Bielynda C.

Daelo

TRINITAS
PUBLISHING, INC.
SPIRAL MATH 4
(Second Edition)
Teacher’s Guide

Copyright © 2019 by Bielynda C. Daelo and Trinitas

Publishing, Inc.

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 PREFACE

This guide shows teachers engaging ways to teach mathematics, particularly

to young learners. It seeks to effectively impart basic mathematics skills through
activities that are systematically presented—from simple ones to exercises with
increasing levels of difficulty. The lessons ensure the building up of a proper
foundation to prepare the learners for progressive challenges. This approach
is reflected in the elements both for lesson presentation and the structuring of
exercises, as follows:
Lesson Presentation Exercises
Core Concept I can do this!
Lesson Proper I can do this better!
Synthesis I can do this challenge!
Application On My Own
The lessons amply provide rules, formulas, and step-by-step examples.
There are fun activities and applicable visual elements that have a functional
purpose in aiding learning and making learning easier and more fun. Thus,
the children get to have better chances to grow up, finding problem solving
and computing enjoyable activities.
Finally, to make it easy for teachers to check the answers of their pupils,
and, in some instances, to demonstrate how certain answers have been arrived
at, we have included an Answer Key in this guide.

The Author

iii
 TABLE OF CONTENTS
UNIT I

Multiplication and Division of Whole Numbers

CHAPTER 1

Multiplication of Whole Numbers

Lesson 1 Reading and Writing Numbers Through 100 000
in Symbols and in Words.............................................................. 1
Lesson 2 Rounding Off Whole Numbers to the Nearest
Thousands and Ten Thousands................................................... 3
Lesson 3 Multiplying up to 3-digit Numbers by up to
2-digit Numbers Without and With Regrouping ..................... 6
Lesson 4 Estimating the Products of 3- to 4-digit Numbers
and 2- to 3-digit Numbers............................................................. 8
Lesson 5 Multiplying Numbers Mentally up to 2 Digits
by 1- to 2-digit Numbers With Products up to 200................. 10
Lesson 6 Solving Word Problems Involving Multiplication
of Whole Numbers....................................................................... 12

CHAPTER 2

Division of Whole Numbers

Lesson 1 Dividing 3- to 4-digit Numbers by 1- to 2-digit
Numbers Without and With Remainder.................................. 19
Lesson 2 Dividing 3- to 4-digit Numbers by 10, 100,
or 1 000 Without and With Remainder..................................... 22
Lesson 3 Estimating the Quotient of 3- to 4-digit Dividends
by 1- to 2-digit Divisors .............................................................. 25
Lesson 4 Dividing Mentally 2- to 3-digit Numbers
by 1-digit Numbers Without Remainder
Using Appropriate Strategies..................................................... 27
Lesson 5 Solving Word Problems Involving Division
of 3 - to 4-digit Numbers by 1- to 2-digit Numbers ............... 29
Lesson 6 Multiplication, Division, Addition, Subtraction
(MDAS) Rule ................................................................................ 32

iv
 UNIT II

Rational Numbers and Patterns and Algebra

CHAPTER 3

Factors, Multiples, and Fractions

Lesson 1 Factors and Multiples.................................................................. 36
Lesson 2 Greatest Common Factor
and Least Common Multiple...................................................... 40
Lesson 3 Introduction to Fractions............................................................ 44
Lesson 4 Adding and Subtracting
Similar Fractions........................................................................... 48
Lesson 5 Adding and Subtracting of Dissimilar Fractions..................... 51
Lesson 6 Solving Problems Involving Addition
and Subtraction of Fractions ...................................................... 53

CHAPTER 4

Decimals
Lesson 1 Introduction to Decimals ........................................................... 58
Lesson 2 Comparing and Arranging Decimals in Order........................ 61
Lesson 3 Rounding Off Decimals............................................................... 64
Lesson 4 Continuous and Repeating Patterns
and Number Sentences................................................................ 66

UNIT III

Geometry and Measurement

CHAPTER 5

Geometry
Lesson 1 Parallel, Intersecting, and Perpendicular Lines ...................... 69
Lesson 2 Angles............................................................................................ 73
Lesson 3 Triangles........................................................................................ 75
Lesson 4 Quadrilaterals............................................................................... 79
Lesson 5 Elapsed Time................................................................................ 82

v
 UNIT IV

Measurement, Statistics, and Probability

CHAPTER 6

Measurement
Lesson 1 Perimeter ...................................................................................... 86
Lesson 2 Area of a Square and a Rectangle.............................................. 89
Lesson 3 Area of a Parallelogram............................................................... 92
Lesson 4 Area of Triangles and Trapezoids.............................................. 96
Lesson 5 Volume of Rectangular Prisms ................................................ 104

CHAPTER 7

Statistics and Probability

Lesson 1 Bar Graphs................................................................................... 107
Lesson 2 Conducting Simple Experiments............................................. 110

vi
 Unit I
MULTIPLICATION AND DIVISION
OF WHOLE NUMBERS
Chapter 1
MULTIPLICATION OF WHOLE NUMBERS
LESSON 1

Reading and Writing Numbers Through 100 000

in Symbols and in Words
I. OBJECTIVES
A. Write numbers up to 100 000, with emphasis on numbers
10 001–100 000
B. Give the place value and actual value of a digit in numbers up to
100 000
C. Read and write numbers up to hundred thousand in symbols and in
words
D. Compare numbers up to 100 000 using relation symbols

II. REFERENCE
Spiral Math 4 (Second Edition), pp. 2–9

III. PROCEDURE
A. Core Concept
Review the concept of place value. See the link below.
www.youtube.com/embed/21l3Jg5_MCg?list=PLD2AC829C2AEC20F8.
B. Lesson Proper
1. As a motivation, have the class do the following activity:
Give the place value and the value of 7.
Number Place Value Value
1. 23 875
2. 765 431
3. 162 357
4. 569 712
5. 724 678

2. Ask the pupils to get their notebook and write numbers 1 to 100
in columns.

Unit I: Multiplication and Division of Whole Numbers · 1

 a. Tell them to read the numbers and write them in words. (Do
not use the book or the charts yet. Do not let them copy from
the book either.)
b. After writing the number words, show them the number chart.
c. Ask the pupils to compare their work with what is written on
the number chart. Discuss their observations on how number
words are written.
3. Use the examples in What shall I do? on pp. 3–4 for more exercises.
C. Synthesis
• Place value can help you understand the value of the digits in the
given number.
• Each group of three digits forms a place value period. The space
or comma separates the thousands period from the ones period.
D. Application
Have the pupils answer the practice exercises in the book.
Afterwards, let them discuss or present their solutions and answers.

ANSWER KEY

I can do this!
1. 47 106
2. 71 524
3. 400
4. 53 456
5. 73 456
6. Ninety-four thousand eight hundred
7. 65 604
8. 72 601, 70 000 + 2 000 + 600 + 1
9. 83 422, Eighty-three thousand four hundred twenty-two
10. 50 000 (Note: In the book, the number that should be underlined is 5.)
11. <
12. <
13. =
14. >
15. >
2 · Spiral Math 4 (Second Edition) Teacher's Guide
I can do this better!
1. 96 320
2. 20 369
3. Possible answers: 2 396, 2 639, 2 693, 69 320, 69 302, 69 023, 69 032,
63 920, 63 902, 63 209, 63 029, 63 290, 62 930, 62 903, 62 309, 62 390
4. 90 362
5. 90 326, 90 236, 90 623, 90 632, 92 036, 92 360, 92 630, 93 026, 93 360,
93 620, 96 023, 96 032, 96 320, 96 230

I can do this challenge!

For the explanation part, answers may vary.
1. 70 776, because it has the smallest value of all the given numbers.
2. 99 999, because the next greater number is already in six digits, which
is 100 000.
3. Tuesday, because 15 205 is greater than 15 025.
4. Yes, because 50 490 is greater than 50 409.
5. No, because the thousands and hundreds digits are not equal.

LESSON 2

Rounding Off Whole Numbers to the Nearest Thousands

and Ten Thousands
I. OBJECTIVES
A. Round off numbers to the nearest thousands and ten thousands
B. Order numbers up to 100 000 in increasing or decreasing order

II. REFERENCE
Spiral Math 4 (Second Edition), pp. 10–17

III. PROCEDURE
A. Core Concept
Review the place value chart.
B. Lesson Proper
1. Introduce the lesson by doing an activity called Cinderella
Rounding. When rounding off to any place value, use the
Cinderella story to make it clearer when to “go” or “stay.” Study
the sample on the next page.
Unit I: Multiplication and Division of Whole Numbers · 3
 a. When asking the class or a pupil to round off a number to the
tens, for example: 186, the pupil is to underline the number in
the tens place (8). This number is “Cinderella.”
b. Cinderella then seeks the help of her “Fairy Godmother,”
which is the number directly to the right of Cinderella (6). The
pupil is to draw an arrow under Cinderella going to the Fairy
Godmother (to the right) to show the path she takes to find
help. (This helps the pupils form a mental picture and realize
that “to the right” is the only way Cinderella can go to for help.)
c. Discuss the Fairy Godmother’s powers. If her magic is not
powerful (numbers 0–4), Cinderella must “stay” at home and
not attend the ball. She does not get to change into a beautiful
dress, meaning, she must remain wearing her rag clothes (the
8 stays an 8). If the Fairy Godmother’s magic is powerful
(numbers 5–9), Cinderella must “go” to the ball and change
clothes (go up one number, that is, the 8 becomes 9).
d. The remaining numbers on the right (the Fairy Godmother
and whomever she may be traveling with), would go “poof”
and turn to 0 (190).
e. If there are numbers in front of Cinderella (to the left), they
are not affected by the magic, thus they stay the same (1 in 186
remains 1).
2. Let the pupils read the text in How do I start? on p. 10. Use the
questions below it to introduce the lesson.
3. Discuss rounding off numbers (refer to What shall I do? on
pp. 11–13).
C. Synthesis
• In rounding off numbers, find the digit in the place to be rounded
off.
1. Look at the digit to its right.
2. If the digit on the right is less than 5, the digit to be rounded
off remains the same.
3. If the digit to the right is 5 or more, the digit to be rounded off
is increased by 1.
D. Application
Have the pupils answer the exercises in the book, and then ask
them to discuss or present their solutions and answers.

4 · Spiral Math 4 (Second Edition) Teacher's Guide

 ANSWER KEY

I can do this!
1. a 6. 44 000
2. a 7. 3 000
3. c 8. 30 000
4. 43 000 9. 60 000
5. 48 000 10. 100 000

I can do this better!

1. 85 000 and 86 000, closer to 85 000, rounded to 90 000
2. 81 000 and 82 000, closer to 82 000, rounded to 80 000
3. 56 000
4. 60 000
5. 15 394; 15 493; 15 867; 15 948
6. 65 395; 65 446; 65 447; 65 743
7. 50 091; 50 109; 50 190; 50 910
8. 48 339; 47 110; 45 387
9. 59 793; 58 932 ; 52 484
10. 60 839; 60 398; 60 389

I can do this challenge!

1. 60 000, because the thousands digit is greater than 5.
2. 100 000, because the thousands digit is equal to 5.
3. 80 000, because the thousands digit is greater than 5.
4. 55 499 because when rounding off to the nearest thousands, 5 is the
preceding number but it is followed by 4, which is less than 5, so 1
should not be added to 5. That is why the value remains the same,
55 000.
5. 49 000 because when rounding off to the nearest ten thousands, 4 is
the preceding number and it is followed by 9, which is greater than
5, so 1 should be added to 4. Thus, the value will be equal to 50 000.

Unit I: Multiplication and Division of Whole Numbers · 5

 LESSON 3

Multiplying up to 3-digit Numbers by up to 2-digit Numbers

Without and With Regrouping
I. OBJECTIVES
A. Multiply up to 3-digit numbers by up to 2-digit numbers without
regrouping
B. Multiply up to 3-digit numbers by up to 2-digit numbers with
regrouping

II. REFERENCE
Spiral Math 4 (Second Edition), pp. 18–29

III. PROCEDURE
A. Core Concept
Review the concept of multiplication of whole numbers. Explain
that to multiply numbers, one has to write the numbers in column so
that the ones are in one column and the tens are in another column,
and then multiply the ones first and regroup the product if it is greater
than 9.
B. Lesson Proper
1. As a motivation, conduct the game Spinning the Wheel. Copy the
wheels below on the board or on a manila paper. Spin the wheel
and call a pupil to give the product.

8 1 8 1 8 1
7 2 7 2 7 2
×7 ×8 ×9
6 3 6 3 6 3
5 4 5 4 5 4

2. Let the pupils read the text in How do I start? on p. 18. Use the
questions following the text to introduce the lesson.
3. Discuss multiplication of numbers with 2 to 3 digits by numbers
with 2 digits (refer to What shall I do? on pp. 19–24).
4. Use the following link for better understanding of the lesson:
https://www.youtube.com/embed/FJ5qLWP3Fqo.
C. Synthesis
• To multiply up to 3-digit numbers by up to 2-digit numbers
without and with regrouping, you can use different methods.
6 · Spiral Math 4 (Second Edition) Teacher's Guide
 They are the following:
1. Area Model Strategy
• The length and width of a rectangle represent factors.
• The area of the rectangle represents their product.
2. Expanded Notation
3. Traditional Method
• Multiply the ones. Regroup as needed.
• Multiply the tens. Add any extra tens. Regroup as needed.
• Multiply the hundreds. Add any extra hundreds.
4. Lattice Method
• The method of multiplication that breaks the process
of traditional long multiplication method into smaller steps.
D. Application
Have pupils do the exercises in the book, and then let them discuss
or present their solutions and answers.

ANSWER KEY

I can do this!
1. 468 6. 4 165
2. 1 569 7. 3 528
3. 5 888 8. 6 984
4. 4 660 9. 23 426
5. 782 10. 36 465
I can do this better!
1. 68 6. 7 315
2. 288 7. 38 340
3. 1 593 8. 72 324
4. 4 050 9. 60 635
5. 2 384

I can do this challenge!

1. 1 665 3. 6 498
2. 912 4. 3 885

Unit I: Multiplication and Division of Whole Numbers · 7

 5. 5 508 7. 51 271
6. 20 592 8. 43 536

LESSON 4

Estimating the Products of 3- to 4-digit Numbers

and 2- to 3-digit Numbers
I. OBJECTIVE
Estimate the products of 3- to 4-digit numbers and 2- to 3-digit
numbers with reasonable results

II. REFERENCE
Spiral Math 4 (Second Edition), pp. 30–36

III. PROCEDURE
A. Core Concept
Review the concept of rounding off numbers to the nearest 10 100,
1 000, etc.
B. Lesson Proper
1. Conduct the contest Climb the Ladder between the boys and the
girls. The teacher will flash cards, one by one, with numbers to
be rounded off to the highest place value. The two groups will
give their respective answer. A correct answer will mean one step
up in the ladder. The first group to reach the top of the ladder
wins.

2. Have the pupils read the questions in How do I start? on p. 30 as

an introduction of the lesson.
3. Discuss the content of What shall I do? on pp. 31–32.

8 · Spiral Math 4 (Second Edition) Teacher's Guide

 C. Synthesis
• To estimate a product, round off the numbers to the place value
of their leading digits. The numbers will have zeros at the end.
Multiply these numbers. The result is an estimate of what the
actual product should be.
D. Application
Have the pupils answer the exercises in the book, and then let
them discuss or present their solutions and answers.

ANSWER KEY

I can do this!
A.
1. 600 4. 600
2. 700 5. 600
3. 600
B.
1. 80 4. 2 000
2. 600 5. 6 000
3. 800

I can do this better!

1. 90 × 20 is about 1 800

2. 30 × 70 is about 2 100

3. 90 × 50 is about 4 500

4. 300 × 40 is about 12 000

5. 900 × 30 is about 27 000

6. 24 056

400 × 60 = 24 000
7. 496 164

500 × 1 000= 500 000

8. 492 218

900 × 500 = 450 000

Unit I: Multiplication and Division of Whole Numbers · 9

 9. 2 361 315

600 × 4 000 = 2 400 000

10. 39 535 392

5 000 × 8 000 = 400 000

I can do this challenge!

Estimate the amount needed, then find the exact cost.

Estimation Exact cost

1. 50 × 20 = 1000 48 × 18 = 864

2. 70 × P30 = P2,100 65 × P32 = P2,080

3. P20 × 30 = P600 P18 × 29 = P522

4. 40 × P20 = P800 42 × P15 = P630

5. P2,000 × 70 = P140,000 P2,325 × 68 = P158,100

LESSON 5

Multiplying Numbers Mentally up to 2 Digits

by 1- to 2-digit Numbers With Products up to 200
I. OBJECTIVES
A. Multiply mentally 2-digit numbers by 1- to 2-digit numbers with
products up to 200
B. Explain the strategies used in mentally multiplying 2-digit numbers
by 1- to 2-digit numbers with products up to 200

II. REFERENCE
Spiral Math 4 (Second Edition), pp. 37–46

III. PROCEDURE
A. Core Concept
Review multiplication facts by conducting the following activity:
Copy the two heads/faces below on the board or on a manila paper/
cartolina. Have the pupils study the heads/faces and look at the
numbers drawn on each. Call on a pupil and tell him/her to choose
a number from each head/face and then multiply these two numbers.

10 · Spiral Math 4 (Second Edition) Teacher's Guide

 Call on several pupils to do this activity.

B. Lesson Proper
1. Begin the lesson by playing the game Guess My Age (refer to How
do I start? on pp. 37–38).
2. Discuss the tricks on multiplication/multiplication table for the
pupils to easily multiply numbers (refer to What shall I do? on
pp. 38–43). You may present some more tricks for the pupils to
easily remember the multiplication table or facts.
3. Use or share the following links with the class.
a. 6’s: www.youtube.com/embed/UkEVq-uwMeE
b. 7’s: www.youtube.com/embed/6GqWD6i3whc
c. 8’s: www.youtube.com/embed/-C-e33iVBTM
d. Multiplication by fingers: www.youtube.com/embed/
ieX9UlD087c
C. Synthesis
• To multiply by 2, just add the number to itself.
• To multiply by 3, the digits of the answer add up to 3, 6, or 9.
• To multiply 5 by an even number, get the tens digit by dividing
the number by 2. The ones digit is 0.
• To multiply 5 by an odd number, subtract 1 from the number. Get
the tens digit by dividing that answer by 2. The ones digit is 5.
• When multiplying a single-digit number by 9: The tens digit is
one less than the original number. To get the ones digit, subtract
the tens digit from 9. The tens digit plus the ones digit equals 9.
• To multiply by 10, just move each digit once to the left. Fill the last
place with a 0.
• To multiply by 11, just repeat the digit.
• You can also use finger multiplication.
D. Application
Have the pupils do the exercises in the book, and then let them
discuss or present their solutions and answers.
Unit I: Multiplication and Division of Whole Numbers · 11
 ANSWER KEY

I can do this!
1. 6 3. 63
60 630
600 6 300
2. 20 4. 77
200 770
2 000 7 700

I can do this better!

1. True 6. False, 9 × 6 = 54
2. False, 13 × 5 = 65 7. False, 9 × 9 = 81
3. False, 15 × 3 = 45 8. False, 10 × 8 = 80
4. True 9. False, 11 × 10 = 110
5. False, 18 × 5 = 90 10. True

I can do this challenge!

1. 132 6. 63
2. 72 7. 36
3. 116 8. 63
4. 75 9. 110
5. 110 10. 180

On My Own
Answers may vary.

LESSON 6

Solving Word Problems Involving Multiplication

of Whole Numbers
I. OBJECTIVES
A. Solve routine and nonroutine math problems involving multiplication
of whole numbers using appropriate problem-solving strategies and
tools

12 · Spiral Math 4 (Second Edition) Teacher's Guide

 B. Solve multistep routine and nonroutine problems involving
multiplication and addition or subtraction using appropriate problem
solving strategies and tools
C. Create math problems (with reasonable answers) involving
multiplication or with addition or subtraction of whole numbers

II. REFERENCE
Spiral Math 4 (Second Edition), pp. 47–57

III. PROCEDURE
A. Core Concept
Review the different strategies in solving word problems. Give
emphasis on drawing model. Enumerate the steps in solving word
problems.
1. Read the entire problem.
2. Decide who/what is involved in the problem.
3. Draw unit bars of equal length.
4. Read the sentences one at a time.
5. Put a question mark in place.
6. Solve the problem. Answer the question in a complete sentence.
B. Lesson Proper
1. Motivate the class by doing an activity.
a. Divide the class into groups. Give each group a bag of candies
and tell the groups that they must share their candies with the
other groups.
b. Give each group a different word problem to solve. For
instance, if there are five groups with four members each, tell
the first group that it must give 12 candies to the other groups.
Ask the said group to formulate a multiplication problem that
would tell how many pieces of candies the group needs (12
candies × 5 groups = 60). Have the group write the word
problem on the board and explain to the class how it solved
its problem.
c. When each of the other groups has already received its candies
from the first group, each should write down a word problem
about how many pieces of candies each member of its group
should receive (12 candies/4 members = 3).

Unit I: Multiplication and Division of Whole Numbers · 13

 2. Guide the pupils in mastering the steps in problem solving (refer
to What shall I do? on pp. 48–52).
C. Synthesis
• The Model Method is a way of solving word problems where you
draw or use a model, such as bar units, to illustrate or represent
all the information in a word problem. By drawing the models,
you will know the variables given, the variables to find, and even
the methods used to solve the problem.
Steps:
1. Read and understand the entire word problem.
2. Find out who or what is involved.
3. Draw unit bars of equal lengths.
4. Read and analyze the sentences or questions one at a time.
5. Determine where to put the question mark.
6. Solve the word problem.
7. Answer the question in a complete sentence.
D. Application
Have the pupils answer the exercises in the book, and then ask
them to discuss or present their solutions and answers.

ANSWER KEY

I can do this!
1. 8 × 42 = 336
It takes 336 liters of gas to fill all 8 trucks.
2. 12 × 400 = 4 800
Together, they would reach 4 800 feet long.
3. 3 × 24= 72
They will get 72 trucks.
4. 12 × 460 = 5 520
Allan earns P5,520 in 12 weeks.
5. 24 × 60 = 1 440
There are 1 440 minutes in one day.
7 × 1 440 = 10 080
There are 10 080 minutes in a week.

14 · Spiral Math 4 (Second Edition) Teacher's Guide

I can do this better!
1. There are 15 photos each page.
There are 25 pages.

25 × 15 = 375
Therefore, Lina has 375 photos.
2. There are 500 liters in each truck.
There are 13 trucks.
13 × 500 = 6 500
Therefore, there are 6 500 liters of water.
3. The travel agent earns P5,300 each trip.
There will be 20 trips.

20 × 5 300 = 106 000

Therefore, the travel agent earns P 106,000.
4. Mark has fifty-peso bills.
Mark has 15 bills.

15 × 50 = 750
Therefore, Mark got P750 from the bank machine.
5. The rent for the bike costs P 25 and for the horse costs P 35.
The bike was rented for 2 hours and the horse for 3 hours.

(25 × 2) + (35 × 3) = 50 + 105 = 155

Therefore, they will pay P155 for the rental at the park.

I can do this challenge!

1. Class A has 12 students.
Class A 12
Class B 12 7 Class B has 7 more than Class A.
Class C 12 12 12 12 12 Class C has 5 times of Class A.
12 + (12 + 7) + (12 × 5) = 91
Therefore, there are 91 students
altogether in the three classes.

Unit I: Multiplication and Division of Whole Numbers · 15

 Shoes 895 The pair of shoes costs P 895.
2.
Dress 895 895 895
The dress costs 3 times the cost
of the shoes.

895 + (895 × 3) = 3 580
Therefore, the total cost of the
dress and the pair of shoes is
P 3,580.
3. Each container has 500 g sugar.
Biel has 6 containers of sugar.
500 500 500
6 × 500 = 3 000
500 500 500
3 145 – 3 000 = 145
Therefore, Biel needs 145 g more
sugar.

4. Each crate has 36 mangosteens each.

36 36 36 36 36 36 36 There are 14 crates.
36 36 36 36 36 36 36
14 × 36 = 504
There are 504 mangosteens in all.

500 4
4 mangosteens were given to the guard.
504 – 4 = 500
There were 500 mangosteens left.

The remaining mangosteens were packed into boxes of 10

mangosteens each.
10 10 10 10 10 10 10 10 10 10
10 10 10 10 10 10 10 10 10 10
10 10 10 10 10 10 10 10 10 10
10 10 10 10 10 10 10 10 10 10
10 10 10 10 10 10 10 10 10 10

There are 50 boxes in all.

On My Own
Answers may vary.

16 · Spiral Math 4 (Second Edition) Teacher's Guide

Chapter Test
A.
1. True
2. False, 50 000 + 500 + 5 = 50 505
3. False, about 10 centimeters long
4. False, 22 × 2 = 44 is less than 100 or 44 < 100
5. False, 7 × 800 = 5 600 5 600 is greater than 5 000 or 5 600 > 5 000
6. True, 5 × 400 = 2 000 2 000 is greater than 1 500 or 2 000 > 1 500
7. True, 3 × 52 = 156, 150 + 6 = 156
8. False, 6 × 73 = 438 It is neither close to 420 nor 430, because it is close
to 440.
9. False, 8 × 600 = 4 800 4 800 + 800 = 5 600
10. False, 2 × 301 = 602, 3 × 201 = 603 602 is less than 603 or
602 < 603
B.
1. No, because 90 500 = 90 000 + 500 while 95 000 = 90 000 + 5 000.
2. By using the distributive property of multiplication, we will have

8 (10 + 2) = (8 × 10) + (8 × 2) = 80 + 16 = 96
3. 3, 25 × 40 = 1 000
4. 30 × 30 = 900 900 is less than 1 000 or 900 < 1 000
5. 4, 25 × 47 = 1 175
6. 5, 1 111 × 11 = 12 221
7. By using the distributive property of multiplication, we will have
4 000 (10 + 2) = (4 000 × 10) + (4 000 × 2) = 40 000 + 8 000 = 48 000

8. 1 330 × 22 = 29 260, 1 311 × 24 = 31 463, 1 311 × 24 is greater than 1 330 × 22

9. P2,000 is more than enough to buy 9 books. By estimation, 9 books
will cost about P1,800. 1 800 is less than 2 000 or 1 800 < 2 000
10. By estimation, 3 tickets at P250 cost more.
C.
1. 37 × 4 = 148
40 × 4 = 160

Unit I: Multiplication and Division of Whole Numbers · 17

 2. 29 × 6 = 174
30 × 6 = 180
3. 756 × 54 = 40 824
800 × 50 = 40 000
4. 4 500 × 6 = 27 000
5 000 = 30 000
5. 306 × 23 = 7 038
300 × 20 = 6 000
6. 6 321 × 56 = 353 976
6 000 × 60 = 360 000
7. Adult: 85 × 2 = 170
Child: 50 × 3 = 150
170 + 150 = P 320.00, therefore, the family must pay P 320.00.
8. 16 × 654 = 16 (600 + 50 + 4) = (16 × 600) + (16 × 50) + (16 × 4) = 9 600 + 800
+ 64 = 10 464
Therefore, there are 10 464 coupons in all.
9. 5 × 15 = 75, there are 75 stacks of magazines.
75 × 8 = 600, therefore, JDPNHS recycled 600 magazines.
10. 25 boxes × 24 candies = 600, each student can sell 600 candy bars a
day.
600 candy bars × P12 = P7,200
Therefore, each student can earn P 7,200 a day.

18 · Spiral Math 4 (Second Edition) Teacher's Guide

 Chapter 2
DIVISION OF WHOLE NUMBERS
LESSON 1

Dividing 3- to 4-digit Numbers by 1- to 2-digit Numbers

Without and With Remainder
I. OBJECTIVE
Divide 3- to 4-digit numbers by 1- to 2-digit numbers without and with
remainder

II. REFERENCE
Spiral Math 4 (Second Edition), pp. 61–68

III. PROCEDURE
A. Core Concept
Review the concept of division. Play the Wheel of Fortune. Spin
the wheel and have pupils divide the numbers.

36 28 60 18 60 50

40 44 36 54 15 30
÷4 ÷6 ÷5
32 12 96 42 35 25
48 20 66 48 45 55

B. Lesson Proper
1. Present a problem opener as a motivation.
2. Let the pupils read the story problem in How do I start? on p. 61,
and then use the questions after the story to introduce how to
solve a problem involving division.
3. Discuss division (refer to What shall I do? on pp. 62–64).
4. You can use this link to generalize the lesson: www.youtube.com/
embed/1j5eWFQfLYc.
C. Synthesis
• To divide 2- to 3-digit numbers by 1- to 2-digit numbers without
and with remainder, follow the steps below.
1. Take the first number on the left of the dividend. If the first
digit of the dividend is less than the divisor, take the first two
digits.
2. Divide, multiply, subtract, and bring down.

Unit I: Multiplication and Division of Whole Numbers · 19

 3. Repeat the same procedure up to the last digit in the dividend.
4. Multiply the quotient by the divisor to check the answer. If the
product is equal to the dividend, then the answer is correct.
D. Application
Give practice exercises to the pupils. Have them do the exercises
in the book, and then discuss or present their solutions and answers.

ANSWER KEY

I can do this!
A.
1. dividend: 225 divisor: 5 quotient: 45
2. dividend: 507 divisor: 39 quotient: 13
3. dividend: 2 350 divisor: 94 quotient: 25
B.

8 2 9 8
1. 9 7 3 8 2. 7 6 8 6
– 7 2 2 – 6 3 9 ×7
×9
1 8 5 6
– 5 6 8
– 1 8 0 ×7
×9
0 0

I can do this better!

3 6 2­ 1 3
1. 7 2 5 2 2. 4 8 5 5
– 2 1 – 8
3×7 2×4
4 2 0 5
– 4 2 – 4
6×7 1×4
0 1 5
– 1 2 3×4
3

20 · Spiral Math 4 (Second Edition) Teacher's Guide

 1 0 2
3. 12 1 2 2 7
– 1 2 1 × 12
0 2
– 0 0 × 12
2 7
– 2 4 2 × 12
3

8 1 2
4. 8 6 4 9 6
– 6 4
8×8
0 9
– 8
1×8
1 6
– 1 6 2×8
0

8 3 0
5. 6 4 9 8 5
– 4 8 8×6
1 8
– 1 8 3×6
0 5
– 0 0×6
5

Unit I: Multiplication and Division of Whole Numbers · 21

I can do this challenge!
A.
1. Quotient: 111
Checking: 111 × 5 = 555
2. Quotient: 522
Checking: 522 × 6 = 3 132
3. Quotient: 123
Checking: 123 × 15 = 1 845
4. Quotient: 112 r 3
Checking: 112 × 21 = 2 352 + 3 = 2 355
5. Quotient: 107 r 3
Checking: 107 × 42 = 4 494 + 3 = 4 497
B.
1. 33 4. 0
2. 54 5. 1
3. 61

On My Own
• Answers may vary.
• If 342 ÷ 18 = 19 The remainder is 0, therefore, 342 can be divided by
19, 342 ÷ 19 = 18.

LESSON 2

Dividing 3- to 4-digit Numbers by 10, 100,

or 1 000 Without and With Remainder
I. OBJECTIVES

A. Divide 3- to 4-digit numbers by 10, 100, or by 1 000 without remainder

B. Divide 3- to 4-digit numbers by 10, 100, or by 1 000 with remainder
II. REFERENCE

Spiral Math 4 (Second Edition), pp. 69–76

22 · Spiral Math 4 (Second Edition) Teacher's Guide

III. PROCEDURE
A. Core Concept
Have the class do basic division facts. Copy the figures below on
the board or on a manila paper. Ask the pupils to write the quotients
in the outer circle.

42 14 48 24

56 28 36 6
÷7 ÷6
7 35 54 18

49 21 12 42

B. Lesson Proper
1. As a motivation, start the lesson by having the class watch this
video: https://www.youtube.com/embed/JCq1XFDVZA4.
2. Present a problem opener. Let the pupils read the story problem
in How do I start? on p. 69. Ask the pupils questions following
the story to start discussion on the procedure in dividing numbers.
C. Synthesis
To divide numbers by 10, 100, or 1 000 without and with remainder,
cancel as many zeros in the dividend as there are in the divisor before
dividing.
D. Application
Have pupils do the exercises in the book, and then ask them to
discuss or present their solutions and answers.

ANSWER KEY
I can do this!
Divisor
Dividend 6 60 600 Remainder

3 600 600 60 6 0

4 200 700 70 7 0

1 800 300 30 3 0

6 305 1 050 105 10 5/5/305

3 001 500 50 5 1

Unit I: Multiplication and Division of Whole Numbers · 23

I can do this better!
1. 4 5. 20
40 2
100 6. 7
2. 6 7. 5
6 8. 9
60 9. 9
3. 45 10. 3
4 r. 50
4. 75
7 r. 50

I can do this challenge!

A.
1. True
200 ÷ 2 = 100
150 ÷ 5 = 30
100 is greater than 30, therefore, 200 ÷ 2 is greater than 150 ÷ 5.
2. True
600 ÷ 6 = 100
200 ÷ 4 = 50
100 is greater than 50, therefore, 600 ÷ 6 is greater than 200 ÷ 4.
3. True
640 ÷ 8 = 80
350 ÷ 7 = 50
80 is greater than 50, therefore, 640 ÷ 8 is greater than 350 ÷ 7.
4. False
8 100 ÷ 90 = 9
2 700 ÷ 30 = 90
9 is less than 90, therefore, 8 100 ÷ 90 is less than 2 700 ÷ 30.
5. True
360 ÷ 40 = 9

24 · Spiral Math 4 (Second Edition) Teacher's Guide

 720 ÷ 90 = 8
9 is greater than 8, therefore, 360 ÷ 40 is greater than 720 ÷ 90.
B.
1. Quotient: 70 remainder: 3
2. Quotient: 9 remainder: 5
3. Quotient: 10 remainder: 444
4. Quotient: 4 remainder: 25
5. Greater than, because 630 ÷ 70 = 9 while 640 ÷ 80 = 8.

On My Own
Below are answers for the second activity.
1. 90 × 2 3. 45 × 4
2. 36 × 5 4. 30 × 6

LESSON 3

Estimating the Quotient of 3- to 4-digit Dividends

by 1- to 2-digit Divisors
I. OBJECTIVE
Estimate the quotient of 3- to 4-digit dividends by 1- to 2-digit divisors
with reasonable results

II. REFERENCE
Spiral Math 4 (Second Edition), pp. 77–82

III. PROCEDURE
A. Core Concept
Review rounding off numbers to the nearest tens, hundreds, and
thousands. Distribute a copy off the activity sheet below to each pupil.
Have all pupils round off the numbers to their specific place value as
quickly but as correctly as they can. The pupil who finishes first with
the most number of correct answers wins.
Number Nearest Tens Nearest Hundreds Nearest Thousands

a. 344
b. 563
c. 4 275

Unit I: Multiplication and Division of Whole Numbers · 25

 Number Nearest Tens Nearest Hundreds Nearest Thousands

d. 5 948
e. 6 225

B. Lesson Proper
1. Introduce the lesson through the activity below. Use compatible
numbers to estimate quotients. Compatible numbers are numbers
that are easy to divide mentally.
a. Prepare number cards from 0 to 9.
b. Turn over three cards to make a 3-digit dividend. Then, turn
over one card to make a divisor. Write out the division problem
on the board.
c. Rewrite the problem using compatible numbers that are close
to the actual numbers. Then, estimate the quotient.
Example: 5 4 3 ÷ 6 (division problem)

540 ÷ 6 (division problem with compatible numbers)

540 ÷ 6 = 90
d. Repeat steps b and c at least five times.
2. Try estimating quotients for problems with 3- or 4-digit dividends
and 2-digit divisors.
3. Have the class read and analyze the story problem in How do I
start? on p. 77. Use the questions after the story to make the pupils
understand the lesson.
C. Synthesis
In estimating a quotient, round off both the dividend and the
divisor to the place value of the leading digit, and then divide.
D. Application
Have pupils do the exercises in the book, and then let them discuss
or present their solutions and answers.

ANSWER KEY

I can do this!
1. b 4. c
2. c 5. c
3. b

26 · Spiral Math 4 (Second Edition) Teacher's Guide

I can do this better!
1. 2 000 ÷ 30 = 67 4. 3 000 ÷ 60 = 50
2. 3 000 ÷ 50 = 60 5. 1 400 ÷ 7 = 200
3. 1 000 ÷ 10 = 100

I can do this challenge!

1. 6 000 ÷ 60 = 100 4. 30 000 ÷ 30 = 1 000
2. 9 000 ÷ 30 = 300 5. 8 000 ÷ 20 = 400
3. 80 000 ÷ 20 = 4 000
On My Own
Answers may vary.

LESSON 4

Dividing Mentally 2- to 3-digit Numbers

by 1-digit Numbers Without Remainder
Using Appropriate Strategies
I. OBJECTIVE
Divide mentally 2- to 3-digit numbers by 1-digit numbers without
remainder using appropriate strategies
II. REFERENCE
Spiral Math 4 (Second Edition), pp. 83–88
III. PROCEDURE
A. Core Concept
Give the number riddles below to the class.
1. I’m thinking of a number that when you divide it by 9, the quotient
is 8. What is the number? 72
2. The dividend is 54. The quotient is 6. What is the divisor? 9
3. The divisor is 9. The quotient is 7. What is the dividend? 63
4. The divisor is 7. The quotient is 21. What is the dividend? 147
5. The dividend is 279. The divisor is 9. What is the quotient? 31
B. Lesson Proper
1. Introduce the lesson using the story in How do I start? on p. 83.
Let the pupils answer the questions after the story to have an idea
or understanding of the lesson.

Unit I: Multiplication and Division of Whole Numbers · 27

 2. Discuss how to divide mentally.
C. Synthesis
• The following are mental division methods.
1. Splitting the dividend
2. Splitting the divisor
3. Dividing with even numbers
D. Application
Have pupils do the exercises in the book, and then let them discuss
or present their solutions and answers.

ANSWER KEY

I can do this!
1. 40 4. 3
4 90
10, 16 30
16 30

2. 27 5. 672
3, 27 3
9, 29 32
29 32

3. 84
21
12, 15
15

I can do this better!

1. 7 4. 110
2. 22 5. 221
3. 20

28 · Spiral Math 4 (Second Edition) Teacher's Guide

I can do this challenge!
1. 14 4. 13
2. 15 5. 11
3. 12

On My Own
Answers may vary.

LESSON 5

Solving Word Problems Involving Division

of 3 - to 4-digit Numbers by 1- to 2-digit Numbers
I. OBJECTIVES
A. Solve problems involving division of 3- to 4-digit numbers by 1- to
2-digit numbers using appropriate problem-solving strategies and
tools
B. Solve multi-step problems involving division and any of the other
operations of whole numbers using appropriate problem-solving
strategies and tools
C. Create problems involving division without or with any other
operations of whole numbers with reasonable answers

II. REFERENCE
Spiral Math 4 (Second Edition), pp. 89–100

III. PROCEDURE
A. Core Concept
1. Show flash cards with division facts. Ask the pupils to solve each
mentally.

36 ÷ 6 45 ÷ 5 72 ÷ 8 54 ÷ 6

2. Review the different strategies in solving word problems. Give

emphasis on drawing model. Enumerate the steps in solving word
problems.
a. Read the entire problem.
b. Decide who/what is involved in the problem.

Unit I: Multiplication and Division of Whole Numbers · 29

 c. Draw unit bars of equal length.
d. Read each sentence one at a time.
e. Put a question mark in place.
f. Solve the problem. Answer the question in a complete sentence.
B. Lesson Proper
1. Present the story problem in How do I start? on p. 89. Let the
pupils answer the questions after the story to understand the
lesson.
2. Discuss the lesson (refer to What shall I do? on pp. 90–93).
C. Synthesis
• In solving problems using the Model Method, you may use the
following:
1. Part-Whole Method

Whole

Part

Whole ÷ Number of Parts = One Part

Whole ÷ One Part = Number of Parts
2. Comparison Model

Larger Quantity

Smaller Quantity

Larger Quantity ÷ Smaller Quantity = Multiple

Larger Quantity ÷ Multiple = Smaller Quantity
D. Application
Give practice exercises to the pupils and let them discuss or present
their solutions.

30 · Spiral Math 4 (Second Edition) Teacher's Guide

 ANSWER KEY

I can do this!
1. 840 ÷ 140 = 6
The committee can buy 6 watermelons.
2. 699 ÷ 3 = 233
The electrician should buy 233 packages.
3. 4 554 ÷ 6 = 759
The press will need 759 boxes.
4. 320 ÷ 10 = 32
There are 32 children in each class.
5. 112 ÷ 8 = 14
They lost 14 games.

I can do this better!

1. 120 ÷ 10 = 12
Each friend will get 12 key chains.
2. 1 325 ÷ 25 = 53
Each child got 53 marbles each.
3. 1 200 ÷ 150 = 8
Angel raised 8 times as much than Nicole.
4. 537 – 150 = 387
387 ÷ 3 = 129
Each brother has 129 marbles.
5. 1 599 ÷ 13 = 123
The politician will have 123 buttons for a P 1,599 budget.
For a P 1,600 budget, the change would be P 1.

I can do this challenge!

1. 2 364 ÷ 6 = 394
There will be 394 trips.
2. 30 ÷ 2 = 15
Joel completed 15 problems.

Unit I: Multiplication and Division of Whole Numbers · 31

 3. 1 250 ÷ 15 = 83 r. 3
Each roller coaster must have 83 students, with 3 remaining.

4. 214.00 + 68.00 + 2 (26.00)

282 + 52 = 334
500 – 334 = 166 They will get a change of P166.

On My Own
Answers may vary.

LESSON 6

Multiplication, Division, Addition, Subtraction (MDAS) Rule

I. OBJECTIVES
A. Represent and explain multiplication, division, addition, subtraction
(MDAS) correctly
B. Perform a series of two or more operations

II. REFERENCE
Spiral Math 4 (Second Edition), pp. 101–107

III. PROCEDURE
A. Core Concept
Review the operations of whole numbers using flash cards and
Show-me board.
B. Lesson Proper
1. Let the pupils watch the video found in https://www.youtube.com/
embed/LWuuCndtJr0.
a. After watching the video, ask the pupils to make a poster about
a real-life activity/event that must be done in a certain order.
For example, the steps involved in taking a shower or the steps
involved in baking a cake.
b. Have the pupils share their poster with the class and discuss
the importance of the order of events.
c. Use the activity/sharing in your introduction of order of
operations.
2. Let the pupils read the story problem in How do I start? on p. 101.

32 · Spiral Math 4 (Second Edition) Teacher's Guide

 Use the questions after the story to make the pupils understand
clearly the MDAS rule.
3. You can use the following the link www.youtube.com/
embed/4xsyXu9J8CA in your discussion.
C. Synthesis
• In the following MDAS Rule:
Step 1: First perform all multiplication and division, working
from left to right.
Step 2: Then perform all addition and subtraction, working from
left to right.
D. Application
Give practice exercises to the pupils, and then let them discuss or
present their solutions.

ANSWER KEY

I can do this!
1. 2 × 3 + 4 = 6 + 4 = 10
2. 15 + 6 – 4 = 21 – 4 = 17
3. 4 × 3 + 4 × 9 = 12 + 36 = 48
4. 13 – 8 + 3 = 5 + 3 = 8
5. 5 × 2 + 7 = 10 + 7 = 17
6. 48 ÷ 4 × 3 = 12 × 3 = 36
7. 1 + 36 ÷ 6 = 1 + 6 = 7
8. 12 + 72 ÷ 4 = 12 + 18 = 30
9. 24 – 4 × 3 + 4 × 1= 24 – 12 + 4 = 24 – 12 + 4 = 16
10. 13 – 1 × 2 + 4 ÷ 2 = 13 – 2 + 2 = 9

I can do this better!

1. 2 + 4 – 3 = 3 4. 3 – 2 + 6 = 7
2. 9 – 6 + 7 = 10 5. 13 – 7 + 5 = 11
3. 16 – 8 + 7 = 15

Unit I: Multiplication and Division of Whole Numbers · 33

I can do this challenge!
1. ≠ 6. ≠
2. = 7. =
3. = 8. ≠
4. ≠ 9. ≠
5. = 10. =

On My Own
Answers may vary.

Chapter Test
A.
1. dividend 4. divisor
2. remainder 5. divisor
3. quotient 6. remainder
B.
1. divisor 3. quotient
2. dividend 4. remainder
C.
1. True
400 ÷ 4 = 100
250 ÷ 5 = 50
100 is greater than 50, therefore, 400 ÷ 4 is greater than 250 ÷ 5.
2. True
360 ÷ 4 = 90
720 ÷ 9 = 80
90 is greater than 80, therefore, 360 ÷ 4 is greater than 720 ÷ 9.
3. False
300 ÷ 6 = 50
200 ÷ 4 = 50
50 is equal to 50, therefore, 300 ÷ 6 is equal to 200 ÷ 4.

34 · Spiral Math 4 (Second Edition) Teacher's Guide

 4. True
540 ÷ 9 = 60
350 ÷ 7 = 50
60 is greater than 50, therefore, 540 ÷ 9 is greater than 350 ÷ 7.
5. True
810 ÷ 9 = 90
270 ÷ 3 = 90
90 is equal to 90, therefore, 810 ÷ 9 is equal to 270 ÷ 3.
D.
1. 70
2. 0
3. Greater than
63 ÷ 7 = 9
64 ÷ 8 = 8
4. The divisor of the other is the quotient of the other and vice versa.
5. 3
6. If the hundreds digit is divisible by the divisor, then the quotient has
3 digits.
7. If the hundreds digit is not divisible by the divisor, then the quotient
has 2 digits.
8. The hundreds digit is evenly divided by the divisor, while the tens
digit cannot be divided by the divisor.
9. 607 ÷ 3 = 202 r. 1
10. Each person will get 5 cookies.
11. 52 × 4 + 1 = 209
12. 600 ÷ 25 = 24
13. 336 ÷ 28 = 12
14. 536 ÷ 2 = 268
15. 525 ÷ 12 = 43 r. 9
43 × 12 = 516
525 – 516 = 9
Nel will have P9 left.

Unit I: Multiplication and Division of Whole Numbers · 35

 Unit II
RATIONAL NUMBERS
AND PATTERNS AND ALGEBRA
Chapter 3
FACTORS, MULTIPLES, AND FRACTIONS
LESSON 1

Factors and Multiples

I. OBJECTIVES
A. Identify factors and multiples of a given number up to 100
B. Differentiate prime from composite numbers
C. Write a given number as a product of its prime factors

II. REFERENCE
Spiral Math 4 (Second Edition), pp. 112–123

III. PROCEDURE
A. Core Concept
Review multiplication facts using flash cards and Show-me board.
B. Lesson Proper
1. Have the pupils watch this video: https://www.youtube.com/
embed/R2IQB9I7zX0 to learn more tricks about multiplying
numbers.
2. Let the class read the story problem in How do I start? on p. 112.
Use the questions after the story to help the pupils understand
clearly how to identify factors and multiples of a given number.
C. Synthesis
• Factors are numbers that when multiplied, form a product.
• A prime number can be divided evenly only by 1 or itself, and it
must be a whole number greater than 1. 1 is neither prime nor
composite.
• The multiples of a number are the result of multiplying that
number by the counting numbers 1, 2, 3, 4, 5, and so on.
D. Application
Give practice exercises to the pupils and then let them discuss or
present their solutions.
36 · Spiral Math 4 (Second Edition) Teacher's Guide
 ANSWER KEY

I can do this!
A. Note: The numbers encircled are prime numbers. Thus, the numbers not
included are composite.

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70

71 72 73 74 75 76 77 78 79 80

81 82 83 84 85 86 87 88 89 90

91 92 93 94 95 96 97 98 99 100

B.
1. 10

2. 21

Unit II: Rational Numbers and Patterns and Algebra · 37

 3. 64

C.
1. True 3. True
2. False 4. False
D.
1. 30 2. 99

5 6 11 9

2 3 3 3

Prime Factors Prime Factors

5 × 2 × 3 = 30 11 × 3 × 3 = 99
3.
63

7 9

Prime Factors
3 3 7 × 3 × 3 = 63

38 · Spiral Math 4 (Second Edition) Teacher's Guide

I can do this better!
1. 5, prime
2. 4, composite
3. 4, composite
4. 3, prime
5. 5, prime
Number List of Factors Prime or Composite?
10 1, 2, 5, 10 Composite
18 1, 2, 3, 6, 9, 18 Composite
41 1, 41 Prime
15 1, 3, 5, 15 Composite
49 1, 7, 49 Composite
73 1, 73 Prime
21 1, 3, 7, 21 Composite

I can do this challenge!

A.
1. Factors: 1, 2, 4, 8
2. Factors: 1, 3, 11
3. Factors: 1, 2, 3, 6 , 7, 14, 21, 42
B.
1. 21, not a multiple of 5
2. 16, not a multiple of 6
3. 40, not a multiple of 7
4. 12, not a multiple of 10
C.
1. 39

13 3

Factors: 13 × 3

Unit II: Rational Numbers and Patterns and Algebra · 39

 2. 72

9 8

3 3 2 4

2 2
Factors: 3 × 3 × 2 × 2 × 2

3. 81

9 9

3 3 3 3

Factors: 3 × 3 × 3 × 3

On My Own
• Answers may vary.
• No. A composite number is a positive integer which is not prime (i.e.,
which has factors other than 1 and itself). The number 2 is even but
it is also a prime number, so it is not a composite number.

LESSON 2

Greatest Common Factor

and Least Common Multiple
I. OBJECTIVES
A. Find the common factors and the greatest common factor (GCF) and
least common multiple (LCM) of two numbers using the following
methods: listing, prime factorization, and continuous division
B. Solve real-life problems involving GCF and LCM of two given
numbers

40 · Spiral Math 4 (Second Edition) Teacher's Guide

 C. Create problems with reasonable answers involving GCF and LCM
of two given numbers

II. REFERENCE
Spiral Math 4 (Second Edition), pp. 124–136

III. PROCEDURE
A. Core Concept
Conduct a game in class. Copy the figures below on the board or
on a manila paper.

7 4 3 1
9 6 9 4
3× 4×
3 2 7 5
5 4 6 8

1. Point to a combination in the number wheel and ask the pupils to

give the product.
2. Give a product and call on a pupil to give its factors.
3. Repeat 1–2 several times.
B. Lesson Proper
1. Play t he i nterac t ive ga me Old or New, ht t p://w w w.
museumeducation.bedford.gov.uk/bedfordbytes/toys/images_
toys/toys.swf.
2. Let the pupils read the story problem in How do I start? on p. 124.
Use the questions after the story to start the discussion on how to
find the common factors, the greatest common factor (GCF), and
the least common multiple (LCM) of two numbers.
C. Synthesis
• The greatest of the common factors of two or more numbers is
called the Greatest Common Factor (GCF) of the numbers.
• The Least Common Multiple (LCM) of two numbers is the
smallest of the common multiples.
• There are three methods in finding the GCF or LCM of two
numbers.
1. Listing Method

Unit II: Rational Numbers and Patterns and Algebra · 41

 2. Prime Factorization
3. Continuous Division
D. Application
Give practice exercises to the pupils and then let them discuss or
present their solutions.

ANSWER KEY

I can do this!
A.
1. GCF = 3
2. GCF = 2
3. GCF = 3
B.

1. 32 = 2 × 2 × 2 × 2 × 2

24 = 2 × 2 × 2 × 3

LCM = 2 × 2 × 2 × 2 × 2 × 3 = 96

2. 48 = 2 × 2 × 2 × 2 × 3

56 = 2 × 2 × 2 × 7

LCM = 2 × 2 × 2 × 2 × 3 × 7 = 336

I can do this better!

A.
1. 35: (1, 5, 7, 35)
40: (1, 2, 4, 5, 8, 10, 20, 40)
GCF = 5
2. 15: (1, 3, 5, 15)
25: (1, 5, 25)
GCF = 5

3. 24 = 2 × 2 × 2 × 3

60 = 2 × 2 × 3 × 5

GCF = 2 × 2 × 3 = 12

42 · Spiral Math 4 (Second Edition) Teacher's Guide

 4. 45 = 3 × 3 × 5

54 = 3 × 3 × 3 × 2

GCF = 3 × 3 = 9

5. 220 = 2 × 2 × 11 x 5

44 = 2 × 2 × 11

GCF = 2 × 2 × 11 = 44
B.
1. 10, 20, 30 4. 24, 48, 72
2. 7, 14, 21 5. 40, 80, 120
3. 18, 36, 54

I can do this challenge!

A.
1. sometimes 5. always
2. never true 6. never true
3. always 7. always
4. never true 8. sometimes
B.
1. GCF: 12
2. GCF: 13
3. GCF: 20
C.
1. LCM = 63
2. LCM = 80
3. LCM = 75
D.

1. 32 = 2 × 2 × 2 × 2 × 2

60 = 2 × 2 × 3 × 5
GCF: 4
4 is the largest number of children who can share 32 candies and 60
apples equally.

Unit II: Rational Numbers and Patterns and Algebra · 43

 2. 120 = 2 × 2 × 2 × 3 × 5

300 = 2 × 2 × 3 × 5 × 5
GCF: 60
60 is the biggest square tile that Mario could use to tile an area of 120
cm by 300 cm.

3. 85 = 5 × 17

60 = 2 × 2 × 3 × 5
GCF: 5
5 is the greatest possible price per item.
4. 2 = (4, 6, 8, 10, 12, …)
4 = (8, 12, 16, 20, 24, …)
LCM: 8
8th game, 8th times
On My Own
Answers may vary.

LESSON 3

Introduction to Fractions
I. OBJECTIVES
A. To identify proper fractions, improper fractions, and mixed numbers
B. To change improper fractions to mixed numbers and vice versa
C. To reduce fractions to their lowest terms

II. REFERENCE
Spiral Math 4 (Second Edition), pp. 137–148

III. PROCEDURE
A. Core Concept
Have the pupils do the following:
1) 2) 3)

44 · Spiral Math 4 (Second Edition) Teacher's Guide

 • Give the fraction for the shaded part in each picture. Write the
fraction opposite each picture.
• For each fraction, which is the numerator?
• Which is the denominator in each fraction?
• For each fraction, is the numerator less than or greater than the
denominator?
B. Lesson Proper
1. Conduct the activity Fraction Hunt. Divide words into appropriate
fractional parts. Write the appropriate parts of the words on the
line to form a new word.
a. The first half of food + the last quarter of door
b. The last half of go + the last ½ of done
c. The first ¾ of fine + the last ¾ of dish
d. The first ⅓ of principal + the first half of zero
e. The first 1/4 of youthful + the last half of pour
2. Let the pupils read the story problem in How do I start? on p. 137.
Use the questions after the story to start discussion on how to
identify proper fractions, improper fractions, and mixed numbers.
C. Synthesis
• The denominator tells how many parts a whole has been divided
into. The numerator tells how many of those parts are represented
by the fraction.
• A fraction bar separates the numerator and the denominator.
• There are different forms of fractions. These are the following:
1. Proper Fractions
2. Improper Fractions
3. Mixed Fractions
• A fraction is in its lowest term when there is no common factor in
the numerator and denominator except 1.
D. Application
Give practice exercises to the pupils and then let them discuss or
present their solutions.

Unit II: Rational Numbers and Patterns and Algebra · 45

 ANSWER KEY

I can do this!
A.
1. 12
60

2.
21
42

9
3.
45

3
4. 3
9

5. 4
3
16

B.
4
1. of the objects are stars.
9

5
of them are hearts.
9

1
2. of the shapes are rectangles.
6

5
of them are parallelograms.
6
C.

1.

2.

3.

46 · Spiral Math 4 (Second Edition) Teacher's Guide

D.
1. proper 4. improper
2. improper 5. improper
3. proper 6. mixed

I can do this better!

A.
Improper Fraction Mixed Number

37 5
4
1. 8 8

35 5
5
2. 6 6

29 1
4
3. 7 7

131 11
10
4. 12 12

52
4
5. 13

B.
2 9
1. 4.
3 20
5 8
2. 5.
6 9
2
3.
3
I can do this challenge!
A.
18 2 18 2
1. or 3. or
63 7 45 5
45 5
2. or
63 7

Unit II: Rational Numbers and Patterns and Algebra · 47

B.
1. lowest term 3. lowest term
1
2. 4 4. lowest term
6
C.
2 1 12 1
1. or 3. or
6 3 48 4
6 1 3 1
2. or 4. or
12 2 6 2
On My Own
Answers may vary.

LESSON 4

Adding and Subtracting Similar Fractions

I. OBJECTIVES
A. Visualize addition and subtraction of similar fractions
B. Represent subtraction of a fraction from a whole number

II. REFERENCE
Spiral Math 4 (Second Edition), pp. 149–160

III. PROCEDURE
A. Core Concept
Do the following:
1. Reading of similar and dissimilar fractions using flash cards
5 4 12
2. Renaming 1 as a fraction Example: 5 , 4 , 12 6
3. Expressing each fraction in lowest terms Example: 8 = ,
9
12 =
B. Lesson Proper
1. Place 2 apples on one of your hand and 1 orange on the other hand.
Ask: If I put together 2 apples and 1 orange, what do I get?
(3 apples) Do the same with 2 apples and 2 oranges. Ask: If I put
together 2 apples and 2 oranges, do I get 4 oranges? (No) 4 apples?
(No) Why not? (Objects are not alike.)

48 · Spiral Math 4 (Second Edition) Teacher's Guide

 2. Let the pupils read the story in How do I start? on p. 149. Use the
questions after the story to visualize addition and subtraction of
similar fractions.
C. Synthesis
• To add or subtract like fractions:
1. Add (subtract) the numerators.
2. Then, use the same denominator.
3. Finally, write the sum or difference in simplest form.
• To subtract fraction from a whole number, rename the whole
number as a mixed number with a fraction equal to one whose
denominator is similar to the denominator of the given fraction,
then subtract the fractions.
• Be careful not to add or subtract the denominators when adding
or subtracting fractions.
D. Application
Give practice exercises to the pupils and then let them discuss or
present their solutions.

ANSWER KEY

I can do this!
A.
1. Dissimilar 4. Dissimilar
2. Dissimilar 5. Similar
3. Dissimilar
B.
2 2 4 4. 6 10 16
+ = + =
1. 18 18 18
5 5 5
5 8 13 1 11 8 19
2. + = =1 5. + =
12 12 12 12 22 22 22

6 6 12
3. + = =1
12 12 12

Unit II: Rational Numbers and Patterns and Algebra · 49

I can do this better!
1. 7
8
11
2.
13

12 3
3. =
16 4
4 1
4. =
12 3
6 2
5. =
27 9
I can do this challenge!
A.
9 2 26 1
=1 =5
1. 7 7 6. 5 5

56 6 19 7
=2 =1
2. 25 25 7. 12 12

4 139 4
=9
3. 9 8. 15 15

28 4 1 10
=2 =2 =2
4. 12 12 3 9. 5
9 3 40
= =2
5. 21 7 10. 20

B. Chocolate Bars Story Problems

10 8 2 1 2 5 7
1. − = = 3. + =
12 12 12 6 10 10 10
7 3 2 12 1 9 7 2 1
2. + + = =1 4. − = =
10 10 10 10 5 10 10 10 5
On My Own
Answers may vary.

50 · Spiral Math 4 (Second Edition) Teacher's Guide

 LESSON 5

Adding and Subtracting of Dissimilar Fractions

I. OBJECTIVES
A. Visualize addition and subtraction of dissimilar fractions
B. Perform addition and subtraction of similar and dissimilar fractions

II. REFERENCE
Spiral Math 4 (Second Edition), pp. 161–171

III. PROCEDURE
A. Core Concept
1. Have the class watch the video in www.youtube.com/embed/
qOP6BOWei4U to review how to find the LCD.
2. Review also addition and subtraction of similar fractions using
flash cards.
Example:
2 2
+ = _____ , 9 − 7 =
5 5 17 17
B. Lesson Proper
1. Assuming there are 24 pupils in the class, have half of the pupils
stand on one side of the classroom and the other half on the other
1
side. Write on the board. Then, write 12 on the board, too. Ask
2 24
the pupils to count how many of their classmates are on each side.
The answer should be 12 for each side. Write 12 1
= on the board.
24 2
Explain that these are equivalent fractions regardless of the fact
that they have different denominators.
2. Let the pupils read the story in How do I start? on p. 161. Use the
questions after the story to visualize addition and subtraction of
dissimilar fractions.
C. Synthesis
• To add or subtract dissimilar fractions:
1. Find the least common denominator (LCD) of all the fractions.
2. Rewrite the fractions to equivalent fractions with the LCD as
a denominator.
3. Add or subtract the fractions formed in step 2.
4. Write the answer in simplest form.

Unit II: Rational Numbers and Patterns and Algebra · 51

 D. Application
Give practice exercises to the pupils and then let them discuss or
present their solutions.

ANSWER KEY

I can do this!
A.
1. Simplest Form 4. 4
7
2. Simplest Form
2 2
5.
3. 3
5
B.
9 3
1. 3 9 4. =
= 21 7
5 15

2. 18 36 5. 44 4
= =
30 60 55 5
7 35
3. =
12 60

I can do this better!

A.
1. 10 4. 45
2. 14 5. 30
3. 96
B.
3 5 8 35 18 17
+ = − =
1. 15 15 15 5. 45 45 45

4 14 18 9 6 2 4 1
2. + = or 6. – = or
28 28 28 14 8 8 8 2

3. 42 33 9 2 2 4 1
– = 7. + = or
77 77 77 6 6 6 2

12 5 7 6 2 8 4
4. − = 8. + = or
20 20 20 10 10 10 5

52 · Spiral Math 4 (Second Edition) Teacher's Guide

 9. 20 10 10 2 10. 12 10 2 1
– = or – = or
25 25 25 5 24 24 24 12

I can do this challenge!

6 14 20 3 4 7
1. + = 6. + =
21 21 21 36 36 36

21 10 11 10 9 1
2. − = 7. − =
18 18 18 24 24 24

10 21 31 13 63 32 31
3. + = =1 8. − =
18 18 18 18 72 72 72

35 28 7 77 36 41
4. − = 9. − =
60 60 60 44 44 44

35 3 32 16 5 18 5 18 3 1
5. − = = 10. + − = =1 =1
42 42 42 21 15 15 15 15 15 5

On My Own
Answers may vary.

LESSON 6

Solving Problems Involving Addition

and Subtraction of Fractions
I. OBJECTIVE
Solve routine and nonroutine problems involving addition and/or
subtraction of fractions using appropriate problem-solving strategies and
tools

II. REFERENCE
Spiral Math 4 (Second Edition), pp. 172–185

III. PROCEDURE
A. Core Concept
Conduct a contest in finding the magic sum/difference using the
Magic Squares. Add/Subtract across and down.

Unit II: Rational Numbers and Patterns and Algebra · 53

 1. Addition
11 12 24 22
35 35 35 35

13 14 21 33
35 35 35 35

2. Subtraction
11 4 20 8
20 20 35 35

5 2 9 4
20 20 35 35

B. Lesson Proper
1. Say to the class: Is it important to follow directions correctly? Why?
Let us see if you can follow directions in order to solve a problem.
a. Get a strip of paper.
b. Fold it into four equal parts.
2 1
c. Color of the paper red and of it green.
4 4
d. What part of the strip is left uncolored? Write your answer at
the back of the uncolored paper.
2. Let the pupils read the story in How do I start? on p. 172. Use the
questions after the story to give the pupils idea on how to solve
routine and non-routine problems involving addition and/or
subtraction of fractions.
C. Synthesis
• To solve word problems involving fractions, follow these steps.
1. Read the entire problem.
2. Identify who/what is involved in the problem.
3. Draw unit bars of equal length.
4. Read each sentence one at a time.
5. Put the question mark in place.
6. Solve the problem.
7. Answer the question in a complete sentence.

54 · Spiral Math 4 (Second Edition) Teacher's Guide

 D. Application
Give practice exercises to the pupils and then let them discuss or
present their solutions.

ANSWER KEY

I can do this!
1. a. The number of sacks of rice and corn that Arnold sell altogether
b.

c. 8 3 11
+ =
15 15 15
11
d. Arnold sold sacks of rice and corn altogether.
15

2. a. The fraction of gas Leo used during his trip

b.

7 1 14 9 5
c. − = − =
9 2 18 18 18

d. Leo used 5 of the gas tank during his trip.

18

3. a. The number of cups of sugar used in the donut recipe

3 15
=
7 35
b.

2 15
=
5 35

Unit II: Rational Numbers and Patterns and Algebra · 55

 3 2 15 14 19
c. + = + =
7 5 35 35 35
19
d. The total number of cups of sugar to be used in the recipe is .
35
I can do this better!
1. a. The distance walked by Michael
b.

c. 2 3 8 15 23
+ = + =
15 12 60 60 60

d. Michael walked 23 of a kilometer.

60
2. a. How much more grape juice was there than orange juice
b.

c. 8 4 24 4 20
− = − =
9 27 27 27 27
20
d. There are more grape juice than orange juice.
27

3. a. The number of crayons used for two months.

The increase in the use of crayons in the second month
b.

5 9 30 36 66 18 1
c. + = + = =1 =1
8 12 48 48 48 48 8

9 5 36 30 6 1
− = − = =
12 8 48 48 48 8

56 · Spiral Math 4 (Second Edition) Teacher's Guide

 3
d. They used 1 crayons altogether. The crayons used is increased
8
by 1 .
8

I can do this challenge!

1. 5 7 2 10 21 2 33 3 1
+ + = + + = =5 =5
3 2 6 6 6 6 6 6 2
1
Elena studied for 5 hours.
2

7 8 7 24 31
2. + = + =
36 12 36 36 36
36 31 5
− =
36 36 36
5 pairs of all shoes are neither black nor white.

3. 3 5 6 5 11 3
+ = + = =1
4 88 8 8 8
4 52 11 208 66 142 46 233
3 4 = 3 -52 =11 208 - =66 142
= 2= 2 46= =2 2 23
3 12 − 1 12= 8 − 48
= 48− 48 =
12 8 12 8 48 48 48 4848 2424
23
There were 2 24
gallons of paint that are neither black nor red.

4. 13 18 117 90 207 72 8
+ = + = =1 =1
15 27 135 135 135 135 15

Fely has 1 8 cups of X & Y’s.

15
1 1 4 15 10 24 24 34 24 4 20 2
5. 9 −2 +3 =9 −2 +3 = 9 −5 = 9 −6 =3 =3
2 3 5 30 30 30 30 30 30 30 30 3
2
There are 3 liters left.
3
On My Own
Answers may vary.

Unit II: Rational Numbers and Patterns and Algebra · 57

Chapter Test
A.
1. denominator 4. proper fraction
2. reciprocal 5. mixed number
3. numerator 6. improper fraction
B.
1. b 14. b
2. d 15. c
3. a 16. b
4. c 17. c
5. a 18. a
6. b 19. a
7. a 20. a
8. a 21. a
9. c 22. d
10. a 23. a
11. a 24. c
12. b 25. c
13. b

Chapter 4
DECIMALS
LESSON 1

Introduction to Decimals
I. OBJECTIVES
A. Visualize decimal numbers using models like blocks, grids, number
lines, and money, and to show its relationship with fractions
B. Rename decimal numbers as fractions, and fractions whose
denominators are factors of 10 and 100 as decimals
C. Give the place value and the numerical value of a digit of a given
decimal number through hundredths
D. Read and write decimal numbers through hundredths

58 · Spiral Math 4 (Second Edition) Teacher's Guide

II. REFERENCE
Spiral Math 4 (Second Edition), pp. 192–202

III. PROCEDURE
A. Core Concept
1. Review the place value chart.
2. Introduce the following key vocabulary words: decimal, decimal
point, tenths place, hundredths place.
B. Lesson Proper
1. As an introduction to decimals, post a two-column chart labeled
Everyday Uses of Fractions and Everyday Uses of Decimals.
Everyday Uses of Fractions Everyday Uses of Decimals

2. Have the class think about when they have seen or heard fractions
or decimals used around them, like at home, in stores, at a sports
game, and others.
3. Ask the pupils to provide examples of fractions or decimals and
how these were used. Add these examples to the chart prepared
in no. 1, which is posted in the classroom for future reference.
4. Let the pupils read the story in How do I start? on p. 192. Use the
questions after the story to aid pupils in understanding decimal
numbers.
C. Synthesis
• A decimal is any base 10 number written with a decimal point.
• There are four ways to visualize decimals.
1. Money
2. Number line
3. Base-10 blocks
4. Place value chart
• Decimal numbers can be written in different forms.
1. Fraction form
2. Decimal form
3. Word form

Unit II: Rational Numbers and Patterns and Algebra · 59

 D. Application
Give practice exercises to the pupils and then let them discuss or
present their solutions.

ANSWER KEY

I can do this!
A.

9 9
1.
10 4.
100
9
2. 5. 90
100

3. 9
B.
1. c 4. a
2. d 5. b
3. e
C.
1. 0.9 – nine tenths
2. 0.07 – seven hundredths
3. 6.7 – six and seven tenths
4. 21.13 – twenty-one and thirteen hundredths
5. 109.02 – one hundred nine and two hundredths

I can do this better!

A.
1. 8 4. 7
2. 9 5. 0
3. 3
B.
91
1. 43 – forty-three and ninety-one hundredths
100
6
2. 1 079 – one thousand seventy nine and six hundredths
100

60 · Spiral Math 4 (Second Edition) Teacher's Guide

 8
3. 100 – eight hundredths

7
4. 7 – seven and seven hundredths
100
1
5. 1 – one and one tenths
10
I can do this challenge!
A.
Word Form Fractional Form Decimal Form

5
four and five tenths 4 4.5
10

23
twenty-three hundredths 0.23
100

3
three hundredths 0.03
100

5
twenty two and five tenths 22 22.5
10

5
six and five hundredths 6 6.05
100

B.
5 1 13
1. = 34
10 2 4.
100
4 1
2. =
5.
2 1
100 25 24 = 24
100 50
25 1
3. =
100 4

On My Own
Answers may vary.

LESSON 2

Comparing and Arranging Decimals in Order

I. OBJECTIVE
Compare and arrange decimal numbers in order

Unit II: Rational Numbers and Patterns and Algebra · 61

 II. REFERENCE
Spiral Math 4 (Second Edition), pp. 203–210

III. PROCEDURE
A. Core Concept
Give the activity below using flash cards or Show-me board.
Write >, <, or = to make each sentence correct.
1. 20 _ 20 6. 11 _ 10
2. 29 _ 18 7. 406 _ 416
3. 500 _ 200 8. 230 _ 415
4. 100 _ 90 9. 320 _ 230
5. 95 _ 100 10. 1 132 _ 1 132
B. Lesson Proper
1. Conduct a guessing game in class. Below are some examples.
a. This number is close to 50. It is between 45 and 47. What is the
number?
b. This number is 3 more than 40. What is the number?
c. This number is close to 100. It is between 97 and 99.
d. This number is close to 500. It is a number after 503.
Continue this activity until the pupils master the game.
2. Let the pupils read the story in How do I start? on p. 203. Use the
questions after the story to introduce how to compare and arrange
decimal numbers.
C. Synthesis
• Ways of comparing decimal numbers
Method 1. Number Line: Write the numbers on a number line.
Each number has a specific place on it.
Method 2. Place Value Chart: Write the numbers in the correct
column, lining up the decimal points. Add zero if
necessary so that each number has the same number
of places after the decimal point.
D. Application
Give practice exercises to the pupils and then let them discuss or
present their solutions.

62 · Spiral Math 4 (Second Edition) Teacher's Guide

 ANSWER KEY

I can do this!
A.
1. > 4. <
2. < 5. <
3. =
B.
1. False 3. False
2. True 4. False
C.
1. 5.24 4. 5.40
2. 5.28 5. 5.47
3. 5.35

I can do this better!

A.
1. 2.6, 2.9, 3.2, 5.2
2. 0.02, 0.05, 0.6, 0.8
3. 1.02, 1.1, 2.01, 2.2
4. 0.09, 0.4, 0.76, 0.81
5. 7.63, 7.65, 8.56, 8.65
B.
1. = 4. <
2. < 5. =
3. >

I can do this challenge!

1. 9.09
2. F and H
3. 61.5
4. B and G
5. A and H

Unit II: Rational Numbers and Patterns and Algebra · 63

 6. 59.76
7. Least to greatest 9.09, 58.9, 59.25, 59.45, 59.61, 59.76, 60.5, 60.98, 61.5

On My Own
Answers may vary.

LESSON 3

Rounding Off Decimals

I. OBJECTIVE
Round off decimal numbers to the nearest whole number and tenths

II. REFERENCE
Spiral Math 4 (Second Edition), pp. 211–218

III. PROCEDURE
A. Core Concept
1. Round off the whole numbers to the indicated place value.
a. 7 734 (hundreds) c. 57 619 (tens)
b. 68 175 (thousands) d. 48 662 (ten thousands)
2. To review the prerequisite lesson, this website may be used:
www.youtube.com/embed/0JB3bNfLqEM.
B. Lesson Proper
1. Narrate the story below.
When I was in elementary school, I liked to sleep in on
Saturdays. When my dad thought I had slept late enough, he
would come into my room and clap his hands once. If the time
was anywhere between 9:05 and 10:00, he would say, “It’s 10
o’clock. Time to get up!” If it was between 10:05 and 11:00, he would
say it was 11 o’clock. I realized later that he was using the idea of
rounding off in a way that made me feel that I had to get up. Today,
we will review rounding off and practice rounding off decimals
to the nearest tenths. Unlike my father, sometimes we will round
down, and sometimes we will round up.
2. Let the pupils read the story in How do I start? on p. 211. Use the
questions after the story to help pupils understand the rules in
rounding off decimal numbers to the nearest whole number and
tenths.

64 · Spiral Math 4 (Second Edition) Teacher's Guide

 C. Synthesis
• Rules in Rounding Off Decimals
1. To round off a decimal to a given place value, look on the right
of the rounding place.
2. If the digit is 4 or less, round down.
3. If the digit is 5 or greater, round up.
D. Application
Give practice exercises to the pupils and then let them discuss or
present their solutions.

ANSWER KEY

I can do this!
A.
1. 5 3. 9
2. 4.9 4. 0.6
B.
1. 6 3. 60
2. 14
C.
1. 9.5 3. 8.0
2. 28.1

I can do this better!

A.
1. Possible answers: 3.5, 3.6, 3.7, 3.8, 3.9, 4.1, 4.2, 4.3, 4.4
2. Possible answers: 14.5, 14.6, 14.7, 14.8, 14.9, 15.1, 15.2, 15.3, 15.4
4. Possible answers: 3.40, 3.41, 3.42, 3.43, 3.44
6. Possible answers: 8.70, 8.71, 8.72, 8.73, 8.74
B.
1. 5 4. 15.1
2. 20.8 5. 28
3. 0.04 6. 49.18

Unit II: Rational Numbers and Patterns and Algebra · 65

I can do this challenge!
A.
1. 9 5. 3
2. 8.5 6. 3.3
3. 8.53 7. 2 hours
4. 3.3 8. 500
B.
1. 0.001, 0.0001 (divided by 10)
2. 4.000005, 4.0000006 (add 0 and 1 in the last digit)

On My Own
Answers may vary.

LESSON 4

Continuous and Repeating Patterns

and Number Sentences
I. OBJECTIVES
A. Determine the missing term/s in a sequence of numbers
B. Find the missing number in an equation involving properties
of operations

II. REFERENCE
Spiral Math 4 (Second Edition), pp. 219–230

III. PROCEDURE
A. Core Concept
Conduct a guessing game in class.
1. Think of two numbers in which the sum is 12.
2. Think of two addends in which the sum is 16.
3. What is the sum of 7 and 8?
4. What number is 3 more than 9?
5. What is the number if you combine 8 and 9?
B. Lesson Proper
1. To introduce the lesson, the following site may be used:
http://www.softschools.com/math/patterns/game/.

66 · Spiral Math 4 (Second Edition) Teacher's Guide

 2. Let the pupils read the story in How do I start? on p. 219. Use the
questions after the story to give pupils an idea on what continuous
and repeating patterns and number sentences are.
C. Synthesis
• To determine the missing term/s in a sequence of numbers:
1. Look for a pattern.
2. Perform the operation to find the missing term/s.
• Properties of Operation
1. Commutative Property
Changing the position or order of the addends or factors does
not affect the sum or product.
2. Associative Property
Changing the groupings of the addends or factors does not
affect the sum or product.
3. Distributive Property
When two numbers have been added/subtracted, and then
multiplied by a factor, the result will be the same when each
number is multiplied by the factor and the products are then
added/subtracted.
D. Application
Give practice exercises to the pupils and then let them discuss or
present their solutions.

ANSWER KEY

I can do this!
A.
1. Adding 2 to the preceding number
2. Adding 3 to the preceding number
3. Subtracting 3 from the preceding number
4. Subtracting 2 from the preceding number
5. Multiplying 2 to the preceding number
B.
1. Commutative Property

Unit II: Rational Numbers and Patterns and Algebra · 67

 2. Associative Property
3. Distributive Property
4. Associative Property
5. Commutative Property

I can do this better!

A.
1. 50, 58, 66 – Adding 8 to the preceding number
2. 31, 25, 19 – Subtracting 6 from the preceding number
3. 228, 248, 268 – Adding 20 to the preceding number
4. 322, 272, 222 – Subtracting 50 from the preceding number
5. 73, 67, 61 – Subtracting 6 from the preceding number
B.
1. Commutative 9. Associative
2. Distributive 10. Commutative
3. Commutative 11. Distributive
4. Associative 12. Commutative
5. Distributive 13. Associative
6. Associative 14. Distributive
7. Associative 15. Associative
8. Commutative

I can do this challenge!

A.
1. b 5. b
2. a 6. a
3. c 7. b
4. b 8. c
B.
1. 4, 6, 8, 10, 12, 14 5. 18, 20, 22, 24
2. 10, 20, 30, 40, 50, 60 6. 5, 10, 20, 40, 80, 160
3. 6, 12, 18, 24, 30, 36, 42 7. 2 500, 500, 100, 20, 4
4. 4, 8, 12, 16, 20, 24

68 · Spiral Math 4 (Second Edition) Teacher's Guide

On My Own
• (16 + 20) + 8 = 36 + 8 = 44
• 16 + (20 + 8) = 16 + 28 = 44

Chapter Test

1. c 11. a 21. a
2. c 12. a 22. c
3. c 13. a 23. b
4. a 14. b 24. a
5. c 15. c 25. b
6. b 16. c 26. d
7. d 17. d 27. b
8. a 18. b 28. a
9. c 19. a 29. a
10. d 20. b 30. a

Unit III
GEOMETRY AND MEASUREMENT
Chapter 5
GEOMETRY
LESSON 1

Parallel, Intersecting, and Perpendicular Lines

I. OBJECTIVES
A. Describe and illustrate parallel, intersecting, and perpendicular lines
B. Draw perpendicular and parallel lines using a ruler and a setsquare

II. REFERENCE
Spiral Math 4 (Second Edition), pp. 238–245

III. PROCEDURE
A. Core Concept
Review lines. The following link may be used to get more
information about lines: www.youtube.com/embed/vRKpaaEGkwQ.

Unit III: Geometry and Measurement · 69

 B. Lesson Proper
1. Have the pupils do the following:
a. Color all the squares red.

b. Cross out all the circles.

c. Connect all the letter A.

d. What lines are formed in a–c?

2. Post this question: Who among you have gone to cities like Manila?
What can you say about the roads in the cities like Manila?
3. Let the pupils read the story in How do I start? on p. 238. Use the
questions after the story to make the pupils understand parallel,
intersecting, and perpendicular lines.
C. Synthesis
• Parallel lines are lines that will never intersect.
• Intersecting lines are lines that cross each other at a common
point.
• Perpendicular lines are lines that cross each other and form a
right angle or a square corner.
D. Application
Give practice exercises to the pupils and then let them discuss or
present their solutions.

70 · Spiral Math 4 (Second Edition) Teacher's Guide

 ANSWER KEY

I can do this!
1. intersecting lines 6. perpendicular lines
2. parallel lines 7. intersecting lines
3. intersecting lines 8. intersecting lines
4. intersecting lines 9. perpendicular lines
5. intersecting lines 10. intersecting lines

I can do this better!

1. False
2. True
3. True
4. True
5. Line WX and line ZY are parallel.
6. Line WZ and line XY are also parallel.
7. Line WX and line WZ are perpendicular.
8. Line WX and line XY are perpendicular.
9. Line ZY and line XY are perpendicular.
10. Line ZY and line WZ are perpendicular.

I can do this challenge!

(Note: The figure in the book should be like the figure below.)

I
A E G B

C D

J
F H

1. Line EF and GH are parallel lines.

2. Line AB and IJ are intersecting lines.
3. Line AB and CD are parallel lines.
Unit III: Geometry and Measurement · 71
 4. Line EF and AB are perpendicular lines.
5. Line GH and CD are perpendicular lines.
6. Line CD and IJ are intersecting lines.
7. Line EF and IJ are intersecting lines.
8. Line IJ and GH are intersecting lines.
(Note: The figure in the book should be like the one below.)
b
a c

Parallel lines: lines d and e

Perpendicular lines: lines b and d
lines b and e
Intersecting lines: lines a and b
lines a and c
lines a and d
lines a and e
lines b and c
lines b and d
lines b and e
lines c and d
lines c and e

On My Own
Answers may vary.

72 · Spiral Math 4 (Second Edition) Teacher's Guide

 LESSON 2

Angles
I. OBJECTIVE
Describe and illustrate different angles (right, acute, and obtuse) using
models

II. REFERENCE
Spiral Math 4 (Second Edition), pp. 246–252

III. PROCEDURE
A. Core Concept
Review how to tell time through a game. Use the following site:
http://www.softschools.com/time/clock_games/.
B. Lesson Proper
1. To introduce the lesson, the site www.youtube.com/embed/vB9Fax-
9nAs may be used.
2. Let the pupils read the story in How do I start? on p. 246. Use the
questions after the story in discussing angles.
3. Use this site to generalize the lesson: www.youtube.com/embed/
UgfSwlqi4Qg.
C. Synthesis
• The following are the three types of angles.
1. Acute angle is an angle whose measure is less than 90°.
2. Obtuse angle is an angle whose measure is greater than 90°
but less than 180°. Hence, it is between 90° and 180°.
3. Right angle is an angle whose measure is 90°. A right angle
is also a square corner.
D. Application
Give practice exercises to the pupils, and then let them discuss or
present their solutions.

ANSWER KEY

I can do this!
1. acute 3. acute
2. obtuse 4. acute

Unit III: Geometry and Measurement · 73

 5. obtuse angle 8. acute
6. obtuse angle 9. acute
7. acute angle 10. obtuse angle

I can do this better!

1. right 6. obtuse
2. obtuse 7. obtuse
3. obtuse 8. acute
4. acute 9. obtuse
5. acute 10. acute

I can do this challenge!

A.
1. less than 90° 4. less than 90°
2. more than 90° 5. more than 90°
3. more than 90°
B.
1. Acute: 0
Obtuse: 0
Right: 8

2. Acute: 2
Obtuse: 2
Right: 1

3. Acute: 0
Obtuse: 0
Right: 5

4. Acute: 6
Obtuse: 1
Right: 0

5. Acute: 0
Obtuse: 5
Right: 0

74 · Spiral Math 4 (Second Edition) Teacher's Guide

C.
right
obtuse
acute

MATH
On My Own
Answers may vary.

LESSON 3

Triangles
I. OBJECTIVES
A. Describe the attributes/properties of triangles using concrete objects
or models
B. Identify and describe triangles according to sides and angles

II. REFERENCE
Spiral Math 4 (Second Edition), pp. 253–265

III. PROCEDURE
A. Core Concept
1. Use the following site to present the lesson: www.youtube.com/
embed/WA2ney3n0wY.
2. Show cutouts of different plane figures (circle, square, triangle,
rectangle, rhombus, parallelogram, trapezoid). Let the pupils
identify them.
B. Lesson Proper
1. Show the figures below to the class. Ask: How many different
triangles can you find in each figure?

Unit III: Geometry and Measurement · 75

 2. Let the pupils read the story in How do I start? on p. 253. Use the
questions after the story to guide the pupils in understanding the
properties of triangle.
3. To summarize the lesson, use the video in www.youtube.com/
embed/mLeNaZcy-hEwww.youtube.com/embed/DUNxLGhFCqM.
C. Synthesis
• The following are the properties of a triangle.
1. All triangles have three sides and three angles.
2. The sum of all the three angles of a triangle is 180°.
3. The following are the classification of triangles based on their
angle measurements.
a. Acute triangle – a triangle in which each of the three
angles is acute (less than 90°).
b. Right triangle – a triangle with one right angle (exactly
90°).
c. Obtuse triangle – a triangle that has one obtuse angle
(more than 90° but less than 180°).
4. The following are the classification of triangles based on their
side lengths.
a. Equilateral triangle – a triangle with three equal sides
(congruent sides).
b. Isosceles triangle – a triangle with at least two equal sides.
c. Scalene triangle – a triangle with no equal sides.
5. Some triangles have:
• all acute angles • two sides equal
• one obtuse angle • two angles equal
• all sides equal • no sides equal
• all angles equal
D. Application
Give practice exercises to the pupils and then let them discuss or
present their solutions.

76 · Spiral Math 4 (Second Edition) Teacher's Guide

 ANSWER KEY

I can do this!
A.

1. 4.

2. 5.

3.
B.
1. acute, equilateral 4. acute, scalene

2. acute, isosceles 5. obtuse, scalene

3. right, isosceles

C.
1. c
2. e
3. f
4. a
5. b
6. d (Note: In the book, the angle measurements should be 25°, 115°, 40°.)

Unit III: Geometry and Measurement · 77

I can do this better!
A. (In any order)
1. ­­­­­ΔBEA 5. ΔDEC
2. ΔBEC 6. ΔDEA
3. ΔBDA 7. ΔACD
4. ΔBDC 8. ΔABC
B.
1. sometimes 6. always
2. never 7. sometimes
3. sometimes 8. sometimes
4. always 9. sometimes
5. never 10. never

I can do this challenge!

A.
1. triangle 5. obtuse
2. three 6. three
3. acute 7. two
4. 90° 8. zero
B.

1. 2.

On My Own
Nine triangles (In any order)
1. ΔEHJ 6. ΔIMK
2. ΔHIL 7. ΔKMG
3. ΔHLJ 8. ΔEIK
4. Δ JLK 9. ΔEFG
5. ΔIFM

78 · Spiral Math 4 (Second Edition) Teacher's Guide

 LESSON 4

Quadrilaterals
I. OBJECTIVES
A. Describe the attributes/properties of quadrilaterals using concrete
objects or models
B. Identify and describe the different kinds of quadrilaterals
C. Relate triangles to quadrilaterals
D. Relate one quadrilateral to another quadrilateral (e.g., square to
rhombus)

II. REFERENCE
Spiral Math 4 (Second Edition), pp. 264–272

III. PROCEDURE
A. Core Concept
Review the concept of polygons using the links below.
• www.youtube.com/embed/IaoZhhx_I9s
• www.youtube.com/embed/69lfTURDles
B. Lesson Proper
1. Watch this video, www.youtube.com/embed/TCEr-6K6xhA.
2. Conduct the 2D Shape Sort Group Activity below.
a. Divide the class into groups.
b. Give each group a bag with shape cards in it. Tell the groups
to sort the shapes in ways that make sense to them.

c. Ask the groups to prepare an activity sheet each. Give them
the following directions: Use your shape cards. Sort them into
at least three categories. Give each category a name that
describes why your group put those shapes together.

Unit III: Geometry and Measurement · 79

 Sample activity sheet

3. Let the pupils read the story in How do I start? on p. 264. Use the
questions after the story to identify and describe the different
kinds of quadrilaterals.
4. Use this website to summarize the lesson: www.youtube.com/
embed/yiREqzDsMP8.
C. Synthesis

• A quadrilateral is a polygon with four sides and four angles.

Parallelogram Kite Trapezoid

• Two pairs of opposite • It has one pair of opposite • The opposite sides are
sides are parallel and angles are equal. parallel.
equal. • The diagonals are
• The sum of its consecutive perpendicular.
angles equals 180°.

• The diagonals are equal.

Rectangle Square
• A parallelogram with four right • A parallelogram with four
angles (90°). right angles (90°).
• Two pairs of opposite sides are • All sides are equal.
parallel and equal. • Two pairs of opposite sides
are parallel.
• The diagonals are equal.
• The diagonals are equal.

Rhombus
• A parallelogram with four equal sides.
• The opposite sides are parallel and opposite angles are equal.
• The diagonals are perpendicular and bisect the opposite angles.
• A rhombus is sometimes called a diamond.

80 · Spiral Math 4 (Second Edition) Teacher's Guide

 D. Application
Give practice exercises to the pupils, and then let them discuss or
present their solutions.

ANSWER KEY

I can do this!
A.
1. rectangle 5. square
2. parallelogram 6. rectangle
3. trapezoid 7. trapezoid
4. square 8. rhombus
B.
1. (In any order) Side BE Angle BEI
Side HI Angle BHI
Side BH Angle EBH
Side EI Angle HIE
2. (In any order) Side EY Angle EHA
Side EH Angle EYA
Side HA Angle HAY
Side AY Angle YEH

I can do this better!

1. Never true 6. Sometimes true
2. Always true 7. Never true
3. Always true 8. Never true
4. Always true 9. Never true
5. Always true 10. Always true

I can do this challenge!

A.
1. never 4. always
2. always 5. never
3. sometimes 6. never

Unit III: Geometry and Measurement · 81

 7. sometimes 9. sometimes
8. sometimes 10. always

B.
1. ∠W = 80° 4. ∠T = 69°
2. ∠G = 98° 5. ∠L = 100°
3. ∠L = 90°

On My Own
Answers may vary.

LESSON 5

Elapsed Time
I. OBJECTIVES
A. Estimate the duration of time in minutes
B. Find the elapsed time in minutes and seconds
C. Solve word problems involving elapsed time

II. REFERENCE
Spiral Math 4 (Second Edition), pp. 273–280

III. PROCEDURE
A. Core Concept
Review telling time to the nearest minute.
B. Lesson Proper
1. Begin discussion of the lesson by asking pupils about their favorite
television programs—start time, end time, and duration or how
long the program lasts. Copy the chart below on the chalkboard
and fill it out with the pupils.
TV Program Start Time End Time Duration

2. Let the pupils read the story in How do I start? on p. 275. Use the
questions after the story to help pupils understand how to estimate
the duration of time or find the elapsed time in minutes and
seconds.

82 · Spiral Math 4 (Second Edition) Teacher's Guide

 3. T h i s w e b s i t e m a y b e u s e d t o d i s c u s s t h e l e s s o n :
www.youtube.com/embed/zXFZUMjehDU.
D. Synthesis
• Elapsed time is the amount of time that passes between the
beginning and end of an activity.
• T-chart is the best strategy in finding the elapsed time.
E. Application
Give practice exercises to the pupils and then let them discuss or
present their solutions.

ANSWER KEY

I can do this!
A.
1. 60 seconds 4. 30 minutes
2. 30 seconds 5. 1 hour and 42 minutes
3. 60 minutes
B.
1. 9:00 4. 10:20
2. 10:30 5. 2:00
3. 6:15

I can do this better!

Elapsed Time

2 hours 30 minutes

1 hour 50 minutes

2 hours 18 minutes

2 hours 30 minutes

2 hours 15 minutes

1.
Start time: 5:00 End time: 6:30 Elapsed time: 1 hr, 30 min

Unit III: Geometry and Measurement · 83

 2.
Start time: 6:00 End time: 6:30 Elapsed time: 30 min

3.
Start time: 2:30 End time: 4:00 Elapsed time: 1 hr, 30 min

4.
Start time: 6:00 End time: 9:30 Elapsed time: 3 hr, 30 min

5.
Start time: 11:30 End time: 5:30 Elapsed time: 6 hr, 30 min

I can do this challenge!

1. 11:25 AM
2. 1 hour 20 minutes
3. 9 hours 15 minutes
4. 1 hour 55 minutes
5. 7:51 AM

On My Own
Answers may vary.

84 · Spiral Math 4 (Second Edition) Teacher's Guide

Chapter Test
A.
1. T 6. F
2. F 7. T
3. T 8. F
4. F 9. T
5. F 10. F
B.
1. d
2. b
3. c
4. c
5. c
6. c
7. c
8. c
9. c
10. a
11. b
12. c
13. a
14. d
15. c Note: In the book, the figure should be like this:

D B

16. a
17. d

Unit III: Geometry and Measurement · 85

 18. c
19. c Note: In the book, the figure should be like this:

j
k
20. a

Unit IV
MEASUREMENT, STATISTICS, AND PROBABILITY
Chapter 6
MEASUREMENT
LESSON 1

Perimeter
I. OBJECTIVES
A. Visualize the perimeter of any given plane figure in different
situations
B. Measure the perimeter of any given figure using appropriate tools
C. Derive the formula for perimeter of any given figure
D. Find the perimeter of polygons
E. Solve routine and non-routine problems involving perimeter
of polygons

II. REFERENCE
Spiral Math 4 (Second Edition), pp. 288–298

III. PROCEDURE
A. Core Concept
1. Have the class add the numbers below mentally.
20 31 55 150 190
+ 15 + 35 + 55 + 140 + 110

86 · Spiral Math 4 (Second Edition) Teacher's Guide

 2. Let the pupils watch this video: www.youtube.com/embed/
TbR_rakilds.
B. Lesson Proper
1. Show a plain handkerchief. Ask: Do you carry your handkerchiefs
every day? Why? What are the uses of a handkerchief?
2. Let the pupils read the story in How do I start? on p. 288. Use the
questions after the story to introduce finding the perimeter of
polygons.
3. Present the lesson using the activity in What shall I do? on
pp. 289–292.
4. This link may also be used to discuss the lesson: www.youtube.
com/embed/KwXBMGdSWmI.
5. For better understanding, you can use this link: www.youtube.
com/embed/AAY1bsazcgM.
C. Synthesis
• Perimeter is the distance around the closed figure.
1. The perimeter (P) of a rectangle is equal to two times the length
(l) plus two times the width (w).
In symbols, Prectangle = l + l + w + w
or l
Prectangle = 2l + 2w
w w
2. The perimeter of a square is equal to four
times the measure of the length of one
side (s). l
s
In symbols, Psquare = s + s + s + s
or s s
Psquare = 4s, where s is the
length of one side. s
3. The perimeter of a triangle with equal sides is equal to three times
the measure of the length of one side (s).
In symbols, Ptriangle = s + s + s s s
or
s
Ptriangle = 3s, where s is the
length of one side.

Unit IV: Measurement, Statistics, and Probability · 87

 s
4. To find the perimeter of a figure,
add the distances around the figure. s
s s

s
D. Application
s
Give practice exercises to the pupils, and
then let them discuss or present their solutions.

ANSWER KEY

I can do this!
A.
1. P (rectangle) = 2 (6) + 2 (3)
P (rectangle) = 12 + 6
P (rectangle) = 18 units
2. P (rectangle) = 2 (8) + 2 (5)
P (rectangle) = 16 + 10
P (rectangle) = 26 units
3. P (rectangle) = 2 (6) + 2 (5)
P (rectangle) = 12 + 10
P (rectangle) = 22 units
4. P (rectangle) = 2 (6) + 2 (2)
P (rectangle) = 12 + 4
P (rectangle) = 16 units
5. P (square) = 4 (3)
P (square) = 12 units
B.
1. 22 units 4. 24 units
2. 22 units 5. 38 units
3. 24 units

I can do this better!

1. 12 + 7 + 17 = 36 cm 2. 22 + 13 + 19 + 8 = 62 m

88 · Spiral Math 4 (Second Edition) Teacher's Guide

 3. 11 + 11 + 11 + 11 = 44 m 5. 25 + 13 + 9 + 9 + 13 = 69 ft
4. 5 + 15 + 17 + 23 + 14 = 74 cm

I can do this challenge!

1. 100 cm 4. 54 ft
2. 42 inches 5. 208 cm
3. 132 ft

On My Own
Answers may vary.

LESSON 2

Area of a Square and a Rectangle

I. OBJECTIVES
A. Differentiate perimeter from area
B. Find the area of irregular figures made up of squares and rectangles
using measurements in square centimeters and square meters
C. Estimate the area of irregular plane figures made up of squares and
rectangles
D. Solve routine and nonroutine word problems involving squares and
rectangles
II. REFERENCE
Spiral Math 4 (Second Edition), pp. 299–309
III. PROCEDURE
A. Core Concept
Begin the lesson by playing the Guessing Game below. Divide the
class into two groups. Have them guess the number.
Examples:
1. If you multiply this number by 3, you get 12.
What is that number?
2. If you multiply this number by 4, you get 20.
What is that number?
3. If you multiply this number by 2, you get 18.
What is that number?

Unit IV: Measurement, Statistics, and Probability · 89

 4. If you multiply this number by 8, you get 16.
What is that number?
5. If you multiply this number by 6, you get 18.
What is that number?
B. Lesson Proper
1. Use this link to introduce the lesson: www.youtube.com/embed/
Xk-PyhjFWw4.
2. Let the pupils read the story in How do I start? on p. 299. Use the
questions after the story to find the area of a square and rectangle.
You can use a chessboard or the link http://www.mathplayground.
com/area_perimeter.html to discuss the lesson.
3. This link may be used to summarize the lesson: www.youtube.
com/embed/xCdxURXMdFY.
C. Synthesis
• Perimeter is the distance around a closed figure.
• Area is the number of square units that cover the surface of a
closed figure.
• To find the area of a:
1. Square
Area square = side × side = s2
2. Rectangle
Area rectangle = length (l) × width (w) = l × w
3. If the figure is not a square or a rectangle, count the number
of whole squares and the number of half squares. Divide the
number of half squares by two, then add the result to the
number of whole squares.
D. Application
Give practice exercises to the pupils and then let them discuss or
present their solutions.

ANSWER KEY

I can do this!
1. 24 square units
2. 56 square units

90 · Spiral Math 4 (Second Edition) Teacher's Guide

 3. A (unshaded) = A (whole) – A (shaded)
A = (8 × 8) – (6 × 4)
A = 64 – 24
A = 40 square units
4. A (unshaded) = A (whole) – A (shaded)
A = (8 × 9) – (5 × 4)
A = 72 – 20
A = 52 square units
5. A (unshaded) = A (whole) – A (shaded)
A = (7 × 8) – [(6 × 2) + (6 × 2)]
A = 56 – [12 + 12]
A = 56 – 24
A = 32 square units

I can do this better!

A.
1. A=l×w 3. A=l×w
A = 24 × 13 A = 9 × 31
A = 312 cm2 A = 279 cm2
2. A=l×w 4. A=l×w
A = 15 × 15 A = 36 × 10
A = 225 cm2 A = 360 cm2
B.
1. 20 square unit 4. 20 square unit
2. 12 square unit 5. 13 square unit
3. 21 square unit 6. 33 square unit

I can do this challenge!

1. A = 308 m2
2. 90 m2 = 10 m × w
w = 90 m2 ÷ 10 m
w=9m
The other side is 9 meters.

Unit IV: Measurement, Statistics, and Probability · 91

 3. 180 cm2 = l × 10 cm
l = 180 cm2 ÷ 10 cm
l = 18 cm
The length of the rug is 18 centimeters.
4. A = 8 m × 5 m = 40 m2
The area of the vegetable garden is 40 m2.
5. A = 165 m2
The area of the bedroom is 165 m2.

On My Own
Answers may vary.

LESSON 3

Area of a Parallelogram
I. OBJECTIVES
A. Derive the formulas for the area of parallelograms
B. Estimate the area of parallelograms
C. Solve routine and nonroutine problems involving parallelograms

II. REFERENCE
Spiral Math 4 (Second Edition), pp. 310–317

III. PROCEDURE
A. Core Concept
Have the pupils find the exact measurement (length and width)
of the following objects in centimeters.
1. desk
2. notebook
3. Grade IV pad paper
B. Lesson Proper
1. Begin the lesson using this link: www.youtube.com/embed/
Rpkjb4Tx844.
2. Let the pupils read the story in How do I start? on p. 310. Use the
questions after the story and the activity in What shall I do? on

92 · Spiral Math 4 (Second Edition) Teacher's Guide

 pp. 311–312 to let the pupils discover how to find the area of a
parallelogram.
3. Use this link in discussing the lesson: http://www.homeschoolmath.
net/teaching/g/area_3.php.
C. Synthesis
• To find the area of a parallelogram, multiply the measures of the
base and the height.
base

height

base

Area parallelogram = base × height or Area parallelogram = b × h

• Height is the shortest distance from the base to the opposite side.
• The base of a parallelogram can be any one of its sides.
D. Application
Give practice exercises to the pupils and then let them discuss or
present their solutions.

ANSWER KEY

I can do this!
A.
1. base = 6
height = 4
Area of parallelogram = 24 cm2
2. base = 6 cm
height = 4 cm
Area of parallelogram = 24 cm2
3. base = 9 cm
height = 5 cm
Area of parallelogram = 45 cm2

Unit IV: Measurement, Statistics, and Probability · 93

 4. base = 5 cm
height = 5 cm
Area of parallelogram = 25 cm2
5. base = 1 cm
height = 7 cm
Area of parallelogram = 7 cm2
B.
1. base = 7
height = 5
Area of parallelogram = 35 cm2
2. base = 11
height = 6
Area of parallelogram = 66 cm2
3. base = 10
height = 12
Area of parallelogram = 120 cm2
4. base = 19
height = 13
Area of parallelogram = 247 cm2
5. base = 22
height = 12
Area of parallelogram = 264 cm2

I can do this better!

1. b=6m 6. h = 25 m
2. h = 4 cm 7. b = 65.625 cm
3. h = 6 in 8. h=8m
4. b = 7 cm 9. b = 18 cm
5. h = 4.8 m 10. h = 13 m

I can do this challenge!

1. A (parallelogram) = b × h
A (parallelogram) = 9 cm × 13 cm
A (parallelogram) = 117 cm2

94 · Spiral Math 4 (Second Edition) Teacher's Guide

 2. A (parallelogram) = b × h
A (parallelogram) = 7 m × 17 m
A (parallelogram) = 119 m2
3. A (parallelogram) = b × h
162 m2 = b × 9 m
b = 18 m
4. A (parallelogram) = b × h
54 cm2 = b × 6 cm
b = 9 cm
5. A (parallelogram) = b × h
56 m2 = b × 14 m
b=4m
6. A (parallelogram) = b × h
60 cm2 = 15 cm × h
h = 4 cm
7. A (parallelogram) = b × h
90 m2 = b × 10 m
b=9m
8. A (parallelogram) = b × h
A (puzzle) = 40 cm × 35 cm
A (puzzle) = 1 400 cm2
9. A (parallelogram) = b × h
A (parallelogram) = 21 (24) m × 21 (30) m (Divide the base and the height in half.)
A (parallelogram) = 12 m × 15 m
A (parallelogram) = 180 cm2
10. A (parallelogram) = b × h
256 m2 = 6 h m × h
256 = 6 h2
h2 = 42.67
h = 6.53 cm
On My Own
Answer may vary.

Unit IV: Measurement, Statistics, and Probability · 95

 LESSON 4

Area of Triangles and Trapezoids

I. OBJECTIVES
A. Derive the formulas for the area of triangles and trapezoids
B. Estimate the area of triangles and trapezoids
C. Solve routine and nonroutine word problems involving triangles and
trapezoids

II. REFERENCE
Spiral Math 4 (Second Edition), pp. 318–332

III. PROCEDURE
A. Core Concept
Review the class in using the appropriate unit of measure.
Complete each sentence with centimeter, decimeter, or meter.
1. Our classroom is 7 long.
2. My comb is 1 long.
3. The 25-centavo coin is 2 wide.
4. My book is 2 long.
5. Pepe’s belt is 66 long.
B. Lesson Proper
1. Show the picture of houses below.

• What figures can you see in the picture? (Give emphasis to

the triangles and trapezoids that can be found in the houses.)
• How can we measure these figures? Why do we need to have
an exact measurement in constructing our house?
2. Let the pupils read the story in How do I start? on p. 318. Use the
questions after the story, including the discussion in What shall
I do? on pp. 319–326, to have pupils discover how to find the area
of triangles and trapezoids.
3. This link may be used to discuss the lesson: http://illuminations.
nctm.org/Activity.aspx?id=3567.

96 · Spiral Math 4 (Second Edition) Teacher's Guide

 C. Synthesis
• The formula for the area of a rectangle or parallelogram can be
used to determine the formula for the area of a triangle.
• Area of a triangle
1 bh
Area of a triangle = (bh) or A=
2 2

where b is the base of the triangle and h is the height of the triangle.

The height of a triangle is always perpendicular to its base.

• Area of a trapezoid
1
Area of a trapezoid = h (b1 + b2)
2
where b1 and b2 are the bases of the trapezoid and h is the height
of the trapezoid. The height of a trapezoid is always perpendicular
to its base.
D. Application
Give practice exercises to the pupils and then let them discuss or
present their solutions.

ANSWER KEY
I can do this!
1. b = 4; h = 4 3. b = 5; h = 6
1 1
A (triangle) = bh A (triangle) = bh
2 2
A (triangle) = 1 (4)(4) A (triangle) =
1
(5)(6)
2 2
1 1
A (triangle) = (16) A (triangle) = (30)
2 2
A (triangle) = 8 cm2 A (triangle) = 15 cm2

2. b = 6; h = 3 4. b = 4; h = 7
1 1
A (triangle) = bh A (triangle) = bh
2 2
1 1
A (triangle) = (6)(3) A (triangle) = (4)(7)
2 2
1 1
A (triangle) = (18) A (triangle) = (28)
2 2
A (triangle) = 14 cm2
A (triangle) = 9 cm2

Unit IV: Measurement, Statistics, and Probability · 97

 5. b1 = 5; b2 = 7; h= 6 9. b1 = 6; b2 = 3; h= 13
A (trapezoid) = h ( b1 + b 2 )
A (trapezoid) = h b 1 + b 2 2
2 6+3
A (trapezoid) = 13
A (trapezoid) = 6
(5 + 7) 2
2
A (trapezoid) = 13 (4.5)
A (trapezoid) = 3 (12)
A (trapezoid) = 58.5 cm2
A (trapezoid) = 36 cm 2

Note: In the book, the figure

should be like this:
6. b1 = 6; b2 = 8; h= 6
b1 + b 2
A (trapezoid) = h
2
6+8
A (trapezoid) = 6
2
A (trapezoid) = 3 (14)
A (trapezoid) = 42 cm2
10. b1 = 5; b2 = 12; h= 8

A (trapezoid) = h
( b1 + b2 )
7. b1 = 6; b2 = 8; h= 4 2

A (trapezoid) = h b 1 + b 2 A (trapezoid) = 8 ( 5 + 12 )
2
2
(6 + 8) A (trapezoid) = 4 (17)
A (trapezoid) = 4
2
A (trapezoid) = 68 cm2
A (trapezoid) = 2 (14)
Note: In the book, the figure
A (trapezoid) = 28 cm 2
should be like this:

8. b1 = 12; b2 = 10; h = 4

A (trapezoid) = h b1 + b 2
2

A (trapezoid) = 4
(12 + 10 )
2
A (trapezoid) = 2 (22)

A (trapezoid) = 44 cm2

Note: In the book, the figure

should be like this:

98 · Spiral Math 4 (Second Edition) Teacher's Guide

I can do this better!
A.
1
1. A (triangle) = bh
2
1
= (5 cm)(8 cm)
2
= 20 cm2

1
2. A (triangle) = bh
2
1
= (4 cm)(12 cm)
2
= 24 cm2

1
3. A (triangle) = bh
2
1
= (6 cm)(10 cm)
2
= 30 cm2

Unit IV: Measurement, Statistics, and Probability · 99

 4. A (trapezoid) = h
( b1 + b2 )
2
A (trapezoid) = 5
( 8 + 10 )
2
A (trapezoid) = 5 (9)

A (trapezoid) = 45 cm2

5. A (trapezoid) = h
( b1 + b2 )
2
A (trapezoid) = 9
( 7 + 10 )
2
A (trapezoid) = 7 (8.5)
A (trapezoid) = 59.5 cm2

6. A (trapezoid) = h
( b1 + b2 )
2

A (trapezoid) = 4
(7 + 5)
2
A (trapezoid) = 4 (6)
A (trapezoid) = 24 cm2

100 · Spiral Math 4 (Second Edition) Teacher's Guide

B.
1
1. A (triangle) = bh
2 ( b1 + b2 )
1 3. A (trapezoid) = h
56 m2 = (8 m) h 2
2
4m+5m
56 m = 4 m (h)
2 72 m2 = h  
 2 
h = 14 m 72 m2 = h (4.5 m)
1 h = 16 m
2. A (triangle) =
2
bh ( b1 + b2 )
4. A (trapezoid) = h
1 2
120 cm2 = b (5 cm)
2 3m+ 7m
100 m2 = h  
120 cm2 = 2.5 cm (b)  2 
100 m2 = h (5 m)
b = 48 cm
h = 20 m

I can do this challenge!

A. 4m

1. h = 5 m
b1 = 4 m h=5 ?

b2 = 8 m
2m 4m 2m

2. h = 15 cm
b1 = 12 cm ? 15 cm

b2 = 20 cm

? 12 cm 4 cm

14 m
3. h = 9 m
b1 = 14 m
9m
b2 = 19 m
? 5m

Unit IV: Measurement, Statistics, and Probability · 101

 5 cm 12 cm 5 cm
4. h = 8 cm
b1 = 22 cm 8 cm

b2 = 12 cm
?

B.
1
1. A (triangle) = bh
2
1
50 cm2 = b (10 cm)
2
50 cm2 = 5 cm (b)
b = 10 m

((bb1 ++ bb 2 ))
1 2
2. A (trapezoid) = h 22
20 sq. units = h ((33 units
units ++55units
units))
22

20 sq. units = h (4 units)

h = 5 units
1
3. A (triangle) = bh
2
1
A (patch) = (15 cm)(8 cm)
2
1
A (patch) = (120 cm2)
2
A (patch) = 60 cm2

4. A (rectangle) = l × w = 6 ( 9) = 54 cm2

( b1 + b2 ) = 6 ( 7 + 3 ) = 30 cm 2
A (trapezoid) = h 2 2
1 1
A (small triangle) = bh = (2)(2) = 2 cm2
2 2
1 1
A (big triangle) = bh = (4)(6) = 12 cm2
2 2
White triangle = Area of a rectangle – area (trapezoid + small
triangle + big triangle)

102 · Spiral Math 4 (Second Edition) Teacher's Guide

 White triangle = 54 cm2 – (30 cm2 + 2 cm2 + 12 cm2)
= 54 – 44
= 10 cm2
On My Own
Answers may vary. Below is a sample answer.
1
A (original triangle) = bh
2
1
A (new triangle) = (2b)(2h)
2
1
A (new triangle) = (2) (2)( bh)
2
1
A (new triangle) = 4 (
bh)
2
The area of the original triangle is 4 times greater.
Example:
Let b = 2 m, h = 4 m
1
A1 (triangle) = bh
2
1
A1 (triangle) = (2 m)(4 m)
2
A1 (triangle) = 4 m2
Since the base of a triangle is doubled and the height is also doubled.
b = 2 (2 m) = 4 m , h = 2 (4 m) = 8 m.
1
A2 (triangle) = bh
2
1
A2 (triangle) = (4 m)(8 m)
2
A2 (triangle) = 16 m2
A1 = 4 m2
A2 = 4 (4 m2) = 16 m2
The area of the original triangle is 4 times greater.

Unit IV: Measurement, Statistics, and Probability · 103

 LESSON 5

Volume of Rectangular Prisms

I. OBJECTIVES
A. Visualize the volume of solid figures in different situations using
nonstandard and standard units
B. Derive the formula for the volume of rectangular prisms
C. Find the volume of a rectangular prism using cubic centimeters and
cubic meters
D. Solve routine and nonroutine problems involving the volume
of a rectangular prism
E. Create problems (with reasonable answers) involving volume
of a rectangular prism

II. REFERENCE
Spiral Math 4 (Second Edition), pp. 333–342

III. PROCEDURE
A. Core Concept
Review how to find the area of a square and a rectangle.
B. Lesson Proper
1. Introduce the lesson using this link:
www.youtube.com/embed/JijhDDJvExo.
2. Let the pupils read the story in How do I start? on p. 333. Use the
questions after the story to help pupils understand how to find
the volume of a rectangular prism.
3. The following link may be used to discuss the lesson: www.
youtube.com/embed/q-_j9ZbBiYI.
4. Use this link to summarize the lesson:
www.youtube.com/embed/E8tuMaDxgJM.
C. Synthesis
The volume (V) of a rectangular prism is
the product of the length, width, and height. h
Volume = length × width × height
In symbols, V = l × w × h or V = lwh
w
l
104 · Spiral Math 4 (Second Edition) Teacher's Guide
 D. Application
Give practice exercises to the pupils and then let them discuss or
present their solutions.

ANSWER KEY

I can do this!
1. l=7m 4. l = 20 cm
w= 4m w = 5 cm
h= 7m h = 3 cm
V = 7 × 4 × 7 = 196 m3
V = 20 × 5 × 3 = 300 cm3
2. l=4m 5. l=2m
w= 3m w= 3m
h = 12 m h= 4m
V = 4 × 3 × 12 = 144 m3 V = 24 m3
3. l = 14 cm 6. V = 13 × 5 × 4 = 260 cm3
w = 6 cm 7. V = 24 × 3 × 8 = 576 m3
h = 4 cm 8. V = 32 × 20 × 2 = 1 280 cm3
V = 14 × 6 × 4 = 336 cm3 9. V = 20 × 6 × 10 = 1 200 m3
10. V = 45 × 5 × 12 = 2 700 cm3

I can do this better!

1. h=5m 6. h=2m
2. l=8m 7. l = 4 cm
3. h = 5 cm 8. w = 2 cm
4. h = 8 cm 9. l = 5.21 cm
5. w=4m 10. h=8m

I can do this challenge!

1. V = 7 m × 4 m × 10 m = 280 m3 4. V = 13 m × 10 m × 19 m

2. V = 12 m × 10 m × 7 m = 2 470 m3

= 840 m3 5. V = 27 cm × 5 cm × 23 cm

3. V = 4 cm × 6 cm × 15 cm = 3 105 cm3

= 360 cm3 6. V = 6 m × 11 m × 8 m = 528 m3

Unit IV: Measurement, Statistics, and Probability · 105
 7. V = 15 ft × 30 ft × 5 ft 9. V = 7 m × 7 m × 4 m = 196 m3
= 2 250 ft3 10. V = 12 ft × 9 ft × 9 ft = 972 ft3
8. V = 18 cm × 30 cm × 15 cm
= 8 100 cm3

On My Own
Answers may vary.

Chapter Test
A.
1. c 11. b
2. b 12. c
3. c 13. b
4. a 14. a
5. d 15. d
6. c 16. b
7. b 17. a
8. b 18. b
9. b 19. b
10. d 20. b
B.
1. 15 square units 5. 3 square units
2. 12 square units 6. 6 square units
3. 27 square units 7. 6 square units
4. 3 square units
C.
A.

106 · Spiral Math 4 (Second Edition) Teacher's Guide

 B.

C.

1. P = 14 units
A = 12 square units
2. P = 16 units
A = 12 square units
3. P = 26 units
A = 12 square units

Chapter 7
STATISTICS AND PROBABILITY
LESSON 1

Bar Graphs
I. OBJECTIVES
A. Collect data on two variables using any source
B. Organize data in tabular form and present them in a single/double
horizontal or vertical bar graph
C. Interpret data presented in different kinds of bar graphs (vertical/
horizontal, single/double bars)
D. Solve routine and nonroutine problems using data presented
in a single or double-bar graph
E. Draw inferences based on data presented in a double-bar graph

II. REFERENCE
Spiral Math 4 (Second Edition), pp. 351–362

Unit IV: Measurement, Statistics, and Probability · 107

III. PROCEDURE
A. Core Concept
Review parts of a graph.
B. Lesson Proper
1. Present the lesson using the activity below.
Buttons, Buttons, and More Buttons
a. Bring in a container with a variety of buttons.
b. Have pupils form a circle on the floor.
c. Remove the buttons from the container and place them at the
center of the circle.
d. Solicit responses from the pupils as to what they could do with
the buttons. (Teacher is looking for responses such as count
them, sort them into groups, organize them, graph them, etc.
Teacher should also look for the use of correct vocabulary
related to sorting and graphing.) Write the pupils’ responses
on the board or on a chart paper.
e. Ask the pupils: What do you notice about the buttons? (Teacher
is looking for responses related to color, texture, size, number
of holes, shape, etc.) Write the responses on the board or on
chart paper.
2. Let the pupils read the story in How do I start? on pp. 351–352.
Use the questions after the story to introduce bar graph. Present
the lesson using the text in What shall I do? on pp. 352–356.
3. For additional exercises, the teacher can search the links in On
My Own on p. 362.
4. The following link may be used to generalize the lesson: http://
studyzone.org/testprep/math4/d/bargraph4l.cfm.
C. Synthesis
• A bar graph is a type of graph where the heights of the bars are
used to represent and compare data. A numerical scale is used to
determine the heights of the bars.
Steps in making a bar graph
1. Identify the variables.
2. Choose a numerical scale.
3. Draw and label the graph.

108 · Spiral Math 4 (Second Edition) Teacher's Guide

 • Bar graphs can be vertical or horizontal.
• A double-bar graph is a bar graph that shows two sets of data on
the same graph. The two bars for each category are drawn next
to each other.
D. Application
1. Give practice exercises to the pupils and then let them discuss or
present their solutions.
2. For more exercises, this link may be searched: http://www.
studyzone.org/testprep/math4/d/bargraph4p.cfm.

ANSWER KEY

I can do this!
1. Sports Participation of Grade Seven Students
of JRHS

2. Sports Participation of Grade Seven Students of JRHS

Girls
Boys

I can do this better!

1. a. 5
b. 2
c. 3
d. 6

Unit IV: Measurement, Statistics, and Probability · 109

 e. There are more pupils that have fish as a pet rather than cats.
f. There are more pupils that have fish as a pet rather than dogs.
2. a. How Long Marine Animals Can Hold Their Breath
b. 3 animals
c. 12 minutes
d. 7 minutes
e. 12 minutes

I can do this challenge!

A.
1. 96 pupils
2. Add all the number of pupils who like different brands of chocolates.
3. 20 pupils
4. 16 pupils
5. Coolberry
6. Marves
7. 4 pupils
B. Note: In the graph, the first bars are for Grade Seven students and the
second are for Grade Eight students.
1. About 27–28 bottled drinks
2. About 21 bottled drinks
3. Canned drinks
4. Bottled drinks
5. Milk
On My Own
Answers may vary.

LESSON 2

Conducting Simple Experiments

I. OBJECTIVES
A. Record favorable outcomes in a simple experiment (e.g., tossing a coin,
spinning a wheel)
B. Express the outcome in a simple experiment in words, symbols, tables,
or graphs

110 · Spiral Math 4 (Second Edition) Teacher's Guide

 C. Explain the outcomes of an experiment
D. Solve routine and nonroutine problems involving a simple experiment
E. Create word problems involving a simple experiment

II. REFERENCE
Spiral Math 4 (Second Edition), pp. 363–376

III. PROCEDURE
A. Core Concept
Have pupils reduce the fractions below to their lowest term.
2 6
1. 4.
4 12
3 9
2. 5.
6 15
4
3. 8
B. Lesson Proper
1. Have the class listen to the song “Pagdating ng Panahon” sung by
Aiza Seguerra. Afterward, discuss the message of the song in
relation to prediction. The following questions may be asked:
Which line in the song tells that what you want to occur is likely
to happen? Is unlikely to happen? Has a fair or even chance to
happen? Is impossible to happen? Or certain to happen?
2. Conduct the activities that follow.
• Activity 1 – Use of Observable Things Around Us
a. Have pupils decode which of the following are (A) likely
to happen, (B) unlikely to happen, have a (C) fair or even
chance to happen, are (D) impossible to happen, or (E)
certain to happen. Tell them to write the letter of their
answer on the line.
(1) A couple cannot afford to have an ultrasound
and they are waiting for a newborn baby. They
feel that the unborn baby is a girl.
(2) The sun sets in the south.
(3) It is cloudy today. It will not rain.

Unit IV: Measurement, Statistics, and Probability · 111

 (4) I listened to the teacher and participated in the
discussion of the lesson. Then I reviewed my
lesson. When I took the test, I got a perfect score.
(5) The traffic in the highway is bumper-to-bumper.
The passengers will be late for their appointments.
b. Have the pupils form pairs. Let the pairs discuss their
answers.
c. Form four teams. Let the teams write their answers on the
board.
d. The teacher has to process the pupils’ answers.
1
• Activity 2 – Close to 0, , or 1, Exactly 0, or Exactly 1
2
a. Have pupils consider the situations that follow in terms
of:
Close to 0 – unlikely to happen
Close to 1 – likely to happen
1
Close to – fair or even chance to happen
2
Exactly 0 – impossible to happen
Exactly 1 – certain to happen
Write the numbers of their answers.
_____ 1. When a pupil is present, he/she is ready for the
day’s school work.
_____ 2. When a pupil is happy, he/she has a big amount
of allowance.
_____ 3. When a pupil is stout, he/she is healthy.
_____ 4. Whales are mammals.
_____ 5. The sun rises in the west.
b. Have the pupils form pairs and work together in answering
the activity. Then ask the pairs to discuss their answers.
c. Form four teams. Let each team decide and present its
answers on the board.
d. The teacher needs to process the pupils’ responses.
3. Let the pupils read the story in How do I start? on pp. 363–364.
Use the questions that follow to help pupils understand simple

112 · Spiral Math 4 (Second Edition) Teacher's Guide

 experiment. The teacher can present the lesson using What shall
I do? on pp. 364–370.
4. For interactive exercises, the following link may be searched: http://
www.shodor.org/interactivate/activities/ExpProbability/.
C. Synthesis
• An experiment is a situation involving chance that leads to results
called outcomes. Each repetition or observation of an experiment
is a trial. The sample space of an experiment is the set of all
possible outcomes.
• An outcome is the result of a single trial of an experiment.
• An event is one or more outcomes of an experiment.
• Probability is the measure of how likely an event can occur.
D. Application
Give practice exercises to the pupils and then let them discuss or
present their solutions.

ANSWER KEY

I can do this!
A.

1 1
1. 4.
6 2

2 1 1
2. or 5.
6 3 4
1 3
3.
6 6.
4
B. round
red
square
Toy Robots
round
blue
square

C.

1. Red Round 3. Blue Round

2. Red Square 4. Blue Square

Unit IV: Measurement, Statistics, and Probability · 113

I can do this better!
A.

1. Black

1
2.
7
4
3.
7

4. 2
7
5
5.
7

6. It’s more likely that one draws a marble that is not black. There is only
one black marble and there are 6 that are not black. One has a 3 out
of 7 chance of drawing a non-gray marble. One has a 6 out of 7 chance
of drawing a marble that is not black.
4 2
7. or
10 5
B.
1
1.
13
6 2
2. =
15 5

3. None

I can do this challenge!

Possible answers are as follows:
1.
Rain Clear
Bring Umbrella Chose Well Chose Poorly
Leave Umbrella Chose Poorly Chose Well

114 · Spiral Math 4 (Second Edition) Teacher's Guide

2.
pink
gold
red green
orange

pink
gold
Party Colors yellow green
orange

pink
gold
blue green
orange

• Red pink • Yellow pink • Blue pink

• Red gold • Yellow gold • Blue gold
• Red green • Yellow green • Blue green
• Red orange • Yellow orange • Blue orange

3. a. 6 different teddies are possible.

white
1
yellow

white
Teddies 2

yellow

white
3
yellow

• white with 1 button

• yellow with 1 button

Unit IV: Measurement, Statistics, and Probability · 115

 • white with 2 buttons
• yellow with 2 buttons
• white with 3 buttons
• yellow with 3 buttons
b. 12 different teddies are possible.
red
white
blue
1
red
yellow
blue
red
white
blue
Teddies 2
red
yellow
blue

red
white
blue
3
red
yellow
blue

c.
• white red with 1 button
• white blue with 1 button
• yellow red with 1 button
• yellow blue with 1 button

• white red with 2 buttons

• white blue with 2 buttons
• yellow red with 2 buttons
• yellow blue with 2 buttons

• white red with 3 buttons

• white blue with 3 buttons
• yellow red with 3 buttons
• yellow blue with 3 buttons

116 · Spiral Math 4 (Second Edition) Teacher's Guide

On My Own
Answers may vary.

Chapter Test
1. b 16. 12
2. c 17. 4
3. a 18. 4
4. b 19. 12
5. d 20. Bing and Jen
6. a 21. Fely and Dang
7. c 22. 17
8. a 23. Fely, Dang, Bing, Jen, Bhie
9. a 24. 15
10. b 25. 22
11. a 26. Pop music
12. b 27–30. The probability that Mike will
13. d get a sundae with whipped
cream topping is 4 out of 8
14. a
choices.
15. 7

maraschino
cherry

hot fudge
whipped
cream
vanilla
maraschino
cherry
butterscotch
whipped
cream
ice cream
maraschino
cherry

hot fudge
whipped
cream
chocolate
maraschino
cherry
butterscotch
whipped
cream

Unit IV: Measurement, Statistics, and Probability · 117