4

ACTIVITY SHEETS IN MATHEMATICS

Second Quarter
 4

ACTIVITY SHEETS IN MATHEMATICS

Second Quarter

This Activity Sheet is collaboratively developed and

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City. Teachers and other learning practitioners are encouraged to
send their comments, feedbacks, and suggestions about this
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Department of Education ● SDO Urdaneta City

Activity Sheets in Mathematics 4
Second Quarter
2020

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Activity Sheets in Mathematics 4 Development Team

Writer/s: Mary Jane E. Tabilas
Evaluators/ Salvacion Tabelin Mandy Madriaga
Reviewers: Janice Padua Rodel Medriano
Georgina Fabro Rufina Caabay
Illustrator/s:
Layout Artist: Day Bert R. Mariñas
Management Schools Division Superintendent Fatima R. Boado CESO VI
Team: Asst. Schools Div. Superintendent Rosario O. Cabrera
Division EPS, LRMS Joel B. Caballero EdD
EPS-In-Charge of Learning Area Gloria Victoria M. Gravela EdD
Project Development Officer II—LRMS Roseanne O. Cabrera
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MANAGEMENT UNIT
Department of Education—Region I

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Telefax: 075-568-3054
E-mail Address: [email protected]
 Table of Contents

MATHEMATICS 4, QUARTER 2, WEEK 1

Identifying Factors of a Given Number Up to 100……………..1
Activity 1: Listing Method………………………………………...1
Activity 2: Which Is Not Belong?..............................................2
Activity 3: Put Me in The Right Place…………………………..2
Identifying the Multiples of a Given Number Up to 100……….3
Activity 1: Multiples of Given numbers………………………….3
Activity 2: I’m Not belong to the Group…………………………4
Activity 3: You Can Do This!....................................................4
Differentiating Prime from Composite Numbers……………….6
Activity 1: Prime and Composite Numbers…………………….7
Activity 2: Identify me…………………………………………….7
Activity 3: Who am I?...............................................................8
MATHEMATICS 4, QUARTER 2, WEEK 2
Writing a Given Number as a Product of
Its Prime Factors……………………………………………………..9
Activity 1: My Prime Factors…………………………………….9
Activity 2: Find My Match………………………………………..10
Activity 3: Complete my Factor Tree…………………………...10
Greatest Common Factors (GCF) and
Least Common Multiples (LCM)………………………………….12
Activity 1: CF and GCF…………………………………………...13
Activity 2: Put Me In The Small Circle…………………………..14
Activity 3: I Love My Pair………………………………………….14
Least Common Multiples (LCM)
Activity 1: Complete Me…………………………………………..16
Activity 2: Prime Number as Divisor……………………………..16
Activity 3: The Right Place for Me……………………………….17
 Table of Contents

MATHEMATICS 4, QUARTER 2, WEEK 3

Solving Real-Life Problems Involving GCF and LCM
of 2 Given Numbers………………………………………………….19
Activity 1: Solve Me……………………………………………….20
Activity 2: You can Do It…………………………………………..21
Activity 3: Guess Who…………………………………………….22
MATHEMATICS 4, QUARTER 2, WEEK 4
Changes Improper Fraction to Mixed Numbers
and Vice Versa………………………………………………………..23
Activity 1: Mixed Number to Whole Number……………………24
Activity 2: Compare Me…………………………………………...24
Activity 3: We Are Equal…………………………………………..25
Changes Fractions to Lowest Forms……………………………..26
Activity 1: Changing Fractions to Lowest Term…………………27
Activity 2: My GCF………………………………………………...27
Activity 3: Simplify Me……………………………………………..28
MATHEMATICS 4, QUARTER 2, WEEK 5
Visualizing Addition and Subtraction of Similar
Fractions and Dissimilar Fraction………………………………...29
Activity 1: Shading Time………………………………………….30
Activity 2: My Number Sentence………………………………...31
Activity 3: Drawing Time…………………………………………..32
Visualizes Subtraction of Similar Fraction………………………32
Activity 1: Figures and Number Lines…………………………...33
Activity 2: Illustration of My Equation…………………………….33
Activity 3: My Illustration…………………………………………..34
Visualizing Addition of Dissimilar Fractions…………………….35
Activity 1: Modelling………………………………………………..35
Activity 2: Mathematical Sentence……………………………….36
Activity 3: Draw My Model………………………………………..37
Visualizing Subtraction of Dissimilar Fractions………………..38
Activity 1: The Difference…………………………………………38
Activity 2: Equation………………………………………………..39
Activity 3: Drawing Time…………………………………………..40
 Table of Contents

MATHEMATICS 4, QUARTER 2, WEEK 5

Visualizing Subtraction of a Fraction from a Whole…………...41
Activity 1: Shading………………………………………………...41
Activity 2: Drawing Regions and Number Lines………………..42
Activity 3: Writing Number Sentence…………………………….42
MATHEMATICS 4, QUARTER 2, WEEK 6
Performing Addition and Subtraction of Similar Fractions…..44
Activity 1: Addition of Similar Fraction…………………………..44
Activity 2: Subtraction of Similar Fraction……………………….45
Activity 3: Solve Me……………………………………………….45
Performing Addition and Subtraction of
Dissimilar Fractions………………………………………………….46
Activity 1: Addition of Dissimilar Fraction……………………….46
Activity 2: Subtraction of Dissimilar Fraction…………………...47
Activity 3: Solve My Problem……………………………………..48
Solving Routine And Non-Routine Problems Involving
Addition and/or Subtraction Of Fractions Using
Appropriate Problem Solving Strategies And Tools…………..49
Activity 1: Understanding Word Problem………………………..49
Activity 2: Solve My Problem……………………………………..50
Activity 3: Can You Solve These?.............................................51
MATHEMATICS 4, QUARTER 2, WEEK 7
Visualizing decimal numbers using models like blocks,
grids, number lines and money to show the relationship
to fractions…………………………………………………………….52
Activity 1: Decimal Number……………………………………….52
Activity 2: Give me The Value…………………………………….53
Activity 3: Combine Me…………………………………………...54
Renaming decimal numbers to fractions whose
denominators are factors of 10 and 100 to decimals………….55
Activity 1: Decimal to Fraction……………………………………56
Activity 2: Fraction to Decimal……………………………………57
Activity 3: Compare Me…………………………………………...57
MATHEMATICS 4, QUARTER 2, WEEK 8
Giving the Place Value and the Value of A Digit Of A
Given Decimal Number Through Hundredths…………………..58
Activity 1: Place Value…………………………………………….59
Activity 2: Value……………………………………………………59
 Table of Contents

Activity 3: Place Value And The Value…………………………..60

Reading and writing decimal numbers
through hundredths………………………………………………….61
Activity 1: Mark My Words………………………………………..61
Activity 2: My Figure……………………………………………….62
Activity 3: My Match……………………………………………….62
MATHEMATICS 4, QUARTER 2, WEEK 9
Rounding Decimal Numbers to The Nearest Whole
Number And Tenth…………………………………………………...63
Activity 1: Round Me………………………………………………64
Activity 2: Choose the Best For Me……………………………...64
Activity 3: Complete Me…………………………………………..65
Comparing and arranging decimal numbers……………………66
Activity 1: Comparing Decimals………………………………….67
Activity 2: Arrange Me in Proper Order………………………….67
Activity 3…………………………………………………………….68
Name: _____________________________ Date: __________
Grade/ Section: ______________________ Score: _________

MATHEMATICS 4, QUARTER 2, WEEK 1

Identifies factors of a given number up to
Learning Competency:
100. M4NS-IIa64
Identifying Factors of a Given Number Up to
Subject Matter:
100

POINTS TO REMEMBER
• Factors are the numbers being multiplied to get the product.
7 x 4 = 28

Factors Product
Vocabulary:
Product- the number or expression resulting from the multiplica-
tion together of two or more numbers or expressions

Activity 1: Listing Method

I. Directions/ Instructions.
List down all the factors of the following numbers.

1. 10 - _______________________________________________

2. 16 - _______________________________________________

3. 24 - _______________________________________________

4. 36 - _______________________________________________

5. 48 - _______________________________________________

6. 50 - _______________________________________________

7. 45 - _______________________________________________

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8. 72 - ______________________________________________

9. 64 - ______________________________________________

10.80 - _______________________________________________

Activity 2: Which Is Not Belong?

Encircle the number which is NOT a factor of the given
number.

1. 32 - 1 4 6 8 32
2. 24 - 2 3 5 8 12
3. 42 - 1 3 4 7 21
4. 72 - 3 6 9 10 72
5. 63 - 2 3 7 9 21
6. 30 - 1 3 10 12 15
7. 64 - 2 4 7 8 64
8. 45 - 1 3 5 8 9
9. 54 - 2 3 6 7 27
10. 50 - 2 5 8 10 25

Activity 3: Put Me in The Right Place

Write the following numbers to the right column.

49 13 28 71 90 62 12 21 41 73
32 10 81 69 79 31 17 61 100 99

2 factors 3 or more factors

2
Name: _____________________________ Date: __________
Grade/ Section: ______________________ Score: _________

MATHEMATICS 4, QUARTER 2, WEEK 1

Identifies the multiples of a given number up
Learning Competency:
to 100. M4NS-IIa65

Identifying the Multiples of a Given Number

Subject Matter:
Up to 100

POINTS TO REMEMBER
• The multiple of a number is the product of the number multiplied by
a counting number (1, 2, 3, ...)

Example: Multiples of 12 - 12, 24, 36, 48, 60

12 x 1 = 12
12 x 2 = 24
12 x 3 = 36
12 x 4 = 48
12 x 5 = 60

Activity 1: Multiples of Given numbers

List 5 multiples of the following numbers.

1. 8 - _______________________________________________
2. 16 - _______________________________________________
3. 9 - _______________________________________________
4. 12 - _______________________________________________
5. 7 - _______________________________________________
6. 24 - _______________________________________________
7. 45 - _______________________________________________

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8. 11 - ________________________________________________
9. 10 - ________________________________________________
10. 15 - ________________________________________________

Activity 2: I’m the One

Encircle the number that is multiple of both numbers on
the left.

1. 8 and 3 - 12 18 25 32 48
2. 4 and 3 - 12 16 24 48 72
3. 5 and 4 - 20 30 40 80 100
4. 3 and 5 - 10 15 30 45 60
5. 6 and 2 - 12 18 24 27 30
6. 3 and 2 - 8 10 12 15 30
7. 6 and 3 - 18 22 30 36 48
8. 5 and 10 - 30 40 45 80 90
9. 4 and 8 - 16 17 24 32 40
10. 3 and 9 - 8 18 27 36 45

Activity 3: You Can Do This!

VOCABULARY
Consecutive – comes from the Latin consecutus, meaning "following
closely" with no gap.
For example, 5, 6, 7, 8, 9, 10 are consecutive numbers.

Solve the following problem.

1. A taho vendor visits Leah’s neighbourhood every 5 days. Unfortu-
nately, she missed it today. When can Leah expect the taho vendor to
visit her neighbourhood again?

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2. Mrs Santos visits their mother every 10 days and her sister Cora
every 14 days. If they both visit today, when is the next time both of
them will be visited on the same day?

3. Bert has a chess game every 5th day, Mark is every 6th day.
When will they have a game on the same day?

4. If every time Rey shoot a ball it gives him 5 points and every time
Jigs shoot a ball it gives him 15 points. When are they going to have
the same amount of points?

5. If Rhea inspects every 4th laptop and Alice inspects every 5th laptop,
which laptop will be the first that they both inspect?

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Name: _____________________________ Date: __________
Grade/ Section: ______________________ Score: _________

MATHEMATICS 4, QUARTER 2, WEEK 1

Differentiates prime from composite

Learning Competency:
numbers. M4NS-IIb66

Differentiating Prime from Composite

Subject Matter:
Numbers

POINTS TO REMEMBER
• Prime Numbers are numbers with only two factors: one and the
number itself.

Examples: 5, 7, 11, 23
5 = 1 x 5 11 = 1 x 11
7 = 1 x 7 23 = 1 x 23

• Composite Numbers are numbers with more than two factors.

Examples: 8, 12, 15

8 = 1 x 8 12 = 1 x 12 15 = 1 x 15
= 2 x 4 = 2 x 6 = 3 x 5
= 3 x 4

Factors of 8 1, 2, 4, 8
Factors of 12 1, 2, 3, 4, 6, 12
Factors of 15 1, 3, 5, 15

• 0 and 1 are special numbers. They are neither prime nor composite.

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 Activity 1: Prime and Composite Numbers
Write P if the number is prime and C if it is composite.

___________ 1. 12 ___________ 6. 64
___________ 2. 17 ___________ 7. 32

___________ 3. 72 ___________ 8. 41

___________ 4. 29 ___________ 9. 64

___________ 5. 31 ___________ 10. 81

Activity 2: Identify me

List the factors of each number. Then, identify the number as Prime or
Composite by checking the appropriate column.

Numbers Factors Prime Composite

Ex . 16 1,2,4,8,16
19
22
36
37
45
47
51
78
54
63

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 Activity 3: Who am I?
Answer the following.

1. Each of the following numbers is composite EXCEPT _________

30, 31, 32, 33, 34, 35, 36, 37, 38, 39.

2. The prime numbers between 40 and 49 are: _________

3. Add me to the product of 8 and 3, the sum is 29. Who am I?

__________

4. Add me to the product of 9 and 2, the sum is 23. Who am I?

__________

5. Multiply me by myself and add 5 to the product. The sum is 30.

__________

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Name: _____________________________ Date: __________
Grade/ Section: ______________________ Score: _________

MATHEMATICS 4, QUARTER 2, WEEK 2

Writes a given number as a product of its

Learning Competency:
prime factors. M4NS-IIb67

Writing a Given Number as a Product of Its

Subject Matter:
Prime Factors

POINTS TO REMEMBER
• Prime factorization is a way of expressing a number as a product
of prime factors
Example: 24

3 x 8

2 x 4

2 x 2

• Multiplying the prime factors will lead you back to the given number.
Prime Factors of 24 = 3 x 2 x 2 x 2
3 x 2 x 2 x 2 = 24

Activity 1: My Prime Factors

Write the prime factors of the following numbers.

1. 12 = ____________________ 6. 36 = ____________________
2. 18 = ____________________ 7. 42 = ____________________
3. 26 = ____________________ 8. 25 = ____________________
4. 27 = ____________________ 9. 15 = ____________________
5. 32 =______________________ 10. 63 =____________________

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 Activity 2: Find My Match
Match the number in column A to its prime factor in column B.
Write your answer on the blank.

Column A Column B
_______ 1. 16 a. 3 x 5
_______ 2. 18 b. 2 x 2 x 2 x 2
_______ 3. 24 c. 2 x 5 x 5
_______ 4. 15 d. 2 x 3 x 3
_______ 5. 40 e. 3 x 5 x 5
_______ 6. 64 f. 2 x 2 x 2 x 3
_______ 7. 30 g. 2 x 2 x 3 x 7
_______ 8. 75 h. 2 x 2 x 2 x 5
_______ 9. 50 i. 2x2x2x2x2x2
_______ 10. 84 j. 2 x 3 x 5

Activity 3: Complete my Factor Tree

Find the factors of the following numbers below.

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11
Name: _____________________________ Date: __________
Grade/ Section: ______________________ Score: _________

MATHEMATICS 4, QUARTER 2, WEEK 2

Finds the common factors, greatest

common factors (GCF), common multiples
and least common multiple (LCM) of two
Learning Competency:
numbers using the following methods:
listing, prime factorization, and continuous
division.

Greatest Common Factors (GCF) and Least

Subject Matter:
Common Multiples (LCM)

POINTS TO REMEMBER
• Common Factors are factors common to two numbers
• Greatest Common Factor (GCF) is the biggest factor common to
two numbers.
• We find the Greatest Common Factor (GCF) of 2 numbers by list-
ing method, prime factorization and continuous division

Listing Method
48 and 60
Factors of 40 – 1, 2, 3, 4, 6, 8, 12, 16, 24, and 40
Factors of 60 – 1, 2, 3, 4, 5, 6, 10, 12, 15, 20, 30 and 60
Common Factors: 1, 2, 3, 4, 6 and 12
Greatest Common Factor (GCF): 12

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Prime Factorization Continuous Division
48 and 60
48 and 60
2 48 60
48 60
2 24 30
2 x 24 2 x 30
3 12 15
2 x 12 2 x 15
4 5
3 x 4 3 x 5

2 x 2
GCF: 2 x 2 x 3 = 12

48 = 2 x 2 x 2 x 2 x 3
60 = 2 x 2 x 3 x 5
Common Factors: 2 x 2 x 3
Greatest Common Factor (GCF):
12

Activity 1: CF and GCF

Find the Common Factors (CF) and the Greatest Common
Factors (GCF) of the following pairs of numbers.

1. 45 and 30 4. 63 and 72
CF - _____ CF - _____
GCF- _____ GCF- _____

2. 35 and 28 5. 42 and 28
CF - _____ CF - _____
GCF- _____ GCF- _____

3. 64 and 48 6. 30 and 50
CF - _____ CF - _____
GCF- _____ GCF- _____

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 Activity 2: Put Me In The Small Circle
Write the GCF of all the numbers at the center of each
circle.
Example:
20 12
4
8 24

1. 2. 3.
42 14 20 10 16 32

21 28 50 40 24
48

4. 5.
18 12 14 10

21 15 18 8

Activity 3: I Love My Pair

The number at the center is the GCF of what pair of
numbers? Encircle your answer.

Example:
24 32

15

1. 2. 3.
36 25 25 18 21 35

9 5 7

45 35 18

14
 4. 5.
16 8 24 36

4 6

14 20

POINTS TO REMEMBER
To find the Least Common Multiples (LCM) of two given numbers, we
do the following method.
• Listing Method
• Prime Factorization
• Continuous Division

Listing Method

12 and 9
Set of multiples of 12 – 12, 24, 36, 48, 60, 72, 84, 96, 108, 120
Set of multiples of 9 – 9, 18, 27, 36, 45, 54, 63, 72, 81, 90, 99, 108
Common Multiples: 36, 72, 108
Least Common Multiple (LCM): 36

Prime Factorization Continuous Division

12 and 9 12 and 9

3 12 9
12 = 2 x 2 x 3
9 = 3x3 2 4 3
2 3
(LCM): 2 x 2 x 3 x 3 = 36
(LCM): 2 x 2 x 3 x 3 = 36

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 Activity 1: Complete Me
Complete the table using listing method.

Number Pairs Set of Multiples LCM

Example: 4 4, 8, 12,16, 20
6 12
6, 12, 18, 24, 30
1.) 5
7
2.) 4
6
3.) 6
9
4.) 3
5
5.) 4
7

Activity 2: Prime Number as Divisor

Find the Least Common Multiple (LCM) using continuous
division.

1.) 12 36 4.) 42 36

2.) 18 24 5.) 50 45

3.) 32 48

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 Activity 3: The Right Place for Me
Write the numbers in the correct position.

Example:
Multiples of 5 Multiples of 6

10 12
15 18
20 LCM 24
30 30
30

12 10 24 15 30 18 20

1.) Multiples of 3 Multiples of 4

LCM

6 8 12 16 18 20 24

2.) Multiples of 5 Multiples of 7

LCM

14 10 28 15 30 35 21

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3.) Multiples of 5 Multiples of 8

LCM

10 16 24 15 32 18 20 40

4.) Multiples of 3 Multiples of 7

LCM

12 9 21 15 28 18 6 14

5.) Multiples of 6 Multiples of 9

LCM

12 18 24 45 30 36 27 54

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Name: _____________________________ Date: __________
Grade/ Section: ______________________ Score: _________

MATHEMATICS 4, QUARTER 2, WEEK 3

Solves real-life problems involving GCF and

Learning Competency:
LCM of 2 given numbers. M4NS-IId70.1

Solving Real-Life Problems Involving GCF

Subject Matter:
and LCM of 2 Given Numbers.

POINTS TO REMEMBER
The Greatest Common Factor (GCF) of two numbers is the largest
factor common to the given number.
The Least Common Multiple (LCM) is the smallest non-zero
common multiple of the given numbers.
We use the 4-step plan in solving problems involving GCF and LCM
of two given numbers.
 Understand
 Plan
 Solve
 Check and look back
We solve for the answer by:
 listing method
 prime factorization
 Continuous division.

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 Activity 1: Solve Me

VOCABULARIES
Divide – separated into parts or pieces
Equal – the same measure, quantity, amount, or number as another
Remainder – the final undivided part after division that is less or of
lower degree than the divisor
Largest – more than average size, quantity, degree, etc.; exceeding
that which is common to a kind or class; big; great:
Greatest – large in number; numerous
Length – the measure of the greatest dimension of a plane or solid
figure
Short – having little length

Answer the following problems.

1. Mario has 40 mangoes and Joel has 36 guavas. They have to di-
vide the fruits into small baskets with equal number of fruits; each
basket containing either mangoes or guavas. If there is no remainder,
find the largest possible number of fruits in each basket.

2 Two ribbons with lengths of 350cm and 400cm are to be cut into
pieces of all the same length without remainder. Find the greatest
possible length of the pieces.

3. Jane and Jenny were each given a piece of wire of equal length for
their science experiment. Jane cuts her wire into equal lengths of 3 m,
while Jenny cuts her wire into equal lengths of 5 m. If there was no re-
mainder in both cases, find the shortest possible length of wire given
to them.

20
4. On a race Arman completes the track in 40 seconds, while Gilbert
completes it in 50 seconds. If they both start at the same time, after
how many seconds will they be side by side again?

5. Martin cuts Small Square from a catolina measuring 150cm by

100cm. If the whole cartolina are used, find the largest possible
length of the side of the small square cartolina.

Activity 2: You can Do It

VOCABULARIES
Share – to divide and distribute in shares; apportion
Greatest – large in number; numerous
Equal – the same measure, quantity, amount, or number as another
Wide – having a certain or specified extent from side to side
Purchase – to acquire by the payment of money or its equivalent;
buy.

Solve the following problems.

1. Reggie and Ruben are twins and today is their birthday. Reggie
brought 36 chocolate cupcakes to share with their friends and Ruben
brought 54 ube cupcakes. If they want to share it with their friends in
such a way that all of them have the same amount of each type, what
is the highest possible number of cupcakes will each receive?

2. Jonathan is going to plant 30 eggplants and 25 okra in his vegeta-

ble garden. Jonathan would like to plant them in rows that all have
the same number of plant and are made up of only one type of plant.
What is the greatest number of trees Jonathan can have in each row?

21
3. Angel has two pieces of construction paper for her art project. The
first piece is 66 cm wide and the other piece is 77 cm wide. She wants
to cut the paper into strips that are equal in width and . How wide
should Angel cut each strip?

4. Ronald and Matt both wash their bicycle today. Ronald washes
every 7 days and Matt in every 4 days. How many days will it be until
Ronald and Matt both wash their bicycle on the same day again?

5. Mary's mom is buying buns, patties and sliced cheese for the fami-
ly. Buns come in packs of 12, patties come in packs of 9 and the
sliced cheese come in packs of 4. The store does not sell parts of a
pack and Mary's mom wants the same number. What is the smallest
total number that Mary's mom can purchase?

Activity 3: Guess Who

Choose the letter of the correct answer. Write your answer
on the blank.

a. 24 and 36 d. 12 and 8
b. 8 and 18 e. 21 and 30
c. 8 and 16

______1. LCM - 24 GCF - 4 Who are we?

______2. LCM - 210 GCF - 3 Who are we?

______3. LCM - 72 GCF - 12 Who are we?

______4. GCF - 2 LCM - 72 Who are we?

______5. GCF - 8 LCM - 32 Who are we?

22
Name: _____________________________ Date: __________
Grade/ Section: ______________________ Score: _________

MATHEMATICS 4, QUARTER 2, WEEK 4

Changes improper fraction to mixed

Learning Competency:
numbers and vice versa M4NS-IIe80

Changes Improper Fraction to Mixed

Subject Matter:
Numbers and Vice Versa

POINTS TO REMEMBER

To change an improper
7 1
fraction to a mixed number, divide = 2
3 3
the numerator by the denominator. 2 quotient
The quotient becomes the whole 3 7
6
number, the remainder becomes divisor 1 remainder
the numerator and the divisor be-
comes the denominator 2 1
3

To change mixed number to

an improper fraction, multiply the
whole number by the denomina- (3 x 2) + 1
1
2 = 3
tor and add the product to the nu- 3
6 + 1= 7
merator. It becomes the new nu- 3 3
merator and simply copy the de-
nominator

23
 Activity 1: Mixed Number to Whole Number
A. Change the following fractions to mixed number or whole
number. Write your answer on the blank.

_____ 1.) 13 _____ 6. 15

13 8

_____ 2. 15 _____ 7. 17
6 9

_____ 3. 18 _____ 8. 29
9 13

_____ 4. 28 _____ 9. 36
9 12

_____ 5.) 18 _____10. 69

13 18
B. Change the following mixed number to improper fraction.
Write your answer on the blank.

_____ 1. 4 1 _____ 6. 9 3
3 8

_____ 2. 5 _____ 7. 2 2
7
6 3

_____ 3. 8 _____ 8. 9
2 9 3 13

_____ 4. 2 _____ 9. 4 6
5 3 12

_____ 5. 3 _____10. 15 1
6 5 8

Activity 2: Compare Me
Compare the following using >, < or =. Write the correct
answer in the box.

1. 13 51 2. 15 3 3
3 3 4 4

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3. 24 3 4 7. 9 1 1
5 5 6 2

4. 23 21 8. 20 11
7 7 9 9

5. 31 55 9. 13 61
6 6 2 2

6. 17 21 10. 14 52
8 8 3 3

Activity 3: We Are Equal

Write the missing number/s.

1. 4 1 __ 6. 25 = 1
3 = 3 8 8

2. 6 2 = __ 7. 32 = 6 ___
5 5 5

3. 2 5 = 19 8. 31 = __
7 7 7

4. 3 = 38 9. 21 = 1
7 5

5. 5 2 = __ 10. 63 = ___
3 10 10

25
Name: _____________________________ Date: __________
Grade/ Section: ______________________ Score: _________

MATHEMATICS 4, QUARTER 2, WEEK 4

Changes fractions to lowest forms.
Learning Competency:
M4NS-IIe81

Subject Matter: Changes Fractions to Lowest Forms

POINTS TO REMEMBER
• A fraction is in its lowest term if the numerator and the denominator
have no other common factor except 1.
• To reduce a fraction to its lowest term, find first the GCF (Greatest
Common Factor)

Example:
9 Factors of 9 = (1x9, 3x3) 1, 3, 9
12 Factors of 12 = (1x12, 2x6, 3x4) 1, 2, 3, 4, 6, 12
GCF = 3

• Divide the numerator and the denominator by their GCF (Greatest

Common Factor)
Example:
9 ÷ 3 = 3 Lowest Term of 9 is 3
12 ÷ 3 = 4 12 4

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 Activity 1: Changing Fractions to Lowest Term
Simplify the following fraction by finding the Greatest
Common Factor.

Factors
Fraction Numerator Divide Lowest term
Denominator
Example: 8 __1,2,4,8___ 8÷4 = 2 2
12 1,2,3,4,6,12 12÷ 4 3 3

1.)
24
36

2.) 21
33

3.) 12
30

4.) 20
22

5.)
15
18

Activity 2: My GCF

A. Find the missing GCF to make the equation correct.

1. 4 ÷ = 1 4. 12 ÷ = 3
20 5 28 7

2. 14 1 5. 24 ÷ = 2
÷ =
42 3 36 3

3. 18 ÷ 1 6. 15 ÷ = 3
=
72 4 20 4

27
7. 45 ÷ = 5 9. 21 ÷ = 3
81 9 56 8

8. 25 1 10. 35 ÷ = 7
÷ =
200 8 55 11

Activity 3: Simplify Me
Express each fraction to its lowest term.

= =
1. 10 6. 15
15 _____ 18 _____
= =

2. 15 = 7. 3
=
45 _____ 9 _____

= =
3. 8 8. 6
32 = _____ 24 _____
=

4. 12 9. 3
36 _____ 12 _____

5. 5 10. 9
85 _____ 18 _____

28
Name: _____________________________ Date: __________
Grade/ Section: ______________________ Score: _________

MATHEMATICS 4, QUARTER 2, WEEK 5

Visualizes addition and subtraction of
Learning Competency:
similar and dissimilar fractions

Visualizing Addition and Subtraction of

Subject Matter:
Similar Fractions and Dissimilar Fraction

POINTS TO REMEMBER
• In visualizing the sum of similar fractions, we may use a fraction chart/
strip or a number line.
Example:
5 + 2 = 7
10 10 10
Fraction chart/strip
7
10

1 1 1 1 1 1 1 1 1 1
10 10 10 10 10 10 10 10 10 10

5 2
10 10
Number line
5_ 2_
10 10

0 1 2 3 4 5 6 7 8 9 10
10 10 10 10 10 10 10 10 10 10

7_
10

29
 Activity 1: Shading Time

A. Find the sum and show the correct answer by shading the given
figure on the right. Write your answer on the blank.

1.

+ =

2 + 4
10 =
10

2.

+ =

2 + 3
5 =
5

3.

+ =

10 + 2
18 =
18

B. Add the following using number line.

4.
1 2 3 4 5 6 7 8 9
= 1 2 3 4 5 6 7 8 9
0 1 0 10 10 10 10 10 10 10 10 10
1
10 10 10 10 10 10 10 10 10

2 4 =
10 + 10 ________
5.

1 2 5
=
0 9 9
3 4
9
6 7 8 1 0 1 2 3 4 5 6 7 8 1
9 9 9 9 9 9 9 9 9 9 9 9 9

4 2 =
+
9 9 ________

30
 Activity 2: My Number Sentence

Write the correct equation for each of the following illustration.

1. ______________________________________

+ =

2. ______________________________________

+ =

3. _______________________________________

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19
0 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20
1

4. _______________________________________

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
18 18 18 18 18 18 18 18 18 18 18 18 18 18 18 18 18 1

5. _______________________________________

+ =

31
 Activity 3: Drawing Time
Draw a number line to show the following equation.

1. 8 5 13
18 + 18 = 18 ________________________________________
2. 1 4 5
8 + 8 = 8 _______________________________________

3. 2 7 9
15 + 15 = 15 _______________________________________

4. 6 5 11
12 + 12 = 12 _______________________________________

5. 16 4 20
20 + 20 = 20 _______________________________________

Visualizes Subtraction of Similar Fraction

POINTS TO REMEMBER
In visualizing the difference of similar fractions, we may use a fraction
chart/strip or a number line.
Example:
8 3 5 1
10 10 10 or 2
Fraction chart/strip
8 3
10 10

1 1 1 1 1 1 1 1 1 1
10 10 10 10 10 10 10 10 10 10
5 1
10 or 2
Number line 3
8
8
10

0 1 2 3 4 5 6 7 8 9 10
10 10 10 10 10 10 10 10 10 10

5
or 1
10 2

32
 Activity 1: Figures and Number Lines

Find the difference using the given figure.

1. 7 - 4
= =
8 8

2. 8 - 6
= =
10 10

3. 12 - 8 =
15 15 =

4. 9 - 5 = 1 2 3 4 5 6 7 8 9 10 11
12 12 0 12 12 12 12 12 12 12 12 12 12 12 1

= 0 1 2 3 4 5 6 7 8 9 10 11
1
12 12 12 12 12 12 12 12 12 12 12

5. 15 - 12 =
18 18 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
18 18 18 18 18 18 18 18 18 18 18 18 18 18 18 18 18 1

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
=0 18 18 18 18 18 18 18 18 18 18 18 18 18 18 18 18 18 1

Activity 2: Illustration of My Equation

Write the correct equation for each of the following
illustration.

1. =
____________________________ = _____________________________

2.
+
_________________________ + ________________________

33
3.
=

_____________________ = _____________________

4.
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20

_____________________ = _____________________

5.
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
18 18 18 18 18 18 18 18 18 18 18 18 18 18 18 18 18 1

_____________________ = _____________________

Activity 3: My Illustration
Draw number line to show the following equation.

1. 13 - 3 = 10
15 15 15 _________________________________

2. 9 3 6
- = 12
12 12 _________________________________

3. 6 - 2 = 4
10 10 10 _________________________________

4. 6 - 5 11
=
12 12 12 _________________________________

5. 16 - 4 = 12
20 20 20 _________________________________

34
Visualizing Addition of Dissimilar Fractions

POINTS TO REMEMBER
• Visualizing addition of dissimilar fractions can be done by using re-
gions and other models.
Addition of Dissimilar Fraction
1 2 ?
4 5 _____

5 8 13
20 20 20

+ =

Vocabularies:
Dissimilar Fractions - Fractions with different denominators
Example: 2 + 5 numerator
4 7 denominator
Numerator - top part of a fraction
- represents how many parts of that whole are being
considered
Denominator - bottom part of a fraction
- represents the total number of parts created from the
whole.

Activity 1: Modelling
Find the sum using models.

1.
+

+ =

35
2.
+

+ =

3.
+

+ =

4. +

+ =

5. +

+ =

Activity 2: Mathematical Sentence

Write the correct equation for each illustration then solve.

Example:

3 + 2
7 14

+ =
6 2 = 8 4
+
14 14 14 or 7

36
1.
+ =

2. + =

3. + =

4. + =

5. + =

Activity 3: Draw My Model

Solve the following using models or regions.

1. 1 5
+ =
3 7 ______________________________________

2. 3 + 4 =
4 8 ______________________________________

3. 1 + 7 =
4 12 ______________________________________

4. 3 + 6 =
5 10 ______________________________________

5. 2 6
+ =
6 9 ______________________________________

37
Visualizing Subtraction of Dissimilar Fractions

POINTS TO REMEMBER
• Visualizing subtraction of dissimilar fractions can be done by using
regions and other models.
Subtraction of Dissimilar Fraction
7 - 1 = ?
8 4 _____

1 = 2 5
4 8 8 7 7 - 1 = 5
(¼ is equal to /8) 2 8 8 4 8

Vocabularies
Dissimilar Fractions - Fractions with different denominators
Example: 3 1
4 2

Activity 1: The Difference

Find the difference using the illustrations.

1. 8 _ 1
=
10 5 ______

1 8
5 10
2. 13 _ 1
=
16 2 ______

1 13
2 16

38
3. 12 _ 2
=
15 3 ______

2 12
3 15

4.
20 _ 1
=
24 4 ______

1 20
4 24

5.
4 _ 1
=
6 3 ______

1 4
3 6

Activity 2: Equation
Write the correct equation for each of the following
illustration then solve.

Example:

7 _ 1 = 4
9 3 9

1.

2.

3.

39
4.

5.

Activity 3: Drawing Time

Find the difference using regions or models.

1. 9 _ 1 =
20 4

2. 13 _ 2 =
15 3

3. 10 _ 1 =
14 2

4. 15 _ 2 =
18 6

5. 8 _ 2 =
16 4

40
Name: _____________________________ Date: __________
Grade/ Section: ______________________ Score: _________

MATHEMATICS 4, QUARTER 2, WEEK 5

Visualizes subtraction of a fraction from a
Learning Competency:
whole number. M4NS-IIf82.2

Visualizing Subtraction of a Fraction from a

Subject Matter:
Whole

POINTS TO REMEMBER
To visualize subtracting a fraction from a whole number, use regions or
number lines.
Example: 3 -3 = 21
4 4
1 2 3
1
4

1
Taken away
4
1 2 3 4
1 4 4 4 4
4

1 Taken
4

Activity 1: Shading
Shade the given models to show the difference.

1.) 1 -
4 = =
5

2.) 3 - 1 = =
3

41
 3 -
3 =
=
3.) 4

4.) 2 - 1 = =
2

5.) 4 - 1 = =
4

Activity 2: Drawing Regions and Number Lines

Solve the following using regions or number line.

1.) 3 - 5
=
7 ____________________________________

2.) 2 - 4 =
8 ____________________________________

3.) 1 - 7
=
12 ____________________________________

4.) 5 - 6 =
10 ____________________________________

5.) 4 - 6 =
9 ____________________________________

Activity 3: Writing Number Sentence

Write a number sentence or equation for each of the
following illustration.

1.)

_______________________________________________

42
2.)

_______________________________________________
1 2 3 4 5 6 7
3.)

1 2 3
______________________________________ 3 3 3

Taken away

4.)

______________________________________

5.)

______________________________________

43
Name: _____________________________ Date: __________
Grade/ Section: ______________________ Score: _________

MATHEMATICS 4, QUARTER 2, WEEK 6

Performs addition and subtraction of similar

Learning Competency:
and dissimilar fractions. (M4NS-IIg83)

Performing Addition and Subtraction of Sim-

Subject Matter:
ilar Fractions

POINTS TO REMEMBER
Addition of Similar Fractions
• In adding/ subtracting similar fraction, simply add the numerator and
copy the denominator. Reduce your answer to lowest term if needed.
Example:
1 2 3 7 _ 3 4
+ = =
4 4 4 9 9 9

Vocabulary:
Similar Fractions - Fractions with the same denominators
Example: 2 4 9 4
8 8 12 12

Activity 1: Addition of Similar Fraction

Find the sum and reduce your answer to lowest term if
needed.

1.) 12 10 6. 9 16
+ = + =
25 25 ______ 45 45 ______

2.) 8 + 6 7. 15 + 18 =
=
17 17 ______ 38 38 ______

44
 3.) 11 + 16 8. 20 + 32
= =
35 35 ______ 65 65 ______

4.) 6 + 9 9. 24 + 12 =
=
20 20 ______ 35 35 ______

5.) 14 + 17 = 10. 11 + 13 =
50 50 ______ 25 25 ______

Activity 2: Subtraction of Similar Fraction

Find the difference and reduce your answer to lowest term
if needed.
1. 32 + 15 6. 27 + 9
= =
35 35 ______ 36 36 ______

2. 12 + 7 = 7. 35 + 15 =
24 24 ______ 40 40 ______

3. 15 + 10 8. 10 7
= + =
25 25 ______ 30 30 ______

4. 11 + 10 9. 36 20
= + =
15 15 ______ 64 64 ______

5. 18 6 10. 25 5
+ = + =
24 24 ______ 40 40 ______

Activity 3: Solve Me

VOCABULARIES
Sum – the result or answer we get on adding two or more numbers or
terms.
Mix – to combine with another
Left – an amount left over after division/subtraction.

Solve each problem. Express your answer in lowest term.

1. If you add the following 6/15, 2/15 and 4/15 ,What is the sum?

2. Jasmine sliced the cake into 10 equal parts. She ate 3/10 of it. Her
brother Jonas ate 3/10 of the cake. How many parts did they eat?

45
3. Mrs. Quinto cooked pork and chicken adobo. She mixed 3/4 kilo of
pork and 2/4 kilo of chicken. How many kilos of pork and chicken did
she cook?

4. A vendor had 5/6 kilo of peanuts. A customer bought 4/6 of it. What
part of the vinegar was left?

5. Rey had 9/15 meter of wire. He used 7/15 meter for his project in Arts.
How many meters of wire was left?

Performing Addition and Subtraction of Dissimilar Fractions

POINTS TO REMEMBER
Addition and Subtraction of Dissimilar Fractions
To add or subtract dissimilar fractions:
1. Look for the LCM or LCD of the fractions.
2. Change the dissimilar fractions to similar fractions.
3. Add or subtract the fractions.
4. Reduce the answer to Lowest terms if needed

Addition Subtraction
2 8 3 = 9
=
5 20 - 4 12
+
1 5 2 = 4
=
4 20 6 12
13 5
20 12

Activity 1: Addition of Dissimilar Fraction

Find the sum and reduce your answer to lowest term if
needed.
1. 2 = 6. 5 =
+ 5 8
+
1 4
2 = =
5________________

2. 3 = 7. 3
7 8 =
+ +
2 1
3 = =
4 ________________

46
3. 1 = 8. 2 =
+ 3 6
+
1 3
=
5_______________ =
5________________

4. 6 = 9. 4
=
7 5
+ +
9 1
21 = =
3________________

5. 4 = 10. 1 =
5 2
+ +
1 3
10 = =
5_______________

Activity 2: Subtraction of Dissimilar Fraction

Find the difference and reduce your answer to lowest term
if needed.
1. 6 = 6. 15 =
- 7 - 18
1 2
= =
2 9______________

2. 8 = 7. 7
=
- 9 8
-
3 2
6 = =
5_____________

3. 8 = 8. 5 =
- 9 - 6
3 1
7 = =
4______________

4. 6 = 9. 9 =
- 7 - 12
2 4
3 = 8 = __________

47
 5. 12 10. 1 =
=
15 2
- 4 - 1 =
=
10 3_____________

Activity 3: Solve My Problem

VOCABULARIES
Difference – the result of subtracting one number from another.
Left – an amount left over after division/subtraction.

Solve each problem. Express your answer in lowest term. Show your
solutions.

1. Mother bought 1/4 kg of ampalaya, 1/3 kg of eggplant and 1/5 kg of

okra for their dinner. How much vegetable did she buy?

2. Akira has 8/10 meter of illustration board. He used 1/4 of it for his
drawing. What part of his illustration board was left?

3. Angel bought 2/4 kg of bananas, 1/2 kg of mangoes and 2/3 kg of

atis. How many kg of fruits did she buy in all?

4. What is the difference between 3/5 and 1/2?

5. If 3/7 is added to 3/4, what is the sum?

48
Name: _____________________________ Date: __________
Grade/ Section: ______________________ Score: _________

MATHEMATICS 4, QUARTER 2, WEEK 6

Solves routine and non-routine problems
Learning Competency:
involving addition and/or subtraction of
fractions using appropriate problem solving
strategies and tools. M4NS-IIh87.1
Solving Routine And Non-Routine Problems
Involving Addition and/or Subtraction Of
Subject Matter:
Fractions Using Appropriate Problem
Solving Strategies And Tools.

POINTS TO REMEMBER
In solving problems, we follow these steps:
Understand
• Know what the problem asked
• Know the given facts
Plan
• Determine the operation to use
• Write the number sentence
Solve
• Show the solution to the problem
Check and Look Back
• Check if the answer is reasonable
• State the complete answer

Activity 1: Understanding Word Problem

Analyze and answer the following problem.

1. Mother spent 1/2 hour watering the plants and 1/3 hour cultivating
the soil. How many hours did mother spend for her garden?

a. What is asked? ___________________________________

b. What are the given? _______________________________
c. What operation to be used? _________________________
d. What is the number sentence? _______________________
e. Complete answer: _________________________________

49
2. Marie cooked 7/8 kg of pancit palabok. She gave 2/8 to her friend Ella.
Her brother Gary ate 3/8. How much pancit palabok was left?

a. What is asked? _________________________________

b. What are the given? _____________________________
c. What operation to be used? _______________________
d. What is the number sentence? _____________________
e. Complete answer: _______________________________
f. Complete answer: _______________________________

3. Teacher Alma spent 1/3 of an hour doing her school report and 4/5 of
an hour making her daily lesson plan. How many hours did she
spend in all?

a. What is asked? _________________________________

b. What are the given? _____________________________
c. What operation to be used? _______________________
d. What is the number sentence? _____________________
e. Complete answer: _______________________________
f. Complete answer: _______________________________

4. Rey adds half liter of chocolate syrup to a half-filled liter of milk. How
much liter of milk chocolate does he have now?

a. What is asked? _________________________________

b. What are the given? _____________________________
c. What operation to be used? _______________________
d. What is the number sentence? _____________________
e. Complete answer: _______________________________
f. Complete answer: _______________________________

5. Father brought home cassava cake. I ate 1/5 part of the cassava
cake. How much part was left?

a. What is asked? _________________________________

b. What are the given? _____________________________
c. What operation to be used? _______________________
d. What is the number sentence? _____________________
e. Complete answer: _______________________________
f. Complete answer: _______________________________
Activity 2: Solve My Problem
Solve the following problem. Express your answer in
lowest term.
1. Mary had 5 chocolate bars . She gave 1/3 of bar to Jannea. How
many chocolate bars were left?

Number sentence: _________________________________

Complete answer: _________________________________
50
2. Ronnie hiked 3/5 of a kilometer. Nelson hiked 1/3 of a kilometer.

Who covered a long distance? ________________________

How much longer? _________________________________

3. Andrea spent 3/4 hour in cleaning the house, 1/3 hour washing the
dishes and ½ hour in cooking. How much time she spent for the
household chores?

Number sentence: _________________________________

Complete answer: _________________________________

4. Rea bought half kilo of grapes which she and her playmates ate.
Gloria bought 3/4 kilo of lanzones and shared these with her
playmates too. How many kilos of fruits did they eat?

Number sentence: _________________________________

Complete answer: _________________________________

5. Rose used 2/9 liter of canola oil in preparing fish ball while 3/5 liter in
preparing lumpia.

Which recipe used more vegetable oil? _________________

How much more? __________________________________

Activity 3: Can You Solve These?

Solve each problem. Express your answer in lowest term.

1. Jenny spends half hour walking daily from house to the market,
then from the market to the school. If she walks 1/8 hour from the
house to the school, how long does she walk from the market to
the school?

2. Sharmaine baked ube cake. Her mother ate 1/5 of the cake while
her brother ate 1/4. Who ate more? How much?

3. Jane already finished 5/10 part of her project in Mathematics. What

part of the project did she need to work on?

4. Gina has half meter of cloth. She used 1/4 meter for making a print-
er cover. How many meters of cloth were left?

5. The grade 4 pupils need 3/5 kg of cabbage, 1/4 kg of beans and 1/2
kg of carrots for their recipe during the cook fest. How many kilo-
gram of vegetable did they need to buy in all?

51
Name: _____________________________ Date: __________
Grade/ Section: ______________________ Score: _________

MATHEMATICS 4, QUARTER 2, WEEK 7

Visualizes decimal numbers using models
Learning Competency:
like blocks, grids, number lines and money
to show the relationship to fractions.
M4NS-IIi99
Visualizing decimal numbers using models
Subject Matter: like blocks, grids, number lines and money
to show the relationship to fractions.

POINTS TO REMEMBER
A decimal number can be defined as a number whose whole
number part and the fractional part is separated by a decimal point.
The dot in a decimal number is called a decimal point. The digits fol-
lowing the decimal point show a value smaller than one.

Activity 1: Identifying Decimals

Use the table below. Write the decimal represented by the
following pictures.

52
1.
2.
3.
4.
5.

Activity 2: Decimal Number

Write the decimal represented by the following figures.

Example:
0.5

1. 6.

2. 7.

53
3. 8.

4. 9.

5. 10.

Activity 3: Let’s Draw

Show the following by drawing.

1. 0.35.

2. 0.09

3. 0.50

4. 0.15

5. 0.63

54
Name: _____________________________ Date: __________
Grade/ Section: ______________________ Score: _________

MATHEMATICS 4, QUARTER 2, WEEK 7

Renames decimal numbers to fractions, and

Learning Competency: fractions whose denominators are factors of
10 and 100 to decimals. M4NS-IIi100

Renaming decimal numbers to fractions

Subject Matter: whose denominators are factors of 10 and
100 to decimals

POINTS TO REMEMBER
To rename decimal numbers to fraction, write the decimal as a
fraction with 10 or 100 as the denominator, then reduce to lowest
term.
Decimal Word Fraction
1
0.1 1 tenth
10
1
0.01 1 hundredth
100
1
0.001 1 thousandth
1000

Rewrite the decimal Multiply the numerator and

as a fraction with a denominator by 10 n, where n
denominator of one. equals the number of digits after
the decimal.

55
 POINTS TO REMEMBER
• To rename fraction whose denominators are 10 or 100 to decimal
numbers, count the number of zeroes in the denominator. The
tenths have one digit after the decimal point. The hundredths have
2 digits after the decimal point. Zero is used as a place holder.

Example:
3 There is only one zero so simply copy the
10 = 0.3 numerator and put decimal point 1 place to the
left.

Copy the denomnator and put decimal point two

25
places to the left because there are two zeroes
100 = 0.25
in the denominaton

5_ Since hundredths is two places after the

100 = 0.05 decimal point, put zero as a place value holder.

Activity 1: Decimal to Fraction

Rename the following decimal to fraction. Reduce in lowest
term if possible.

Decimal Fraction Lowest Term

1.) 0.35 _______ _______

2.) 0.25 _______ _______
3.) 0.50 _______ _______
4.) 0.80 _______ _______
5.) 0.05 _______ _______
6.) 0.10 _______ _______
7.) 0.03 _______ _______
8.) 0.75 _______ _______
9.) 0.65 _______ _______
10.) 0.08 _______ _______

56
 Activity 2: Fraction to Decimal
Rename the following fraction to decimal.

1.) 65 6. ) 7
100 _____ 10 _____

2.) 55 7. ) 5
100 _____ 10 _____

3.) 6 8. ) 1
100 _____ 10 _____

4.) 35 9. ) 95
100 _____ 100 _____

5.) 8 10. ) 3
10 _____ 100 _____

Activity 3: Compare Me
Use ˂, ˃ or ꞊ to compare the following

1.) 0.10 ____ 1 6.) 0.40 ____ 4

10 10

2.) 0.18 ____ 19 7.) 0.1 ____ 1

100 10

3.) 0.02 ____ 1 8.) 0.1 ____ 1

5 100

4.) 0.60 ____ 6 9.) 0.80 ____ 3

100 4

5.) 0.20 ____ 1 10.) 0.70 ____ 7

5 10

57
Name: _____________________________ Date: __________
Grade/ Section: ______________________ Score: _________

MATHEMATICS 4, QUARTER 2, WEEK 8

Gives the place value and the value of a

Learning Competency: digit of a given decimal number through
hundredths. M4NS-IIi101.1

Giving the Place Value and the Value of A

Subject Matter: Digit Of A Given Decimal Number Through
Hundredths

POINTS TO REMEMBER
• A decimal point separates the whole number from the decimal part. It
is read as and.

• The first digit to the right of the decimal point is the tenths place. The
second digit is the hundredths place and the third is thousandths
place.

58
 Activity 1: Place Value
Write the place value of 5, 6, 7, 8 and 9 in each decimal.

1. 0.93 __________________

2. 0.08 __________________

3. 0.26 __________________

4. 0.54 __________________

5. 0.27 __________________

6. 0.81 __________________

7. 0.94 __________________

8. 0.60 __________________

9. 0.35 __________________

10. 0.72 __________________

Activity 2: Value
A. Write the value of the underlined digit.

1. 0.75 ____________________

2. 0.12 ____________________

3. 0.89 ____________________

4. 0.90 ____________________

5. 0.25 ____________________

59
 Activity 3: Place Value And The Value

Write the place value and the value of the underlined digit.

Place Value Value

1. 0.123 __________ __________

2. 0.654 __________ __________

3. 0.284 __________ __________

4. 0.237 __________ __________

5. 0.342 __________ __________

60
Name: _____________________________ Date: __________
Grade/ Section: ______________________ Score: _________

MATHEMATICS 4, QUARTER 2, WEEK 8

Reads and writes decimal numbers through

Learning Competency:
hundredths. M4NS-IIj102.1

Reading and writing decimal numbers

Subject Matter:
through hundredths

Points to Remember
In reading decimals, first, read the whole number part,
then the decimal part.

Read the decimal point as and.

Say the place value of the last digit after the decimal point.

Use zero as a place holder.

Example:
0.8 – we read this as eight tenths
0.78 – we read this as seventy-eight hundredths
1.70 – we read this as one and seventy hundredths

Activity 1: Mark My Words

Read the following decimals then write them in words.

1. 0.35 - _______________________________________________

2. 0.87 - _______________________________________________

3. 0.40 - _______________________________________________

4. 9.05 - _______________________________________________

61
5. 7.89 - _______________________________________________

6. 3.10 - _______________________________________________

7.) 14.09 - ______________________________________________

8.) 35.35 - ______________________________________________

9.) 11.50 - ______________________________________________

10.) 65.04 - ______________________________________________

Activity 2: My Figure
Write the following in figures.

__________1.) four hundredths

__________2.) one and thirty-six hundredths
__________3.) eleven and six tenths
__________4.) fifty and two tenths
__________5.) ten hundredths
__________6.) seven tenths
__________7.) nine hundredths
__________8.) twenty and thirteen hundredths
__________9.) sixty-four and one tenths
__________10.) one hundredths

Activity 3: My Match
Match column A with column B.

Column A Column B
1.) 6.02 a. six and three tenths

2.) 6.04 b. six and four tenths

3.) 6.3 c. six and two hundredths

4.) 6.14 d. six and fourteen hundredths

5.) 6.4 e. six and four hundredths

62
Name: _____________________________ Date: __________
Grade/ Section: ______________________ Score: _________

MATHEMATICS 4, QUARTER 2, WEEK 9

Rounds decimal numbers to the nearest

Learning Competency:
whole number and tenth. M4NS-IIj103.1

Rounding Decimal Numbers to The Nearest

Subject Matter:
Whole Number And Tenth

Points to Remember
Rules to round off a decimal number are same like rounding off
whole numbers.
To round decimals to the nearest whole number and tenths:

a. To round off to the nearest whole number, look at the digits at the
tenths place if it is less than 5, round it down. Retain the digit and
drop the succeeding digits. If it is 5 and above, round it up. Add 1
and drop the succeeding digits.
Example:
2.48 2
RoundingDigit
Rounding Digit 27.53 28

b. To round off to the nearest tenths, look at the digits at the

hundrenths place if it is less than 5, round it down. Retain the digit
and drop the succeeding digits. If it is 5 and above, round it up. Add
1 and drop the succeeding digits.
Example:
Rounding Digit

2.48 2.5
27.53 27.5

Rounding Digit
Rounding Digit

63
 Activity 1: Round Me
A. Round off the following decimal numbers to the nearest
whole number.

1. 11.93 – _____
2. 10.56 – _____
3. 30.35 – _____
4. 45.12 – _____
5. 19.77 – _____

B. Round off the following decimal numbers to the nearest tenths.

1. 0.65 – _____
2. 0.43 – _____
3. 0.28 – _____
4. 0.54 – _____
5. 0.21 – _____

Activity 2: Choose the Best For Me

Encircle the letter of the correct answer.

Which decimal can be rounded to the decimals on the left?

1. 7.5 a. 7.55 b. 7.53 c. 7.59
2. 5.3 a. 5.32 b. 5.38 c. 5.03
3. 6.8 a. 6.81 b. 6.88 c. 6.85
4. 9.6 a. 9.55 b. 9.53 c. 9.49
5. 5.3 a. 5.35 b. 5.23 c. 5.29
6. 8.8 a. 8.75 b. 8.74 c. 8.89
7. 3.5 a. 3.44 b. 3.55 c. 3.49
8. 62 a. 61.3 b. 61.4 c. 61.5
9. 74 a. 74.3 b. 74.5 c. 74.9
10. 67 a. 67.6 b. 67.5 c. 67.4

64
 Activity 3: Complete Me
Round off the following decimal numbers to the indicated
place value.

Nearest Whole
Number Nearest Tenths
Number
1. 23.87
2. 45.72
3. 55.45
4. 63.19
5. 79.37
6. 88.65
7. 92.89
8. 25.07
9. 34.59
10. 50.28

65
Name: _____________________________ Date: __________
Grade/ Section: ______________________ Score: _________

MATHEMATICS 4, QUARTER 2, WEEK 9

Compares and arranges decimal numbers.

Learning Competency:
M4NS-IIj104.1

Subject Matter: Comparing and arranging decimal numbers.

Points to Remember
Comparing and ordering Decimals
• All numbers have value, you can compare the value of two num-
bers by using the following symbols.

Greater Than ˃ Less Than ˂ Equal to =

Follow these steps to compare two numbers
Step 1: Line up the two numbers according to place value
12.4
12.39
Step 2: Compare the numbers in each place starting with the
largest place value
12.4
1=1
12.39 2=2
4 is more than 3
12.4 is greater than 12.39
Step 3: Use the symbol to show the relationship between the two
numbers.

12.4 ˃ 12.39 *12.4 is greater than 12.39

• To order a group of numbers, complete steps 1 to 3 with more than
two numbers.
3.45
3.39
3.3

66
 Activity 1: Comparing Decimals
A. Write ˃, ˂ or = on the blank to compare each pair of deci-
mal numbers.

1. 0.35 ___ 0.37

2. 0.79 ___ 0.65

3. 0.48 ___ 0.48

4. 5.85 ___ 5.58

5. 9.21 ___ 9.21

B. Write the correct decimal number in the box to make the statement
correct.

1. (3.47 and 3.74) ˃

2. (6.56 and 6.65) ˃

3. (8.24 and 8.44) ˂

4. (2.43 and 2.43) =

5. (5.34 and 4.34) ˂

Activity 2: Arrange Me in Proper Order

A. Arrange the decimal numbers from least to greatest.

1. 0.96 0.09 0.76 0.59

____ ____ ____ ____

2. 0.87 0.89 0.78 0.98

____ ____ ____ ____

3. 0.53 0.45 0.35 0.54

____ ____ ____ ____

4. 1.93 1.86 1.39 1.68

____ ____ ____ ____

5. 7.56 6.54 7.65 5.64

____ ____ ____ ____

67
B. Arrange the following decimals from least to greatest by putting num-
bers from 1 to 5 (5 as the greatest).

1. ___ 0.5 2. ___ 0.13 3. ___ 3.98

___ 0.7 ___ 0.34 ___ 5.78
___ 0.2 ___ 0.76 ___ 1.82
___ 0.9 ___ 0.10 ___ 7.43
___ 0.3 ___ 0.53 ___ 4.23

4. ___ 20.58 5. ___ 9.86

___ 20.65 ___ 5.43
___ 20.12 ___ 1.34
___ 20.09 ___ 6.45
___ 20.21 ___ 3.98

Activity 3
Put check (√ ) on the blank if the decimal numbers are
arrange from greatest to least and X if not.

_____ 1.) 0.90 0.80 0.50 0.30 0.10

_____ 2.) 0.09 0.08 0.04 0.02 0.01

_____ 3.) 0.78 0.54 0.49 0.14 0.05

_____ 4.) 7.08 7.09 7.04 7.02 7.01

_____ 5.) 3.8 4.7 5.2 6.8 9.3

68
 REFERENCES
 Department of Education. K to 12 Curriculum. MELC; Catalan, Nezel
P. Understanding Mathematics Grade 4.Sta. Ana, Manila: Vicarish
Publication and Trading, Inc., 2015.
 Philippines. Department of Education. K to 12 Curriculum. MELC;
Catalan, Nezel P. Understanding Mathematics Grade 4.Sta. Ana,
Manila: Vicarish Publication and Trading, Inc., 2015.;
 Philippines. Department of Education. K to 12 Curriculum. MELC;
Philippines. Department of Education. First Edition 2015.
Mathematics - Grade 4 Teacher’s Guide. Pasig City. Lexicon Press,
Inc.;
 Philippines. Department of Education Bureau of Elementary
Education in coordination with Ateneo De Manila University. Reprint
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Quezon City: Book Media Press, Inc.
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 http://www.mathtastic123.com/factors-and-multiples.html
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 https://www.splashlearn.com/math-vocabulary/decimals/decimal
 https://mashupmath.com/blog/decimal-to-fraction
 https://www.mathworksheets4kids.com/decimal-place-value.php
 https://www.pinterest.ph/pin/218706125631393577/

Written By: Mary Jane E. Tabillas

Position: Teacher III
School: Nancayasan Elementary School
For comments., questions or suggestions please contact

Department of Education – Schools Division Office of Urdaneta City

High School Drive, San Vicente West, Urdaneta City, Pangasinan 2428
Telephone Number: (075) 568-3054
Email Address: [email protected] | [email protected]