. Estimate 9.6 x 3.2 to the nearest whole number
9.6 → 10 10 x 3 = 30
3.3 → 3 The estimated product is 30.

b. Use mental math and compatible numbers to estimate.

Estimate 87.45 and 4.7.
88.45 → 90 Even though 88.45 rounded off to the nearest whole
4.7 → 5 number is 88, the compatible number is 90. It should be
used instead.
153
Note: A compatible number makes the multiplication easy
to compute.
 90 x 5 = 450

Answer some activity to help you master what you learned.

Directions: Find the product of each equation.

1. 476.9 2. 92.74 3. 327.45 4. 87.33

x 0.6 x 4.2 x 9.1 x 5.8

Directions: Estimate the product to the nearest whole number.

1. 6.58 x 7.31 = __________ 2. 29.6 x 4.7 = __________

3. 35.18 x 5.1 = __________ 4. 119.5 x 9.6 = __________

Directions: Read and solve the following word problems. Show your
solution on the space provided.

154
1. A laundry assistant earns ₱495.75 per day. How much can he earn in 31
days?

2. A car travels a distance of 76.3 m in one hour. How far will it travel in
6.5 hours?

3. A box of chocolate costs ₱124.95. Twenty-five pupils bought the

chocolate. How much did the students pay in all?

155
QUARTER 3
156
 Lesson 1
Basic Concept of Ratio
INTRODUCTION
Ratios occur frequently in daily life and help to simplify many of our interactions by
putting numbers into perspective. Ratios allow us to measure and express quantities
by making them easier to understand. It is sometimes difficult to imagine how you
will use mathematical principles in real life. Ratios, which are actually mathematical
relationships, are perfect examples of math in the real world. In this lesson, you are
going to learn about Ratio.

Activity 1 (Drill)
Directions: Simplify each fraction to each lowest term.

Fraction Lowest Term

18
6. 27

48
7. 56

27
8. 81

15
9. 35

157
 36
10. 32

Activity 2 (Review)
Directions: Find the product of each equation.

5. 146.9 6. 90.75
x 0.6 x 4.2

7. 327.45 8. 59.75
x 8.1 x 5.8

Learning Objectives

After completing this module, you will be able to . . .

 visualize the concept of ratio

 visualize the ratio of two numbers

 express ratio in colon form

158
  simplify ratio in lowest term

Activity 3
Directions: Observe the picture below and answer the following
questions.

1. How many boys are there?

___________________________________________________________

2. How many girls are there?

___________________________________________________________

3. What ratio may be used to show the relationship between the number of
boys and the number of girls?
___________________________________________________________
___________________________________________________________

Now let’s learn about ratios.

RATIO

What is a Ratio?
A ratio is a comparison between two quantities.

159
 The ratio of a to b, where a and b represent whole numbers, is written
a
as a:b or b .

You can say that the ratio of boys to girls is 2 is to 4.

This ratio can be written in two ways:
Colon form: Fraction form:
2:4 2 → first term
first term second term 4 → second term

*Note: The order of the terms in a ratio is important and thus cannot be
interchanged. The ratio 2:4 is not the same as 4:2.

Simplifying Ratio
2
The ratio 2:4 and 4 can still be simplified to lowest term. Simplifying
2
ratio is just the same in simplifying fractions. You can simplify 2:4 and 4 by
using the GCF of 2 and 4 which is 2.
2 1
Therefore, 2:4 is the same as 1:2 and 4 is the same as 2 .

Other examples:
1. Christine bought 4 oranges and 6 apples.

a. The ratio of oranges to apples is 4:6 or 2:3.

b. The ratio of apples to oranges is 6:4 or 3:2.

160
 2. Jayson has 9 pencils and 15 erasers.

a. The ratio of pencils to erasers is 9:15 or 3:5.

b. The ratio of erasers to pencils is 15:9 or 5:3.

Great! Now you know what ratio is. Let’s answer some activities.

Directions: Based on the pictures below, write each ratio in colon

form. Simplify the ratio if necessary.

1. cats to pigs __________ 2. hens to cats __________

3. dogs to hens __________ 4. pigs to dogs __________

5. hens to all animals __________ 6. pigs to all animals __________

161
Directions: Draw pictures of the given objects and write the ratio in
colon form. Express the ratio in simplest form.

1. 16 buttons to 6 needles 2. 15 papers to 10 pens

_____________________________ _____________________________
_

Lesson 2
162
Basic Concept of Percentage
INTRODUCTION
Percent is a part of our daily lives. Whether you are shopping, working, or
interested in sports, you have used percentages. Mastering percentages helps you
understand many aspects of how the world works, and prepares you for adult life
as well.

Activity 1 (Drill)
Directions: Write a fraction for each shaded part of the figure and
change it to decimal.

________ = ________ _________ = ________

__________ = _________

Activity 2 (Review)
Directions: Express each given ratio to its simplest form.

163
 1. 35 : 50 = _____________ 2. 9 : 24 = _____________

3. 49 : 56 = _____________ 4. 3 : 9 = _____________

5. 8 : 10 = _____________ 6. 30 : 36 = ____________

7. 4 : 6 = _____________ 8. 3 : 18 = ____________

9. 10 : 100 = ____________ 10. 6 : 42 = ____________

Great job! You still remembered previous lesson.

Learning Objectives

After completing this module, you will be able to . . .

 visualize percent and its relationship to fractions, ratios and decimals

 express the part of a whole as percent using grid and number line

Activity 3
Directions: Observe the pictures below and answer the following
questions.

164
 Questions:

1. What do you think the pictures have in common?

______________________________________________________
______________________________________________________
______________________________________________________

2. Can you see this symbols on your everyday life? Do you think this
is important?
______________________________________________________
______________________________________________________
______________________________________________________

The symbols that the pictures used were called percent. Let’s learn
more about percent and percentage.

PERCENTAGE
You have learned in your previous lessons that fractions, decimals and ratios
are related with each other. Along with the fractions, decimals and ratios, there is
another way to express the value of a certain quantity. That is called “percent”.

WHAT IS PERCENT?

Percent is the number of hundredths that represents the part of the whole. It
means “per hundred” or “out of every hundred”. It is often denoted using the
percent sign, "%"

Look at the number lines below and find out the relationship of percent to
fractions and decimals.

165
 7 70
Notice that 10 , 100 , 0.7 and 70% lie on the same part of the number
line.

7 70
Thus 10 = 100 =0.7=70 % .

Study the illustration below.

1. How many small squares are there?

________________________________

2. How many small squares are shaded?

________________________________

166
You can say that there are 65 out of 100 squares are shaded.

Sixty-five out of 100 can be written in four ways:

65
Fraction form: 100 Decimal form: 0.65

Ratio form: 65:100Percent: 65%

Other examples using grid lines:

88
 88 out of 100 = 100 = 0.88 = 88:100 = 88%

25
 25 out of 100 = 100 = 0.25 = 25:100 = 25%

167
 9
 9 out of 100 = 100 = 0.09 = 9:100 = 9%

Nice! You just learned how to visualize percent as a part of a whole like
fractions and decimals. To test if you have learned from this lesson
answer the activities on the next page.
Directions: Write each percent as a fraction and a decimal.

Percent Fraction Decimal

1. 4%
2. 16%
3. 22%
4. 36%
5. 45%
6. 53%
7. 65%
8. 79%
9. 81%

168
 10.97%

Directions: State what percent of the 100 squares are:

1. ________ 2. ________ 3. _________

4. ________ 5. ________ 6. ________
7. ________

Lesson 3
Basic Geometric Figures
INTRODUCTION
One of the classical disciplines of mathematics, Geometry is derived from the
Greek which means Earth and Metron, upon translating it roughly means “Earth
Measurement” because geometry is primarily concerned with the characteristics of
figures as well as shapes. Practically, everything that you see around you is made
up of geometric figures.

169
Activity 1 (Drill)
Directions: Draw any figure using only lines. Put your drawing inside
the box.

Activity 2 (Review)
Directions: Write the missing number to complete the table.

Percent Fraction Decimal

40%

0.37

63
100

170
 0.19

27
100

93%

Learning Objectives

After completing this module, you will be able to . . .

 describe and illustrate a point, line segment and a ray

 identify and describe the three kinds of lines (parallel, perpendicular and
intersecting lines)

Activity 3
Directions: Study the picture below and answer the following questions.

171
 1. What do you see in the picture?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

2. What geometric figures do you see?

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

3. What are other things around you that represents geometric figures?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Now let’s learn more all about geometric figure.

GEOMETRIC FIGURE

Below are some geometric figures that you can use to describe objects
around us.

 The tip of a pen represents a point.

 The electric wires and post represent lines.
 A ruler represents a line segment.

172
  An arrow represents a ray.

A point, line, line segment and a ray are the basic geometric figures.

The table below shows the basic concepts of Geometry. These figures are
usually named using capital letters of the alphabet.
Geometric Figure Name Symbol Description

A point represents a position

or location in space. It has no
A point A A
size, length, width nor height. It
is being represented by a dot.

A line is made up of series

line AD of points that extends in two
opposite directions without end.

line A line segment is a part of

segment the line which has two definite
AB end points
A ray is part of a line that
extends without end in one
ray CD direction. It starts from one
endpoint and extends forever in
one direction.

Study the figure below. Name as many as you can.

173
 1. Points
2. Lines
3. Line segments
4. Rays

1. Points: L, M, N, O 3. Line segments: LM

´ , MN
´ , NO
´ , PN
´ , NQ
´

2. Lines: LO
´ , PQ
´ 4. Rays: ⃗
NO , ⃗
NL, ⃗
NQ, ⃗
NP,

KINDS OF PAIRED LINES

Activity 4
Directions: Look at the picture below and answer the questions that
follows.

Questions:
174
  What have you noticed with the structure of the bridge?
________________________________________________________
________________________________________________________
________________________________________________________

 What geometric figures can you see?

________________________________________________________
________________________________________________________

By observing the picture, you can tell that the structure of the bridge actually
consists of different kinds of lines. It shows the relationships among the
lines.

These are the different kinds of lines:

 Parallel lines
Lines are parallel if the two lines never
meet or intersect.
Symbol: WX
´ II YZ
´

Read as: line WX is parallel to line YZ

Other parallel lines:

 Intersecting lines

175
 Intersecting lines are lines that
meet at exactly one point. They have a
common point.
Symbol: H́I intersects JK
´

Read as: line HI intersects line JK at

point L

Other intersecting lines:

 Perpendicular lines

Perpendicular lines are lines that intersects at

one point and form a right angle with a 90° angle.
Symbol: ST
´ ⊥ UV
´

Read as: line ST is perpendicular to line UV

Other perpendicular lines:

176
Great! Now you know the different geometric figure and paired lines.
Examine what you have learned by answering different activities below.

Directions: Name the figures below. Write your answers inside the
box.

1. 2.

3. S
4.

Directions: Look at the diagram at the right. Do as indicated. Write

your answer on the blank.

177
 1. Name four points
___________________________
2. Name two lines
___________________________
3. Identify parallel lines
___________________________
4. Identify intersecting lines
___________________________
5. Identify perpendicular lines
___________________________

Directions: Draw the figure asked.

1. Points E and L lie on a line.

2. Line FB is parallel to line IG.

3. Line segment WL intersects line BM at point O.

4. RT
´ is perpendicular to UV
´ .

Lesson 4
Kinds of Angles
178
INTRODUCTION
Have you ever wondered how carpenters construct buildings perfectly? How do
architects and engineers design roads and highways accurately? This is where
angles come in. Engineers and architects use angles for designs, roads, buildings
and sporting facilities. Athletes use angles to enhance their performance.
Carpenters use angles to make chairs, tables and sofas. There are many things that
angles can be used for in your daily life.

Activity 1 (Drill)
Directions: Explore your own home and list down seven (7) or more
things in your house that has corners. Put your answer inside the box.

Activity 2 (Review)
Directions: Read and analyze the sentences below. Write True on the
blank if the sentence is correct and False if it is incorrect.

___________ 1. Two lines that intersect are always perpendicular.

___________ 2. A line extends endlessly in both directions.

179
 ___________ 3. A segment has two endpoints.

___________ 4. A ray has no endpoint.

___________ 5. Intersecting lines are always perpendicular.

___________ 6. A line has endless number of segments.

___________ 7. Capital letters are used to name points.

___________ 8. Parallel lines somethings intersect.

Learning Objectives

After completing this module, you will be able to . . .

 identify and classify kinds of angles (acute, obtuse, right, reflex, straight)
 measure angles using a protractor
 draw angles using a protractor

Activity 3
Directions: Observe the picture below and answer the following
questions.

180
 1. What have you noticed with the pictures above?
_______________________________________________________
_______________________________________________________
_______________________________________________________

2. What do they have in common?

_______________________________________________________
_______________________________________________________
_______________________________________________________

The pictures describe angles. Let’s learn them in this lesson.

ANGLES

Angles are familiar objects around us.

So, what does angle mean?
An angle is formed when two rays meet at a
common point. This point is what you call vertex. The
two rays are the sides of the angle.
To name an angle, use the ∠ symbol to describe
an angle. AN angle can be named in two ways. First, by
using the sides of the angle and second, by using only the vertex.
The angle shown in Figure 1 can be named as ∠ PQR or ∠ Q. Note that the
vertex is always written in the middle.

181
Other examples:

∠ ABC or ∠ B ∠ XYZ or ∠ Y ∠ LMN or ∠ M

KINDS OF ANGLES

Angles are classified according to their degree measures:

Acute angle is an angle that
measures less than 90° (from
1° to 89°).

A right angle measures

exactly 90°.

An obtuse angle measures

greater than 90° but less than
180° (from 91° to 179°).

A straight angle measures

exactly 180°.

A reflex angle measures greater

than 180° but less than 360° (from
181° to 359°).

182
 HOW TO MEASURE ANGLES

Angles are measured in degrees (°). To measure the angles, you use a
measuring tool called “protractor”.
Notice that the protractor has two scales: (1) outer scale from 0° to 180° and;
(2) inner scale from 180° to 0°. So, you really have to be careful which one you
use.

How do you measure angles using a protractor?

1. Place the "center point" (at the

bottom of this protractor) on the
vertex of the angle.

2. Line up one ray (side) of the angle

with the zero-degree mark of the
protractor. On this protractor, the
zero mark is the bottom edge of the
protractor.

3. Read the degrees where the other ray of the angle crosses the protractor.
Therefore, ∠ POV =35°

183
Other Examples:

∠ ELG=157 ° ∠ XYZ=54 °

Aside from measuring angles, a protractor can also be used in constructing

or drawing angles. To draw an angle, follow the steps:
Draw a 65 ° angle.
1. Start by drawing a straight line that will
serve as your base line. Use a ruler or the
edge of the protractor to draw this line.
2. Place a dot on the line to represent the
vertex of the angle.

3. Place the "center point" of the protractor

on the dot. Line up the reference line with
the zero-degree mark of the protractor.

4. Find the number of degrees you wish your

angle to have. Read carefully along the
degree arc. Place a dot at this location.

184
5. Remove the protractor and draw the angle,
connecting the dot to the vertex point.

∠ O=65 °

Let’s test if you have learned something in this lesson. Answer the activities on
the next page.
Directions: Identify each angle. Write acute, right, obtuse, straight or
reflex in the blank.

Directions: Classify the angle measures by writing each in the proper

185
 column.

180° 87° 72° 21° 109°

155° 243° 90° 300° 45°

Acute Angle Right Angle Obtuse Angle Straight Angle Reflex Angle

Directions: Measure the following angles using a protractor.

Directions: Draw the following angles.

186
 1. ∠ ABC=75 ° 2. ∠ LMN =168°

You’re ready to proceed to the next lesson.

Lesson 5
Triangles
INTRODUCTION
You have encountered different kinds of geometric shapes in your day-to-day life
from the moment you wake up in the morning until you close your eyes to sleep.
Geometric shapes have been very useful in our lives most especially in
construction, education, entertainment and even in our food. One geometric shape
is a triangle. In this lesson, you are going to learn the different classification of
triangles.

Activity 1 (Drill)
Directions: Draw at least three applications of triangles in your daily
life.

187
 Why are triangles importance in our daily life?
_____________________________________________________________
_____________________________________________________________.

Activity 2 (Review)
Directions: Use your protractor and measure each given angles. Put
your answer inside the box.

188
Learning Objectives

After completing this module, you will be able to . . .

 describe the attributes or properties of triangles using concrete objects or

models
 identify and describe triangles according to the number of sides
 identify and describe triangles according to the length of the sides

Activity 3
Directions: Study the picture below and answer the following
questions.

1. What have you noticed with the figures of the objects above?
_____________________________________________________________
_____________________________________________________________

2. The objects above are all triangles. However, do they have the same exact
size? Why?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

Great! Let’s learn more about triangles.

189
 TRANGLES
A figure that has three sides and three angles is a triangle.
Triangles are classified in two ways: (1) according to lengths of their sides;
(2) according to angle measurements.

Classification of Triangles according to Lengths of Sides

Triangle Description Figure

It is a triangle with
Scalene
different lengths of
Triangle
sides.
AC ≠ BC ≠ AB

Isosceles It is a triangle with two

Triangle equal sides.
AB = AC

Equilateral It is a triangle with all

Triangle sides are equal.

AB = AC = CB

Classification of Triangles according to Lengths of Sides

Triangle Description Figure

190
 Acute It has three acute
Triangle angles.

Right It has one right

Triangle angle.

Obtuse It has one obtuse

Triangle angle.

Examine what you have learned by answering the following activities.

Directions: Give (a) the side name and (b) angle name of the
following triangles.

2.

1.
a. ___________________ a. ___________________
b. ___________________ b. ___________________

191
 3. 4.
a. ___________________ a. ___________________
b. ___________________ b. ___________________

Directions: Draw objects representing a triangle.

1. Scalene Triangle 2. Isosceles Triangle

3. Equilateral Triangle 4. Right Triangle

192
 Lesson 6
Quadrilaterals
INTRODUCTION
While triangles are very significant to the world around us, quadrilaterals are,
perhaps, the most important and common type of polygon. Take a look around
your environment right now. A great number of the things you see are probably
composed of some type of quadrilateral. Whether it is your module you are looking
at, your notebooks or even your mobile phones, they are quadrilaterals. In this
lesson, you are going to explore the different kinds of quadrilaterals and their
characteristics.

Activity 1 (Drill)
Directions: Draw two (2) objects around you that has four sides.

193
Activity 2 (Review)
Directions: Name the triangles from the given angle. Write isosceles,
equilateral, or scalene in the blanks.

194
Learning Objectives

After completing this module, you will be able to . . .

 describe the attributes or properties of quadrilaterals using concrete objects

or models
 identify and describe different kinds of quadrilaterals

Activity 3
Directions: Observe the picture below and answer the following
questions.

195
 1. What have you noticed with the figures of the objects above?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

2. What polygon do these objects represent?

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

As what you have noticed, the objects above represent four-sided figures.
These are called “quadrilaterals”.

QUADRILATERALS
Quadrilaterals are polygons with four
sides and four angles.
Quadrilaterals have specials names
according to their angles or pairs of sides.

196
 KINDS OF QUADRILATERALS

Quadrilaterals are classified into two: the trapezoid and parallelogram.

1. A trapezoid is a quadrilateral with only one pair of parallel sides.

2. A parallelogram is a quadrilateral that has two parallel pairs of opposite

sides. The opposite sides are of equal lengths.
Parallelogram are quadrilaterals with two pairs of parallel sides. It includes:

a. A square has two pairs of parallel sides, four right angles, and all four
sides are equal. It is also a rectangle and a parallelogram.
b. A rectangle has two pairs of opposite parallel sides, and four right
angles. It is also a parallelogram, since it has two pairs of parallel sides.
c. A rhombus is defined as a parallelogram with four equal sides. It has
two acute angles and two obtuse angles.

Below are some examples of Quadrilaterals applied in real-life situation:

197
Let’s practice what you have learned in this lesson answer the following
activities in the next page.
Directions: Determine whether the following figures are quadrilateral
or not. Put a check mark () if the figure is a quadrilateral and put a
cross (X) if not.

___ ___
_ 1. _ 2.

___ ___
_ 3. _ 4.

___ ___
_ 5. _ 6.

198
Directions: Name all the quadrilaterals in the figure.

1. __________________

2. __________________

3. __________________

4. __________________

5. __________________

Directions: Draw examples of the following quadrilaterals.

1. Square 2. Parallelogram

199
 3. Trapezoid 4. Rhombus

Well done! Keep up the good!

You can now move towards the new lesson.

Lesson 7
Circles and its Parts
INTRODUCTION
Circles are one of some geometric figures that we use in our everyday life. Circles
symbolize wholeness, unity and infinity. In this lesson you will learn all about the
parts of a circle.

200
Activity 1 (Drill)
Directions: Guess what the word of the given picture. Put your
answer inside the box.

D R I O L U

N C R C B E

Activity 2 (Review)
Directions: Draw examples of a thing, following the given
quadrilaterals.

201
 1. Parallelogram

2. Trapezoid 3. Rhombus

Learning Objectives

After completing this module, you will be able to . . .

 visualize the parts of the circle

 identify and describe the different parts of the circle

Activity 3
Directions: Look at the picture and answer the following questions.

202
 1. What shape do they represent?
___________________________________________________________

2. Why are circles important in our daily lives?

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

Circles are very important in our lives; in this lesson you will know the
what is a circle and its parts.

PARTS OF A CIRCLE
A circle is a round shaped figure that has no corners or edges. It is a closed
plane figure which consists of points having the same distance from a given point
called the center.

A circle if named by its center.

Study the different parts of the circle A.

203
 Point A is the center of the
circle.

 A diameter is the line

segment that passes through
the center of the circle. It
divides the circle into two
equal parts. Line segment
CD or CD ´ is the diameter of
the circle.

 Half of the diameter is

called the radius (plural:
radii). It is a line segment
from the center of the circle to any point of the circle. AC
´ , AD
´ and AB
´ are radii
of the circle.

 A chord is a line segment whose endpoints lie on any points on the circle. EF
´ is
a chord on the circle.

 A secant is a line that intersects the circle at two points. BD

´ is a secant line.

 An arc is a curved part of the circle named by its endpoints. BC is an arc.

Test yourself if you have learned something in this lesson. Answer the
activities in the next page.
Directions: Identify the parts of the circle L using the given lines or line
segments related to the circle.

1. ´
LO ____________________
2. ´
PQ ____________________
3. ´
NM ____________________
204
 4. L ____________________
5. ´
NO ____________________
6. OQ ____________________

Directions: Draw a circle and illustrate the following parts in your

circle.

1. center E 2. diameter DF 3. radius EG

4. chord AB 5. secant BD

Lesson 8
Circumference of a Circle
INTRODUCTION
In ancient times, human discovered that heavy object could be moved easier
if something round, like a tree log, was placed under it and the object rolled over it.

205
Now a day’s people use wheels to move in one place to another and wheels also
have different sizes. In this lesson you will learn how to get the circumference of a
circle using radius.

Activity 1 (Drill)
Directions: Draw two different inside the box and answer the
following question.

Question:
1. Why does circles must have different size?
______________________________________________________
______________________________________________________
______________________________________________________

Activity 2 (Review)
Directions: Identify the parts of the circle C using the given lines or
line segments related to the circle.

1. ´
ED _______________________________________
2. ´
CU _______________________________________
3. ´
ZM _______________________________________

206
 4. C _______________________________________
5. ´
UZ _______________________________________
6. MU _______________________________________

Learning Objectives

After completing this module, you will be able to . . .

 find the circumference of the circle using radius

 solve routine and non-routine word problems involving the circumference of
a circle.

Activity 3

207
Directions: Read and understand the given problem. Answer the
questions that follow.

Robert wants to know what is the

circumference of the biggest pizza his father
bought last night, that has a radius of 36 inches.

Questions
1. What is the given in the problem?
______________________________________________________

2. What is asked?
______________________________________________________
______________________________________________________

3. In your own words, what is a circumference?

______________________________________________________
______________________________________________________
______________________________________________________

CIRCUMFERENCE
The circumference of a circle is the distance of a circle’s edge. It is the
same as the perimeter of a geometric figure, but the term ‘perimeter’ is used
exclusively for polygons.

The formula in getting the circumference of a circle is C=2 πr , if the radius is

given, where:
C = Circumference
π = the π (pi) is approximately equal to 3,14.

r = radius

208
Let’s solve the given problem in activity 3.
Robert wants to know what is the circumference of the biggest pizza his
father bought last night, that has a radius of 36 inches.

How do you solve this problem?

To solve the problem, you can use: C=2 πr since the radius of the pizza is
given, which is 36 inches.
C=2 πr

C=2 ( 3.14 ) (36 inches)

C=2(113.04 inches)
C=226.08 inches

Therefore, the circumference of the biggest pizza was 226.08 inches.

Another Example:
The distance from the center of a circular pool to its edge is 80 cm. What is
the approximate distance around the pool?

C=2 πr

C=2 ( 3.14 ) (80 cm)

C=2(251.2 cm)

C=502.4 cm

Therefore, the approximate distance around the pool is 502.4 cm.

Let’s test what you have learned from this lesson.

209
Directions: Find the circumference using C=2 πr .

3.2 m
7.4
m

C = ____________ C = ____________

4.7 m
5.4
m

C = ______________ C =
______________

Directions: Solve the following:

1. r = 3.5 m

210
2. r = 11.6 dm

3. A dining plate with a radius of 12 cm.

4. A basketball with a radius of 12.25 m.

211
 5. A round pizza with a radius of 26 inches.

Lesson 9
Perimeter of Polygons
INTRODUCTION
Knowledge of perimeter is applied practically by people on a daily basis, such as
architects, engineers, carpenters or graphic designers, and that is very much needed
by people in general. Understanding how much space you have and learning how
to fit shapes together exactly will help you when you paint a room, measure a
distance being jogged or determine how much fence you will need to surround a
garden. In this lesson, you are going to learn about perimeter.

Activity 1 (Drill)
Directions: Name each given polygon.

1. _______________________ 2. ______________________

212
 3. ______________________ 4. _______________________

Activity 2 (Review)

PERIMETER OF COMMON FIGURES

Suzy has a vegetable garden. She decided to

fence the garden so that stray animals cannot get
in. The sides of the garden measure 12 m, 6 m, 12
m, and 6 m, respectively. How many meters of
fencing materials does she need to buy to enclose
her garden?

How are you going to solve the problem?

To find the length of fencing materials needed, you need to find the
perimeter of the garden.

What is PERIMETER?

Perimeter (P) is the distance around any polygonal area or figure. To find
the perimeter of any shape or figure, you need to add all the lengths of the sides of
the figure.

Let’s solve the problem:

Add all the sides of the figure.

213
 P=s+s+s+s
P = 12m + 6m + 12m + 6m
P = 36 meters

Therefore, Suzy needs to buy 36 meters fencing materials to enclose her

garden.

Find the perimeter of other polygons:

Example 1: Find the perimeter of a triangle.

Add all the three sides to find the perimeter.
P=s+s+s
P = 9m + 9m +7m
P = 25 meters

The perimeter of the triangle is 25 meters.

Example 2: Find the perimeter of a square.

You know that a square has four equal sides, so to find the perimeter
of the square, you multiply the side by 4.

P=sx4
P = 13cm x 4
P = 52 cm.

The perimeter of the square is 52 cm.

214
Example 3: Find the perimeter of a rectangle.
Note that a rectangle has 2 long sides (length) and 2 short sides
(width). The perimeter of a rectangle can be obtained by adding the 2
long sides and 2 short sides.
P=l+l+w+w
P = 2l + 2w
P = 2 x 8in + 2 x 5in
P = 16 in + 10 in

The perimeter of the rectangle is 26 inches. P = 26 in

Example 4:

Find the perimeter of a trapezoid.

To find the perimeter of a trapezoid, add the sides and the bases.
P = s + s + b1 + b2
P = 7m + 7m + 4m + 9m
P = 27 m

The perimeter of the trapezoid is 27 inches.

Example 5: Find the perimeter of a rhombus.

You learned that a rhombus has four equal sides. To get the perimeter
of the rhombus, you multiply the sides by 4.

215
 P=sx4
P = 11cm x 4
P = 44 cm.

The perimeter of the rhombus is 44 cm.

Directions: Find the perimeter of each polygon. Show your solution in

the space provided.

Solution:

1.

Solution:

2.

Solution:

3.

Solution:

4.

Directions: Read and solve the following word problems. Show your
solution on the space provided.

216
 1. The surface of a rectangular table is 9ft long and 7ft wide. What is the
perimeter of the table?

2. The perimeter of an equilateral triangle is 23cm. Find the perimeter of the

triangle.

3. A square picture frame whose side is 20 centimeters. What is its

perimeter?

Learning Objectives

After completing this module, you will be able to . . .

 describe and illustrate the perimeter of composites figures

217
 find the perimeter of composite figures
 solve routine and non-routine word problems involving finding the perimeter
of common polygons and composite figures

Activity 3
Directions: Follow the instruction below.

 Prepare a ruler and any kind of book.

 Measure the distance around the book that you have.
 Find the measurement of A, B, C, and D in inches.

Measurements:
A = _____, B = _____, C = _____, D = _____
 Add them together.
A + B + C + D = ______

218
In the previous activity, you have measured the distance around a book.
Finding the total distance around a surface is called “perimeter”. Now, Let’s
find the perimeter of a composite shape.

PERIMETER OF COMPOSITE FIGURES

What is a composite figure?

Composite figures also known as a compound shape, is one that is made up of a

number of different shapes when deconstructed.

Example of Composite shapes

A composite or compound shape is any shape that is made up of two or more

geometric shapes.

The below shape is made up of a square and a triangle.

The blue shape is made up of a square and a rectangle.

219
 To find the perimeter of a composite figure all you need to do is to add all
the sides that a composite figure has.

Example:

Give the perimeter of the composite shape below.

220
 P = s1 + s2 + s3 + s4 + s5 + s6
P = 18 m + 12 m + 10 m + 7 m + 8 m + 5 m
P = 60 m.

The perimeter of the composite figure is 60 m.

Another example:

Give the perimeter of the composite shape below.

P = s1 + s2 + s3 + s4 + s5
P = 7 m + 14 m + 7 m + 9 m + 4 m
P = 41 m.

The perimeter of the composite figure is 41 m.

221
Another Example:

The perimeter of the given composite shape is 90 m, find the missing measurement
of the composite shape.

To find the missing side just follow these simple steps.

Step 1
Add all the given sides.
s1 + s2 + s3 + s4 + s5
6 m + 19 m + 26 m + 8 m + 20 m = 79 m.

Step 2
Then subtract it to the given perimeter. P = 90 m

90 m.
- 79 m.
11 m.

The missing side is 11 m.

222
Directions: Use a ruler to measure the sides of each figure in
centimeters. Then find its perimeter.

1.

P = ________________

P = ________________

223
 P = ________________

*PERFORMANCE TASK:

Materials needed:
 A measuring tool (meter stick or tape measure)
 Recording sheet
 Writing materials

Task:
 Measure the sides of the different objects inside your house such as door,
table, window, cabinet or other objects. Choose 5 objects inside your house.
 Write your data in the Recording Sheet in the next page.
 Find the perimeter of the objects.
 Submit a video of you while doing the entire task.

RECORDING SHEET

224
 Measuring
Object Sides Solution Perimeter
Tool

Lesson 10
225
Perimeter and Area
INTRODUCTION
Area and Perimeter both seem to be important concepts in Geometry. One
can easily get confused between these terms which looks similar but have a huge
difference between them. In this lesson, you are going to learn the basic differences
along with some of the basic features and finding the Area and Perimeter of
different polygons.

Activity 1 (Drill)
Directions: Create a grid line or small boxes that could fit in the given
figure below and answer the following question below.

Question:
1. How many boxes are there is side the figure?

______________________________________

Activity 2 (Review)
Directions: Use a ruler to measure the sides of each figure in
centimeters. Then find its perimeter.

226
 P = _______________

P = __________________

Learning Objectives

After completing this module, you will be able to . . .

227
 differentiate perimeter and area
 determine situations and word problems that involves perimeter and area

Activity 3
Directions: Study the following pictures below and answer the
questions that follows.

1. What have you noticed with the two pictures above?

___________________________________________________________
___________________________________________________________
___________________________________________________________

2. What do you think of the lines in picture A represent?

___________________________________________________________
___________________________________________________________
___________________________________________________________

3. What do you think of the squares in picture B represent?

___________________________________________________________
___________________________________________________________
___________________________________________________________

228
 PERIMETER AND AREA

Picture A Picture B
The lines in Picture A shows the distance around the lot. Picture A
represents the perimeter of the lot. On the other hand, the squares in Picture B
shows the space inside the lot. Picture B represents the area of the lot.

Perimeter is the distance around the

edge of a figure.
Area is the amount of space inside a
closed figure. You will know the area of a
figure by counting the number of units or tiles
that can cover a surface.
Example 1:

A square garden is to be enclosed with a fence. If the garden measure 9

meters in one side, how many meters of fence is needed to enclose the garden?

What are you going to find, area or perimeter?

Suppose the figure at the left is the square garden.

229
 Since you are looking for the total length of the fence around the garden, you
are going to find the perimeter of the garden.
P=sx4
Therefore, 36 meters of fence is
P = 9m x 4 needed to enclose the garden.
P = 36 meters

Example 2:

Mary wants a carpet for her bedroom. Her bedroom measures 6 m by 8

m. How many square meters of carpet does she need to cover the entire
bedroom?

What are you going to find, area or

perimeter?
Visualize the carpet for the bedroom. To
cover the whole bedroom with carpet, you are
going to find the area of the bedroom. You are
not only looking for the distance around it but
the space inside the bedroom.
To look for the area. You are going to
count the number of square meters inside the
enclosed figure above or multiply the length by its width.

P=lxw Therefore, 48 square meters are

P = 8m x 6m needed for the carpet.

P = 48 square meters

Directions: Read each situation then identify if it is looking for the

area or perimeter. Write your answer on the blanks provided.

__________________ 1. Ginny counted the number of tiles in her bedroom.

230
__________________ 2. George put a fence around his house.

__________________ 3. Harry jog around the oval.

__________________ 4. Ron counted the number of squares in his chess

board.
__________________ 5. Hermione made a lace around her handkerchief.

Directions: Explain the difference between perimeter and area. Give

examples.
______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Lesson 11
Area of Regular and Irregular
Figures
INTRODUCTION
Area is a measure of how much space there is inside a shape. Calculating
the area of a shape or surface can be useful in everyday life – for example you may
need to know how much paint to buy to cover a wall or how much grass seed you
need to sow a lawn. In your past grade level, you have learned to find the perimeter
of a plane figure. In this lesson, you are going to learn to find the area of plane
figures.

231
Activity 1 (Drill)
Directions: Draw something in the grid below. Then, count the
number of boxes you have occupied in your drawing.

Activity 2 (Review)

AREA OF REGULAR FIGURES

The kitchen in Mario’s Italian restaurant is 18

meters long and 12 meters wide. What is the area of the
kitchen?

How are you going to solve the problem?

To solve the problem, you are going to get the area of the
kitchen.

232
 Area is the amount of space inside a closed figure. You will know the area
of a figure by counting the number of units or tiles that can cover a surface.
The shape of the kitchen is rectangle. A rectangle has length and width.
Make an illustration and count the number of square units of the rectangle.

T h e r e f o r e , t
 Other than making an
illustration, can you
think of other way of
finding the area of the
rectangle?
You actually have to multiply the length and the width.

To find the area of plane figures, you follow the formula:

Area of a square: A = side x side

Area of a rectangle: A = length x width

base x height
Area of a triangle: A= 2

Example 1:

A square carpet measures 8m in one side. What is

the area of the mat?
Area = side x side
Area = 8m x 8m
Area = 64m2

Example 2:

A rectangular garden measures 12m by 15m.

Find the area of the garden.
Area = length x width
Area = 12m x 15m

233
 Area = 180m2

Example 3:

Find the area of a triangle with a base of 12cm and a height of 14 cm.
base x height
Area = 2
12cm x 14 cm *Multiply the base and height.
Area = 2
168 cm2 *Divide the product by 2.
Area =
2

Directions: Find the area of the following plane figures.

Show your
solution on the space provided.

Solution:

1.

Solution:

2.

234
 Solution:

3.

Directions: Read and solve the following word problems. Show your
solution on the space provided.

1. A rectangular lawn is 15 m long by 20 m wide. What is the area of the path?

2. A living room has a square decorative mat measuring 4m in one side. What
is the area of the mat?

3. A basketball court is 28 m long and 15 meters wide. What is the area of the
basketball court?

235
Learning Objectives

After completing this module, you will be able to . . .

 find the area of irregular plane figures made up of squares and rectangles
using sq. cm and sq. m
 solves routine and non-routine word problems involving the area of plane
figures and irregular shapes.

Activity 3
Directions: Study the following pictures below and answer the
questions that follows.

1. What have you noticed with the picture on the right?

236
 ________________________________________________________
________________________________________________________
________________________________________________________

2. What do you think the squares in the picture represent?

________________________________________________________
________________________________________________________
________________________________________________________

The squares in the picture shows the space inside the lot. The picture
represents the area of the lot. Let’s discuss all about area.

AREA OF COMPOSITE FIGURES

A composite or compound figures is any shape that is made up of two or
more geometric shapes.
Example:

Juan Dela Cruz is a roofing contractor. He would like to know the area of
the roof to find out how many square meters of roofing materials are needed. What
is the area of this roof?

How will he compute the area of the roof? What is the total area of the roof?
How do you get the area of this composite shape?

237
We can work on the shape of the roof by breaking it in two shapes.

Step 1 Step 2
Area of the square Area of the rectangle
A = side x side 55 ft. – 22 ft. = 33 ft.
A = 22 m x 22 m A = length x width
A = 484 sq. m. A = 96 m x 33 m
A = 3 168 sq. m.

Step 3
Then add the area of the two shape to find the total area of the roof
3 168 sq. m.
+ 484 sq. m.
3 652 sq. m.

The area of the roof is 3 652 sq. m.

Another example:
What if the given composite shape is a square and a triangle. How to find
their area.

238
 Step 1 Step 2
Area of the square Area of the triangle
A = side x side base x height
A= 2
A=4mx4m
A = 16 sq. m. 4m x5m
A= 2
20 sq . m .
A= 2
A = 10 sq. m.

Step 3
Then add the area of the two shape to find the total area of the roof
16 sq. m.
+ 10 sq. m.
26 sq. m.

The area of the given composite shape is 26 sq. m.

Another example:
What if the given composite shape is a square and a triangle. How to find
their area.

239
Step 1 Step 2
Area of the Rectangle Area of the triangle
A = length x width 15 m – 10 m = 5 m (base)
A = 6 m x 10 m base x height
A= 2
A = 60 sq. m.
5m x6m
A= 2
30 sq . m .
A= 2
A = 15 sq. m.

Step 3
Then add the area of the two shape to find the total area of the roof
60 sq. m.
+ 15 sq. m.
75 sq. m.

The area of the given composite shape is 75 sq. m.

Let’s see if you have learned something in this lesson.

Directions: Find the area of the following plane figures. Show your
solution on the space provided.

240
 1.

Solution:

2.

Solution:

241
 3.

Solution:

4.

Solution:

Directions: Read and solve the following word problems. Show your

242
 solution on the space provided.

1. A rectangular lawn is 15 m long by 20 m wide and a square lawn has a side

of 12 m. What will be the area of both lawns?

2. A living room has a rectangular decorative mat measuring 3m for its length
and 5m width is linked to a triangular mat with a tallness of 3m and a base
4m. What is the area of the mat?

3. A square tile has a side of 16 m, it is connected to a triangular tile which has

a height 16 m and base of 10. What will be the total area of both tiles?

243
 4
Lesson 1
244
Solid Figures
INTRODUCTION
Just look at the house we are in, the solid figures play a big role in building in build
your house. Look at the desk, table, ball, cup, so many things in our life, they are
designed by solid figures. Solid figures make our life more wonderful and artistic.
l. In this lesson, you are going to identify and describe the different solid figures.

Activity 1 (Drill)
Directions: Study the given picture and answer the following
questions.

 What is this object?

_______________________________
 Do you know how to play it?
______________________________

Activity 2 (Review)
Directions: Find the area of the following plane figures. Show your
solution on the space provided.
Solution:

4.
Solution:

5.

245
 Solution:

6.
Solution:

7.

Great job! You still remember the previous lesson.

Learning Objectives

After completing this module, you will be able to . . .

 identify and describe the different solid figures

 draw and make models of the different solid figures

Activity 3
Directions: Draw a building inside the box and answer the questions
that follow.

246
 Questions:
1. What if all buildings are flat, what do you think will
happen?
________________________________________________________
________________________________________________________
________________________________________________________

2. Do you think is it nice to see a flat building? Why or why

not?
________________________________________________________
________________________________________________________
________________________________________________________

Figures that you always to see every, like buildings, Lego blocks and
many more are made solid figures. What are solid figures?

SOLID FIGURES
A solid figure is a three-dimensional figure made up of plane figures where
all sides are joined together to form a close figure. This means they have width,
length, and height.

247
 DIFFERENT SOLID FIGURES
A cube is made of six faces. Each face is a square of equal size.
Object Drawing

Rectangular prism can be defined as a 3-dimensional solid shape which has six
faces that are rectangles. 
Object Drawing

Triangular prism is a three-dimensional shape made up of two triangular bases

and three rectangular sides. Like other Prisms, the two bases here are parallel and
congruent to each other. It has 5 faces, 6 vertices and 9 edges in total.
Object Drawing

248
Pyramid has a triangular faces meeting at a point and joined to the base, which
can be a triangle, a square or a rectangle.
Object Drawing

Triangular Pyramid

Square Pyramid

Rectangular Pyramid

Exercise what you have learned in this lesson by answering the activities
that follows.

Directions: What solid figure does each object represent?

249
 ________________________ _______________________

____________________________ _____________________

_________________________ ________________________

Directions: Draw any object that represents each solid figure.

1. Cube 2. Triangular Pyramid

250
 3. Rectangular Prism 4. Square Pyramid

5. Triangular Prism 6. Rectangular Pyramid

Lesson 2
Volume of Rectangular Prism
and Cube
INTRODUCTION
Area is a measure of how much space there is inside a shape. Calculating the area
of a shape or surface can be useful in everyday life – for example you may need to
know how much paint to buy to cover a wall or how much grass seed you need to
sow a lawn. In your past grade level, you have learned to find the perimeter of a
plane figure. In this lesson, you are going to learn to find the area of plane figures.

Activity 1 (Drill)
Directions: Count the square units to find the area.

251
 _______________________ square units

__________________________ square units

252
 ___________________________ square units

Activity 2 (Review)
Directions: Draw each given solid figure below.

Rectangular Prism

Cube

253
 Triangular Pyramid

Triangular Prism

Square Pyramid

Learning Objectives

After completing this module, you will be able to . . .

 derive the formula for the volume of rectangular prism and cube
 visualize the volume of a rectangular prism and cube
 find the volume of a rectangular prism and a cube
 solve routine and non-routine word problems involving the volume of
rectangular prism and cube.

Activity 3
Directions: Observe the given illustrations and answer the questions
that follow.

254
 The empty box is a rectangular prism.
1. Now, if you are going to fill 1 layer of the box with cubes, how many
cubes are there in 1 layer?
________________________________________________________
________________________________________________________
2. If there will be 3 layers in the box, how can you find the total number
of cubes that will occupy the whole box without counting them all?
________________________________________________________
________________________________________________________

3. When you get the total number of cubes that the box has, what have
you looked for?
________________________________________________________
________________________________________________________
________________________________________________________

VOLUME

Mr. Capuyan planned to build a rectangular

swimming pool that is 6m long, and 4m wide, and
1m deep. How many cubic meters of water can the
pool hold?

How are you going to solve the problem?

To solve the problem, you are going to get the volume of the rectangular
pool.

255
 Volume is a measure of how much space
an object takes up. It is the number of cubic units
needed to fill a figure. It is measured by cubic
units. Cubic meters (m3) and cubic centimeters
(cm3) are units of volume.

Imagine the swimming pool this way:

In the illustration, how many cubes are

there? There are 24 cubes. Since the unit is
meters, therefore the swimming pool can
hold 24 cubic meters (m3) of water.

Now, without using the drawing or illustration, you can also obtain the
volume of a rectangular prism by using the formula:

Volume of a rectangular prism = length x width x height

Volume = l x w x h
Volume = 7m x 5m x 2m
Therefore, the volume of the
Volume = 70m3 swimming pool is 70m3.

Another example:
Find the volume of a rectangular container measuring 9cm by 8 cm by 6 cm.

Volume =lxwxh
Volume = 9cm x 8cm x 6cm
Volume = 432cm3
Answer: 432cm3

Study the problem:

The cubicle water tank measures 5m in each side. How

much water can it hold?

256
How do you solve the problem?
Take note that each side has the same measurement. Thus, the shape of the
water tank is a cube.
Imagine the water tank this way:

In the illustration, how many cubes are there?

There are 125 cubes. Since the unit is meters, therefore the water tank can
hold 125 cubic meters (m3) of water.

Now, without using the drawing or illustration, you

can also obtain the volume of a cube by using the
formula:

Volume of a cube = side x side x side

Volume = s x s x s
Volume = 5m x 5m x 5m
Therefore, the volume of the water
Volume = 125m3 tank is 125m3.

Another Example:
Find the volume of a cube whose side is 20 cm.

Volume =sxsxs
Volume = 20cm x 20cm x 20cm
Volume = 432cm3
Answer: 8 000cm3

Let’s apply what you have learned in this lesson.

Directions: Find the volume of each solid figure by counting the

cubes. Write your answer on the blank.

257
1. 2.
Answer: _________________ Answer: ________________

3. 4.
Answer: _________________ Answer: _________________

Directions: Solve for the volume of solid figure.

1. 2.

Volume = ______________ Volume = ______________

4.
3.

258
 Volume = ______________ Volume = ______________

Directions: Read and solve the following word problems. Show your
solution on the space provided.

1. The room measures 10 m by 8 m by 5 m. Find the volume of air it can

contain.

2. The cubicle water tank measure 3m by 5m by 6m. How much water can it
hold?

3. Manny made a cube for her project. Each edge measures 6cm. How many
cubic centimeters the cube can contain?

4. A house is 9 ft long, 6 ft wide, and 10 ft high. What is the volume of the

interior of the house?

259
 Lesson 3
Number Sequence
INTRODUCTION
Area is a measure of how much space there is inside a shape. Calculating the area
of a shape or surface can be useful in everyday life – for example you may need to
know how much paint to buy to cover a wall or how much grass seed you need to
sow a lawn. In your past grade level, you have learned to find the perimeter of a
plane figure. In this lesson, you are going to learn to find the area of plane figures.

Activity 1 (Drill)
Directions: Observe each set and draw what comes next to the
pattern.

260
 Activity 2 (Review)
Directions: Solve for the volume of the solid figure.

Volume = __________________ Volume = _____________________

261
Learning Objectives

After completing this module, you will be able to . . .

 analyze and determine the missing terms in a sequence of numbers.

Activity 3
Directions: Read and understand the word problem and answer the
questions that follow.

Mabel’s goal this year is to save from her

allowances. Below are her savings for the first five
months of the year.

January February March April May

₱200 ₱250 ₱300 ₱350 ₱400
Questions:
1. What have you noticed with the amounts listed on the table?
________________________________________________________
________________________________________________________
________________________________________________________

2. What is the pattern of Mabel’s monthly savings?

________________________________________________________
________________________________________________________
________________________________________________________

The data above follows a sequence. As you have noticed, the common
difference of the sequence is 25. The numbers follow a pattern by adding 25
the first number to obtain the next number.

NUMBER SEQUENCE

262
What is a Number Sequence?
A number sequence is a list of numbers that are linked by a rule. If you work
out the rule, you can work out the next numbers in the sequence. The numbers in
the sequence are called terms.
Example:

ARITHMETIC SEQUENCE

Arithmetic Sequence
An arithmetic sequence is a sequence of numbers in which the difference
between consecutive terms is always the same. The difference between the terms
are called common difference.

Example 1: 7, 9, 11, 15, 17, 19, 21, 23, 25, ...

This sequence has a common difference of 2 between each number. The

pattern is continued by adding 2 to the last number each time.

Rule: Add 2.

Example 2: 1, 4, 7, 10, 13, 16, 19, 22, 25, ...

This sequence has a common difference of 3 between each number. The

pattern is continued by adding 3 to the last number each time.

Rule: Add 3.

Example 2: 3, 8, 13, 18, 23, 28, 33, 38, ...

This sequence has a common difference of 5 between each number. The

pattern is continued by adding 5 to the last number each time.
263
Rule: Add 5.

GEOMETRIC SEQUENCE

Geometric Sequence
A geometric sequence is a sequence of numbers that follows a pattern where
the next term is found by multiplying by a constant called the common ratio.
Example 1: 1, 2, 4, 8, 16, 32, 64, ...

This sequence has a common ratio of 2 between each number. The pattern is
continued by multiplying 2 to the last number each time.

Rule: Multiply 2.

Example 1: 4, 12, 36, 108, 324, 972, ...

This sequence has a common ratio of 3 between each number. The pattern is
continued by multiplying 3 to the last number each time.

Rule: Multiply 3.

Example 2: 2, 10, 50, 250, 1,250, 6,250, …

This sequence has a common ratio of 5 between each number. The pattern is
continued by multiplying 5 to the last number each time.

Rule: Multiply 5.

Directions: Identify if the number pattern is an arithmetic sequence

or a geometric sequence. Write on the line AS for arithmetic sequence
and GS for geometric sequence.

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 _____ 1. 6, 11, 16, 21, 26, … _____ 4. 9, 19, 29, 39, 49, …
_____ 2. 7, 14, 28, 56, 112, … _____ 5. 2, 8, 32, 128, 512, …
_____ 3. 3, 9, 27, 81, 243, … _____ 6. 12, 20, 28, 36, 44, …

Directions: Discover the sequence rule and identify the next term in
the sequence.

1. 6, 10, 14, 18, 22, _____ Rule: ______________________

2. 3, 6, 12, 24, 48, _____ Rule: ______________________
3. 22, 30, 38, 46, 54, _____ Rule: ______________________
4. 9, 27, 81, 243, _____ Rule: ______________________
5. 22, 42, 62, 82, 102, _____ Rule: ______________________

Directions: Give examples of number sequence. Write the rule used

in each sequence.

Number Sequence Rule

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

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 Lesson 4
Collecting Data on Variables
using any Source
INTRODUCTION
Area is a measure of how much space there is inside a shape. Calculating the area
of a shape or surface can be useful in everyday life – for example you may need to
know how much paint to buy to cover a wall or how much grass seed you need to
sow a lawn. In your past grade level, you have learned to find the perimeter of a
plane figure. In this lesson, you are going to learn to find the area of plane figures.

Activity 1 (Drill)
Directions: Based on the pictures below, write each ratio in colon

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 form. Simplify the ratio if necessary.

1. Cat to dogs ______________ 4. Horses to dogs ____________

2. Cows to horses ____________ 5. Dogs to cows _____________

3. Cows to cats ______________ 6. Horses to cats _____________

Activity 2 (Review)
Directions: Write the missing terms in each set of numbers. Discover
the rule and write it on the line.

1. 4, 8, _______, 32, _______, 128, ________, _________ …

Rule: ________________________________________________

2. 5, 14, 32, ________, ________, ________, _________ …

Rule: ________________________________________________

3. 3, 11, 35, _______, ________, _________, _________ …

Rule: ________________________________________________

4. 10, 20, _______, 40, _______, ________, _________ …

Rule: ________________________________________________
5. 7, ________, 11, _________, 15, __________, ____________ …
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 Rule: ________________________________________________

Learning Objectives

After completing this module, you will be able to . . .

 collecting data on two variables using any source

 organize data in a tabular form

Activity 3
Directions: Conduct a survey in your household. Write the name and
the age of every member of your household in the table below.

Name Age

Earlier, you conducted a survey. What you did is actually a form of

collecting data.

COLLECTING DATA

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 Ms. Salazar recorded the number of pupils in her Grade 4 class who got
perfect scores in Math quizzes for the whole week. She recorded the data in a
tabular form.

Number of
Days
Pupils
Monday 5
Tuesday 8
Wednesday 4
Thursday 7
Friday 5

By looking at the table, you can answer the following questions:

 What day has the greatest number of pupils who got perfect scores? It is
Tuesday.
 What day has the least number of pupils who got perfect scores? It is
Wednesday.
 What days has equal number of pupils who got perfect scores? It is Monday
and Friday.
 How many pupils got a perfect score on Thursday? There are 7.

When a set of data is collected it is often disorganized. That’s why tables are
used to organize data. It is also easier for you to read and interpret data if it is
organized in a tabular form.

How do you organize data in a table?

1. Make a table with two columns.
2. Write column titles or labels in the first row.
3. Fill out the other rows with actual data.

Exercise what you have learned and answer the activities below.

Directions: Organize the given data in the table below. Answer the
questions that follow.

Here are some animals found in the zoo:

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 13 horses 10 donkeys 9 deer
7 tigers 5 lions 12 rabbits
Animals Found in the Zoo

Animals Number of Animals

1. What animal found in the zoo has the greatest number?

______________________
2. What animal found in the zoo has the least number?
______________________
3. What animal has 7? ______________________
4. How many rabbits are there? ______________________
5. What is the total number of animals in the zoo?
_____________________

Directions: Organize the following data in a table. Use the space

provided.
Number of Elementary Pupils in San Agustin Schoolyard Montessori
Grade 1 – 9 Grade 3 – 13 Grade 5 – 11
Grade 2 – 11 Grade 4 – 16 Grade 6 – 11

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 Lesson 5
Organize and Interpret Data
INTRODUCTION
You have learned in the previous lesson that you can organize the collected data in
a table. Aside from a table, there is also other form to organize your data – that is
the bar graph. In this lesson, you are going to learn about organizing data and
interpreting data using bar graph.

Activity 1 (Drill)
Directions: Discover the sequence rule and identify the next term in
the sequence.

1. 1, 3, 5, 7, 9, _____ Rule: ______________________

2. 5, 10, 15, 20, 25, _____ Rule: ______________________
3. 22, 30, 38, 46, 54, _____ Rule: ______________________
4. 3, 3, 9, 27, _____ Rule: ______________________
5. 22, 42, 62, 82, 102, _____ Rule: ______________________

Activity 2 (Review)
Directions: Organize the given data in the table below. Answer the

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 questions that follow.

The school librarian showed the data about the number of books borrowed
each grade level.

Grade 1 – 340 books Grade 3 – 300 books Grade 5 – 270 books

Grade 2 – 450 books Grade 4 – 180 books Grade 6 – 295 books

Grade Level Number of Books Borrowed

1. How many books were borrowed by each grade level?

Grade 1 ___________ Grade 4 ___________

Grade 2 ___________ Grade 5 ___________
Grade 3 ___________ Grade 6 ___________

2. Which level borrowed the most numbers of books?

________________________________________

3. Which level borrowed the least numbers of books?

________________________________________

4. What is the total number of books borrowed by the grade school pupils?
________________________________________

Learning Objectives

After completing this module, you will be able to . . .

 organize data in a single / double horizontal and vertical bar graph

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  interpret data presentation in different kinds of bar graph
 draw inferences based on data presented in a double bar graph.
 Solve routine and non-routine word problems involving collecting
organizing and interpreting data.

Activity 3
Directions: Observe the illustration below and answer the following
questions.

Questions:
1. What do you observer in the given illustration?
______________________________________________________
______________________________________________________
______________________________________________________

2. Can you identify how many people likes blue berry and grapes?
______________________________________________________
______________________________________________________
______________________________________________________
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 3. Do you think the illustration is one example of bar graph? Why or why
not?
______________________________________________________
______________________________________________________
______________________________________________________

Aside from tabular form, you can also present your data in a bar graph. A
Bar Graph is a graphical display of data using bars of different heights.

IDENTIFYING A BAR GRAPH

Type of Movie Number of People

Comedy 5
Amy conducted a survey about
Action 2
her friends’ favorite type of
Romance 4
movie. She listed the data in a
Drama 1
table.
SciFi 3

You can also present the data in a graphical form using a single bar graph.

A single bar graphs are used to convey the discrete value of the item for
each category shown on the opposing axis.

How do you organize data in a single bar graph?

1. Decide on a title for your graph.

2. Draw the vertical and horizontal axes.

3. Label the vertical and horizontal axes.

4. Decide on the scale or the range of numbers in your graph.

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 5. Draw a bar to show the total for each item.

6. You may add colors to your graph.

Let us organize the data above in a graphical form using a bar graph.

Scale
My Friends' Favorite Type of Movie
6
Title of your Graph
5

Vertical Axis 4
Number of People

0
Comedy Action Romance Drama SciFi

Types of Movie
Category
Horizontal Axis

You can also organize the data in a horizontal single bar graph.

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 My Friends' Favorite Type of Movie
SciFi

Drama
Types of Movie

Romance

Action

Comedy

0 1 2 3 4 5 6

Number of People

Observe the graph. By looking at the graph, you can answer the given questions:

 What is the title of the graph? My Friends’ Favorite Type of Movie

 What are the two variables used in the bar graph? Number of People and
Types of Movie
 What type of movie do five (5) of Amy’s friend like? It is Comedy.
 How many people likes Romance? There are 4.
 What type of Movie is least liked? It is Drama.
 What are the types of movies in the graph? The types of movies are comedy,
action, romance, drama and SciFi.

There is another type of bar graph – that is the double bar graph. A double
bar graph is a graphical display of information using two bars besides each other
at various heights. The bars can be arranged vertically or horizontally. We can use
a double bar graph to compare two data groups.

Example:
Let us use the data below and organize them in a double bar graph.
Number of Preschool Pupils enrolled in SY 2020 – 2021
Casa Junior Casa Senior Casa
Boys 2 10 7
Girls 2 6 11

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 How do you organize data in a double bar graph?

1. Decide on a title for your graph.

2. Draw the vertical and horizontal axes.
3. Label the vertical and horizontal axes.
4. Decide on the scale or the range of numbers in your graph.
5. Draw bars to show the total for each item.
6. You choose 2 different colors to differentiate 2 data.

Number of Preschool Pupils Enrolled in SY 2020 –

Scale
2021 Title of your Graph

12

Vertical Axis
10
Number of Pupils

Legend
8
Boys
6 Girls

0
Casa Junior Casa Senior Casa
Category
Level

Horizontal Axis
 What level has the greatest number of boys? Junior Casa
 What level has the greatest number of girls? Senior Casa
 How many pupils are there in Casa? There are 2 girls and 2 boys – that
makes 4 pupils in Casa.
 How many girls are there in Junior Casa? There are 6 girls.
 How many boys are there in Senior Casa? There are 11 boys.

Let’s test what you have learned in this lesson by doing the following
activities.

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Directions: Study the graph below and answer the questions that
follow.

Scores on Math Test

8
7
Number of Pupils

6
5
4
3
2
1
0
50 60 70 80 90 100

Scores

1. How many pupils scored 80? _____________________

2. How many pupils got 50 on the test? _____________________
3. What is the title of the graph? _____________________
4. What it the total number of pupils who took the test? __________
5. If the passing score is 70,
a. How many pupils passed the test? _____________________
b. How many pupils failed the test? _____________________

Directions: Construct a double bar graph using the given data.

Number of Elementary Pupils enrolled in San Agustin Schoolyard Montessori, Inc.

Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

Boys
3 4 8 6 7 7

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Girls
6 7 5 10 4 4

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