Chapter 2

WHOLE NUMBERS
LESSON 1 PLACE VALUE
Intended Learning Outcomes:
At the end of the unit, the pre-service teacher (PST) must have:
1 Identify the place value and value of the digit in the numerals.
2. Read and write numbers through 1 000 in symbols and in words.
3. Solve word problems involving place value

Hindu-Arabic/Decimal System our numeration system. It uses place value which makes it easier to read numbers unlike another
numeration system, the Roman Numeration.

Place Value Chart

Place Value Chart
Thousands Hundreds Tens Ones

1000 100 10 1

In a four – digit number, the place value of each digit from left to right are: thousands, hundreds, tens and ones.
The place value chart below shows the number 3 761. How do we read this number
Place Value Chart
Place Value in Words Thousands Hundreds Tens Ones

Place Value in Figures 1000 100 10 1

Given Number 3 7 6 1

The number 3 761 is read as “three thousand seven hundred sixty-one”.

The table below shows the place value and value of each digit in the number 3 761. Observe that the value is simply the product of the digit
and its place value.
Digit Place Value Value
word figure
1 ones 1 1x1=1

6 Tens 10 6 x 10 = 60

7 Hundreds 100 7 x 100 = 700

3 thousands 1000 3 x 1000 = 3 000

Let’s Do These
Instead of using blocks, an alternative material is to use a drinking straw.
Place straws in a container labelled ONES PLACE, starting with one straw, two, three, and so on up to ten. When it reaches ten,
show that 10 ones may now be renamed as 1 ten by binding the ten straws with a rubber band and placing it in the container labelled TENS
PLACE. Repeat the process a few more times.

What happens when there are already 10 bundles each with ten straws in the container labelled TENS PLACE?

Since 10 tens equals 1 hundred, then we may bundle together the 10 tens straws and place them in the container
labelled HUNDREDS PLACE. It shows that 1o tens equal 1 hundred.

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 Practice 1

A. Give the place value and the value of the digit 5 in each numeral.
Number Place Value Value
1. 521
2. 10 356
3. 50 216
4. 1 105
5. 14 510
B. Write the following numbers in words.
1. 461
2. 809
3. 4 045
4. 7 420
5. 3 004
C. Write the following in symbols.
1. five hundred eight
2. two hundred forty-six
3. three thousand eight hundred seventy
4. eight thousand nine hundred thirty seven
5. eleven thousand 0ne
D. Answer the following.
1. What is the digit with the biggest value in 1 459?
2. What is the sum of the digits in the tens and thousands place in the numeral 9 087?
3. What is the sum of the values of the digits in the ones and hundreds place in the numeral 9 837?
4. Which digit has the smallest value in the numeral 1 089?
5. I am a three digit number. My tens digits 3 more than my ones digit. My hundreds digit is an
odd number less than 3. What number I am?

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LESSON 2 ADDITION AND SUBTRACTION OF WHOLE NUMBERS
Intended Learning Outcomes:
At the end of the unit, the pre-service teacher (PST) must have:
1. Visualize the concept of addition and subtraction.
2. Explain the terms related to addition and the properties of addition.
3. Add or subtract one to three – digit numbers.
4. Relate subtraction with addition.
5. Solve word problems involving addition and subtraction.

2.1 ADDITION OF WHOLE NUMBERS

Originally, the Philippines has a total of 7 107 islands. Lately, 534 new islands are added which makes our total number of
islands as 7 641. It means that 7 107 + 534 = 7 641.
In the addition sentence 7 107 +534 = 7 641, 7 107 and 534 are called addends (Addends are the numbers being added) while
7 641 is called sum (sum is the result in addition).

Addition is the process of putting two or more numbers or things together. For instance, let us illustrate the following: 3
mangoes added by four mangoes total 7 mangoes.

The illustration above clearly shows that to find the total number of mangoes, we can simply count them from
left to right. The addition sentence would be 4 + 3 = 7.
Another way to illustrate addition is through block model which is shown below.

4 3

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Properties of Addition
1. Commutative property of Addition (CPA)
You learned that 4 + 3 = 7. What would the answer be if we change the order of the addends into 3 + 4?
3 4

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It shows that 4 + 3 = 3 + 4+ 7. This is called Commutative Property of Addition. It says that the
order of the addends does not affect the sum.
2. Associative Property of Addition. It says that the grouping of the addends does not affect
the sum. For example, the sum of (8 + 7) + 2 is equal to the sum of 8 + (7 + 2).
(8 + 7) + 2 = 8 + (7 + 2)
15 + 2 = 8 + 9
17 = 17
3. Identity Property of Addition (IPA). It states that the sum of a number and zero is the same number.
Examples: 8 + 0 = 8 0 + 35 = 35 1+0=1

Adding Two to Three – Digit Numbers

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 To add two to three – digit numbers, follow the steps below.

Step 1: Arrange the numbers in column so that digits of the same place value are aligned. For Example,
let’s find the sum of 52 and 564.

Hundreds Tens Ones

Place Place Place
5 2
+ 5 6 4

Step 2: Add the digits in ones place, tens place then the hundreds place.

Hundreds Tens Ones

Place Place Place
5 2
+ 5 6 4
6
In the tens place, since 5 tens plus 6 tens totaled 11 tens, then rename11 tens as 1 hundred and
1 tens; write the 1 tens in the tens digit of the sum and regroup the 1 hundred with the hundreds digit s
of the addends, then add.

Hundreds Tens Ones

Place Place Place
1
5 2
+ 5 6 4
6 1 6

The sum of 52 and 564 is 616.

Let’s Do These: Perform the activity in groups of five

students. Find the sum of the following:
1. Numbers of chairs and tables and chairs in the classroom.
2. Amount of daily allowance of the members of the groups.
3. Number of members of the families of the members of the group.
4. Ages of all the members of the group.
5. Number of students in all year level in school.

Let’s Recall
• Addition is the process of putting together two or more numbers.
• The numbers being added are called addends while the answer is called sum or total.
• Commutative property of addition (CPA) states that the order of the addends does not affect the sum.
Associative Property of Addition (APA) states that changing the grouping of the addends does not affect
the sum, while Identity Property of Addition (IPA) says that when zero is added to a number, the sum is
the number.

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 Practice 2

A. Give the missing addend or sum. Then, identify the property of addition shown in each
number. Write CPA, APA and IPA only.

1. 3 + 9 + 6 = +9 + 3
2. (8 + 3) + = 8 + (3 + 6)
3. +8=8
4. 12 + 9 = 9 +

B. Solve the following problems.

1. Ryza has 24 marbles. Melba has 8 more than Ryza. How many marbles do the two girls have in all?
2. At the mall, Karl spent Php45 on the first store and Php248 in the second store. After which, he has
Php120 left. How much money did he start with?
3. Michael and Nicko each pick a number from a box. Nicko’s number is twice as large as that of
Michael’s. The sum of their number is 42. What is Nicko’s number?

C. Use the property of Addition to solve the following.

1. 1 + 2 + 3 + … + 9 + 10 =
2. (49 + 63) +51 =
3. 15 + 38 + 47 + 62 + 53 =
4. 999 + 999 + 999 + 999 + 999 =
5. 809 + 803 + 806 + 801 + 807 + 804 =

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2.2 SUBTRACTION OF WHOLE NUMBERS

Subtraction is the process of taking away one number from another. For instance, if an older saltwater
crocodile has a length of 6 meters while the younger has a length of 4 meters, then what is the difference in their
lengths?

To find the difference, we subtract 4 from 6. Let us represent this situation using an illustration.

Difference

older

younger

The illustration shows that difference between 6 and 4is 2. It means that 6 – 4 = 2.
Another way of showing this is by the inverse operation of subtraction which is addition. That is 4 + = 6. So
what should be added to4 to get a sum of 6? This shows that subtraction is like finding the missing addend.
In 6 – 4 = 2, 6 is called minuend. It is a number being subtracted from. The number 4 is called subtrahend
or the number used to subtract. Then, 2 is called difference or remainder, which is the answer in subtraction.

Subtraction is the inverse operation of addition. It means that 6 – 4 = 2 may be translated into an addition
sentence which is:

Subtraction sentence Addition sentence

6–4=2 2 + 4 = 6 or 4 + 2 = 6

Subtraction of two to three-digit numbers

Let us learn how to subtract two – digit numbers by solving the following word problems.

Problem 1:
James has Php 79. He bought a piece of sandwich at Php 25. How much money does he had
left? To solve the problem, we subtract 25 from 79.
To subtract two – digit numbers, we may use the following steps:

Step 1: Arrange the number so that digits of the same place value fall on the same column..

Tens Place Ones Place

7 9
- 2 5

Step 2: Subtract the ones digits. Since the ones digit of the minuend is 9, which is greater than that of the
subtrahend, which is 5, then we can proceed to subtraction right away.

Tens Place Ones Place

7 9
-2 5
4
Step 3: Subtract the tens digits.

Tens Place Ones Place

7 9
- 2 5

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 5 4
Therefore, 79 – 25 = 54 or James had Php54 left.

Problem 2:
Enya has a collection of 342 keychains. Of these, 157 are foreign and the rest are Philippine made. How
many of her keychains are Philippine made?

To find the answer, subtract 157 from342.

Step 1: Arrange the numbers in column.

Hundreds Tens Ones

Place Place Place
3 4 2
- 1 5 7

Step 2: Subtract the digits in the ones place. Observe that 2 ones of the minuend is less than 7 ones of the
subtrahend. In this, case, rename 4 tens of the minuend as 3 tens and 10 ones, then regroup the 10 ones with 2 ones
to make 12 ones. Now subtract 7 from12.

Hundreds Place Tens Place Ones Place

3 12
3 4 2
- 1 5 7
5

Step 3: Subtract the tens place. Since 3 tens of the minuend is again smaller than 5 tens of the subtrahend, then
rename 3 hundreds of the minuend as 2 hundreds and 10 tens, then regroup 10 tens with 3 tens to make 13 tens.
Subtract the tens digits.

Hundreds Tens Ones

Place Place Place
2 13 12
3 4 2
- 1 5 7
1 8 5

Step 4: Subtract the hundreds digits.

Therefore, Enya has 185 Philippine keychains.

Practice: Virtual pair. Look for a partner then find the difference between:

1. the amount of your weekly allowance 4. amount of time spent in studying per day
2. number of siblings 5. number of pets at home
3. approximate distance of house from school

Let’s Recall
• Subtraction is the process of taking away. It is also the inverse operation of addition.
• Minuend is the number being subtracted from; subtrahend is the number used to subtract while the difference is
called to the answer in subtraction.

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 Practice 3

A. Find the missing addends.

1. 8 + = 16 2. + 9 = 17 3. + 8 = 15

B. Find the difference.

1. 25 2. 59 3. 458
- 18 - 37 - 273
C. Solve the following word problems.

1. JM harvested 378 mangoes. Mia Joy harvested 89 mangoes less than JM. How many mangoes did Mia Joy
harvest?
2. Roice and Chat have a total savings of Php874. Chat saved Php86 more than Roice. How much did student save?
3. Ralph has Php750. He spent Php256 on food, Php125 for his fare, Php345 for his project and save the rest. How
much did he save?

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 LESSON 3 MULTIPLICATION AND DIVISION OF WHOLE
NUMBERS

Intended Learning Outcomes:

At the end of the unit, the pre-service teacher (PST) must have:
1. Find the product/quotient of the given operations.
2. Express multiplication as repeated addition.
3. Identify the properties of multiplication.
4. Relate division as repeated subtraction.

3.1 MULTIPLICATION OF WHOLE NUMBERS

In did you know?, the average weight of the male giraffe is around twice that of the female. The word “twice”
means double or multiply by 2. Since the average
Weight of a female giraffe is 830 kg, then, that of the male is around 830 x 2 which i 1660 kg.

Multiplication as Repeated Addition

In the multiplication sentence 830 x 2 = 1 660, 830 and 2 are called factors while 1 660 is called product.

Find the sum of the following.

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

In the exercises above, observe that the same numbers are being added repeatedly. In this case, we can
find the answer using another operation which is multiplication.
Multiplication is called repeated addition since adding the same number repeatedly may be expressed as
multiplication instead. Let’s take a look at the following examples.

Addition Multiplication Answer

1 4+4+4+4+4+4+4 7 groups of 4 or 7 x 4 28
2 3+3+3+3+3+3+3+3 8 groups of 3 or 8 x 3 24
3 8+8+8+8+8 5 groups of 8 or 5 x 8 40

Basic Multiplication Facts

The basic multiplication facts are easy to memorize by using the multiplication table, skip counting or the
concept of multiples. Use of flash cards would be of great help too. Make a multiplication table of 2 to 10.

Properties of Multiplication

1. Commutative Property of Multiplication (CPM)

When the order of the factors is changed, the product is still the
same. Example: 3 x 5 = 5 x 3 15 = 15
2. Associative Property of Multiplication (APM)
The grouping of the factors does not affect the product.

Example: (2 x 8) x 5 = 2 x (8 x 5)
16 x 5 = 2 x 40
80 = 80
3. Identity Property of Multiplication (IPM)
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 When a number is multiplied by 1, the product is the number itself.

Example: 10 x 1 = 10 1x6=6
4. Zero Property of Multiplication (ZPM)
Any number multiplied by zero is zero.

Example: 0x9=0 15 x 0 = 0

Let’s Recall
• Multiplication is repeated addition.
• The numbers being multiplied are called factors while the answer is called product.
• The properties of multiplication are:
➢ The Identity Property states that the product of 1 and another numbers is the number.
➢ Zero property states that the product of any number and zero is zero.
➢ Commutative Property order of the factors does not affect the product.
➢ Associative Property shows that changing the grouping of the factors does not affect the product.

Practice 4

A. Give the multiplication sentence and the product.

1. 5 + 5 + 5=
2. 7 + 7 =
3. 3 + 3 + 3 + 3 + 3 + 3 + 3 =
4. 4 + 4 + 4 + 4 + 4 =
5. 2 + 2 + 2 + 2 + 2 + 2 + 2 + 2=

B. Express the following as repeated addition.

1. 3 x 4 =
2. 5 x 6 =
3. 8 x 2 =
4. 7 x 3 =
5. 9 x 4 =
C. Supply the missing number.
1. 3 x _____ = 21
2. x 8 = 40
3. x 4 = 36
4. 5 x _____ = 45
5. 6 x _____ = 48
D. Fill in the blanks with the number that will make the number sentence correct, then identify the
property shown by each number sentence.
1. x 8 = 0;
2. 1 x = 7;
3. 8 x x 9 = 0;
4. 7 x 3 = x 7;
5. 8 x x 4 = 4 x 6 x 8;
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3.1 DIVISION OF WHOLE NUMBERS

Let’s Discuss
The process of division can be expressed as: 10 ÷ 2 = 5 or 10 = 5 or 2 10 where,
2

10 is called the dividend or the number being

divided; 2 is called the divisor or the number
that divides and 5 is called quotient or the
answer in the division.

Division as Repeated Subtraction

Division is called repeated subtraction. To answer the question

“How many 2s are in 10?”, we may either subtract 2 from ten repeatedly or simply divide.

To find the number of 2s in10 using repeated subtraction, we subtract 2 from 10 repeatedly
until the difference is 0.

10 -2 = 8
8–2=6
6–2=4
4–2=2
2–2=0

The process above shows that there are five 2s in 10.

Division as Inverse Operation of Multiplication

Division is inverse operation of multiplication. For instance, 10 ÷ 2= 5 may be written as 5 x

2 = 10 or 2 x 5 = 10. It means that dividend ÷ divisor = quotient may be written as divisor x quotient
= dividend.
If you can master the basic multiplication facts, then division would also be easy.
Let’s have the following examples.

Division Sentence Multiplication Sentence Answer

72 ÷ 8 = 8 x ____ = 72 Since 8x 9 = 72,
then 72 ÷ 8 = 9.
56 ÷ 7 = 7 x ____ = 56 Since 7 x 8 = 56,
then 56 ÷7 = 8

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 Basic Division Facts

Construct division table of 2, 5 and 8.

Let us CoConstruct division table of 2, 5 and 8.

Let us now apply all the operations we have learned by solving the following word
problem.

Machel has Php100. She gave Php 35 to each of her two friends. She then spent a
third of the amount left.
How much does she have now?

Illustration: 100

35 35
100 – (2 x 35) = 100 – 70 = 30. But, spent a third of the remaining amount, then

the next illustration would be 100

35 35

It shows that the amount left, which is Php30, is to be divided into three equal
parts. So, 30 ÷ 3 = 10. Since she spent a third of the remaining amount or php10, then

Let’s Recall
• Division is called repeated subtraction. It is also considered as the inverse
operation of multiplication.
• The number being divided is called dividend; the n umber used to divide
is divisor and the result is called quotient.

what she has left is 30 – 10 = 20.Therefore, Machel has Php20 left.

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 Practice 5

A. Find the quotient by showing that division is repeated subtraction.

1. 24 ÷ 8 4. 56 ÷ 8
2. 42 ÷ 7 5. 48 ÷ 6
3. 36 ÷ 4
B. Find the missing numbers.
1. 3 x = 27 5. 9 x = 81 9. 18 ÷ __ = 2
2. x 7 = 28 6. 32 ÷ = 8 10. ___ ÷ 6 = 9
3. ÷7=4 7 _____ 8 = 32
4. 6 x = 42 8. 45 ÷__ = 5
C. Solve the following problems.

1. The dividend is 48 and the quotient is 6. What is the divisor?

2. When Melchor divided a number by 7, the quotient is 9. What is the number?
3. A vendor has 40 eggs which she arranged in trays, each containing 6 eggs. How many trays did
she use? How many eggs are in the last tray?
4. 59 children and 6 teachers went to a field trip. They took private cars which can carry 8 passengers.
How many cars did they use? Are all the cars filled up with 8 passengers?
5. Ramon saves from his daily allowance Php50 every Mondays, Php40 on Tuesdays, Php30 on
Wednesdays, Php20 Thursdays and Php10 on Fridays. From that amount he saved after four weeks,
he deposited Php500, he gave Php60 to his church and spent the rest for an ice cream. How much did
he spend for an ice cream?

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