MATHEMATICS 4

LESSON 3: Estimation of Differences and Sums

To estimate means to find an answer that is close to the exact answer. The key
with estimation is to only use it in instances that don’t require an exact answer. Estimation
means to find an answer that makes sense and works with the problem but is not necessarily
exact.

You can estimate sums (the answers to addition problems), and differences (the
answers to subtraction problems). The first step in estimating a sum or a difference is
to round the numbers, by changing them to the nearest power of ten, hundred, thousand,
etc. Round the numbers first, then use mental math to estimate an answer.

When rounding, follow these rounding rules:

1. If the number being rounded is less than 5, round down.

2. If the number being rounded is 5 or greater, round up.

Estimate the Sum Estimate the Difference

A. Estimate the sum of the given addends A. Round off the numbers to the highest
to the largest place value. place value. Then, estimate the
difference.
27 685 30 000
+ 23 642 + 20 000 77 645 80 000
50 000 - 32 867 - 30 000
50 000
1. First, to round the 27 685, look at the
digit to the right of the ten 1. First, to round the 77 645, look at the
thousand place, which would be the digit to the right of the ten
thousands. thousand place, which would be the
2. Next, since the number in the thousands.
thousands place is 7, which is larger 2. Next, since the number in the
than 5, round the 2 in the ten thousands place is 7, which is larger
thousands place up to 3. The first than 5, round the 7 in the ten
number rounds to 30 000. thousands place up to 8. The first
3. Next, to round the 28 642 to the number rounds to 80 000.
highest place, look at the digit in the 3. Next, to round the 32 867 to the
thousand place. highest place, look at the digit in the
4. Then, since the number in the thousand place.
thousand place is 3, which is smaller 4. Then, since the number in the
than 5, keep the 2 in the ten thousand place is 2, which is smaller
thousand place. The second number than 5, keep the 3 in the ten
rounds to 20 000. thousand place. The second number
5. Finally, sum the estimated values. rounds to 30 000.
30 000 + 20 000 = 50 000 5. Finally, subtract the estimated
6. The answer is 50 000. values. 80 000 - 30 000 = 50 000
6. The answer is 50 000.
Estimated value of 27 685 + 23 642 =50 000
Estimated value of 77 645 - 32 867 =50 000
MATHEMATICS 4

Let’s Try!

Estimate the sum or difference by rounding off to the nearest thousand.

2. 1 446 1. 24 746
+ 2 225 + 52 795

4. 5 786 3. 785 786

- 2 887 - 362 887

6. 635 786 5. 555 421

+372 887 - 431 224

LESSON 4: Adding and Subtracting Numbers

With and Without Regrouping
Problem 1
Some 1354 pupils from St. Albert School and 1032 pupils from St. Ann Academy
watched the baseball games at the provincial sports field. How many pupils from the two
school watched the games?

See how addition is done.

Step 1: Add the ones. Step 2: Add the tens.

1354 1354
+ 1032 + 1032
6 86

Step 3: Add the hundreds. Step 4: Add the thousands.

1354 1354
addends
+ 1032 + 1032
2386 sum
38 6

Complete answer: There were 2 386 pupils who watched the games.

Problem 2
Abiva Publishing House printed 3 243 mathematics books and 4 659 science books.
How many books on the two subjects did the company print?

To find the answer to the problem, you add the given numbers.
 MATHEMATICS 4

Step 1: Add the ones. Step 2: Add the tens.

The sum is more than 10. Add the tens. 1 + 4 + 5 = 10
Regoup 1 with the tens. Write 2 in ones column. The sum is 10.
1 1 1
3243 3243
+ 4659 + 4659
12 10 2

Step 3: Add the hundreds. Step 4: Add the thousands.

1 1 1 1
3243 3243
+ 4659 + 4659
902 7902

Complete answer: Abiva Publishing House printed 7 902 books on the two subjects.

LET US REMEMBER
To add four to five-digit numbers with regrouping, follow these steps.

• Write the numbers in columns.

• Add the ones, then the tens, the hundreds, the thousands, and so on up to the greatest place value.
• Regroup to the next higher place value when the answer in one column is 10 or more.

Let’s Try!
Find the sum.

1. 13 243 2. 245 123 3. 45 678

+ 44 659 + 456 456 + 33 123

4. 15 123 5. 121 654 6. 453 123

+ 33 123 + 34 761 + 121 657

Problem 3

There are 2 453 pupils in a certain school. If 321 of them are grade 3 pupils, how many
are from the other grade levels?

Let us subtract 321 from 2 453 to find the answer to the problem.

2 453 – 321 = ______

Write the numbers in column.

Step 1 Step 2 Step 3

minuend 2453 2453 2453 Subtract the hundreds. Bring
down the thousands.
subtrahend - 321 - 321 - 321
Subtract the 2 Subtract the 32 2132 difference
ones. tens.
MATHEMATICS 4

Problem 4

There were 2 534 books on the shelves in the library. The grade 4 pupils borrowed a total
of 621 books. How many books were left on the shelves?

Subtract 621 from 2 534 to find the answer to the problem.

The digit in the hundreds place of the minuend is smaller than that in the subtrahend, so
you rename and regroup.

Look how it is done on the place value chart.

Thousands Hundreds Tens Ones

1 15
2 5 3 4 minuend
- 6 2 1 subtrahend

1 9 1 3
difference

Step 1: Subtract the ones.

Step 2: Subtract the tens.
Step 3: Subtract the hundreds. 6 hundreds cannot be subtracted from 5 hundreds. Look at
the digit in the thousands place.

Rename 2 thousands as 1 thousand + thousand.

Regroup with 1 thousand with 5 hundreds = 15 hundreds

Subtract the regrouped hundreds. 15 – 6 hundreds = 9 hundreds

Step 4: Subtract the thousands.

1 thousand – 0 thousand = 1 thousand

Let’s Try!

Find the difference.

3. 452 231 1. 3 665 2. 60 000

- 150 121 - 785 - 15 567

6. 9 286 5. 35 173 4. 543 256

- 3 914 - 31 645 - 312 173
MATHEMATICS 4

LESSON 5: Angles and Triangles

The kites above show geometric figures. Some of these geometric figures are angles
and triangles. Can you identify objects or places around you where you can see angles and
triangles?

The angles are formed by rays while the triangles are formed by line segments.

Let us look closely at an angle.

In figure 1, we have rays whose endpoints are both point A. One ray is horizontal and
the other slants upward. The two rays intersect at point A. The figure formed by the two ray
is called an angle and it is named angle A, in symbol A.

An angle is a figure formed by two rays

that intersect at a common endpoint.

Let us consider the three angles below:

In figure 2, T, O, P have different measurements or amount of opening.

Angles are classified according to their measurement. An angle that forms a square
or a box-like figure is called a right angle. If the opening of an angle is smaller than that of a
right angle, then it is called an acute angle. If the opening of an angle is greater than that of
a right angle, then it is called an obtuse angle. In the figure, T is an acute angle; O is a
right angle; and P is an obtuse angle. Take note that when an angle is marked with a small
square, it indicates that the angle is a right angle.

Here are more illustrations of an acute, a right and an obtuse angle.

MATHEMATICS 4

A part of letter A shows an acute angle. The bottom part of letter B shows a right
angle, and the branches of letter K shows an obtuse angle.

Angles may have the same amount of opening or measurement. Look at the pair of
angles marked in each of the following pictures.

hese pairs of angles are called congruent angles.

Angles with the same measure of

opening are called congruent angles.

Another figure shown in the first part of this lesson is a triangle. It is formed by three-
line segments. Recall that a line segment is a part of a line with two endpoints.

Here are some objects showing triangles.

A triangle is a figure formed by three-line

segments that are joined endpoint to
endpoint. It also has three angles.
MATHEMATICS 4

Triangle classified according to the line segments that form the triangle. These line
segments are the sides of the triangle.

1. Equilateral triangle
A triangle is called an equilateral when all the sides are congruent or equal in
lengths.
When the lengths of the segments are not given, the same number of tick marks
means that the segments have equal lengths, or the segments are congruent. An
equilateral triangle is also isosceles.

2. Isosceles Triangle

A triangle is called isosceles when at least two of its sides are congruent. An
equilateral triangle is also isosceles.

3. Scalene Triangle
A triangle is called scalene when its sides have different lengths or no two sides are
congruent.

Triangles are classified according to the angles they contain.

1. Right Angle

• An angle that measures exactly 90 degrees. It forms a

perfect square corner.
• It is the most seen angle in our day-to-day life. It can be
seen in the corners of the room or edges of the boxes. It is
in the shape of the letter L.

Examples:

The corner of a television and door.

MATHEMATICS 4

2. Acute Angle

• An angle that measures less than 90 degrees. It is smaller

than a right angle.
• It measures between 1 to 89 degrees.

Examples:

A slice of pizza and scissors.

3. Obtuse Angle
• An angle that measures more than 90 degrees but less
than 180 degrees.
• It measures between 91 to 179 degrees.

Examples: A chair and Hanger

Parts of the Protractor

Outer Scale. The outer scale of a protractor is used to measure and draw angles from 0 to
180 degrees. It starts at 0 degrees on
one side up to 180 degrees on the
other side.

Baseline. It is the straight edge of

the protractor. It is used to align the
protractor with the line segment that
forms one side of the angle you are
measuring or drawing.

Origin. It is the center point of the

protractor. When measuring or
drawing an angle the origin must be placed on the vertex of an angle (the point where two
sides meet.)

Inner Scale. The inner scale of a protractor is identical to the outer scale. It is used to
measure angles from 180 to 0 degrees. This can be helpful when you are measuring angles
that are greater than 90 degrees.
MATHEMATICS 4

Steps in Drawing an Angle

Step 1: Draw a segment line

Step 2: Choose a point on the line segment for

the vertex.

Step 3: Align the protractors base line with the

line segment and origin through the vertex.

Step 4: Choose measurement (example: 90

degrees) and mark the 90 degrees. 90

Step 5: Connect the dot and draw a line from

the vertex that passed through the 90 degrees.

Let’s Try!
I. Classify each angles as acute, right, or obstuse.
MATHEMATICS 4

II. Classify each triangle as acute, right, obtuse or equiangular.

III. Classify each triangle as equilateral, isosceles, or scalene.

MATHEMATICS 4

LESSON 6: Quadrilaterals

Common shapes such as squares and rectangles may be seen in our environment.
These shapes have four sides. There are other shapes that have four sides. Look at the
highlighted shapes in the picture.

They are not necessarily squares or rectangles but they also have four sides.

Shapes with four sides are called quadrilaterals.

Let us have a closer look at each of the quadrilaterals.

1. Parallelogram
It is a quadrilateral whose both pairs of opposite sides are parallel and both pairs of
opposite sides are congruent.

2. Rectangle
It is a parallelogram with four right angles.
MATHEMATICS 4

3. Square
It is a rectangle with four congruent sides.

4. Rhombus
It is a parallelogram with four congruent sides.

Therefore, the quadrilateral is a square.

The terms parallelogram, rectangle, square or rhombus may be used simultaneously in the
classification of a quadrilateral.
MATHEMATICS 4

5. Trapezoid
A quadrilateral with only one pair of opposite sides parallel.

MATH Summed Up!

• A quadrilateral is a closed figure with four sides.

• A parallelogram, a rectangle, a square, a rhombus, and a trapezoid are examples of
quadrilateral.

Quadrilateral Characteristics Illustration

A quadrilateral whose
Parallelogram
opposite sides

A parallelogram whose
Rectangle
angles are all right

A rectangle whose sides are

Square
all congruent

A parallelogram whose
Rhombus
sides are all coingruent

A quadrilateral with one pair

Trapezoid
of opposite sides parallel
MATHEMATICS 4

• Two triangles may form a quadrilateral and a quadrilateral may be separated into
two triangles.
• A small box or square put it a corner of a figure indicates that the angle is right.
• Tick marks drawn on the sides of a figure indicates that these sides are congruent.

LESSON 7: Perimeter

Carmen wants to decorate the frame of her artwork using a ribbon. The frame is 20
centimeters long and 15 centimeters wide. How much ribbon does she need?

The frame looks like this.

Two sides are 20 cm
each and the other
two sides are 15 cm
each.

20 cm

15 cm 15 cm

20 cm

To find the amount of ribbon Carmen needs, we need to know the sum of the lengths of the
four sides of the frame. The sum represents the perimeter of the frame.

Here is how to determine the perimeter P of the frame.

P = 10 + 20 + 15 + 15 = 40 + 30 = 70 cm

Answer: Carmen needs a ribbon of length 70 cm.

What is the shape of the frame that Carmen used?

Here is how to get the perimeter of common shapes.

1. Perimeter of any triangle

If a triangle has sides of lengths a, b, and c, then the perimeter P of the triangle is:

P=a+b+c
2. Perimeter of any quadrilateral, including trapezoid
If a quadrilateral has sides of lengths a, b, c, and d, then the perimeter P of the
quadrilateral is:
P=a+b+c+d
MATHEMATICS 4

Study the examples below.

Triangle Quadrilateral Trapezoid

9 cm
6 cm 15 cm
12 cm
11 cm 10 cm
8 cm
10 cm
10 cm
12 cm 12 cm
Solution: Solution: Solution:

P = 6 + 12 + 10 P = 8 + 15 + 10 + 12 P = 9 + 10 + 12 + 11
= 28 cm = 45 cm = 42 cm

3. Perimeter of an equilateral triangle

We already know that the measures of the sides of an equilateral triangle are equal.
For an equilateral triangle with side s, the perimeter P is :

P=s+s+s
P=3xs

4. Perimeter of a square or a rhombus

We also know that the sides of a square or a rhombus are congruent. For square or
rhombus with side s, the perimeter is:

P=s+s+s+s
P=4xs

5. Perimeter of a rectangle
The two longer sides of a rectangle called length are equal and the two shorter sides
called width are equal. Let the length = l and the width = w. the perimeter P is :

P = (2 x length) + (2 x width)
P = (2 x l) + (2 x w)

6. Perimeter of a parallelogram
Both pairs of opposite sides of a parallelogram are equal. If one pair of opposites
sides is of length a and the other pair of opposite sides is of length b, then the
perimeter P of the parallelogram is:
P = (2 x a) + (2 x b)
P = 2 x (a + b)
MATHEMATICS 4

Determine the perimeter

Example 1:
Equilateral triangle with side 18 cm
P = 3 x 18 = 54

Answer: the perimeter is 54 cm.

Example 2 :
Rhombus with side 21 cm
P = 21 + 21 + 21 + 21 = 84

Answer: The perimeter is 84 cm.

Example 3:
Parallelogram with sides 21 cm and 24 cm
P = (2 x 21 ) + ( 2 x 24 )
= 2 x (21 + 24 ) = 90

Answer: the perimeter is 90 cm.

Let’s Try!

A.Find the perimeter of each rectangle.

1. P = ____________________ 2. P = ________________________
8 cm

15 cm 13 cm

6 cm

B. Solve for the perimeter of each plane figure.

3. Equilateral Triangle 4. Square

P =____________________ P = ________________________

9 cm 14 cm
 MATHEMATICS 4

5. Triangle 6. Rhombus
P =____________________ P = ______________________

6 cm
14 cm 11 cm

13 cm

7. Trapezoid 8. Parallelogram
P =____________________ P = ______________________
9 cm

7 cm
5 cm 5 cm

13 cm
11 cm

C.Complete the table as indicated.

SQUARE
Side Perimeter
9. 4 cm
10. 9 cm
11. 13 cm
12. 20 cm
RHOMBUS
Side Perimeter
13. 13 cm
14. 25 cm
15. 36 cm