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Learning Activity Sheets in Grade 4 Mathematics

DIVISION DEVELOPMENT TEAM
NORMA B. SAMANTELA, CESO VI Schools Division Superintendent
LAURO B. MILLANO Asst. Schools Division Superintendent
MA. JEANY T. ABAYON, Ed. D Asst. Schools Division Superintendent
DIVISION EVALUATION TEAM
SANCITA B. PEÑARUBIA Chief, Curriculum Implementation Division
FELMA A. BONITO PSDS, Division Mathematics Coordinator/
Overall Chairman TWG
Mario B. Gonzales PSDS- Sto. Domingo District
Arlene N. Cabais PSDS- Bacacay East
Joel B. Balleta PSDS-Bacacay South
PSDS- Bacacay West
Cynthia B. Cantre PSDS- Malilipot
Rodel B. Salting PSDS- Rapu Rapu West
Rico S. Portem PSDS- Rapu Rapu East
Marlyn C. Soria PSDS- Malinao
Jocelyn S. Paz
Nelie D. Cope PSDS-Tiwi
Cristita C. Buitizon
LEARNING ACTIVITY SHEETS WRITERS
First Quarter
Evangeline Dagbay Francia Ciocson
Remy Bonagua Aileen Caraqueo
Ma. Carmen Bea Ma. Donna Jebulan
Sheryl Sto. Domingo Diana Rose Guianan
Analiza Belista Juan Balonzo Jr. II
Julieta Bea Maricel Mendina
Analyn Binlayo Rodjie Esquivel
Jay Quijano Zanita Carullo
Gina Borbor Connie Pago
Corazon Raposa Charmaine Jukie Ann Zuniga
Content Editors/ Reviewers
Judith B. Bellen Andrea Pabelonia Gina P. Climaco
Levy B. Cabredo Gidget E. Gianan Purisima B. Balbin
Marlyn B. Rivera Emilia B. Basallote Alma B. Baleda
Joem C. Perińa Rosario B. Villar Salvador B. Balucio
Lenny I. Vergara Sincletica R. Buena Richard V. Blanca
Maribel M. Balaguer Ronel B. Bringino Clarita Bataller
Sindred C. Longasa Susan P. Olavario Cristina Echaluce
Cynthia B. Cantre Mary Grace B. Ebrada Noemi R. Abaroa
Leny I. Vergara Anthony Cabalo Myra E. Saligumba
Gina P. Climaco Judith Banzagales

ICT/ LAYOUT ARTIST

Lea E. Basquińas Zanita B. Carullo
Liezel Dacuno Maribel Ombao
Jay C. Quijano Connie Pago
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TABLE OF CONTENTS
Title Week Number Page
Identifying Factors of a Given Number Week 1a 1
up to 100
Identifying the Multiples of a Given WEEK1b 4
Number up to 100
Differentiating Prime from Composite Week 1c 8
Numbers
Writing a Given Number as a Product WEEK 2a 13
of Its Prime Factors
Finding the Common Factors and the 18
Greatest Common Factor (GCF), Week 2b
Common Multiples and Least Common
Multiple of Two Numbers
Solving Real-life Problems Involving Week 3 24
GCF and LCM of Two Given Numbers
Changing Improper Fraction to Mixed Week 4a 30
Numbers and Vice Versa
Changing Fractions to Lowest Terms Week 4b 34

Visualizing Addition and Subtraction of Week 5a 37

Similar Fractions
Visualizing Addition and Subtraction of Week 5b 42
Dissimilar Fractions
Visualizing Subtraction of Fraction from Week 5c 48
a Whole Number
Adding and Subtracting Similar Week 6a 55
Fractions
Adding and Subtracting Dissimilar Week 6b 59
Fractions
Solving Routine Problems Involving Week 6c 64
Addition and/or Subtraction of
Fractions Using Appropriate Problem
Solving Strategies and Tools
Solving Non-Routine Problems Week 6d 70
Involving Addition and/or Subtraction
of Fractions
Visualizing Decimal Numbers Using Week 7a 77
Models Like Blocks, Grids, Number Lines
and Money to Show the Relationship to
Fractions
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Renaming Decimal Numbers to Week 7b 83

Fractions Whose Denominators are
Factors of 10 and 100
Giving the Place Value and Value of a Week 8a 87
Digit of a Given Decimal Numbers
through Hundredths
Reading and Writing Decimal Numbers Week 8b 91
Through Hundredths
Rounding Decimal Numbers to the Week 9a 95
Nearest Whole Numbers and Tenths
Comparing and Arranging Decimal Week 9b 98
Numbers
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Name: _____________________________________________________________________
Section: ____________________ Date: __________________

LEARNING ACTIVITY SHEET

Math 4
Quarter 2, Week 1a
Identifying Factors of a Given Number up to 100

I. Background Information:

This lesson will teach you about factors of a given number. Factors are the numbers
multiplied to get a product. There are numbers with 2 factors only and numbers with more than 2
factors.

In this activity, you will learn how to identify the factors of a given number. In identifying factors
of a given number, here’s how you do it:

● Think of numbers that when multiplied will give the product of a given number.
● Write all the factors of the given number.

Let us write all the factors below each number.

7 9 12 23

1x9 1 x 12

1x7 3x3 2x6 1 x 23

3x4

Notice that 7 and 23 have 2 factors.

⮚ The factors of 7 are 1 and itself.

⮚ The factors of 23 are 1 and itself.

Notice that 9 and 12 have more than 2 factors.

⮚ The factors of 9 are 1, 3 and 9

The factors of 12 are 1, 2, 3, 4, 6, and 12
II. Learning Competency with code:

Identifies factors of a given number up to 100 (M4NS-IIa-64)

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III. Direction: Perform each activity. Follow the directions clearly.

IV. Activities:

Activity 1

Write Yes on the blank provided if the first number is the factor of the second number and No if
not.

___________1. 5, 45 ___________2. 15, 85 ___________3. 8, 96

___________4. 12, 60 ___________5. 11, 38

Activity 2

Complete the picture by filling and matching the factor pair.

1.

2.

3.

4.

Activity 3

Fill in the blanks with the correct answer.

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1. The smallest factor of every number is .

2. The greatest factor of 32 is .

3. 2 is the factor of all (odd/even) numbers.

4. The factors of 51 are , , , and .

5. Which of the following (1, 3, 5, 7, 11, 16, 21) are not factors of 21?

IV. Reflection:
How do you feel after doing the activities?
Please circle the emoticon that represents
how you feel

VI. References

Mathematics 4 Quarter 2 Module 1

https://www.math-only-math.com/worksheet-on-
factors.html?fbclid=IwAR1_MN2adJeuRLa7UI7G2UGtjc7-dIy- achcvg9pHFu7nAbQkX-
mlE7XnQw#gallery[pageGallery]/4/

VII. Answer Key

5. a 5. No

4. d 4. Yes

3. b 3. 2, 4, 6, 16 3. Yes

2. c 2. 3, 7 2. No

1. d 1. 4, 6, 8 1. Yes

Activity 3 Activity 2 Activity 1

Prepared by:

EVANGELINA B. DAGBAY
Teacher III
Sogod Elementary School
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Name: ____________________________________________________________________________
Section: ____________________________________________ Date: ________________________

LEARNING ACTIVITY SHEET

Mathematics 4
QUARTER 2 WEEK1b
Identifying the Multiples of a Given Number up to 100

I. Background Information:
In studying the relationship of nonzero whole numbers, one of the many important skills that
should be developed is knowing the different multiples of a given number. A multiple is the product
that you get when one number is multiplied by another number.

For example:

In 4 × 5 = 20, 20 is a multiple of 4 and 5. The other multiples of 4 can be listed as,

(4 ×1 = 4), (4 × 2 = 8), (4 × 3 = 12), and so on.

In identifying multiples, you must remember the following:

1. Every number is a multiple of itself.

For example: The first multiple of 7 is 7 because 7 × 1 = 7

2. The multiples of a number are infinite. Numbers are infinite. Therefore, to get multiples of any
number, we multiply counting numbers with that number.

For example:

If you list the multiples of 3, you start with: 3, 6, 9, 12, 15, 18, …. and so on. You can’t be able to list all
the multiples because they are infinite.

3. The multiple of a number is greater than or equal to the number itself.

For example: The 1st multiple of 5 is equal to 5, 5 × 1 = 5. The 2nd multiple, the 3rd

multiple, and the following multiples of 5 are all greater than 5 (10 > 5,....)

Let’s analyze and solve the given problem:

Alisson Reese loves gardening. Everyday, asked her to water the pots which marked in the
order of the multiples of 8. However, some pots lost their markings due to heavy rain, so she needs
to repaint them. Identify the correct multiples of 8 that missing and mark the pots.
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8 ___ ___ 40 48 ___ ___ 72 80 ___ 96

__ __ __ __ __

Let us start counting the multiplication of 8:

8 x 1= 8, 8 x 2= 16, 8 x 3= 24, 8 x 4= 32, 8 x 5= 40, 8 x 6= 48,
8 x 7= 56, 8 x 8=64, 8 x 9=72, 8 x 10= 80, 8 x 11= 88, 8 x 12= 96
Answer:
By multiplying 8 with other numbers, Allison Reese finds out that she needs to paint the pots
with missing numbers 16, 32, 56, 64, and 88.
II. Learning Competency with code:
Identifies the multiples of a given number up to 100 (M4NS-IIa-65
III. Activities:
Activity 1
Identify the first 5 multiples of the following numbers.

1. 3 ( 3 x 1= ______, 3 x 2=______, 3 x 3=______, 3 x 4=______, 3 x 5= ______ )

2. 6 ( 6 x 1= ______, 6 x 2=______, 6 x 3=______, 6 x 4=______, 6 x 5= ______ )

3. 7 ( 3 x 1= ______, 7 x 2=______, 7 x 3=______, 7 x 4=______, 7 x 5= ______ )

4. 5 ( 3 x 1= ______, 5 x 2=______, 5 x 3=______, 5 x 4=______, 5 x 5= ______ )

5. 9 ( 9 x 1= ______, 9 x 2=______, 9 x 3=______, 9 x 4=______, 9 x 5= ______ )

Activity 2
Complete the table below by identifying the multiples of the following given numbers. Choose
your answer from the number bank.
MULTIPLES
NUMBER 2 nd
3 rd
4th 5th 6th
1. 2
2. 5
3. 7
4. 8
5. 9
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10 14 21 28 35 42 15 20 25

30 4 6 8 10 12 16 24 32

40 48 18 27 36 45 54

Activity 3
Identify the different multiples of the given numbers by coloring them as follows:
A. multiples of 7- Red
B. multiples of 5- Yellow
C. multiples of 4- Green
D. multiples of 3- Violet
E. multiples of two numbers-Blue

7 77 98 1 5 55 25

91 11 49 70 10 23 65

1 2 21 0 20 17 19

3 13 51 12 4 26 68

33 39 57 19 12 44 52

IV. Guide Question:

How do you identify the multiples of a given number up to 100?
__________________________________________________________________________________
__________________________________________________________________________________
V. Reflection:
How will you describe the learnings you gained in this activity? Check your answer on the
table below.
I DID GREAT!
I completely understand the lesson and I was able to answer
it without help.

I’VE GOT THIS!

I completely understand the lesson and I was able to answer
it with minimal help.
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I’M WORKING ON IT!

I understand the lesson and was able to answer the activities
correctly with help from parent/sibling
I WILL GET THERE!
I felt confused but I’m willing to relearn it.

I REALLY NEED HELP!

I really need help because I wasn’t able to understand the
lesson.

VI. References
Mathematics 4 Learner’s Material
https://www.math-only-math.com/multiples-a.html
https://www.expii.com/t/multiples-definition-examples-9031
https://www.cuemath.com/numbers/multiples/
https://www.maxpixel.net/Emoticon-Faces-Symbol-Love-Smilies-Emoji-Icon-2074153
https://www.piqsels.com/en/public-domain-photo-scdpy
VI. Answer Key

Activity 3
54 45, 36, 27, 10. 18,
48 40, 32, 24, 9. 16,
42 35, 28, 21, 8. 14,
30 25, 20, 15, 7. 10,
12 10, 8, 6, 6. 4,
Activity 2
45 36, 27, 18, 5. 9,
25 20, 15, 10, 4. 5,
35 28, 21, 14, 3. 7,
30 24, 18, 12, 2. 6,
15, 12, 9, 6, 1. 3,
Activity 1
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Name: _____________________________________________________________________
Section: ____________________ Date: __________________

LEARNING ACTIVITY SHEET

Mathematics 4
Quarter 2, Week 1c

Differentiating Prime from Composite Numbers

I. Background Information

Number plays an important role in our life. We use them in our daily living. Numbers may be
prime or composite. In this lesson, you will perform activities that will help you understand Prime
and Composite Numbers.

Prime Number - a whole number greater than 1 that can only be divided exactly by itself
and 1

Composite Number – a whole number greater than zero that has more than 2 factors.

Let us study the table below.

Number Factors Number of Factors

7 1x7 2

9 1x9 3 (take note to count once the

repeated factors like 3)
3x 3

12 1 x 12 6

2x6

3x4

23 1 x 23 2

⮚ A number greater than 1 with 2 factors only is a Prime Number. The number 7 whose
factors are 1 and 7; and the number 23 whose factors are 1 and 23 are examples of prime
numbers because they both have 2 factors only.
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⮚ A number with more than 2 factors is a Composite Number. The number 9 whose factors
are 1, 3 and 9; and the number 12 whose factors are 1, 2, 3, 4, 6, and 12 are examples of
composite numbers because they have more than 2 factors.
⮚ The number of factors determines whether a number is prime or composite.

III. Learning Competency with code:

Differentiates prime from composite numbers (M4NS-IIb-66)

III. Activities:

Direction: Perform each activity. Follow the directions clearly.

Activity 1

Complete the table below with the needed data.

Given Number Factors Number of Factors Prime or Composite

1. 3

2. 4

3. 5

4. 6

5. 8

Activity 2

Group the numbers as prime and composite then write the factors of each number.
Differentiate prime from composite numbers by completing each sentence below.
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3 15 61 23 13

45 21 51 19 33

Prime Numbers Factors Composite Factors

Numbers

These numbers are composite because____________

These numbers are prime because ___________________. ______________________.

Activity 3

Fill in the blanks with the correct answer.

1. The number 17 is ________________ because it has 2 factors only while 21 is a

________________

number because it has 4 factors.

2. Why is number 41 a prime number?

____________________________________________________

3. Why is number 45 a composite number?

_________________________________________________

IV. Guide Question:

How do you differentiate prime from composite numbers?

__________________________________________________________________________________
__________________________________________________________________________________
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V. Reflections:

What learnings did you gain from this activity sheet?

__________________________________________________________________________________

Write three important words that you learned from this activity.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

VI. References

Mathematics 4 Quarter 2 Module 1

Mathematics 4 Teacher’s Guide

VII. Answer Key

Composite 4 1,2,4,8 8 5
Composite 4 1,2,3,6 6 4
Prime 2 1,5 5 3
Composite 3 1,2,4 4 2
Prime 2 1,3 3 1
Prime or Composite Number of Factors Factors Given Number

Activity 1

more than 2 factors. factors, 1 and itself.

These numbers are composite because they have These numbers are prime because they have only 2
51 1,3,17,51 19 1,19
33 1,3,11,33 13 1,13
21 1,3,7,21 23 1,23
45 1,3,5,9,15,45 61 1,61
15 1,3,5,15 3 1,3
Composite Numbers Factors Prime Numbers Factors

Activity 2
 EMILIA B. BASALLOTE
ROSARIO VILLAR
MARIBEL M.BALAGUER
Reviewed by:
Sogod Elementary School
Teacher III
EVANGELINA B. DAGBAY
Prepared by:
Activity 3
1. 17 is a prime, 21 is a composite
2. Number 41 is a prime number because it has only 2 factors.
3. Number 45 is a composite number because it has more 2 factors.
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Name: ___________________________________________________________________________
Section: ________________________________ Date: ____________________________

LEARNING ACTVITY SHEET

Mathematics 4
QUARTER 2 – WEEK 2a
Writing a Given Number as a Product of Its Prime Factors

I.Background Information
These activity sheets serve as guide for learners in writing a given number as
a product of its prime. To do this, one should remember the following:

A factor is a number to be multiplied.

A whole number greater than 1 with only two factors one and itself is a prime number.
Ex. 5 = 1 x 5
2= 1 x 2
A whole number greater than 1 with more than 2 factors is a composite number.
Ex. 12 = 1 x 12 , 12 = 2 x 6 , 12 = 3 x 4

A composite number can be written as a product of its prime.

The number 1 is neither prime nor composite.

The number of factors determines whether a number is prime or composite.

Prime Factorization is the process of writing a number as a product of its prime factors.
Use a factor tree or continuous division to show the prime factorization of a composite
number.

For example, we can write 24 as a product of prime factors using factor-tree method or
continuous division.

Using Factor-Tree Method

24

4 x 6

2
x 2 2 x 3
24 = 2 x 2 x 2 x 3 .

Using Continuous Division

2 24
2 12
2 6
3

24 = 2 x 2 x 2 x3
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The expression 2 x 2 x 2 x 3 is said to be the prime factorization of 24.

24 is the product of 2x 2 x 2 x 3

II. Learning Competency with Code

Writes a given number as a product of its prime factors
M4NS-Ib5.2

III. Activities
Directions: Answer the activities below by writing the product of its prime.

Activity 1 -
Directions:
A. Complete each factor tree.

1. 96 2.
36

4 x 24 6 X 6
x 4 X 6 x x
6

B. Complete each continuous division

3.

3 27
9

4.

2 84
42

5.

2 126
63

Activity 2 -
Direction: Complete each prime factors of the given numbers:
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1. 28 = 2 x x

2. 81 = 3 x x x

3. 64 = 2 x x x x x

4.72 = 2 x x x x

5.27 = 3 x x x

Activity 3 -
Directions:
A. Use a factor tree to find the prime factors of each number.
1. 12
2. 20
3. 27
B. Use Continuous Division to find the prime factors of each number.
4. 48
5. 72

IV. Guide Question

How do you write a given number as a product of its prime factors?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

V. Reflection

How did you feel about the activity? Choose

an emoticon that describes your answer
and draw it on the box below if you answer
directly in the activity sheet, if not draw your
answer on your paper/notebook.

VI. References
Mathematics 4 learners Materials pages 86 - 87
Mathematics 4 teachers Guide pages 115 - 117
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Mathematics for a Better Life pages 28 - 29

VII. Answer Key

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Prepared by:

MA.CARMEN B. BEA
Writer
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Name: _________________________________________________________________________
Section: ___________________________________ Date: ______________________________

LEARNING ACTIVITY SHEETS

Mathematics 4
Quarter 2, Week 2b

Finding the Common Factors and the Greatest Common Factor (GCF), Common Multiples and Least
Common Multiple of Two Numbers

I. Background Information

The following information will help you in answering the activities and master the skills
in finding the common factors and the greatest common factor (GCF), common
multiples and least common multiple of two numbers using the following methods: listing, prime
factorization, and continuous division of two numbers.

● Prime factorization is the process of writing a number as a product of its prime factors.
● Common factors are numbers that can divide two or more numbers without remainder.
● Greatest common factor (GCF) is the biggest factor common to two numbers.
● We find the greatest common factor (GCF) of two numbers by listing method, prime
factorization, and continuous division.
● Common multiples are numbers that are exactly divisible by 2 or more numbers.
● Least common multiple (LCM) is the smallest common multiple of 2 or more numbers.

There are 3 methods that will help and guide us in finding the common factors and greatest
common factor (GCF), common multiples and least common multiple (LCM) of two numbers
using the following methods: listing method, prime factorization, and continuous division of two
numbers.
1. Listing method
⮚ Here are the steps in finding the greatest common factor using the listing
methods.

1. List the factors of each number and encircle every common factors.
2. List down the common factors.
3. Find the greatest common factor from the list.
Example:
Find the GCF of 8 and 12
1.Factors of 8 1, 2, 4, 8
Factors of 12 1, 2, 3, 4, 6, 12
2.Common factors 1, 2, 4
3. Greatest common factor 4

⮚ The process below shows finding the least common multiple (LCM) using the
listing method.
1.List some multiples of two given numbers and encircle the common
multiples.
2.List down the common multiples.
3.Find the least common multiple from the list.
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Example
Find the LCM of 8 and 12.
1.Multiples of 8 8, 16, 24, 32, 40, 48
Multiples of 12 12, 24, 36, 48, 60
2.Common multiples 24 and 48
3. Least common multiple 24

2. Prime factorization
Here are the steps in prime factorization using factor tree.
1. Write each number as a product of each prime factors.
2. Multiply the common prime factors.
Example:
Find the greatest common factor (GCF) of 8 and 12 by writing each number
as a product of its prime factors using factor tree.

8 12

2 4 2 6

2 2 2 2 2 3

8=2x2x2 12= 2 x 2 x 3

Multiply the common prime factors of 8 and 12.

8= 2 x 2 x 2
12= 2 x 2 x 3
GCF= 2 X 2 = 4

● Find the least common multiple of 8 and 12.

Multiply all the prime factors of 12 and 18.

8= 2 x 2x 2
12 = 2 x 2 x 3
LCM= 2 X 2 X 2 X 3 = 24

3. Continuous division is done following the steps below:

1. Write the numbers horizontally and find a prime number that will divide the
numbers, if possible.
2. Divide by that prime number and write the quotients below the dividends.
Copy
any numbers not divided below them.
3. Continue the process until no two numbers have common prime divisor.
4. Multiply all the prime divisors common to the given numbers to get the GCF.
20

2 8 12

2 4 6

2 3

8= 2 x 2x2
12 = 2 x 2 x 3
Common factors = 2 X 2
GCF= 4

To find the least common multiple using continuous division follow step 1-3
above
then multiply all the divisors and the last set of quotients to get the LCM.

2 8 12

2 4 6

2 3

8= 2 x 2x 2
12 = 2 x 2 x 3
Common multiple = 2 X 2 x2 x3
LCM = 24

II. Learning Competency with Code

Find the common factors, greatest common factor, (GCF), common multiples and least
common multiple of two numbers using the following methods: listing, prime
factorization,
and continuous division. (M4NS-IIb-67)

III. Activities
Direction:
Answer the activities below by finding common factors and the greatest common factors (GCF),
common multiples and least common multiple of two numbers.

Activity 1- Encircle the letter of the correct answer:

1. A common factor of 6 and 4 is _____________.
a. 3 b. 2 c. 4 d. 6
2. A common multiple of 4 and 20 is _____________.
a. 3 b. 4 c. 8 d. 20
3. The LCM of 8 and 3 is ____________.
a. 24 b. 48 c. 72 d. 36
4. The GCF of 15 and 9 is _______________.
a. 3 b. 5 c. 18 d. 9
5. The least common multiple of 14 and 10 is ________.
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a. 140 b. 70 c. 14 d.7

Activity 2.
A. Write each number as a product of its prime factors. Use factor tree to find the
common factors and the greatest common factor of each pair of numbers. The first
one is done for you.

28
36 28 = 2 x2 x7
2 14 36 = 2 x2 x3x 3
6 4
2 7
2 2 3 2 3 Common factors: 2 x 2
GCF: 4

1. 12 = ____________ 2. 48 = ___________
20 = ____________ 60 = ____________
Common factors: ____________ Common factors: ____________
GCF: ____________ GCF: ____________

B. Determine the common multiple and the least common multiple (LCM) of the following using
continuous division.

Example:

5 30 45

3 6 9

2 3

30= 5x3x2
45= 5x3x x3
Common multiple = 5x3x2x3
LCM: 90

3 . 16 = 4. 12 =

24 = 20 =

Common multiple: ____________ Common multiple:

____________
LCM: ____________ LCM: ____________

C. List all the factors of each number. Then, find the GCF of each pair of numbers.

Example: 15 1, 3, 5, 15
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30 1, 2, 3, 10, 15, 30
Common factors 1, 3, 15
GCF 15

5. 24 ___________________
36 ___________________
Common factors __________
GCF ________

Activity 3. Read and solve each problem and write your answer in your answer sheet.

1.Carlo has 12 ballpens and Dino has 18 ballpens. Each of them will share the ballpens to
their
friends. What is the greatest number of ballpens each of their friends get if Carlo and Dino
will
give the same number of ballpens?

2. The pupils of Dupag Elementary School collected used plastic bottles for recycling. They
arranged the bottles in boxes of 5 and 6. What is the least number of bottles the pupils
gathered in all?

IV. Guide Question

What are the three methods to be used in finding the greatest common factor (GCF) and
the
least common multiple (LCM) of a number?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

V. Reflection
How did you feel about the activity? Draw an emoticon on the
box below if you answer directly in the activity sheet, if not
draw on your paper/notebook.

.
 Bacacay West District
Upper Bonga ES
Sheryl S. Sto. Domingo
Prepared by:
MELC in Mathematics 4
Teachers Guide page 118 – 129
Mathematics 4 Learner’s Materials page 89-96
VII. References
Activity 1 Activity 2 Activity 3
1.Common factor = 2 x2 1.b 1. 6
GCF = 4 2.d 2. 30
2. Common factor = 2 x2x 3 3,a
GCF = 12 4.a
B.3. Common multiple = 2 x2X2X2X3 5.b
LCM=48
. 4. Common multiple = 2 x2 x3X5
LCM = 60
5.GCF = 12
VI. Answer Key
23
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Name: __________________________________________________________________________

Section: _______________________________________ Date: ______________________

LEARNING ACTIVITY SHEET

Mathematics 4
Quarter 2, Week 3
Solving Real-life Problems Involving GCF and LCM of Two Given Numbers

I.Background Information
Hello Kids!
In real life, you may encounter situations that require you to find quicker ways to make better
decisions. This activity sheet will help you learn on ways on how to easily solve problems involving
Greatest Common Factor (GCF) and Least Common Multiple (LCM).

For example, solve this problem:

To help their community during the pandemic, Mr. and Mrs. Marayray donated 30 boxes of
face shields and 15 hand sanitizers to Barangay Langaton. What is the biggest number of packs that
she can make if each pack will have the same number of face shields and hand sanitizers?

You can use the 4- step plan in solving for the answer:

1. Understand:
What is asked in the problem? The greatest number of packs if each pack will have the
same number of face shields and hand sanitizers
What are the given facts? 30 boxes of face shields, 15 hand sanitizers
2. Plan:
How will you solve the problem? By finding the Greatest Common Factor or GCF
3. Solve:
How is the solution done? By listing the factors
30 - 1, 2, 3, 5, 6, 10, 15, 30
15 - 1, 3, 5, 15
Common Factors: 1, 3, 5, 15

GCF: 15
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By Prime Factorization:
30 15
2 15 3 5
3 5
Common Factors: 3 X 5 =15

By Continuous Division:
5 | 30 15
3 l 6 3
2 1
5 X 3 = 15
4. Check and Look Back:
What is the answer to the problem? There will be 15 packs of face shields and hand sanitizers.

Let’s try another problem!

Menchie and Jimelyn are both nurses who are working on different barangays. As part of the
shifting worker, they are both assigned in Barangay Tambi but Ms. Menchie is scheduled to report
every after 4 days while Ms. Jimelyn is every after 6 days. After how many days will Ms. Mechie and
Ms. Jimelyn work together again?

a. What is asked in the problem? The day when they will work together
b. How will you solve the problem? Find the least common multiple
c. Solution:
Listing Method: Prime Factorization: Continuous Division:
4= 4, 8, 12, 16, 20, 24, 28 4= 2x2 2 l 4 6
6= 6, 12, 18, 24, 30, 36, 6= 2x3 2 l 2 3
LCM= 12 LCM= 2X2X3= 12 1 3 LCM=2X2X3=12

c. What is the answer to the problem?

Therefore, Ms Mechie and Ms. Jimelyn will work together after 12 days.

II. Learning Competency with code:

Solves real-life problems involving GCF and LCM of two given numbers.
26

(M4NS-IId-70.1)

III. Activities
Activity 1
Solve each problem by finding the GCF or LCM. Choose the letter of the correct answer.

1. Cups are sold 6 to a package and plates are sold 8 to a package. If you want to have the same
number of each item for a party, what is the least number of the packages of each you need to buy?
a. 3 and 2 b. 3 and 4 c. 4 and 6 d. 2 and 4

2. Rona has 36 tomatoes and 45 calamansi. She wants to have it repacked and give it to the community
pantry. How many packs should there be if each has the same number of tomatoes and calamansi?
a. 8 b. 9 c. 6 d. 36

3. There are 48 girls and 64 boys in school. The teacher plans to arrange the students in equal rows
with the same number of boys and girls. What is the greatest number of students that could be in
each row?
a. 16 b. 12 c. 8 d. 4

4. Boxes that are 12 inches tall are being stacked next to the boxes that are 18 inches tall. What is the
shortest height at which the two stacks will be at the same height?
a. 24 b. 36 c. 48 d. 18
5. A plane flies to Legazpi every 5 days. Another flies to Legazpi 10 days. If both planes are in Legazpi
on September 11, what is the earliest date that both planes will be in Legazpi again?
a. September 26 c. September 16
b. September 19 d. September 21

Activity 2
Direction: Read the problem and answer the questions that follow.

1. Hanna has 16 red flowers and 24 yellow flowers. She wants to make bouquets with the same
number of each color. What is the greatest number of bouquets she can make?

a. What is asked in the problem? ____________________________________________

27

b. What facts are given? ___________________________________________________

c. How will you solve the problem? __________________________________________
d. Solution: _____________________________________________________________

e. What is the answer to the problem? __________________________________________

Activity 3
Read and solve the following problems.

1. Katrina is taking her Paracetamol tablet every 4 hours. Another capsule should be taken every 8
hours. If she has taken the medicine at 7:00 AM, at what time will she take both the capsule and the
tablet?

2. I want to plant 45 sunflower plants and 81 roses plants in my garden. If I put the same number of
plants in each row and each row has only one type of plant, what is the greatest number of plant I can
put in one row?

Rubric for Assessment:

Points Indicators
EXEMPLARY
4 Tasks fully accomplished and demonstrate full understanding of the main
mathematical ideas of the problems.
3 ACCOMPLISHED
28

Accomplished the tasks substantially and use essential understanding of

the main mathematical ideas of the problems.
DEVELOPING
2 Partially accomplished the tasks but shows limited understanding of the
mathematical ideas of the problems.
BEGINNING
1 Shows little or no progress towards accomplishing the tasks and has every
little or no understanding of the problems.

IV. Guide Question:

How do you solve real-life problems involving GCF and LCM of two given numbers?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
V. Reflection:
Self- Assessment Form
How much do I learn from the activities? Please write your answer on your notebook.
With some
Knowledge and Skills With ease Cannot do it
Difficulty
I can solve real-life problems involving GCF or
LCM.
I can use listing method in solving problems
involving GCF or LCM.
I can use prime factorization in solving
problems involving GCF or LCM.
I can use continuous division in solving
problems involving GCF or LCM.

VI. References:
Mathematics Grade 4 Learners Material p. 97-99
Prototype Contextualized Daily Lesson Plan Grade 4- p. 79-85, p.87-92
29

VII. Answer Key

Activity 1

Activity 2

Prepared by:
Analiza V. Belista- Langaton ES
Joseph B. Bea- Pigcobuhan ES
Bacacay South District

Reviewed by:
Lenny I. Vergara
Principal I
Napao Elementary School/ Bacacay South District
Judith B.Banzagales
Master Teacher I
Napao Elementary School/ Bacacay South District
30

Name: __________________________________________________________________________
Section: _________________________________________________ Date: __________________
LEARNING ACTIVITY SHEET
Mathematics 4
Quarter 2, Week 4a

Changing Improper Fraction to Mixed Numbers and Vice Versa

I.Background Information

An improper fraction is a fraction where the numerator is greater than or equal to the denominator.
Below are examples of improper fractions:
𝟗 𝟕 𝟓 numerator
𝟒 𝟑 𝟓 denominator

A mixed number is a number consisting of a whole number and a proper fraction.

Below are examples of mixed numbers:

1 2 numerator
3
4 6 5 denominator
2 3 4
Whole number

Converting/Changing Improper Fractions to Mixed Fractions

To convert an improper fraction to a mixed fraction, follow these steps:
1. Divide the numerator by the denominator.
𝟏𝟏
Example: Convert/change to a mixed number.
𝟒
2 r. 3
4 /11
-8
3

2. Write down the whole number answer (2).

3. Then write down the remainder (3) above the denominator (4).

3
2
4

𝟏𝟏
It could be written this way : = 11 ÷ 4 = 2 r. 3
𝟒

3
= 2
4

45
Here is another example: Change to mixed number.
10
5
So, 45 ÷ 10 = 4 r. 5 = 4
10
5
Look at the fraction part . The fraction is still divisible by a common number (5). It has to
10
be simplified or change to its lowest term.
5 5 1
So 4 ÷ = 4 . This fraction is already in its lowest term.
10 5 2
Make sure that all answers must be in lowest term.
31

Converting/Changing Mixed Fractions to Improper Fractions

To convert a mixed fraction to an improper fraction, follow these steps:
1. Multiply the whole number part by the fraction's denominator.
𝟐
Example: Convert 3 to an improper fraction.
𝟓
So we will multiply 3 x 5 = 15

2. Add that to the numerator 15 + 2 = 17

𝟏𝟕
3. Then write the sum on top of the denominator.
𝟓

𝟐 𝟏𝟕
So, 3 =
𝟓 𝟓

II. Learning Competency with Code

Changes improper fraction to mixed number and vise versa. (M4NS-IIe-80)

III. Activities

Activity 1:
A. Change the improper fraction to mixed number. Write the missing number.
Number is done for you.

𝟏𝟎 1 𝟐𝟐 2
1. = 3 1 4. =
𝟑 3 𝟏𝟎 10

𝟏𝟓 3 𝟏𝟗 𝟏
2. = 5. = 6
𝟒 4 𝟑 𝟑

𝟏𝟕 1
3. = 4
𝟒

B. Change the mixed number to improper fraction. Write the missing number.
Number 1 is done for you.

𝟐 𝟏𝟒 1
1. 4 = 4. 5 =
𝟑 𝟑 3 3

2 32 3 15
2. 6 = 5. 3 =
5 4

1
3. 10 =
2 2

Activity 2:
A. Change the improper fraction to mixed number. Write your answer on the blank.
Look at number 1 as an example.

1
3
3
32

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

34
10

Activity 3: Supply the missing number.

4 14 6 30 35 3
1. = 2. = 3. =
5 5 8 4 4

Solve:
2
1. What is 3 if changed to improper fraction?
4

4
2. What is 8 if changed to improper fraction?
5

IV. Guide Question

How do you change improper fraction to mixed numbers and vice versa?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

V. Reflection

How do you feel after doing the activities?

Draw an emoticon that represents that
how you feel on the box below if you answer directly in the activity sheet, if not draw on
your paper/notebook.
33

VI. References

1. https://www.mathsisfun.com/improper-fractions.html
2. https://www.k5learning.com/worksheets/math/grade-4-improper-fractions-to-mixed-
numbers-a.pdf
3. Mathematics 4 Learner’s Material

VII. Answer Key

Activity 1.A
1 3 1 2 1
1. 3 2. 3 3. 4 4. 2 5. 6
3 4 4 10 3

Activity 1.B
14 32 21 16 15
1. 2. 3. 4. 5.
3 5 2 3 4

Activity 2.A
1 1 2 8 8
1.3 2. 3 3. 1 4. 3 5. 1
3 2 5 10 12

1
6. 1
2

Activity 2.B

34 10 21 10 23
1. 2. 3. 4. 5.
10 3 8 4 6

Activity 3

4 6 3 14 44
1.2 2. 3 3. 8 4. 5.
5 8 4 4 5

Prepared by:

JULIETA B. BEA
Teacher III
Malilipot Central School
Malilipot District

Reviewed by:

Sincletica R. Buena- Principal II, Malilipot Central School

Richard V. Blanca – Master Teacher I, San Jose ES
Clarita B. Bataller – Principal I, San Francisco ES
Sindred Longasa – Principal I, San Jose ES
Malilipot District
34

Name of Learner: ___________________________________________________________________

Section: ________________________________________________ Date: _____________________

LEARNING ACTIVITY SHEET

Mathematics 4
Quarter 2 - Week 4b
Changing Fractions to Lowest Terms

I. Background Information

This Learning Activity Sheet (LAS) serves as a guide to you. It caters your need to learn on how
to change fractions to lowest terms.

A fraction is in its lowest term if the numerator and the denominator have no other common
factor except 1.

One way to reduce a fraction to its lowest term is to divide the numerator and the
denominator by their GCF (Greatest Common Factor).

Another method is by using prime factorization. Write the numerator and the denominator
as a product of its prime factors, cancel the common prime factors, and then multiply the remaining
factors to get the answer.

Example:
Reduce the fraction 2 to its lowest term.
24
Method 1 – By dividing the numerator and denominator by their GCF

The GCF of 2 and 24 is 2, so, divide 2 by 2.

24
2 = 2 ÷ 2 = 1
24 24 2 12

Method 2 – By using Prime Factorization

35

2 = 1x2/ = 1
24 1x2x2x2x3
/ 12

II. Learning Competency:

Changes fractions to lowest terms (M4NS-IIe-81)

III. Activities:

Activity 1: Put a before each item if the given fractions is in lowest term and if it is not.

_____ 1) 2 _____ 2) 3 _____ 3) 3 _____ 4) 5 _____ 5) 5

7 9 10 9 20

_____ 6) 4 _____ 7) 4 _____ 8) 5 _____ 9) 15 _____ 10) 18

9 15 18 22 25

Activity 2: Write the missing term.

1) 2 = n 2) 3 = n 3) 4 = n 4) 5 = n 5) 25 = n
4 2 9 3 10 5 20 4 30 6

6) 4 = 1 7) 15 = 5 8) 18 = 3 9) 18 = 1 10) 16 = 4
16 n 24 n 30 n 36 n 28 n

Activity 3: Write each fraction in lowest term.

1) 3 = ___ 2) 8 = ___ 3) 8 = ___ 4) 15 = ___ 5) 14 = ___

12 20 10 18 18

6) 9 = ___ 7) 11 = ___ 8) 26 = ___ 9) 18 = 10) 10 =

21 33 39 32 25

Activity 4: Read each problem and solve. Reduce your answer to lowest term.

1) Denden’s mother baked a cassava cake. Her mother divides it equally into 8 parts. If
Denden’s ate 2 parts of the cassava cake, what fraction of the cake was eaten by
Denden?

2) During vacation, Mia spends 3 hours every day to help her mother do household chores.
What fraction of her day is used in doing household chores?

3) In Grade 4 class, there are 24 girls and 30 boys. What fraction of the class are boys?

IV. Guide Questions

How will you know that a fraction is in lowest term?

36

__________________________________________________________________________________
__________________________________________________________________________________
How do you change or reduce fraction to lowest term?
__________________________________________________________________________________
__________________________________________________________________________________

V. Reflection:

Complete the statement. If you answer directly in activity sheet write your answers on the blank
provided, if not write on your paper/notebook:

I learned that
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

VI. References:
Mathematics 4, Teacher’s Guide page 139-141
Mathematics 4, Learner’s Material page 109-111
VII. Answer Key
5/9 3)

1/8 2)

1/4 1)
Activity 4

2/5 10) 9/16 9) 2/3 8) 1/3 7) 3/7 6)

7/9 5) 5/6 4) 4/5 3) 2/5 2) 1/4 1)

Activity 3

10) 7 2 9) 5 8) 8 7) 4 6)

5 5) 1 4) 2 3) 1 2) 1 1)
Activity 2

10) 9) 8) 7) 6)

5) 4) 3) 2) 1)
Activity 1

ANSWER KEY
37

Name: ____________________________________________________________________________

Section: __________________________________________ Date: ___________________________

LEARNING ACTIVITY SHEET

Mathematics 4
Quarter 2, Week 5a

Visualizing Addition and Subtraction of Similar Fractions

I. Background Information

A fraction represents a part of a whole. It describes how many parts of a certain size there
are.

There are different kinds of fractions, one of them is similar fractions.

2 3
Similar fractions are fractions with the same denominators. (e.g. and )
𝟓 𝟓

In visualizing addition and subtraction of similar fractions, follow the steps below.
1. Write the fractions of the given figures or illustrations.
2. Perform the operation.
3. Copy the common denominators.
4. Simplify the fraction or the answer to its lowest term if necessary.
5. If your answer is an improper fraction, change it to mixed number.

Adding similar fractions:

+ =

9 5 1 3 𝟒
- = + =
𝟓
10 10 5 5

+ =

4 5 9 𝟏
+ = = 𝟏
6 6 6 𝟐
(improper fraction) (mixed number)
38

Subtracting similar fractions:

- =

5 - 2 = 𝟑
8 8 𝟖

II. Learning Competency

Visualizes addition and subtraction of similar fractions.

III. Activities

Perform each activity. Follow the directions carefully.

Activity 1: Match the number phrase with its correct illustration. Then write the letter of the correct
answer to the space provided.

A B
2 3
_____ 1. + a.
7 7
9 6
_____ 2. - b.
10 10
1 5
_____ 3. + c.
9 9
12 7
_____ 4. -
12 12
10 5
_____ 5. + d.
15 15

e.

f.

Activity 2: Study the illustration and write the fractions below it. Perform the indicated operation
then color the fractional parts of your answer.

1.
+ =

_____ + _____ = _____

39

2. - =

_____ - _____ = _____

3. - =

- = _____
_____ _____

4. + =

_____
+ _____
= _____

5.
+ =

_____ + _____
= _____
Activity 3: By using crayons, show the fractional parts on the given illustrations based on the
indicated operation, then write the answer on the box.
7 3 6 10
1. - = 2. + =
7 7 12 12

6 3 9 5
3. + = 4. - =
9 9 10 10
40

14 6
5. - =
16 16

IV. Guide Question

How do you visualize addition and subtraction of similar fractions?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

V. Reflection
What learnings did you gain from this
activity sheet? Express your learnings
by drawing an emoji on the box below
if you answer directly in activity sheet,
if not draw on your paper/notebook.

VI. References

MELC p. Mathematics 2 Quarter 2 – Week 5 pp. 213

Free SVG. Girl with teaching stick.

https://freesvg.org/girl-with-teaching-stick

Pixabay. Thought Bubble Think Comic – Free vector graphic on Pixabay.

https://pixabay.com/vectors/thought-bubble-think-comic-blank-305053/
 TIWI CENTRAL SCHOOL
Master Teacher I
GINA P. CLIMACO
LIBJO ELEMENTARY SCHOOL
Teacher I
JAY C. QUIJANO
Activity 1:
1. e 2. d 3. a 4. b 5. c
Activity 2:
4 2 3 9 2 7
1. + = 2. - =
8 8 4 11 11 11
8 3 1 6 7 3
3. - = 4. + = 1
15 15 3 10 10 10
6 1 1
5. - =
14 14 2
Activity 3:
4 3
1. 2. 1 3. 1
7 4
2 1
4. 5.
5 2
VII. Answer Key:
41
42

Name: ___________________________________________________________________________

Section: ______________________________ Date: ______________________________

LEARNING ACTIVITY SHEET

Mathematics 4
Quarter 2, Week 5b

Visualizing Addition and Subtraction of Dissimilar Fractions

I.Background Information

When fractions have different denominators, we call them dissimilar fractions. Below are
examples of dissimilar fractions.

But, how do we add dissimilar fractions? How to subtract them?

This Learning Activity Sheet (LAS) is especially made for you to find answers to these
questions. This focuses on visualizing addition and subtraction of dissimilar fractions. Let us start by
studying these examples.

Example 1:
1
Pedro and Juan helped mother by fetching water. Pedro filled of the container with water while
2
1
Juan filled of the same container. What is the total part of the container that was filled with
4

water?

Who helped mother in fetching water? Do you also help your parents in fetching water
especially on a Saturday or Sunday?
What does the problem ask for?
How will you solve for the total part of the container that has been filled with water?
Using the grid, let us now visualize addition of dissimilar fractions.

First, let us make illustrations of the parts of the container that was filled with water by Pedro
and Juan separately.
43

Juan filled
1 of the same container.
Pedro filled of the
2
container with
water.

What is the total part of the container that has been filled with water? See the illustration.

3
-Total part of the container
4
that was filled with water

1
The part that Pedro filled with water is of the whole container as shown by the dark gray-
2
2 1
shaded rectangle which is also equal to . Juan was able to fill of the container as shown by the light
4 4

gray-shaded rectangle. By just looking at the illustration, we can say that the total part of the container
3
that Pedro and Juan were able to fill with water was three of four parts or .
4

Example 2
1 5
Maria has 2 pieces of lace measuring meter and meter. How long are the pieces of lace put
3 6
together?

In order to solve this, let us visualize addition of fraction using illustrations.

1
3

1
meter- First lace
3

1 2 3 4 5 6
6 6 6 6 6 6
1 1 1 1 1 1
6 6 6 6 6 6
5
meter- second lace
6

How long are the pieces of lace put together? See the illustration

1 2 3 4 5 6 1 2 3 4 5 6
6 6 6 6 6 6 6 6 6 6 6 6
1 1 1 1 1 1 1 1 1 1 1 1
6 6 6 6 6 6 6 6 6 6 6 6
44

1
The first lace measuring meter is shown by the gray-shaded rectangle with horizontal lines
3
2 5
which is also equal to . The second lace measuring meter is shown by the gray-shaded rectangle. By
6 6
7 1
looking at the illustration, we can say that the total length of the pieces of lace is or 1 .
6 6

Example 3
7 1
Trisha has of a chocolate bar left from her snack. When Angela asked for some, she gave of it.
9 3

What part of the chocolate bar was left with Trisha?

What part of the chocolate bar was given to Angela? Is it good to give? Why?
What does the problem ask for?
Know the part of the chocolate bar that was left to Trisha by making illustrations to visualize
subtraction of dissimilar fractions.

= chocolate bar left from Trisha’s snack

1 2 3 4 5 6 7 8 9
9 9 9 9 9 9 9 9 9
1 1 1 1 1 1 1 1 1
6 6 6 6 6 6 6 6 6
= chocolate bar shared to Angela

1 2 3
3 3 3
1 1 1
6 6 6
1 3
Looking into the illustration, it shows that is equal to . Let us put the illustrations together.
3 9

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

Part of the chocolate bar that was left with Trisha

45

The dark gray-shaded part with horizontal lines was the one received by Trisha and the light
gray-shaded part was the chocolate bar shared to Angela. By just looking at the remaining dark gray-
4
shaded part, you can say that the chocolate bar left four of the 9 parts or .
9

II. Learning Competency with Code

Visualizes addition and subtraction of dissimilar fractions. M4NS-IIe-81
III. Activities
Activity 1
Direction: Match expressions on the left with the illustrations on the right. Write the letter on the
space provided.
word
3 2 a.
_____1. +
5 10

3 1 b.
_____2. +
4 8
c.
3 1
_____3. -
4 2

_____4. -
5 2 d.
6 3

7 1
e.
_____5. -
8 4

f. + =

Activity 2

Direction: Visualize the addition or subtraction of the following fractions by shading the rectangular

regions correctly. Then write the answer on the space provided.

1 1
1. + 3 = ____
2
3 5
2. + = ____
4 8
8 1
3. - = ____
9 3
3 1
4. - = ____
4 3
4 5
5.
5
- 10 = ____
46

Activity 3

Directions: Illustrate to find the sum or difference.

1 1
1. +
2 5
5 1
2. +
8 4
7 1
3. +
8 2
1 2
4. -
2 6
9 1
5. –
10 2

IV. Guide Question

How do you visualize addition and subtraction of dissimilar fractions?
___________________________________________________________________________
_________________________________________________________________________________

V. Reflection

Which step have you reached today? Color the ladder that represents your mindset in
today’s lesson.

Yes, I did it!

I can do it!

How to do it?

I can’t do it!

VI. References:

Prototype Contextualized Daily Lesson Plans (DLP’s) in Mathematics 4

Mathematics 4 Learners’ Materials
Answer Key:
47

Prepared by:

GINA C. BORBOR
Teacher III
Libtong Elementary School
Tiwi District

Reviewed by:

GINA P. CLIMACO
Master Teacher I
Tiwi Central School
Tiwi District
48

Name: ___________________________________________________________________
Section:_________________________________________ Date: ____________________
LEARNING ACTIVITY SHEET
Mathematics 4
Quarter 2, Week 5c
Visualizing Subtraction of Fraction from a Whole Number
I.Background Information
This Learning Activity Sheet (LAS) is made for you to guide and help you in your
distance learning. You are going to answer a series of activities that will develop your skill in
visualizing the subtraction of fractions from whole numbers.

To start, study the problem below.

𝟏
Bea bought 2 pieces of one-whole cardboards for a school project. She used 𝟐 from one of the

two cardboards. What part/s of the cardboards was/were not used in making the project?
Let us understand the problem.

The part/s of the cardboard that

What do you need to know to solve the problem? was/were not used

How many cardboards did Bea buy? Bea bought 2 pieces of one-whole
cardboards

How many cardboard/s did Bea use? Bea used one half from one of the
2 cardboards

Cardboard 1 Cardboard 2
49

The picture below shows the cardboard that Bea used.

Divide one cardboard

into two equal parts.
This is
the part Bea used one half
𝟏 that Bea from one of the 2
𝟐 used. pieces of one-whole
cardboards.
𝟏 𝟏
𝟐−
𝟐 𝟐

𝟏
Remove one-half ( ) to indicate the part that Bea used.
𝟐
𝟏
Now, there is only one-half ( ) left from the one of the cardboards.
𝟐
1
Count how many were not used. There is only 1 whole piece of cardboard and one-half ( )
2
𝟏 𝟏
left. We write it as 1 𝟐 and read as one and one-half. The answer is 1 𝟐 cardboards were not

used.
1
1 2 may also be written as an improper fraction.
1
You can also compute to get the improper fraction of 1 2.

Multiply the whole number by the denominator and add the numerator. Then, copy the
denominator. You have 1 x 2 = 2
numerator Then 2 + 1 = 3
1 Copy the denominator.
whole 1 2 denominator
𝟏 𝟑
The improper fraction of 1 𝟐 is 𝟐.
number
50

This is 1
Count how many 2 are
the part
there. There are 3.
that Bea
𝟏 𝟏 𝟏 Since every piece is
used.
𝟐 𝟐 divided into two, use 2
𝟐
𝟏 as the denominator.
𝟐 The improper fraction is
3
.
2

𝟐 𝟐
Study this example: 𝟓 − . Visualize 5 minus 𝟑.
𝟑

Visualize it by drawing 5 boxes. Then you are

𝟐
going to subtract 𝟑.

One of these whole boxes will be divided into 3 parts.

𝟏
Then, remove or subtract two 𝟑. The shaded are
the parts that are removed or subtracted. Count
how many are left.
1 13
The answer is 4 read as four and one-third. You can write it as an improper fraction → .
3 3

II. Learning Competency and Code:

Visualizes subtraction of a fraction from a whole number (M4NS-II-f-82.2).

III. Activities
51

Activity 1 → DIRECTION: Use illustrations to subtract the fraction from the whole number in
Column A. Look for the correct answer in Column B. Write the letter of your answer on the
space before the number.

1
f. 𝟏
3

Activity 2 → DIRECTION: Complete the subtraction sentence based on the given models.
Express your answer in improper fraction.
(e.g.)
52

Activity 3 (Performance
Task) → DIRECTION: Visualize
subtracting a fraction from a
whole number. Make illustrations
to find the correct answer. You
may draw it on a piece of paper.
𝟑
1. 4 − =?
𝟓
2. What is the answer if you
𝟐
subtract from 10?
𝟒
3. Alfred bought 5 kilograms of
1
ground meat. He used 3 2
of

the ground meat to make

53

lumpia. How many kilograms of ground meat were not used in making lumpia?

IV. Guide Question

How do you visualize subtraction of fraction from a whole number? What can you
use or make to help you visualize?
_____________________________________________________________________
_____________________________________________________________________
V. Reflection: Describe Your Feelings
1. How do you feel about the activities?
Rate your feelings about the activities. Put a checkmark on the circle that best
describes how you feel.

Activity 1

Activity 2

Activity 3

2. Now, do you know how to visualize the subtraction of a fraction from a whole
number? Color the sun that shows your answer.

NO MAYBE YES

Rubric for scoring Activity 3. Use this rubric to check your work.
Score Points
Criteria
5 4 3 2 1
Visual The Most of the Some of the Only few The
illustrations illustrations illustrations illustrations illustrations
Representation
accurately represent the represent the represent the do not
represent the number number number represent the
number sentences sentences and sentences and number
sentences the answers. the answers.
54

and the and the (3-4 errors) (4-5 errors) sentences and
answers. answers. the answers.
(1 – 2 errors)
Correctness The learner The learner The learner The learner The learner
was able to was able to was able to was able to was not able
correctly correctly correctly solve correctly solve to correctly
solve the solve most of some of the a few of the solve the
problems the problems problems using problems problems
using using visualizations. using using
visualizations. visualizations. (3-4 errors) visualizations. visualizations.
(1 – 2 errors) (4-5 errors)
VI. References
Region V Contextualized DLP for Mathematics 4
DepEd Learning Material in Mathematics 4
DepEd SLMs for Grade 4 Quarter 2
Mathematics 4 Teacher’s Guide
Mathematics 4 Learner’s Guide
Answer Key

Prepared by:

ZANITA B. CORULLO
Writer, Teacher I San Bernardo Elementary School

Reviewed by:

JOEM C. PERIÑA
School Head, Putsan Elementary School
55

Name:___________________________________________________________________________

Section:____________________________________ Date:_________________

LEARNING ACTIVITY SHEET

Mathematics 4
Quarter 2, Week 6a
Adding and Subtracting Similar Fractions

I. Background Information

This activity sheet will serve as guide for learners. It provides activities for the mastery of
lesson focusing on addition and subtraction of similar fractions. Addition and subtraction of similar
fractions is nothing but a usual arithmetic operation. After checking that all denominators are the
same, the rest will be performing if we can add or subtract them directly.

Similar fractions are fractions with the same denominators. They are also called like fractions.
3 1 5
Example: , ,
4 4 4

The following are the steps on how to add or subtract similar fractions:

Step 1: Ensure that all denominators are the same.

Step 2: Add or subtract all the numerators. The sum or difference will be the numerator of our
answer.

Step 3: Copy the denominator. This will be the denominator of our answer.

Step 4: Add or subtract all the whole numbers if it is mixed numbers.

Step 5: Convert your answer into its lowest term or mixed numbers if needed.

Study the given problem.

5 2
Troy likes to eat pizza. He ate of the pizza in the morning and in the evening. What part of
8 8
the pizza was eaten in all?

Solution:
5 2 7 7
+ = Therefore, of the pizza was eaten by Troy.
8 8 8 8

3 2 5 4 3 7 2
Example 1a: + = Example 2a: + = or 1
7 7 7 5 5 5 5
3 2 1 4 3 1
1b. - = 2b: - =
7 7 7 5 5 5

1 3
Example 3a: Solve 1 + 2 =n.
5 5

1 3
Solution: 1 + 2 Check if the same denominator.
5 5
56

1 3 4
1 +2 = Add the numerators.
5 5

1 3 4
1 +2 = Copy the denominator.
5 5 5

1 3 4
1 +2 =3 Add the whole numbers. ((1 +2 = 3)
5 5 5

4
The sum is 3 .
5

1 3
Example 3b: Find the difference of 2 and 1 .
5 5

1 3
Solution: 2 - 1 =n
5 5

11 8
- = Convert them into improper fractions.
5 5

11 8 3
- = Subtract the numerators and copy the denominator.
5 5 5

3
The difference is .
5

Another solution for example 3b:

1 3
2 and 1
5 5

1 3
2 - 1
5 5

1 3
2 - 1 = Rename the whole number.
5 5

5 1
(1 + ) = Then add the numerators and copy the denominator and
5 5
the whole number.

6 3 3
1 -1 = Subtract the whole numbers and numerators, and copy the
5 5 5
denominator.

II. Learning Competency with Code:

Performs addition and subtraction of similar and dissimilar fractions. M4NS-IIg-83

III. Activities:

Activity 1

Match Column A with Column B. Select the letter of your answer.

COLUMN A COLUMN B
2 1 4
1. + A.
6 6 5
3 2 3 1
2. + B. or
4 4 6 2
57

6 2 1
3. - C.
5 5 6

5 1 4
4. - D.
9 9 9
2 1 1
5. 3 -1 E. 2
3 3 3
1
F.
4

Activity 2

A. Add or Subtract. Write your answer on the blank.

𝟑 𝟐
1. + = ____________
𝟖 𝟖

𝟑 𝟔
2. + = ____________
𝟕 𝟕

𝟓 𝟐
3. - = ____________
𝟗 𝟗
6 2
4. - = ____________
5 5
2 1
5. 1 +5 = ____________
6 6

Activity 3

Read and solve the given problems.

5 2
1. Father and I painted our wall in a living room. He painted of it while I painted . What
10 10
part of a living room we are able to paint?
7 1
2. Cindy kept part of the chiffon cake after her morning snacks. In the afternoon, she ate
8 8
of it. How wany parts of the cake was left?

Direction : Give the corresponding points of each criterion using the indicators below. (10 points)
RUBRIC
Given data are complete 3 Complete data and with label
2 Complete data but no label
1 Incomplete data
0 No data
Strategy /operation 3 Operation used is correct
2 Incomplete operation
0 No operation
Accuracy 4 Answer is correct with complete
label/units
3 Answer is correct but incomplete
label
1 With label but no answer
0 No answer
IV. Guide Question:
58

How do we add and subtract similar fractions?

__________________________________________________________________________________
__________________________________________________________________________________

V. Reflections

How do you feel about the activity? Draw your emotion in the box if you
write directly on activity sheet, if not draw on your paper/notebook.

VI. References for learners

Mathematics 4 Learners Material p,192-194

Mathematics for a Better Life Grade 4 pp.160-161, 166-167
Regional Self Learning Modules (SLM)

VII. Answer Key

4 8 10
or 2. 1.
3 6 7

ACTIVITY 3
2 6 5 9 7 7 8
or 6 5. 6 4. 3. or 1 2. 1.
1 3 4 3 2 9 5

ACTIVITY 2

5. E 4. D 3. A 2. F 1. C

ACTIVITY 1

Prepared by:

CONNIE C. PAGO
Teacher III
Labnig Elementary School
Malinao District
59

Name:___________________________________________________________________________

Section:____________________________________ Date:_________________

LEARNING ACTIVITY SHEET

Mathematics 4
Quarter 2, Week 6b
Adding and Subtracting Dissimilar Fractions

I. Background Information

This activity sheet will serve as guide for learners. It provides activities for the mastery of
lesson focusing on addition and subtraction of dissimilar fractions. To make the lesson easy, one
must have full understanding of the following:

A. Dissimilar fractions are fractions with different denominators.

2 1 3
Example: , ,
3 2 5

B. Finding the Least Common Denominator (LCD) and Least Common Multiple (LCM)
The Least Common Denominator is the lowest common multiple of the denominators
of a set of fractions. It simplifies adding, subtracting and comparing fractions.

Steps in adding and subtraction Dissimilar Fractions:

*Change all unlike fractions (dissimilar fractions) into like fractions (similar fractions) in order
to do this, change the denominators of the fractions into a common denominator.
* Proceed with the same procedure as adding or subtracting similar fractions.

Let’s try to solve the given problem.

It is Saturday. The family’s activity is to clean the vegetable garden. While mother is cooking
breakfast, father and the two kids started to pull the weeds in their rectangular plot. Father was
able to clean of the plot while the two kids helped each other and was able to clean of it. What is
the total part of the plot that has been cleared of weeds?

Since adding them is difficult as the denominators are not the same , thus we need
to find a common number to simplify it. For this, list the multiples of the number 9 and 4
in a table. The first common smallest multiple will be the least common denominator for the
given fractions.

1 2 3 4 5 6 7 8 9 10
9 9 18 27 36 45 54 63 72 81 90
4 4 8 12 16 20 24 28 32 36 40

Here, the least common multiple for 9 and 4 is 36. Thus, the expression can be written as:
2 3 2 4 3 9
= + = x + x
9 4 9 4 4 9

Then, multiply the numerator by numerator and denominator by the denominator.

such as 2 x 4 = 8 , which become the numerator of the fraction, and 9 x 4 = 36, which is the
2 8 2 8
denominator of the fraction. So, is equal to , or = 36
9 36 9
60

3 9
Likewise, for the fractions, x
4 9
3 27 3 27
3 x 9 = 27 for the numerator , and 4 x 9 = 36 for the denominator. So, is equal to or =
4 36 4 36
2 8 3 27
Here, = and =
9 36 4 36

We can now add the fractions by following the rule on adding similar fractions.
8 27 35
Add: + = Answer
36 36 36

To add or subtract dissimilar fractions, change the dissimilar fractions to similar fractions by
finding the LCD or LCM. Then, add or subtract the fractions and write as a fraction with the common
denominator and reduce again to lowest terms if needed.
1 1
Example 1a: Solve: +
4 2
1 1
Solution: +
4 2

Find the common multiple of 4 and 2

4=2x2

2=2

2x2= 4 Least Common Denominator

+ Put LCD as the denominator.

4 4
1 2 1 1
+ Find the equivalent fraction of and with 4 as the common
4 4 4 2
denominator.
1 2 3
+ = Adding similar fractions
4 4 4

Answer
4 2
Example 1b. Solve: -
9 5

9 x 5 = 45 Multiply the denominators, then write it as the common

Denominator of the fractions. Then cross multiply
4 2
- =
9 5

4 x 5 = 20 - 9 x 2 = 18 Cross multiplication of fraction

4 2 20 18 2
- = - = Subtracting similar fractions
9 5 45 45 45
Answer
5 2
Example 1c. Add: +
7 3

7 x 3 = 21
5 x 3 = 15 + 7 x 2 = 14
5 2 15 14
+ = +
7 3 21 21
61

15 14 29 8
+ = or 1
21 21 21 21

7 3
Example 1d. Solve: -
4 4

7–3=4
7 3 4
- = or 1
4 4 4

II. Learning Competency with Code

Performs addition and subtraction of similar and dissimilar fractions. M4NS-IIg-83

III. Activities

Activity 1

Match Column A with Column B. Select the letter of your answer.

COLUMN A COLUMN B
3 1
1. + A. 0
12 6
3 2 7
2. + B.
4 3 18
4 2 1
3. - C.
6 3 6

5 1 20
4. - D.
9 6 21

2 2 5
5. + E. 1
7 3 12
5
F.
12

Activity 2

A. Add or Subtract. Write your answer on the blank.

3 2
1. + = ____________
8 4
3 6
2. + = ____________
7 8
2 1
3. - = ____________
3 9
3 2
4. - = ____________
5 4
2 1
5. + = ____________
6 7

Activity 3

Read and solve the given problems.

62

6
1. Sylvia baked pandesal last Monday and used part of the flour. On Wednesday, she
10
1
woke up early and helped her mother cook omelet for breakfast and consumed of the
5
flour. How much flour was consumed in all?
3 1
2. John lives mile from the school. Sylvia lives mile from the school. How much
8 4
closer is Sylvia from the school than John.

Direction : Give the corresponding points of each criterion using the indicators below. (10 points)
RUBRIC
Given data are complete 3 Complete data and with label
2 Complete data but no label
1 Incomplete data
0 No data
Strategy /operation 3 Operation used is correct
2 Incomplete operation
0 No operation
Accuracy 4 Answer is correct with complete
label/units
3 Answer is correct but incomplete
1 label
0 With label but no answer
No answer

IV. Guide Question:

How do we add and subtract similar fractions?

__________________________________________________________________________________
__________________________________________________________________________________

V. Reflection

How do you feel about the activity? Draw your emotion in the box if you
write directly on activity sheet, if not draw on your paper/notebook.

VI. References for learners

Mathematics 4 Learners Material p,192-194

Mathematics for a Better Life Grade 4 pp.160-161, 166-167
Regional Self Learning Modules (SLM)
63

VII. Answer Key

2.

ACTIVITY 3

5. 4. 3. or 1 2.

ACTIVITY 2

5. d 4. b 3. a 2. e f

ACTIVITY 1

Prepared by:
FRANCIA C. BONEO
Teacher III
Matalipni Elementary School

Reviewed by:
CONNIE C. PAGO
Teacher III
Labnig Elementary School
64

Name: __________________________________________________________________________
Section_________________________________________ Date:____________________________

LEARNING ACTIVITY SHEET

Mathematics 4
Quarter 2, Week 6c
Solving Routine Problems Involving Addition and/or Subtraction of Fractions Using Appropriate
Problem Solving Strategies and Tools

I. Background Information
This Learning Activity Sheet will help the learners master the skills in solving routine
problems. ROUTINE PROBLEMS are problems that merely involved an arithmetic operation and can
be solved by direct application of previously learned algorithms. Below, are the steps in solving
routine problems:
Step 1: Understand the problem. This is the time to just think! Allow yourself to know the problem.
Read and reread. Know what the problem is.
Questions to ask yourself:

- Does the problem give me enough information?

- What questions is being asked of me (Asked)
- What do I know and what do I need to find out?
- What are the given data?
- What are the units used in the data?
- Can I restate the problem in my own words?
- Are there any terms or words that I am unfamiliar with?

Step 2: Plan the problem. Now, it’s time to decide on a plan of action! Choose a reasonable problem
solving strategy.
Questions to ask yourself:

- Have I seen something like this before?

- How do the facts in the problem relate to each other?
- What strategy will I use to solve this problem? What operation will I use?
- What is the number sentence of my problem?

Step 3: Solve the Problem. Now, it’s time to dig in and get to work!
Questions to ask yourself

- Am I keeping my work organized?

- Am I going in the right direction? Is my plan working?
65

- Do I have the correct solution? If so, its time to move on to the next step!

Step 4: Look Back. You’ve come so far, but you’re not finished yet!
A mathematician must always go back and check his/her work. Reviewing your work is just as
important as the first 3 steps!
Questions to ask yourself:

- Is my answer reasonable? correct?

- Is there another way to solve this problem?
- Can this problem be extended? Can I make a change to this problem to create a new one?
- If I didn’t get the correct answer..?, What went wrong? Where did I make a mistake?

Study this example:

𝟕 𝟐
Example 1: Tricia bought meters of plastic to cover her art portfolio. If she used in covering it .
𝟖 𝟖

How many meters of plastic cover did she not use?

You can solve the problem using the four-step plan.

UNDERSTAND What is asked? The meter of plastic cover that was

not used by Tricia.
𝟕
What are the given? meter of plastic bought
𝟖
by Tricia
𝟐
meter of plastic used in
𝟖
covering the art portfolio.

PLAN What operation will be used? Subtraction

𝟕 𝟐
What is the number sentence? - =N
𝟖 𝟖
𝟕 𝟐 𝟓
SOLVE Solution: - = The meter of plastic cover
𝟖 𝟖 𝟖
that was not used by Tricia.

LOOKBACK How do we check the answer? (using diagram, let us

check the answer.) Check
if the answer is in
lowest term.

-
𝟕 𝟐 𝟓
=
𝟖 𝟖 𝟖
66

𝟐
Example 2: Mang Luis is a fisherman in Jonop Malinao Albay. He caught kilos of fish in the morning
𝟑
𝟑
and kilos in the evening. How many kilos of fish did he catch in all?
𝟔

Steps in solving the problem.

1. Understand
What is asked? The kilos of fish caught by Mang Luis in all.
𝟐
What are given data? kilos of fish caught in the morning
𝟑
𝟑
kilos of fish caught in the evening
𝟔

2. Plan
What is the operation to be used? Addition
𝟐 𝟑
What is the number sentence? + =N
𝟑 𝟔

3. Solve
𝟐 𝟑 𝟒 𝟑 𝟕 𝟏
Solution : + = + = or 1
𝟑 𝟔 𝟔 𝟔 𝟔 𝟔
𝟏
Answer: 1 kilos of fish caught by Mang Luis in all
𝟔

4. Look Back
-check your solution
𝟕 𝟑 𝟒 𝟐
- = or
𝟔 𝟔 𝟔 𝟑

-Is the answer already in lowest term? If not yet in lowest term reduce it to lowest term.

II. Learning Competency with code

Solves Routine Problems involving addition and/or subtraction of fraction using appropriate problem
solving strategies and tools. (M4Ns-IIh-87.1)
III. Activities
Activity 1: Read and understand the problem. Answer using the steps.
𝟑 𝟐
Ana walk for of a mile on Saturday and on Sunday. How many miles did she walk
𝟖 𝟖

altogether?
Understand: a. What is asked in the problem?_________________________________________________
b. What are given?____________________________________________________________
Plan: a. What operations to be used to solve the problem?________________________________
67

b. What is the number sentence?_________________________________________________

Solve : Show your solution.____________________________________________________________________
Check and look back: _________________________________________________________________________

Activity 2: Read each problem carefully then, solve it. Write your solution/s inside the box.
𝟏 𝟐
A. Emmalyn consumes bottle of alcohol a day while Charise consumes bottle of alcohol. How many
𝟑 𝟑

bottles of alcohol do they consume altogether?

𝟑 𝟑
B. In Barangay Jonop, of the population will be vaccinated, If of its population were already
𝟒 𝟖

vaccinated, what part of the population were not yet vaccinated?

Activity 3 : Solve the following problems:

𝟑
1. Grace buys 5 meters of fabric, while Maggie 3 buys meters. How many meters of fabric do the
𝟒
two girls buy?
𝟐
2. Some boys volunteered to paint the school fence. They painted of the fence on the first day and
𝟑
𝟑
on the second day. What was the total part of the fence they painted?
𝟓
𝟑 𝟏
3. Jay has a project in his art education class. He has 3 pieces of art paper. He used 1 only pieces.
𝟒 𝟒
How many pieces of art paper were left?

Rubric for Scoring

Direction : Give the corresponding points of each criterion using the indicators below. (10 points)
RUBRIC

1. Given data are 3 Complete data and with label

complete 2 Complete data but no label
1 Incomplete data
0 No data

2. Strategy /operation 3 Operation used is correct

2 Incomplete operation
0 No operation
68

3. Accuracy 4 Answer is correct with

complete label/units

3 Answer is correct but

incomplete label

1 With label but no answer

0 No answer

IV. Guide Question

How do you solve routine problems involving addition and/or subtraction of fractions using
appropriate problem solving strategies and tools?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
V. Reflection

How did you find the lesson? Draw your feelings

using an emoticon inside the box below if you are
going to answer directly in the activity sheet if not
write on your paper/notebook.

References for Learners:

MELC in Mathematics 4,
Regional Self-Learning Modules (SLM)
 Estancia ES/ Malinao District Labnig ES/Malinao District Jonop ES/ Malinao District
Principal I Master Teacher 1 Aileen Caraqueo
Ronel B. Bringino Susan P. Olivario Prepared by:
Reviewed by: Reviewed by:
B. Understand: What is asked? Part of population that were not yet vaccinated
𝟑
Given: population that will be vaccinated;
𝟒
𝟑
population already vaccinated
𝟖
Plan: What operation to be used? (- ) subtraction
𝟑 𝟑
What is the number sentence? - =N
𝟒 𝟖
𝟑 𝟑 𝟔 𝟑 𝟑
Solve: - = - = of population were not yet vaccinated
𝟒 𝟖 𝟖 𝟖 𝟖
Activity 3:
𝟑 𝟏𝟗 𝟒 𝟏
1. 8 2. or 1 3. 2
𝟒 𝟏𝟓 𝟏𝟓 𝟐
Activity 1: understand: What is asked? The distance walked by Ana on Saturday and Sunday
𝟑 𝟐
Given: mile –Saturday, mile -Sunday
𝟖 𝟖
Plan: operation to be used ( addition )
𝟑 𝟐
Number sentence: + =N
𝟖 𝟖
𝟑 𝟐 𝟓
Solve: solution: + = mile
𝟖 𝟖 𝟖
𝟓
Answer: mile - the distance walked by Ana on Saturday and Sunday
𝟖
Activity 2:
A. Understand:
What is Asked? The number of bottles of alcohol they consumed altogether
𝟏 𝟐
Given : bottle if alcohol consumed by Emmalyn; bottle of alcohol consumed by
𝟑 Grade 4 Teacher-JONOP ES 𝟑
Charise Prepared by: AILEEN B. CARAQUEO
Plan : operation to be used ( + ) addition
𝟏 𝟐
Number sentence: + =N
𝟑 𝟑
𝟏 𝟐 𝟑
Solve : + = or 1
𝟑 𝟑 𝟑
𝟑
Answer: or 1 bottle of alcohol they consumed altogether
𝟑
Answer Key
69
70

Name: __________________________________________________________________________
Section: ____________________________________________ Date: ______________________

LEARNING ACTIVITY SHEET

Mathematics 4
Quarter 2 Week 6d
Solving Non-Routine Problems Involving Addition and/or Subtraction of Fractions

I. Background Information for Learners:

In the previous activity, you were able to solve routine problems involving addition and/or
subtraction of fractions.
This time, you will be guided to solve non-routine problems. Knowing and understanding the
skill in solving non-routine problems will prepare you for real-life problem solving. Real-life problems
do not come with prescribed steps on how to solve them. You must think creatively and logically to
solve them. Below is a brief discussion to help you solve non-routine problems involving addition
and/or subtraction of fractions.
A non-routine problem is a problem that requires some degree of creativity or originality to
solve. Non-routine problems typically do not have an immediately apparent strategy for solving them.
Often times, these problems can be solved in multiple ways and with a variety of strategies.
Here are some examples of the strategy used in solving non - routine problems:
A. Using BAR MODEL METHOD . This strategy provides a concrete approach for visualizing the
information in a word problem and for organizing it in a helpful way. The overall objective of this
strategy is to promote flexible thinking to solve non-routine tasks. By using this method, pupils
promote visualization, organization and concrete representation of mathematical quantities and
relationships within a problem.
Study the examples below.
Problem 1

𝟑 𝟏
A tall glass is full of orange juice. After Jun drank some juice, the glass was full. How
𝟒 𝟐
much water did Jun drink?

Understand
➢ know what is asked the amount of orange juice Jun drank
➢ know the given facts 𝟑 𝟏
full before drinking, full after drinking
𝟒 𝟐
Plan
➢ Choose a strategy drawing a picture or model
Solve Use a model.
71

➢ Perform the strategy

𝟑 𝟏 𝟏
So, - =
𝟒 𝟐 𝟒

Answer: Jun drank ¼ of the orange

juice in the glass
𝟑 𝟏
𝟒 𝟐
Check Work backward
➢ Verify if the answer is correct Add the amount of orange juice that Jun drank and what
was left in the glass to get the total amount of water the
pitcher originally had.
1 1 1 2 3
+ = + =
4 2 4 4 4
The answer is correct.

Using WORKING BACKGROUND APPROACH

This is a solving process that can be used on word problems by starting at the end of the
problem and undoing the problem one step at a time. In this approach, you can apply the inverse
operation, in order, to arrive at the solution! Study the given example below:

Problem 2
𝟏
Marie had 1 kilos of cooking oil . She bought some more cooking oil for a week’s
𝟑
𝟑 𝟏 𝟓
supply. She used kilos for frying chicken and kilos for adobo. If she had 1 kilos of oil left,
𝟒 𝟑 𝟏𝟐
how many kilos did she buy?

Understand
➢ know what is asked the number of kilos of oil Marie bought
➢ know the given facts 1
had 1 kilos of oil, used ¾ kilos for frying chicken and
𝟑
1 5
kilos for adobo, 1 kilos of oil left
𝟑 12
Plan
➢ Choose a strategy working backward
Solve Add the kilos of oil left to the kilos of oil used. Then
➢ Perform the strategy subtract the kilos of oil Marie had first.

1
Answer: She bought 1 kilos of oil.
6

Check Use the answer and determine all available kilos of oil.
➢ Verify if the answer is correct Then remove all kilos of oil used to find out if we can get
the kilos of oil left.
72

The answer is correct.

Using GUESS AND CHECK

Some problems can be best understood and solved by trial and error method. If the first
guess is not good, it may lead to a better guess even if a correct answer is not attained. It may
however increase understanding of the problem and evetually lead to the solution of the problem.

Using TABLES AND DIAGRAMS

Sometimes problems must be solved by using a logic table or diagram. A logic table helps to
organize data so that the problem becomes clearer.

Problem 3

𝟏
Fe is making cakes for a party. She uses cup of oil for each cake. How many cakes can she
𝟐
make if she has 4 cups of oil?

The problem can be solved using repeated addition and listing in the table. She the solution below:

Number of cups of oil Number of cakes made

𝟏 𝟏 2 cakes
1. Cup A = +
𝟐 𝟐

𝟏 𝟏 2 cakes
2. Cup B = +
𝟐 𝟐

𝟏 𝟏 2 cakes
3. Cup C = +
𝟐 𝟐

𝟏 𝟏 2 cakes
4. Cup D = +
𝟐 𝟐

Total = 4 cups of oil Total = 8 cakes

Therefore, there are 8 cakes made for 4 cups of oil.

II. Learning Competency

Solves non-routine problems involving addition and/or subtraction of fractions using
appropriate problem solving strategies and tools (M4NS-IIh-87.1)
III. Activities
Activity 1
Solve the problems by filling out the blanks.
73

1 1
1. In the school cafeteria, Aling Norma sold 1 pans of biko in the morning and pans of cassava
2 4

cake in the afternoon. How many pans of biko and cassava cake were sold the whole day?

Understand
a.know what is asked The number of pans of biko and cassava cake sold the whole
day

b. know the given facts

Plan Draw a model
c. Choose a strategy
Solve
d. Perform the strategy

Check
e. Verify if the answer is correct Aling Norma sold _____________pans of biko and cassava
cake the whole day.
7 1
2. Marie thought that a plane journey would take hour but the actual journey took hour longer.
𝟏𝟎 5

How many hours did the actual journey take?

Understand
a. know what is asked

b. know the given facts 7/10 hour and 1/5 hour

Plan
c. Choose a strategy Using TABLES
Solve
d. Perform the strategy

Check
e. Verify if the answer is correct The actual journey took_________ hour.

Activity 2
Read and solve the problem using the strategy indicated in each item.
1
A. The grade 4 boys volunteered to paint the school fence. They painted of the fence on the first
3
1 1
day, of the fence on the second day and of the fence on the third day. What was the total part
6 2

of the fence they painted? (Using TABLES)

1 5
B. Father had 3 kilos of lanzones. He bought more for pasalubong to his friends. He gave
3 4
1 3
kilos to Mang Ruben and kilos to Mang Mario. If he had 2 kilos left, how many kilos did
3 12
74

he buy ? (Using BACKWARD APPROACH)

C. Mang Nestor harvested sacks of pulutan (malagkit rice) in his rice field. On Monday, he harvested
1 1
1 sacks and 1 sacks on Tuesday. How many sacks of pulutan do Mang
2 4

Ambo has to harvest? (Using ILLUSTRATION or Bar Model Approch)

Activity 3
Solve the following problems using any strategy.
1. Tita Gemma taught me how to cook “pinuso”. I needed 4 kilos of ground pulutan (sticky rice),
𝟏 𝟑 𝟏
1 kilos of shredded young coconut, 1 kilos of sugar and 2 kilos of maragadan (black rice).
𝟐 𝟒 𝟑

How many kilos of the ingredients were needed in all?

𝟑
2 . Raymond and Christian have to practice riding bicycles in the boulevard 6 km a week
𝟒
𝟑 𝟑
altogether. Raymond has covered a distance of 2 km while Christian has covered 1 km.
𝟓 𝟒

How many more kilometers do the two boys have to practice?

𝟏
3. Uncle Dan brought home mangoes from his orchard. He gave his four friends 12 kilos each and
𝟐
𝟑
6 kilos were left. How many kilos of mango did he bring?
𝟒

Rubric for Scoring

After the activity, draw the table in your notebook. Check the correct emoji that corresponds to your
answer. (SELF - EVALUATION of the child)

1. I answered the activities on my own

2. I solved the non-routine problems correctly

3. I answered the questions correctly

4. I asked question/s on activities that I found difficult

5. I followed the steps in solving the word problems

IV. Guide Question

How do you solve non-routine problems involving addition and/or subtraction of fractions?
__________________________________________________________________________________
__________________________________________________________________________________
75

V. Reflections

How did you find the lesson? Draw a light bulb if

you have learned a lot or draw a sad emoticon if
you found it difficult. If you answer directly in
activity sheet draw inside the box, if not draw on
your paper/notebook.

REFERENCES:
Mathematics 4 Learner’s Material pages 128-129
REGIONAL SELF-LEARNING MODULE, Q1 Module 9
Mathematics in a Challenging World 4, pp. 181-200

Answer Key
𝟏𝟎
hours e.
𝟗

d. (execution of chosen strategy)

c. (answers may vary)

2. a. the number of hours the actual journey took

𝟒
e. 1
𝟑
𝟒 𝟒 𝟐
=1 + 1 +
𝟑 𝟏 𝟏

d.

afternoon
𝟒 𝟐
1. b. 1 pans of buko sold in the morning and pan of cassava cake sold in the
𝟏 𝟏

ACTIVITY 1
 LABNIG ELEM. SCHOOL Estancia Elementary School
Master Teacher I Principal I
SUSAN P. OLAVARIO RONEL B. BRINGINO
Reviewed by:
Balza Elementary School
Master Teacher 1
Ma. Donna N. Jebulan
Prepared by:
ACTIVITY 2
A. USING TABLES
Days Part of the Fence Painted
1st day 𝟏
𝟑
2nd day 𝟏
𝟔
3rd day 𝟏
𝟐
TOTAL 𝟔
They painted or 1 whole of
6 𝟔
6 the fence.
B. USING BACKWARD APPROACH
𝟏 𝟓 𝟏
3 -( + )=N
𝟑 𝟒 𝟑
𝟓 𝟏 𝟏𝟗
( + )=
𝟒 𝟑 𝟏𝟐
𝟏 𝟏𝟗 𝟏𝟎 𝟏𝟗 𝟒𝟎 𝟏𝟗 𝟐𝟏 𝟑
3 - = - = - = or 1
𝟑 𝟏𝟐 𝟑 𝟏𝟐 𝟏𝟐 𝟏𝟐 𝟏𝟐 𝟒
C. USING ILLUSTRATION or BAR MODEL METHOD
ACTIVITY 3
𝟕
1. 5
𝟏𝟐
+
𝟐
2. 2
𝟓
𝟑
3. 56
𝟒 +
=
𝟐 𝟏 𝟑
1 1 2
𝟒 𝟒 𝟒
76
77

Name: _________________________________________________________________________

Section: _______________________________ Date: ___________________________________

LEARNING ACTIVITY SHEET

Mathematics 4
Quarter 2 Week 7a
Visualizing Decimal Numbers Using Models Like Blocks, Grids, Number Lines and Money to Show
the Relationship to Fractions

I.Background Information
This Learning Activity Sheet helps you to visualize decimal numbers using models like blocks,
grids, number lines and money. It helps you to easily understand how to visualize decimal by reading
the models. Here are some examples for you to understand how to visualize decimal using blocks,
grids, number lines and money.

BLOCKS:
Look at the blocks or cubes model below to visualize 0.7.
There are 10 cubes representing the whole

Cross out 7 cubes from the whole unit

7 cubes
There are 7 cubes crossed out of 10.
7
This can be written as in fraction form or 0.7 in decimal form.
10

GRIDS:

Look at the grids.

There are 100 squares.
There are 43 colored squares.
There are 43 colored squares out of 100 squares.
The picture shows the fraction → Number of colored
squares
Total squares
43
This picture shows .
100

Now, write forty-three hundredths in decimal.

You can use a place value chart to show tenths and hundredths.
78

The decimal is 0.43

Whole Number Tenths Hundredths

one – 1 one tenths – 0.1 ten hundredths – 0.10

1 𝟏 𝟏𝟎
𝟏𝟎 𝟏𝟎𝟎
Read as one one tenths ten hundredths

NUMBER LINES:

Look at the illustration below.

Notice the line segments in the number line.
There are ten line segments.
Each segment represents one tenth or 0.1.
So, we can visualize 0.5 or 5/10 in the illustration.

1 2 3 4 5
10 10 10 10 10

MONEY:

A. Think of a 1-piso coin. This is equal to 100 centavos.

30
Thirty centavos can be written in fractional form
100
or 0.30 or 0.3 in decimal form.

B. A Buko Pie costs Php 300.00 and sliced into four

equal parts. Each slice costs Php 75.00, which is equal to
0.25 of the Buko Pie.

Cost of Buko Pie Amount per slice or part of the pie

79

Php 300.00

Php 75.00 Php 75.00

(0.25)
(0.25)

Php 75.00 Php 75.00

(0.25) (0.25)

Remember: To visualize decimal number, we use blocks, grids, number lines or money.

II. Learning Competency with code

Visualizes decimal numbers using models blocks, grids, number lines and money to
show the relationship to fraction. (Q-2 W7) M4NS-IIi99

III. Activities

Activity 1

A. Identify the decimal numbers in each blocks and grids.

1. 2.

____________ ___________

3.

___________
B. Visualize the following decimal numbers using a grids and blocks. Use color to
illustrate your answer.

1) 0.26 2) 0.48 3) 0.35

80

Activity 2.
Color the number of cylinders that represents the following decimal numbers.

Activity 3.

1. Your uncle gave you one ten-piso coin, one five-piso coin, two one piso-coins and three
twenty-five centavos coins. How much money do you have?

______________

2. Show 0.50 of One Hundred Pesos by using 10-piso coins through drawing.

IV. Guide Question

What are the different ways in representing decimal numbers?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

V. Reflection
Complete this statement. If you answer directly on activity sheet write on blank
provided, if not write your answer on your paper/notebook:
In this activity I have learned that
81

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
________________________

VI. References

Mathematics Learner’s Material p. 134- 137

https://www.youtube.com/watch?vMXWJtiRnGtA&t=83s
Modeling Decimals (Area and Grid Models) Gizmo : Lesson Info : ExploreLearning
https://www.explorelearning.com/indexcfm?method=cResource.dspdetail&ResourceID=100
7
Grade 4 Learning Activity Sheets (LAS) Quarter 2 - Teacher Tayo
https://teachertayo.com/grade-4learning-activity-sheets-quarter-2/
82

5.

4.

3.

2.

1.

Activity 2.

3.

2. 1.

B.
3. 0.80
2. 0.43
2. 1. 0.30
1. Php 17.75 A.

Activity 3. Activity 1.

Answer Keys:

Prepared by:

CHARMINE JULIE-ANN Y. ZUÑIGA

Teacher III/ San Andres ES Writer

Reviewed by:

Reviewed by:

Mario B. Gonzales- PSDS, Sto. Domingo District

Purisima B. Balbin-Principal I, San Andres ES
Alma B. Baleda- Principal I, Sta. Misericordia ES
Salvador B. Balucio- Principal I, Fidel Surtida ES
83

Name: ___________________________________________________________________________

Section:___________________________________ Date:__________________________________

LEARNING ACTIVITY SHEET

Mathematics 4
Quarter 2 Week 7b
Renaming Decimal Numbers to Fractions Whose Denominators are Factors of 10 and
100
I.Background Information
This Learning Activity Sheet is made for you to guide and help you in your distance learning.
You are going to answer a series of activities that will develop your skill in renaming decimal
numbers to fractions whose denominators are factors of 10 and 100.

Mang Timoteo cut a bamboo pole into 10 equal parts and made them into 10 pieces of coin
banks. What fractional part of the bamboo of each coin bank?
How do you rename a decimal number to fraction?
You can rename a decimal number to a fraction by writing it as a fraction with 10 or 100 as a
denominator.
Study this illustration: a bamboo pole cut into 10 parts

If we take 4-coin banks, what fractional part of the bamboo is each pole?
4
So, 4 pieces were taken out of 10 pieces, In fractional form, 0.4 is written as
10

To rename 0.4 to fractions, follow the steps:

Step 1 - Write down 0.4 divided by 1.

0.4
1
Step 2 - Multiply both top and bottom by 10 (because there is only 1 digit
after the decimal point)
x 10

0.4 4
=
1 10

x 10
Step 3 - Simplify the answer if possible:
÷2

4 2
=
10 5

÷2
84

Study the examples below:

Example 1:
7
The decimal number 0.7 can be written as in fraction as shown by the shaded regions
10
below.

7
As a decimal 0.7 has one digit after the decimal point. So, you rename 0.7 as in fraction
10

Example 2:
There are 14 shaded squares out of 100 squares.
14
Look how 0.14 is written as a fraction. The decimal number 0.14 is written as
100
in fraction form as shown in the hundred squares.

II. Learning Competency

Rename Decimal Numbers to Fractions Whose Denominators are Factors of 10 and 100
(M4NS-Iii-100)
III. Activities:
Study these examples of renaming decimals to fractions:

1) 0.5 = 5 or 1 2) 0.4 = 4 or 2
10 2 10 5

3) 0.28 = 28 or 7 4) 0.55 = 55 or 11
100 25 100 20

Activity 1

Rename the following decimal numbers to fractions. Reduce your answers to lowest term if
necessary. Item 1 is done for you:

1) 0.2 = 2 or 1 6) 0.44 =
85

10 5 7) 0.08 =
2) 0.45 = 8) 0.95 =
3) 0.56 = 9) 0.17 =
4) 0.8= 10) 0.64 =
5) 0.18

Activity 2
Answer the following:
1. convert 0.75 into fraction ________________
2. write 0.37 as fraction ________________
3. What is 0.5 as a fraction? ________________
4. write 0.25 into fraction ________________

Activity 3

Answer the following questions: Write your answer in lowest term if necessary.
1. Sharon bought 0.75 kilogram of beef. Write 0.75 kilogram in fraction.
2. Tony hiked a distance of 0.65 kilometer going to the park. Write 0.65 kilometer in fraction.
3. Vicky used 0.9 meter of a piece of cloth for her project. Write 0.9 in fraction.
4. If 0.85 of a garden is planted with squash, express the part planted with squash as a fraction.

IV. Guide Question

How do you rename fractions whose denominators are factors of 10 and 100 to decimal
numbers?
__________________________________________________________________________________
__________________________________________________________________________________

V. Reflection
Complete this statement. If you answer directly in activity sheet write your answer
on blank provided, if not write your answer on your paper/notebook:

In this activity I have learned that _________________________________________

___________________________________________________________________________
___________________________________________________________________________

VI. References for learners

Mathematics 4 pages 138-140

Mathematics in Action pages 140-141
Mathematics 4 TG pages 179-183
86

10
3) 9
100 or 20
2) 65 13
100 or 20 100 or 4
17 4) 85 1) 75 3

Practice Task 3

4) 100 or 4
25 1

or 5 3) 10
1 5
100
2) 37

1) 100 or 4
75 3
Practice Task 2

100 or 25 100 100 or 50

10) 64 16 9) 17 5) 18 9

100 or 20 or 5 10
8) 95 19 4 4) 8

100 or 25 100 or 25
2 7) 8 3) 56 14

or 25 100 100 or 25
11 6) 44 2) 45 9
Practice Task 1

Answer Key:

Prepared by:

CORAZON L. RAPOSA
Teacher III
Sto. Domingo Central School
Sto. Domingo District

Reviewed by:

Mario B. Gonzales- PSDS, Sto. Domingo District

Purisima B. Balbin-Principal I, San Andres ES
Alma B. Baleda- Principal I, Sta. Misericordia ES
Salvador B. Balucio- Principal I, Fidel Surtida ES
87

Name: ________________________________________________________________________

Section: ________________________________________________ Date: __________________

LEARNING ACTIVITY SHEET

Mathematics 4
Quarter 2, Week 8a
Giving the Place Value and Value of a Digit
of a Given Decimal Numbers through Hundredths

I.Background Information

This learning activity sheet will help the Grade 4 learners master the skill on giving the place
value and value of a digit of a given decimal numbers through hundredths. Another purpose of this
material is to build learner’s understanding of place value and value of a digit.

The following definition of terms will help the learners in answering the activities.

Decimal number – is a number that consists of a whole number and a fractional part.

Decimal point – a dot placed after the figure representing units in a decimal number. It
separates the whole number from the decimal digits.

Place value - the value of a digit based on its position or place in a number.

Example:

Leo harvested some vegetables from the garden. The squash weighed 0.95 kilogram.
What is the place value and value of 9? 5?

Do you know what 0.95 means? Do you know the place value and value of 9? 5?

Study how 0.95 is written in the place value chart.

Study the chart below:

Whole Numbers Decimal Numbers

Decimal
Place Point
Ones Tenths Hundredths
value
Value 1 • 0.10 0.100
Digits 0 • 9 5

In 0.95, the digit 0 is a place holder for the ones place. The digit 9 is in the tenths place. Its
value is 0.9. the digit 5 is in the hundredths place. Its value is 0.05. Hence, 0.95 means 9 tenths and 5
hundredths.
88

The decimal point separates the whole numbers from the decimal numbers.

Here are other examples:

a. In 0.75, 7 is in the tenths place. Its value is 0.7.

Five is in the hundredths place. Its value is 0.05.
b. In 0.28, 2 is in the tenths place. Its value is 0.2.
Eight is in the hundredths place. Its value is 0.08.

II. Learning Competency and code:

Gives the place value and the value of a digit of a given decimal number through hundredths.
M4NS-IIi-101.1

III. Activities

Activity 1:

Direction: Give the place value and the value of the underlined digits by completing the table
below.

Decimal Numbers Place Value Value

1. 83. 67
2. 65. 09
3. 0.72
4. 0.48
5. 0.29

Activity 2:

Direction: Choose the letter of the correct answer.

A B
1. 13.24 a. tenths
2. 74.68 b. ones
3. 12.39 c. hundredths
4. 69.57 d. tens
5. 193.84 e. hundreds
f. thousands
89

Activity 3:
Direction: Answer the following questions:

1. If 2 is in the tents place of 8.24, what is its value? __________

2. The value of 3 in 53.29 is 3. What is its place value? __________
3. What digit is in the tenths place in 97.69 and its value? ___________________

IV. Guide Question

How will you give the place value and the value of a digit in a given decimal number?

__________________________________________________________________________________
__________________________________________________________________________________

V. Reflection

After doing all the activities, how do you feel right now? If you answer directly on activity sheet
check your answer, if not draw your answer on your paper/notebook:

VI. References

MELC in Mathematics 4

Mathematics 4 Teacher’s Guide pages 186-189

Mathematics 4 Learner’s Material pages 143-145

90

Answer Key

5. E
4.D
3. 6, 0.6 3. A
2. ones 2. B
1. 0.2 1. C

Activity 3: Activity 2:

0 ones 5. 0.29
0.4 tenths 4. 0.48
0.02 hundredths 3. 0.72
60 tens 2. 65. 09
0.07 hundredths 1. 83. 67
Value Place Value Decimal Numbers

Activity 1:

Prepared by:

DIANA ROSE C. GUIANAN

PAGCOLBON ELEMENTARY SCHOOL
RAPU-RAPU EAST DISTRICT

Reviewed by:

Rico S. Portem -PSDS, Rapu-Rapu East District

Anthony B. Cabalo – Principal I, Rapu-Rapu Central School
Andrea B. Pabelonia – Principal I, San Ramon ES
91

Name: ________________________________________________________________________
Section: _____________________________________________ Date: _____________________
LEARNING ACTIVITY SHEET
Mathematics 4
Quarter 2, Week 8b
Reading and Writing Decimal Numbers Through Hundredths

I.Background Information
This Learning Activity Sheet serves as supplementary learning materials for Grade 4 learners.
It provides activities for the mastery of lesson focusing on reading and writing numbers through
hundredths.
Reading and writing decimal numbers are quite simple. Here are reminders that you have to
consider always in reading and writing decimal numbers:

• Read it like a whole number and then state the place value of the last digit.

• If a decimal number is in the hundredths, there are two decimal places to the right of the
decimal point.

• Note that we read decimal point (.) as “and”.

Examples:

0.37 Thirty-seven hundredths

0.16 Sixteen hundredths

14.02 Fourteen and two hundredths

105.44 One hundred five and forty-four hundredths

5.92 Five and ninety -two hundredths

92

Writing decimal numbers is as easy as reading decimal numbers. Here are examples of writing
decimal numbers:

Five hundredths is written as 0.05

Eleven and twenty-nine hundredths is written as 11.29

Eight and ninety-nine hundredths is written as 8.99

II. Learning Competency

Reads and writes decimal numbers through hundredths (M4NS-IIj-102.1)
III. Activities:
Activity 1:
Direction: Put a check mark ( / ) on the blank before the number if the statement is correct and

cross mark ( x ) if it is wrong.

______1. The number 28.23 can be read as twenty and eight twenty–three hundredths.

______2. 1.17 can be read as one and seventeen hundredths.

______3. The number 98. 11 can be read as ninety-eight and eleven tenths.

______4. Nine and four hundredths can be written as 90.04

______5. Fifteen hundredths can be written as 1.5

Activity 2:
Direction: Select from Column B and C by underlining the one that indicates the correct way of
writing the given decimal numbers in Column A.
A B C

1. 0.15 Fifteen hundreds Fifteen hundredths

2. 1.93 One and ninety-three hundredths One and ninety-three hundreds

3. 7.88 Seven and eighty-eight hundreds Seven and eighty-eight hundredths

93

4. 23.09 Twenty-three and nine hundredths Twenty-three and nine tenths

5. 0.99 Zero and ninety-nine hundreds Ninety-nine hundredths

Activity 3:
A. Direction: Write or express the following decimal numbers in words.
1. 2.56 ______________________________________________________________
2. 55.02 ______________________________________________________________
3. 0.09 ______________________________________________________________

B. Direction: Give the correct decimal numbers.

1. Sixty-six and twenty hundredths _______________
2. Forty-nine hundredths _______________
IV. Guide Question
How do you read and write decimal numbers through hundredths?
__________________________________________________________________________________
__________________________________________________________________________________
V. Reflection

REFLECTION: What learnings did you gain from this activity sheet? If you
answer directly in the activity sheet write your answer on
the box, if not write it on your paper/notebook.

VI. References

K to 12 Curriculum Guide

Learner’s Material, Reading and Writing Decimal Numbers, pages146 – 148

 Gidget E. Guianan- Master Teacher I
Myra E. Saligumba- TIC
Mary Grace B. Ebrada- TIC
Reviewed by:
Rapu-Rapu East District
PAGCOLBON ELEMENTARY SCHOOL
Writer
JUAN E. BALONZO JR. II
Prepared by:
Activity 1:
1. X
2. /
3. X
4. X
5. X
5. X
Activity 2: Activity 3:
1. Fifteen hundredths A. 1. Two and fifty-six hundredths
2. One and ninety-three hundredths 2. Fifty-five and two hundredths
3. Seven and eighty-eight hundredths 3. Nine hundredths
4. Twenty-three and nine hundredths
5. Ninety-nine hundredths B. 4. 66.20
5. 0.49
Answer Key:
94
95

Name: ______________________________________________________________________
Section: ____________________________________________ Date: ___________________
LEARNING ACTIVITY SHEET
Mathematics 4
Quarter 2, Week 9a
Rounding Decimal Numbers to the Nearest Whole Numbers and Tenths

I.Background Information

The following information will help you in answering the activities and master the skills on
rounding decimal numbers to the nearest whole numbers and tenths.

Example 1: Round 43.76 to the nearest whole number.

❖ What is your point of reference when rounding off decimals?

To round decimals:
1. Look at the place value that you will round to. 43.76 → 3 is the number to be rounded off
2. Examine the number at the right of the digit 43.76 → 7 is the number to the right of the
to be rounded off. number to be rounded off
3. If the digit at the right is greater than or equal 7 is greater than 5
to 5, we round up. If the digit at the right is
less than 5, we retain the number.
• Therefore, 43.75 if rounded to the nearest whole number is 44.

Example 2: Round 25.61 to the nearest tenths.

❖ What is your point of reference when rounding off decimals?

To round decimals:
1. Look at the place value that you will round to. 25.61 → 6 is the number to be rounded off
2. Examine the number at the right of the digit 25.61 → 1 is the number to the right of the
to be rounded off. number to be rounded off
3. If the digit at the right is greater than or equal 1 is less than 5
to 5, we round up. If the digit at the right is
less than 5, we retain the number.
• Therefore, 25.61 if rounded to the nearest tenths is 25.60.

II. Learning Competency and code:

Rounds decimal numbers to the nearest whole numbers and tenths. (M4NS-IIj-103.1)

III. Activities:
96

Activity 1: Complete the following statements. Choose the answer from the choices inside the box
below.
1. The decimal number 88.92 when rounded to the nearest tenths is _________.
2. The decimal number 75.33 when rounded to the nearest whole number is ________.
3. The decimal number 12.09 when rounded to the nearest tenths is ___________ .
4. The decimal number 51.93 when rounded to the nearest whole number is _________.
5. The decimal number 69.47 when rounded to the nearest tenths is _____________.

52 12.1 69.5

75 88.9

Activity 2: Round the following decimal numbers to the nearest whole number and tenths.

Decimal Numbers Whole Number Tenths

1 8.72
Activity 3: Write
2 12.63
3 87.05 the correct
4 22.07 answer on the
5 94.12 blank.
Donald has 5 pets. He weighs it one by one.

Weights of Pets (lbs)

Dog 9.47
Cat 7.62
Bird 1.19
Chick 1.45
Rabbit 5.85

____1. What is the weight of a chick when rounded to the nearest tenths?
____2. What is the weight of the cat when rounded to the nearest whole number?
____3. What is the weight of the rabbit when rounded to the nearest tenths?
____4. What is the weight of a bird when rounded to the nearest whole number?
____5. What is the weight of the dog when rounded to the nearest tenths?
IV. Guide Question
How do you round decimal numbers to the nearest whole numbers and tenths?
97

__________________________________________________________________________________
__________________________________________________________________________________
______
V. Reflection

How did you find the activity? Draw a

facial expression that shows how you feel on the
box below if you answer directly on activity
sheet, if not draw on your paper/notebook.

VI. References:
MELC in Mathematics 4
Mathematics 4 Learner’s Material pages 149-151

VII. Answer Key

5. 69.5 5. 9.5
4. 52 4. 1
3. 12.1 3. 5.9
2. 75 2. 8
1. 88. 9 1. 1.5
Activity 1 Activity 2 Activity 3

Prepared by: Reviewed by:

MARICEL B. MENDINA
NOEMI R. ABAROA
Teacher II
Principal I
Caracaran Elem. School
Tinocawan ES
Rapu-Rapu West District
Rapu-Rapu West District
98

Name: _____________________________________________________________________
Section: _________________________________________ Date: __________________

LEARNING ACTIVITY SHEET

Mathematics 4
Quarter 2, Week 9b
Comparing and Arranging Decimal Numbers

I. Background Information
❖ To compare decimals, we need to:
➢ Align first the decimal points and the digits on their corresponding place value.

Example: 6.34
3.56

➢ Begin comparing the digits in the same place value from the left most digits.
➢ Use the symbols > (greater than) < (less than) or = (is equal to) in comparing.

Example 1. 6.34 The left most digit of the first decimal number was 6 while on the
second

3.56 decimal number was 3. Six (6) is greater than three (3) so we can say
that

6.34 > 3.56.

Example 2. 7.37 In example number 2, the left most digit of the given decimal numbers
are

7.45 both 7 so we will start comparing to the next digit in the same place
value

of both numbers which is 3 and 4. Since 3 is less than 4 so we can say

that

7.37 < 7.45.

➢ Take note of the first pair of the digits you see that is different, the decimal with the bigger
digit in this pair is the bigger decimal number.

❖ To arrange decimal from greatest to least, find the decimal number with highest value then
write it first followed by the next higher decimal number up to the lowest decimal number in
the set.

Example: Arrange the set of decimals from greatest to least (11.122, 15.147, 15.087, 9.312)

Answer: 15.147, 15.087, 11.122, 9.312

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To arrange decimal from least to greatest, find the decimal number with the lowest
value then write it first followed by the next lower decimal number up to the highest decimal number
in the set.

Example: Arrange the following set of decimal numbers from least to greatest (3.36, 7.51,
12.43, 5.709)

Answer: 3.63, 5.709, 7.51, 12.43

II. Learning Competency and code

Compares and Arranges Decimal Numbers (M4NS-IIj-104.1)

III. Activities
Activity 1 – Compare the following decimal by writing > , < or = on the space provided.
1. 3.2 ____3.20
2. 0.067____0.607
3. 4.75 _____ 4.669
4. 8.32 ____0.932
5. 1.032 ____10.32

Activity 2 .
A. Arrange each set of decimals from least to greatest.
1.)51.09, 51.90, 51.009, 51.909 = _________, __________, ___________, ___________
2.)16.006, 16.606, 16.060, 16.660 = ___________, ____________, ____________, ___________
3.)202.02, 20.202, 2.202, 202.2 = ____________, _____________, _____________,
____________
B. Arrange each set of decimals from greatest to least
4.) 10.010, 1.001, 10.100, 11.001= __________, _____________, ______________,
_____________
5.) 245.01, 24.501, 2.450, 224.24 = ___________, ____________, ______________,
_____________

Activity 3. Read and answer the following question

1. On Saturday Jane jogged 657.453 meters while Karen jogged 756.209 meters. Who jogged
farther?
2. The heights of John, Dan, Eric, and Erwin are 176.34 cm, 165.9cm, 189.09cm, 198.08 cm,
respectively. Arrange their height from the tallest to shortest.
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3. Jasmine, Julie, and Janeth arrived at the finish line 45.67 seconds, 45.657 seconds, and 45.765
seconds, respectively. Who arrived in the finish line first? Second? Last?
4. The weights of Mike, Andrew, and Joseph are 36.755 kg, 40.78 kg, and 42.32 kg respectively.
Who is the lightest among the boys? Arrange their weights from lightest to heaviest.
5. Jake practices basketball three days in a week. Last week, he practiced 3.38 hours on Monday,
3.30 hours on Wednesday, and 3.03 hours on Sunday. In what day did Jake spend more time to
practice?
IV. Guide Question
How do you compare and arrange decimal numbers?
__________________________________________________________________________________
__________________________________________________________________________________
______

V. Reflection

Rate your feelings about answering the lesson comparing and

arranging decimal numbers using the following emoji. Put a check
mark if you answer directly on activity sheet, if not draw it on your
paper/notebook.

if you like the lesson.

if you are confused with the lesson.

you like the lesson but somewhat confused

VI. Reference
MELC in Mathematics 4
Mathematics 4(learners materials)
21st Century MATHletes(textbook) pages 110-113
Rapu-Rapu West District
Tinocawan ES
Principal I
NOEMI R. ABAROA
Reviewed by:
Rapu-Rapu West District
Teacher 1/ Tinocawan ES
RODJIE G. ESQUIVEL
Prepared by:
Activity 1:
1. = 2. < 3. > 4. > 5. <
Activity 2:
A. 1. 51.009, 51.09, 51.90, 51.909
2. 16. 006, 16.060, 16.606, 16.660
3. 2.202, 20. 202, 202.02, 202.20
B. 4. 11.001, 10.100, 10.010, 1.001
5. 245.01, 224.24, 24.501, 2.450
Activity 3:
1. Karen jogged farther than Jane.
2. 198.08 cm, 189.09 cm, 176.34 cm, 165.9 cm
3. First – Julie, with 45.657 seconds
Second – Jasmine, with 45.67 seconds
Third – Janeth, with 45. 765 seconds
4. Mike is the lightest among the three.
36.755 kg., 40.78 kg., 42.32 kg.
5. Jake spent more time to practice on Monday.
VII. Answer Key:
101
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