4

Mathematics
Quarter 4 – Module (Week 1 to 4)

Department of Education • Republic of the Philippines

Mathematics – Grade 4
Alternative Delivery Mode

Quarter 4 – Module (Week 1 to 4):

First Edition, 2021

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Published by the Department of Education Secretary:

Undersecretary:
Assistant Secretary:

Development Team of the Module

Authors: Zenaida Z. Celerio Lea L. Aserit
Sharon P. Fernandez Mark Jayson A. Gianan
Ralph Emerson S. Pascua Girlie S. Tabale Lilybeth
Ariel H. Fernandez R. Miranda Rozel
Cristy C. Ontanillas Gina Mecono
P. Molino Wilberth R. Cacal

Editor: Gina L. Aguitez

Reviewers: Sharon P. Fernandez, Zenaida Z. Celerio
Illustrator: Wilberth R. Cacal
Layout Artist: Rozel Mecono
Management Team: Ralph Emerson S. Pascua

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 4

Mathematics
Quarter 4 – Module (Week 1 to 4)

This instructional material was collaboratively developed and reviewed by

educators from public and private schools, colleges, and or/universities. We
encourage teachers and other education stakeholders to email their feedback,
comments, and recommendations to the Department of Education at
[email protected].

We value your feedback and recommendations.

Introductory Message
For the facilitator:
(This Gives an instruction to the facilitator to orient the learners and support the
parents, elder siblings etc. of the learners on how to use the module. Furthermore, this also
instructs the facilitator to remind the learners to use separate sheets in answering the pre-
test, self-check exercises, and post test.)

For the learner:

This communicates directly to the learners and hence, must be interactive. This
contains instructions on how to use the module. The structure and the procedure of working
through the module are explained here. This also gives an overview of the content of the
module. If standards symbol are used to represent the some parts of the module such as the
objectives, input, practice task and the like they are defined and explained in this portion.)

4
 Lesson
Area of irregular figures
1
MOST ESSENTIAL LEARNING COMPETENCY

Finds the area of irregular figures made up of squares and rectangles using sq. cm. and
sq. m.

OBJECTIVES

Finds the area of irregular figures made up of squares and rectangles using sq. cm. and
sq. m.

What I Know

Present these situation.

Andrew and his sister Anne made a vegetable garden as shown below. Find the
area of their garden.

Ask : Whose garden is it? What can you say about the shape of their garden? Who among
you have gardens at home? Do you love gardening? Why?
How will you find its area? In how many ways can you find its area?

5
Expected answers:

What’s More

Find the area of each irregular figure below.

6
 3 cm
1 cm

5 cm
4 cm

3. 4.

How do you find the area of an irregular shape made up of square and rectangle?
To find the area of an irregular shape that is made up of squares and rectangles:
1. Divide or cut the figure into squares and rectangles;
2. Find the area of each square or rectangle made;
3. Ad the areas of the squares and/or rectangles made to find the area of the
irregular figure; and
4. Express the area in sq cm (cm²) or sq m (m²)

What I Can Do
Solve these problems.
1. A piece of wire 60 cm long was bent to form a cross. What is the area covered by
the cross?
2. Riza cut a square with a side of 25 cm from each corner of a square piece of
cardboard with a side of 75 cm. what is the area of the piece left?

7
 Assessment

Find the area of the following irregular figure.

Additional Activities 2 cm
12 cm

3 cm
10 cm 10 cm

2 cm

2 cm 15 cm

10 cm 8 cm
16 cm

3 cm
15 cm 20 cm
12 cm
4 cm 25 cm
20 cm
2 cm
4 cm

8
Lesson Area of triangles,
2 parallelograms, and trapezoids

MOST ESSENTIAL LEARNING COMPETENCY

Finds the area of triangles, parallelograms and trapezoids using sq. cm and sq.
m. (M4ME-IVb-58)
OBJECTIVES

 Demonstrates understanding of the concepts of bar graphs and simple experiments.

 Apply the concepts of time, perimeter, area, and volume to mathematical
problems and real-life situations
WHAT I KNOW
Directions: Choose the letter of the correct answer and write it on the blank provide
before the number.
1. This is a quadrilateral which has two pairs of parallel sides. The opposite or
facing sides are of equal length, and the opposite angles are in equal size.
a. Parallelogram b. Square c. Rectangle d. Triangle
2. A triangle with no congruent sides.
a. Isosceles b. Scalene c. Equilateral d. Acute
Triangle
3. A is a plane figure with 3 sides
a. Parallelogram b. Square c. Rectangle d. Triangle
4. A is a 4-sided flat shape with straight sides that has a pair of
opposite sides
parallel
a. Parallelogram b. Trapezoid c. Rectangle d. Triangle
5. A triangle with 1 right angle.
a. Acute Triangle b. Obtuse Triangle c. Rectangle d. Right
Triangle

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 WHAT’S IN

What shapes are being shown?

1. 2. 3.

WHAT’S NEW

Rowell’s family has a garden shaped like parallelogram. The height of the parallelogram
is 7meters and its base is 14meters. What is the area of the garden?

WHAT’S IS IT

To solve the problem, use the formula

A = bxh

7meters x 14meter = 98meters2

A parallelogram is a quadrilateral which has two pairs of parallel sides.

The opposite or facing sides of a parallelogram are of equal length, and the
opposite angles of a parallelogram are of equal size.
It has two parts, the base and the height. Its base is the line or surface
forming its part that is most nearly horizontal or on which it is supposed
to stand while its height is the distance between its two opposite bases.

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A triangle is a plane figure with 3 sides. It can be classified according to sides:

• scalene – a triangle with no congruent sides;

• isosceles – a triangle with 2 congruent or equal sides; and

• equilateral – a triangle with 3 equal sides or all sides are equal.

It can also be classified according to angles:
• acute – a triangle with 3 acute angles;

• right – a triangle with 1 right angle; and

• obtuse – a triangle with 1 obtuse angle.

It has also two parts, the base and the height. Its base is the line or surface forming
its part that is most nearly horizontal or on which it is supposed to stand while its height
is the distance between its summit and base.

Trapezoid is a flat shape with 4 straight sides that has a pair of opposite sides parallel.

WHAT’S MORE
Find the area of each figure.

11
 WHAT I HAVE LEARNED
To get the area of parallelogram, triangle ang trapezoid, follow the formulas:

WHAT I CAN DO
Fill in the blanks.

Base 1 Base 2 Height Area

1. Trapezoid 12cm 10cm 4cm
2. Trapezoid 8m 10cm 6cm

Base Height Area

3. Parallelogram 15m 10m
4. Parallelogram 13cm 12cm
5. Triangle 22m 10m

12
 ASSESSMENT
Find the area.

ADDITIONAL ACTIVITY

13
 Lesson Routine and non-routine problems

3
involving squares, rectangles,
triangles, parallelograms, and
trapezoids
Most Essential Learning Competency
Solves routine and non-routine problems involving squares, rectangles, triangles, parallelograms, and
trapezoids. M4ME-IVc-60
Objective
To solve routine and non-routine problems involving squares rectangles, triangles, parallelograms, and
trapezoids.

What I Know
Find the area of the following figures. Write your answer in a separate sheet of paper.
1. 2. 14 dm 3. 15 cm
8 cm
12 cm 18 dm
9m

22 cm
4. 5. 20 m
13 m

26 m
What ’s15Inm
Read and answer the questions that follow.
A Triangular pennant has an area of 640 cm². What is the base if the height is 32 cm?

1. What is asked for in the problem?

a. Height of the pennant b. base of the pennant c. area of triangular pennant
2. What is the mathematical sentence for the above problem?
a. 640 cm²= (1/2)(b x 32cm) =N b. 32 cm = (1/2)(640cm x h) =N c. 640 cm²=(1/2)(bxh)=N
3. What is the answer to the above problem?
a. 230 cm² b. 12 cm² c. 20 cm² d. 120 cm²

What’s New
Read the problem below.
Problem 1
A residential lot has the shape of a parallelogram. Its base measures 20 meters. The
distance between the 2 parallel sides is 8 meters. What is the area of the lot?
Here are the steps in analysing and solving word problem.
Study the solutions below:
 Understand
Know what is asked: area of the residential lot
 Plan

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 Determine the operation to be used: Multiplication
Write the number sentence: Area = 20 meters x 8 meters = N
 Solve
Show your solution: A = 20m x 8m = 160m²
Answer: The area of a residential lot in a shape of parallelogram is 160m².
 Check and look back
Review and recheck your answer.

What Is It
To analyse and solve the problem, you can use these steps:
A. Understand
 Read and understand the problem
 What is asked in the problem
B. Plan
 Determine the operation to be used
 Write the number sentence
C. Solve
 Solve using the operation
 Show your solution
D. Check and look back

What’s More
Solve the following problems:
1. A garden is in the shape of a square. Its side measures 12 ft. Find its area.
a. Understand:
b. Plan:
c. Solve:
d. Check and Look back:
2. A triangular landscape has a base of 24 meters and a height of 12 meters. Find its
area.
a. Understand:
b. Plan:
c. Solve:
d. Check and Look back:

What I Have Learned

To solve word problems, we follow the steps in solving word problems and then apply
the formula to find the area of a particular closed plane figures.
Some problems can be solve using different strategies.

15
 What Can I Do?

Solve the problem:

1. An L-shaped path measures 2 meters wide at each end and 9 meters long on each of
the two outer sides. What is its area?
2m

9m

2m
9m
2. How many squares with the side of 2 cm cover the surface of a rectangle with a length
of 24 cm and a width of 8 cm?

Assessment
Read and answer the following problems.

1. A triangular flag let has a base of 40 centimeters and a height of 24 centimeters. How many
square centimeters of material were used in making it?
2. A playground in the shape of parallelogram has a base of 60 meters and a height of 45
meters. What is the area?
3. Mr. Rex bought a parallelogram-shaped lot. Its base is 36 meters and its height is 20
meters. What is the area of the lot?
4. A garden inside a park has the shape of a trapezoid. Its bases are 12 meters and 18
meters. The perpendicular distance between these bases is 14 meters. What is the area of
the garden?
5. The length of a rectangle is 6 cm and the width is 4 cm. if the length is greater by 2 cm,
what should the width be so that the new rectangles have the same area as the first one?

Additional Activities
Read and Solve.

Find the cost of tiling a rectangular plot of land 300 m long and 150 m wide at the rate of
Php50 per hundred square meters.

16
 Lesson Volume of solid figures in

4 different situations using non-

standard (e.g. marbles, etc.) and
standard units.

MOST ESSENTIAL LEARNING COMPETENCY

Visualizes the volume of a solid figures in different situation using non-

standard units.

OBJECTIVES
Visualizing the Volume of a solid figures in different situation using non-
standard
(eg. Marbles, etc.) and standard units.

WHAT I KNOW

Give the correct answer.

1. 12 x 5 = 4. 120 x 13 =
2. 14 x 6 = 5. 234 x 25 =
3. 25 x 8 =

WHAT’S IN

Name the shapes.. Choose from the list on the box and write it on the blank.

Sphere cube rectangular prism cylinder pyramid

1. 2. 3. 4. 5.

17
 WHAT’S NEW

Justine and Alex wanted to find the volume of an

empty box. First, they filled the box with balls. About
54 balls filled the box. Next, they filled the box with
marbles. About 285 marbles filled the box. Then, they
filled the box with beans. About 740 beans filled the
box.

About 54 balls About 285 marbles About 740 beans

Did Justine and Alex get the same number of units for the volume of the box?
Why?
WHAT IS IT

Non- standard units do not give the same measure of volume for the same
container. Balls, marbles and beans are used as non-standard units for
measuring the volume of the box.

WHAT’S MORE
Get boxes like those in the table below. Visualize the volume. Estimate the
volume. Estimate how many marbles will fill each box. Then find the actual
number of marbles that will fill each box. ( Use marbles of the same size.)

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WHAT I HAVE LEARNED

 A solid figure is a three- dimensional shape.

 Volume is the amount of space a solid figure occupies.
 Non-standard units can be used to measure volume.
 When a non-standard unit can be used is small, more units are needed
to fill the container. When the non-standard unit is bigger, fewer units
are needed to fill the container.
 Non-standard units do not give consistent and accurate measure of the
volume of a container.

WHAT I CAN DO

Use a non-standard unit of the same material and size. Which unit will give
the greater number for the volume of the container? Visualize the volume
and explain your answer.

1. 2.

Pingpong balls mongo seed

19
 ASSESSMENT

Find the volume of the following containers. Use a non-standard unit of the
same material and size. .

1. balls 3. marbles

2. tamarind seeds 4. mongo seeds

ADDITIONAL ACTIVITY

Read and answer the problem.

1. Two containers were filled with marbles of the same material and size. Container
A had 200 marbles. Container B had 250 marbles. In what way does the volume of
Container A compare with the volume of container B?

2. Get a medium -sized chocolate box and a medium-sized powdered milk cartoon.
Which do you think has a greater volume? How will you test which box has the
greater volume? Visualize…

20
 Lesson
Volume of a rectangular
5 prism
MOST ESSENTIAL LEARNING COMPETENCY

Finds the volume of a rectangular prism using cu.cm and cu.m (M4ME-IVe-64)

What I Know

Directions: Solve the following.

1. Kyla has a chocolate box whose length is 12 cm, height 9 cm and width 6 cm. Find
the volume of the box?

2. A water tank is 90 m long and 60 m wide. What is the volume of the water in the
tank, if the depth of water is 40 m?

3. A rectangular prism has a width of 4m, a height of 9m and a length of 2m. What is
the volume of the prism?

4. A crate is 2 m long, 2 m wide and 4 m tall. What is the volume of the crate?

5. A carton of juice is 16cm long, 5cm wide and 20cm tall. What is the volume of
the cartoon?

What’s In

Study each shape, then find the area.

1. 2. 3.

21
4. 5.

What’s New

Andrew bought a rectangular box. If it is 15 cm long, 12 cm wide and 10 cm

high, what is its volume?

What is It

Rectangular prism – a solid (3 dimensional) object which has six faces that are
rectangles. It has the same cross-section along a length, which makes it a prism.

Let’s consider this rectangular prism with the length, width and height marked.

l= 15 cm

w = 12 cm

h= 10 cm

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To find the volume of a rectangular prism. Let v be the volume of a rectangular prism. If l
is the length, w is the width and h is the height of the rectangular prism, then

v= l x w x h

= 15 cm x 12 cm x 10 cm

= 1, 800 cubic cm

What’s More

Solve for the volume of each figure.

1. 2. 3.

4. 6 cm 5.

What I Have Learned

How you find the volume of a rectangular prism?

Volume is the amount of space a figure can occupy or contain. It is measured in cubic
units, such as cubic centimeters (cm3), cubic meters (m3).

Use V= l x w x h to find the volume of a rectangular prism. Here l, is the length, w is the
width and h is the height of the rectangular prism.

23
 What I Can Do

Solve the following problems.

1. What is the volume of a rectangular solid if it is 7 cm long, 4 cm wide and 9 cm high?

2. A toy box is in the shape of a rectangular prism. It is 30 cm long and 25 cm high.

If its width is 15 cm, what is its volume?

3. A length of a rectangular prism is 8 cm and the width is 3 m while is stands 12 m.

What is its volume?

4. Find the volume of a rectangular solid 10 meters long, 6 meters wide and 15 meters high.

5. A rectangular prism has a length of 3 cm, a width of 7cm, and a height of 3 cm.
What is the volume?

Assessment
Complete the table by writing the volume.

Length Width Height Volume

4m 8m 16m
10 cm 6 cm 4 cm
3m 5m 8m
4 cm 9 cm 2 cm
20 m 11 m 9m

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 Lesson Routine and non-routine problems

6 involving the volume of a

rectangular prism

MOST ESSENTIAL LEARNING COMPETENCY

Solves routine and non-routine problems involving the volume of a rectangular prism
OBJECTIVES
Solve routine and non-routine problems involving the volume of a rectangular prism

WHAT I KNOW

1.
10cm
7 cm
20 cm

2. 4cm
14cm
H = 8cm

3. L = 14cm, w= 10 cm, h = 18cm

4. L= 5.5cm, w= 6cm, h = 10 cm

5. V= 480 cu. cm, w= 6cm, h= 8cm, h=?

WHAT’S IN

In this part of the module, the learner will be able to apply the concepts
of volume to mathematical problems and real life situations by solving
routine and non routine problems, they will learn that some problems can
be solved using the standard procedure while other problems can be solved
without following the standard procedure such as acting out, drawing,
making tables among others.

25
 WHAT’S NEW

Present these problems.

A. Mang Ambo made a plant box in his garden. The plant box measures 20 dm long, 5
dm high and 10 dm wide. How many cubic decimeters of soil does the plant box
hold?
B. A wooden cube has a volume og 1000 cubic meters. How many 8 cubic meters
cubes can you cut from it?
- In problem A we need to use the 4 step plan in solving the problem, understand,
plan, solve and check and lookback
Understand:
- Know what is asked – The cubic decimeters of soil the plant box can hold.
- Know the given facts: l= 20dm, w=10 dm, h= 5dm
Plan
Determine the operation or formula to use:
V= l x w x h
Solve
Show how the solution is done.
V=lxwxh
= 20 dm x 10 dm x 5 dm
= 1 000 cubic dm
Check and lookback
You can use calculator to check your work.

Problem B:
Solution: 1 000 cubic cm. ÷ 8 cubic cm.
Answer: 125 pieces

WHAT’S IS IT

Solve the following problems.

1. A rectangular box has dimensions 10 cm by 5cm by 3cm. What is its

volume?
What is asked?
What are given?
What formula are you going to use?
Show your solution
What is the answer?
2. A rectangular prism has a volume of 300 cubic cm. If its length is 15cm and
its width is 5cm, what is its height?

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 WHAT’S MORE

Solve the following problems, for routine problems, use the 4 step plan in problem solving.

1. Sanita has a sewing box which measures 6cm long, 8cm wide and 10cm
thick. What is its volume?
2. Lota has a small box which measures 8cm, 7cm and 2cm. Find its volume.
3. The volume of a rectangular prism is 240 cubic cm. Its length is 10 cm and
its height is 6cm. How wide is it?
WHAT I HAVE LEARNED

How do you solve problems involving a cube or a rectangular prism?

What are the steps in solving word problems?
- The four step method to solve the problem.
- Understand
a. Know what is asked
b. Identify the relevant facts
- Plan – Choose the operation or the formula to use
- Solve – Perform the strategy
- Check- Verify if the answer is correct, state the complete answer

Non routine problems can be solved without using a standard procedure. They can
be solved by drawing a picture, using a number line, acting out, making a table and
others

WHAT I CAN DO
Solve the following problems, use the 4 step plan in problem solving for numbers 1
and 2.
1. A rectangular block of wood is 25 cm long, 15 cm wide and 10 cm thick. What is
its volume?
2. A shoe box measures 9.5cm by 6cm by 7cm. What is its volume?
3. A rectangular prism has a volume of 525 cubic cm. If its height is 7cm and its
width is 5cm, what is its length?

ASSESSMENT

Solve the following problems.

a. A swimming pool is 12 m long, 6m wide and 4.5m deep. What is the volume?
What is asked?
What are given?
What formula to use?

27
 Solve: Show your solution
What is the answer?

b. A rectangular container measures 30 cm. long, 20cm wide and 15cm high. Can it
hold 8 000 cubic cm. of sugar? Why?

ADDITIONAL ACTIVITY
Solve the following problems.

a. Sondra has a box measuring 25cm long, 20cm wide and 10.5cm high. Find its
volume.
What is asked?
What are given?
What formula to use?
Solve: Show your solution
What is the answer?
Check your answer.

How many boxes with dimensions 2 cm by 2cm by 2cm can fit in a 10 cm by 8cm by
6cm?

28
LESSON 1

LESSON 2

29
LESSON 3

LESSON 4

30
LESSON 5

LESSON 6

31
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