STUDY GUIDE

GRADE 4 | UNIT 2
Multiplication of Whole Numbers

Table of Contents
Introduction ..........................................................................................................................2
Test Your Prerequisite Skills ..............................................................................................3
Objectives ............................................................................................................................4
Lesson 1: Multiplication of 3-Digit Numbers by 2- to 3-Digit Numbers
- Warm Up! ..................................................................................................................5
- Learn about It! ..........................................................................................................6
- Let’s Practice! ............................................................................................................8
- Check Your Understanding! ................................................................................. 14
Lesson 2: Estimating Products of 3- to 4-Digit Numbers by 2- to 3-Digit
Numbers
- Warm Up! ............................................................................................................... 16
- Learn about It! ....................................................................................................... 18
- Let’s Practice! ......................................................................................................... 19
- Check Your Understanding! ................................................................................. 23
Lesson 3: Multiplying 2-Digit Numbers by 1- to 2-Digit Numbers Mentally
- Warm Up! ............................................................................................................... 24
- Learn about It! ....................................................................................................... 26
- Let’s Practice! ......................................................................................................... 27
- Check Your Understanding! ................................................................................. 34
Challenge Yourself! .......................................................................................................... 35
Performance Task............................................................................................................ 36
Wrap-up ............................................................................................................................ 39
Key to Let’s Practice! ......................................................................................................... 40
References ........................................................................................................................ 41

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Table of Contents
GRADE 4 | MATHEMATICS

UNIT 2

Multiplication of Whole Numbers

Fundamental operations play a major part in a person’s
mathematical skill. If we have a firm foundation of these
operations, we will be able to learn more advanced
processes that are needed for effective analytical and critical
thinking.

Analytical and critical thinking is a practice or ability to solve

problems quickly with good results. Exposure to different
patterns just like multiplication tables and shortcuts in
performing the operation will help us enrich our analytical and
critical thinking skills.

One important fundamental operation we need to master is

multiplication. Real-world situations may require us to
multiply large numbers. However, the concepts behind the
multiplication process are basically the same regardless how
big the numbers are.

In this unit, you will learn how to multiply numbers

larger than what we have dealt with before and how to
mentally compute the product of some factors.

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Test Your Prerequisite Skills

• Multiplying 2-digit numbers by 1-digit number with or without

regrouping
• Multiplying 2-digit numbers by a multiple of 10, 100, and 1000
mentally
• Estimating the products of 2-digit numbers and 1- to 2-digit
numbers
• Solving simple word problems involving multiplication

Before you get started, answer the following items to help you assess your
prior knowledge and practice some skills that you will need in studying the
lessons in this unit.

1. Find the missing numbers in the 2. Explain orally how you are going
colored sectors by multiplying to multiply mentally the
the numbers in the middle circle following numbers:
by 4. Put your answers in the a. 56 and 10
outer circle. b. 25 and 100
c. 32 and 1000

3. Estimate the product.

a. 76 × 21 =
b. 214 × 28 =

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4. Solve the given problem.

a. There are 12 eggs in one tray. How many eggs are in 10 trays?
b. Students are getting lined up for their flag ceremony in the quadrangle
of an elementary school. In this school, there are 30 sections from
grade 1 to grade 6. If each section has 40 students, how many students
are there in the quadrangle?

Objectives

At the end of this unit, you should be able to

• multiply up to 3-digit numbers by up to 2-digit numbers without or
with regrouping;
• estimate the products of 3- to 4-digit numbers by 2- to 3-digit
numbers with reasonable results;
• multiply 2-digit by up to 2-digit numbers with products up to 200
mentally and explain the strategies used;
• solve routine and non-routine problems involving multiplication of
whole numbers including money using appropriate problem solving
strategies and tools; and
• solve multistep routine and nonroutine problems involving
multiplication of whole numbers using appropriate problem solving
strategies and tools.

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Lesson 1: Multiplication of 3-Digit Numbers by 2- to

3-Digit Numbers

Warm Up!

Solve the Riddle!

Materials Needed: pen and paper

Instructions:
1. This activity may be done individually or by pair.
2. On a sheet of paper, perform the multiplications below. Use the
guide in the table (on the next page) to decode the answer to the
riddle. Write only the corresponding letter on the blank below the
multiplied numbers.
3. Using the letters formed, guess the answer to the riddle.

I have keys but no locks.

I have a space but no room.
You can enter, but can’t go outside.
What am I?

12 50 125 315 156 587 245 900

×5 ×6 × 10 × 11 ×4 × 12 × 50 ×1

____ ____ ____ ____ ____ ____ ____ ____

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Guide:

R= E= S= A= O= T= K= D= B= Y=
12 250 300 1 350 7 044 624 11 250 60 900 3 465 1 250

Learn about It!

Solving math problems are like solving riddles. You need to think critically
and logically and most especially seek other ways to solve it quickly.

Take the following problem for example.

A ferry at Sydney Harbor in Australia can carry as

much as 795 passengers in one trip. How many
passengers can it accommodate in one day if it is
scheduled for 19 return trips?

Instead of adding 795 nineteen times, we can simply multiply the two
numbers.

Step 1: Write the numbers vertically.

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Step 2: Multiply the ones digit of the second number by all the digits of
the first number.

Multiply 9 by 795.

Step 3: Multiply the tens digit of the second number by all the digits of
the first number. Write the product below the first product and
align them.

Multiply 1 by 795.

Step 4: Add the products.

The sum of the two partial products is the product of 795 and 19.

Thus, 795  19 = 15 105.

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Let’s Practice!

Example 1: What is 794  38?

Solution:
Step 1: Write the numbers vertically.
794
x 38

Step 2: Multiply the ones digit of the second number by all the digits of
the first number.
7 3

794
x 38
6352
Multiply 8 by 794.

Step 3: Multiply the tens digit of the second number by all the digits of
the first number. Write the product below the first product and
align them.
2 1

794
x 38
6352
2382
Multiply 3 by 794. 8
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Step 4: Add the products.

794
x 38
6352
+ 2382
30172

The product of 794 and 38 is 30 172.

Try It Yourself!

What is the product if you multiply 516 by 21?

Example 2: What is 421  125?

Solution:

Step 1: Write the numbers vertically.

421
x125

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Step 2: Multiply the ones digit of the second number by all the digits
of the first number.
1
421
x 125
2105

Step 3: Multiply the tens digit of the second number by all the digits of
the first number. Write the product below the first product and
align them.

421
x 125
2105
842

Step 4: Multiply the hundreds digit of the second number by all the
digits of the first number. Write the product below the first
product and align them.

421
x125
2105
842
421

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Step 5: Add the products.

421
x 125
2105
842
421
52625

Thus, the product is 52 625.

Try It Yourself!

Multiply 805 by 315.

Example 3: What is 4737  376?

Solution:

Step 1: Follow the same steps as when you multiply 3-digit by 2-digit
numbers.

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Step 2: Multiply the hundreds digit of the second number by all the
digits of the first number.

Step 3: Add the partial products.

Thus, 4737  376 = 1 781 112.

Try It Yourself!

What is 4050 × 120?

Real-World Problems

Example 4: The ticket for a movie costs ₱230.00.

How much will a group of 15 friends pay
to watch the movie?
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Solution:
Step 1: Identify what is asked.

The amount that 15 friends will pay to watch the movie

Step 2: List down the given information.

₱230.00 per ticket

15 friends

Step 3: Identify the operation needed to solve the problem.

Multiplication

Step 4: Write the mathematical sentence that will be used to solve the
problem.

230  15 = ?

Step 5: Solve the problem.

Therefore, they should pay ₱3,450.00.

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Try It Yourself!

One of the biggest passenger airlines in the world

can accommodate 525 passengers. It can run at a
speed of 945 kilometers per hour. How many
kilometers can it travel if it maintains its speed for
11 hours?

Check Your Understanding!

1. Find the product of the following:

a. 310 multiplied by 20
b. 512 multiplied by 15
c. 863 multiplied by 110

2. Multiply the pairs of numbers in the previous item using lattice method.
Lattice method is an alternative method to long multiplication for
numbers.

Example: 596 × 23
i. Draw a 3 × 2 table and position the factors as seen below.
5 9 6

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ii. Multiply each digit above the table by each digit on the side. Write
each product as shown. (See how 5 × 2 = 10 is written.)

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

iii. Add the numbers along the diagonals from right to left. Start from
the bottommost diagonal. Regroup if necessary.

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

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

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STUDY GUIDE

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

iv. Read the answer from left to right.

Thus, 13 708 is the product of 596 and 23.

3. In a large school, there are 12 grade levels. Each grade level has 12
sections, and each section has 40 students. How many students are
there in the school?

Lesson 2: Estimating Products of 3- to 4-Digit Numbers

by 2- to 3-Digit Numbers

Warm Up!

I Know My Number

Materials Needed: pen, paper, calculator,

fishbowl or box

Instructions:
1. This activity is a game involving three students.
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2. You are to agree among yourselves who will be player 1, player 2,

and the arbiter.
3. Before the start of the game, the arbiter must write 2-digit numbers
on the small pieces of paper, roll them, and put them inside a
fishbowl or box.
4. In the game proper, player 1 and player 2 shall each pick a piece of
paper from the bowl or box without looking at the papers and hand
them to the arbiter.
5. The arbiter must then note the numbers and which belongs to which
player. Without showing the players, the arbiter shall find the
product of the two numbers. He or she may use a calculator for
accuracy.
6. The arbiter shall then reveal the ones digit of player 1’s number
and the tens digit of player 2’s number.
7. After the arbiter reveals one of the digits of each player, he or she
shall then say out the product.
8. Right after the arbiter reveals the product, player 1 and player 2 will
each compete to find their respective number first. They may not
use a calculator but may use a pen and a paper, or may compute
mentally if they can.
9. If a player thinks he or she has already found his or her number, he
or she must say out, “I know my number. Is it _____?”
10. The arbiter shall then confirm whether the guess is correct or not.
11. The two players can repeatedly guess until any one gets his or her
number right.
12. The player who guesses his or her own number first wins the game.

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Learn about It!

Imagine if you are good with estimating numbers, whether you are in the
mall, shopping, checking if your money is enough to buy several goods,
finding the best offer for the same product, you might need to estimate how
much it would cost you to buy the same product for other people like the
example below.

The town mayor needs to distribute food

packs to typhoon victims. Estimate how
many food packs are needed for 94 shelters
if each shelter has 389 people?

How do we estimate the product of two large numbers?

Estimate the product of 389 and 94.

Step 1: Estimate the factors by rounding off each factor to the highest
place value.

389 → 400
94 → 90

Step 2: Multiply the digits with the highest value.

4 × 9 = 36
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Step 3: Affix the number of zeros of the factors.

400 has two zeros.

90 has one zero.

Therefore, we need to affix three zeros to 36.

So, 389  94  36 000.

Let’s Practice!

Example 1: Estimate the product of 938  38.

Solution:

Step 1: Estimate the factors by rounding off each factor to the highest
place value.

938 → 900
38 → 40

Step 2: Multiply the digits with the highest value.

9 × 4 = 36

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Step 3: Affix the number of zeros of the factors.

36 000

Therefore, 938  38 ≈ 36 000.

Try It Yourself!

Estimate the product of 526 × 35.

Example 2: Estimate the product of 2947  22.

Solution: Round off the factors to the highest place value, multiply the
digits of the highest value, and affix the number of zeros of the
factors to the product.

2 947 → 3 000
x 22 → x 20
60 000

Therefore, 2 947  22 ≈ 60 000.

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Try It Yourself!

Estimate the product of 8234 × 56.

Example 3: Estimate the product of 4250 and 793.

Solution: Round off the factors to the highest place value. Then, multiply
the digits with the highest value and affix the zeros.

4 250 → 4 000
x 793 → x 800
3 200 000

Therefore, 4 250  793 ≈ 3 200 000.

Try It Yourself!

Estimate the product of 6550 × 234.

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Real-World Problems

Example 4: Two barangays have a population of

about 2 847 each. Three other
barangays have a population of about 7
927 each. Another barangay has a
population of about 3 205. About how
many people are there in the six
barangays?
Solution:

Step 1: Set up the multiplication by pairing the number of barangays

by the population.

2  2847
3  7927
1  3205

Step 2: Before multiplying, estimate the number of population for each

barangay.

2  2847  2  3000
3  7927  3  8000
1  3205  1  3000

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Step 3: Multiply the estimated population by the number of barangays.

2  2847  2  3000 = 6000

3  7927  3  8000 = 24 000
1  3205  1  3000 = 3000

Step 4: Then, we get the sum of the estimated population.

Population in the six barangays ≈ 6000 + 24 000 + 3000

 33 000

Try It Yourself!

An adult tiger can consume 27 kilograms of meat in a day.

Estimate the number of kilograms of meat it can eat in a
year.

Check Your Understanding!

1. Estimate the product of the following:

a. 525 × 28
b. 3405 × 45
c. 9567 × 95

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2. Get the estimated product of 7805 × 45 and 8425 × 45.

a. What have you noticed with their estimated product?
b. Get the accurate product of the two sets of factors. Which among
the two products is closer to the estimated product?

3. Using his smartphone, a civilian captured a volcano spurring lava

from a distance. He uploaded the video in his favorite social media
app. If the video gets around 375 views every minute, estimate the
number of views the video shall have after an hour.

Lesson 3: Multiplying 2-Digit by 1- to 2-Digit Numbers

Mentally

Warm Up!

Product Hunt

Materials Needed: copy of the table puzzle, pen, stopwatch or

timer

Instructions:
1. This activity is to be done individually.
2. Ask your teacher to give you a copy of the given table puzzle (on the
next page).

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3. You are given 2 minutes to find sets of three numbers that satisfy
the following condition:

The first two numbers in the set are the factors, and the third
number is the product. Note that they may appear horizontally,
vertically, or diagonally in the puzzle.

Example:
5 6 30
5 and 6 are the factors while their product is 30.

4. Wait for your teacher to signal the start.

5. Once the teacher signals the start, find as many sets as you can.
6. Stop once the teacher signals the end of the two minutes. How many
were you able to find?

5 6 30 5 11 8 87 23 69 70 4 30
8 11 210 70 4 30 45 69 16 3 54 5
88 20 14 150 3 31 35 25 35 3 105 78
3 31 35 27 2 54 90 28 3 18 12 1
25 30 14 15 85 8 3 26 14 10 5 2
55 78 79 60 15 96 19 52 35 23 11 2
14 56 80 10 8 11 210 70 4 30 45 69
16 29 150 81 90 6 7 42 15 20 105 17
47 85 15 21 78 80 30 25 5 125 95 30
16 3 54 32 9 19 26 6 9 7 14 5
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Learn about It!

Sometimes, we may have to multiply relatively small numbers like 2-digit

numbers with 1-digit number or another 2-digit number. For such cases, it
may even be faster to do the operation mentally rather than spend the time
writing the process. If there is no calculator currently at hand, for example,
knowing how to compute the product mentally would be helpful.

Take the following example:

It takes about 35 minutes for Jose to assemble a bike.

How much time will it take him to assemble 4 bikes?
How do you quickly calculate if you need this
information right away?

To multiply two numbers mentally, we break down one factor into its
components (ones and tens) and then we multiply these components with the
components of the other factor.

Multiply 35 by 4.

First, multiply the tens digit of the two-digit factor (3) by the one-digit
factor (4), and affix 0 to the product.

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STUDY GUIDE

Next, multiply the ones digit of the two-digit factor (5) by the one-digit
factor (4).

Lastly, add the products.

Thus, 35  4 = 140.

Let’s Practice!

Example 1: Multiply 34 by 3 mentally.

Solution:

Step 1: Multiply the tens digit of the two-digit factor by the one-digit
factor and affix 0 to the product.

34 3
×

9 90

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Step 2: Multiply the ones digit of the two-digit factor by the one-digit
factor.
34 3
×

12

Step 3: Add the products.

90
+ 12
102

Try It Yourself!

Multiply 55 by 6 mentally.

Example 2: Multiply 24 by 12 mentally.

Solution:
Step 1: First, multiply the tens digits of the factors. The product is the
hundreds digit of the answer.

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Step 2: Next, multiply the outer digits and the inner digits and add the
products. The sum is the tens digit of the answer.

Step 3: Lastly, multiply the ones digits. The product is the ones digit of
the answer.

Thus, 24  12 = 200 + 80 + 8 = 288.

Try It Yourself!

Multiply 15 by 11 mentally.

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Example 3: Multiply 16 by 16 mentally.

Solution:

Step 1: First, multiply the tens digits of the factors. The product will be
the hundreds digit of the answer.

16 16
×

1 hundreds digit

Step 2: Next, multiply the outer digits and the inner digits and add the
products. The sum is the tens digit of the answer.
6
×

16 16
×

6
6+6=12 tens digit

Note that the two-digit sum 12 cannot fit in the tens digit. Thus,
we need to regroup by adding 1 to the previous hundreds digit.

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Add 1 from 12 to the hundreds digit leaving the tens digit 2.

1 + 1 = 2 → hundreds digit

Step 3: Multiply the ones digits. The product is the ones digit of the
answer.

16 16
×

36 ones digit

Note that the two-digit sum 36 cannot fit in the ones digit.
Thus, we need to regroup by adding 3 to the previous tens
digit.

Add 3 from 36 to the tens digit leaving 6 as the ones digit.

2 + 3 = 5 → tens digit

Thus, 16 × 16 = 200 + 50 + 6 = 256.

Try It Yourself!

What is 19 × 13? Find the answer mentally.

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Real-World Problems

Example 4: Who had bigger savings, three sisters who

saved ₱54 each or four brothers who saved
₱43 each? Solve mentally.

Solution:

Step 1: Find the savings of the sisters (₱54 × 3).

a. Multiply the tens digit of the two-digit factor by the one-digit

factor and affix zero to the product.

54 3
×

15 150

b. Multiply the tens digit of the two-digit factor by the one-digit

factor and affix zero to the product.

54 3
×

12

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c. Add the products.

150
+ 12
162

Thus, the sisters saved ₱162.

Step 2: Find the savings of the brothers (₱43 × 4).

a. Multiply the tens digit of the two-digit factor by the one-digit

factor and affix zero to the product.

43 4
×

16 160

b. Multiply the tens digit of the two-digit factor by the one-digit

factor and affix zero to the product.

43 4
×

12

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c. Add the products.

160
+ 12
172

Thus, the brothers saved ₱172.

Since ₱162 < ₱172, the brothers saved more.

Try It Yourself!

If Nina will save ₱25 per week from her allowance, how
much can she save for 12 weeks?

Check Your Understanding!

1. Solve the following items mentally.

a. 23 × 5
b. 84 × 9
c. 12 × 12
d. 23 × 11
e. 19 × 15
f. 71 × 36
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2. Cory was studying for upcoming long tests. He spends 95 minutes each
studying for Math, Science, and English. How many minutes did Cory
spend in studying for these three subjects?

3. Mom purchased 15 boxes of doughnuts for our family reunion. If each

box contained a dozen doughnuts, mentally compute how many
doughnuts there were in all.

Challenge Yourself!

1. Figure out a way on how to multiply a 3-digit number by a 3-digit

number mentally.

2. What can you say about the different strategies in multiplying numbers
mentally? Which do you prefer in multiplying numbers, finding the
product mentally, lattice method, or the traditional way? Why?

3. Work in pairs. Create a word problem that can be applied in real life
involving the following:
a. multiplying 3-digit numbers by numbers up to 2 digits
b. estimating the products of 3- to 4-digit numbers by 2- to 3-digit
numbers
c. multiplying 2-digit by up to 2-digit numbers with products up to 200
mentally

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Performance Task

You and your partner are budget managers of your own personal
allowances. You are challenged to make a wise allowance plan for a week.
This includes your transportation, food, and other expenses needed for
school. You must create a detailed plan of how much you are going to spend
and on what items (food or mode of transportation, for example) you are
going to spend the amount. You are encouraged to use estimation in writing
the entries of the plan. The budget plan must be similar to the one shown on
the next page.

After submitting the plan and having it approved by your teacher, carry it out
for a week. Follow your plan as much as possible. During this week, note
your actual expenditures. After the week has transpired, also submit a record
similar to the one you made, this time detailing the actual amount of each
payment you made for the week.

You will present your record in front of the class and discuss the experiences
you had in spending your money wisely. You will also share how you applied
the estimation in multiplying numbers as well as multiplying numbers
mentally in computing the entries in your budget as well as in recording your
actual expenses.

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Sample Budget Plan

Name of Students:
1. Nina Reyes
2. Lyca dela Cruz

Day 1 Day 2 Day 3 Day 4 Day 5 Total

Transportation
₱7.00 × 2
Going to the = ₱14.00
school (jeepney
fare)
₱7.00 × 2
= ₱14.00
Going Home
(jeepney
fare)
Food
₱40.00 × 2
= ₱80.00
Lunch
(viand with
rice)
₱20.00 × 2
= ₱40.00
Merienda
(cupcake
and juice)

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Performance Task Rubric

Below Needs Successful Exemplary

Criteria Expectation Improvement Performance Performance
(0–49%) (50–74%) (75–99%) (99+%)
Accuracy Only 80% or 80%-89% of the 90%-99% of the 100% of the
below of the computations computations computations
computations are correct. are correct. are correct.
are correct.
Organization The budget The budget The budget The budget
plan did not plan meets only plan meets two plan meets all
meet any of the one of the of the following of the following
following following descriptions: descriptions:
descriptions: descriptions: comprehensive, comprehensive,
comprehensive, comprehensive, detailed, and detailed, and
detailed, and detailed, and attainable. attainable.
attainable. attainable.
Implementation The difference The difference The difference The actual
between the between the between the spending for
actual spending actual spending actual spending the week is
for the week for the week for the week equal to the
and the and the and the estimated
estimated estimated estimated budget.
budget is more budget is up to budget is up to
than ₱200. ₱200. ₱100.

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Wrap-up

Concept Process
Step 1: Write the numbers vertically.
Step 2: Multiply the ones digit of the second number by
Multiplying all the digits of the first number.
whole numbers Step 3: Multiply the tens digit of the second number by
by 2-digit all the digits of the first number. Write the
numbers product below the first product and align them.
Step 4: Add the products.

Step 1: Estimate the factors by rounding off to the

Estimating highest place value.
products of Step 2: Multiply the digits with the highest value.
whole numbers Step 3: Affix the number of zeroes of the factors.

Step 1: Identify what is asked.

Step 2: List down the given information.
Problem solving
Step 3: Identify the operation or operations needed to
involving
solve the problem.
multiplication of
Step 4: Write the mathematical sentence that will be
whole numbers
used to solve the problem.
Step 5: Solve the problem.

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Key to Let’s Practice!

Lesson 1
1. 10 836
2. 253 575
3. 486 000
4. 10 395 km

Lesson 2
1. 20 000
2. 480 000
3. 1 400 000
4. 12 000 kg

Lesson 3
1. 330
2. 165
3. 247
4. ₱300

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References

Dela Cruz, Eduardo, Jr., et al. Soaring 21st Centrury Mathematics: Grade 4 K to
12. Philippines: Phoenix Publishing House, Inc., 2015

Maths Is Fun. “Long Multiplication.” MathsIsFun.com. Accessed January 10,

2018. http://www.mathsisfun.com/numbers/multiplication-long.html

Tabilang, Alma, et al. Mathematics – Grade 4 Learner’s Material. First Edition.

Philippines: Lexicon Press, Inc., 2015

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