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All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
CONTENT
CONTENT STANDARDS
The learner...
PERFORMANCE
STANDARDS
The learner...
LEARNING COMPETENCY
CODE
The learner...
demonstrates
understanding of the
concepts of parallel
and perpendicular
lines, angles,
triangles, and
quadrilaterals.
is able to construct
and describe parallel
and perpendicular
lines, angles,
triangles, and
quadrilaterals in
designs, drawings
and models.
Pattern
s and
Algebra
demonstrates
understanding of
concepts of continuous
and repeating patterns
and number sentences.
is able to identify
the missing
element in a
pattern and
number sentence.
OAMOA
M4GEIIIa12.2
M4GEIIIa12.3
M4GEIIIb14
M4GEIIIb15
M4GEIIIc16
M4GEIIIc17
M4GEIIId18.1
M4GEIIId18.2
M4ALIIIe5
M4ALIIIe13
CONTENT
CONTENT STANDARDS
The learner...
PERFORMANCE
STANDARDS
The learner...
LEARNING COMPETENCY
CODE
The learner...
operations. (e.g. (4+_) + 8 = 4 +
( 5 + _)
Measurement demonstrates
understanding of the
concept of time,
perimeter, area, and
volume.
M4MEIIIf11
M4MEIIIf12
M4MEIIIg13
M4MEIIIg48
M4MEIIIh49
M4MEIIIh50
M4MEIIIi51
M4MEIIIi52
M4MEIIIj53
M4MEIIIj54
M4MEIVa55
M4MEIVa56
M4MEIVb57
CONTENT
CONTENT STANDARDS
The learner...
PERFORMANCE
STANDARDS
The learner...
LEARNING COMPETENCY
demonstrates
understanding of the
concepts of bar
graphs and simple
experiments.
CODE
The learner...
M4MEIVb58
M4MEIVc59
M4MEIVc60
M4MEIVd61
M4MEIVd62
M4MEIVe63
M4MEIVe64
M4MEIVf65
M4MEIVf66
M4SPIVg1.4
M4SPIVg2.4
M4SPIVg3.4
M4SPIVh4.4
CONTENT
CONTENT
STANDARDS
The learner...
PERFORMANCE
STANDARDS
The
learner...
LEARNING COMPETENCY
CODE
The learner...
81. draws inferences based
on data presented in a
doublebar
graph. outcomes
82. records
favorable
in a simple experiment
(e.g. tossing a coin,
83. expresses the outcome in a
simple experiment in words,
symbols, tables, or graphs.
84. explains the outcomes in an
experiment.
85. solves
routine and
nonroutine problems
involving a simple
experiment.
86. creates
problems
involving a simple
experiment.
M4SPIVh5.4
M4SPIVi9
M4SPIVI10
M4SPI1/111
M4SPIVj12
M4SPIVj13
Sample: M7ALIIg2
LEGEND
SAMPLE
DOMAIN/ COMPONENT
CODE
Grade Level
Uppercase Letter/s
Domain/Content/
Number Sense
NS
Geometry
GE
AL
Measurement
ME
SP
M7
First Entry
Grade 7
AL
Component/ Topic
Roman Numeral
Quarter
Second Quarter
II
Week
Week seven
Arabic Number
Competency
Solves problems
involving algebraic
expressions
CHAPTER 3
NUMBER THEORY AND FRACTIONS
OVERVIEW
This chapter involves lessons on number theory like the concepts of prime
and composite numbers, factors, common factors, and Greatest Common Factor
(GCF), and multiples, common multiples, and Least Common Multiples (LCM). These
concepts are important in the discussion about fractions. In this chapter, the learners
learn to find the factors of a number using listing method and is extended to finding
common factors and Greatest Common Factors (GCF) which are necessary in
expressing fractions to their lowest terms. They also learn to express numbers as
products of their prime factors using factor tree and continuous division.
The concepts of multiples, common multiples, and Least Common Multiples
(LCM), are introduced here as they relate these concepts to finding the Least
Common Denominator (LCD). This is an important skill needed in adding and
subtracting dissimilar fractions.
The skill on expressing fractions to lowest terms is developed using pictorial
models, then the use of computation using the GCF. Likewise, the skill on changing
dissimilar fractions to similar fractions is developed using pictorial models, then
extended to computation using the Least Common Denominator (LCD).
Lessons on addition and subtraction of fractions start with visualizing addition
and subtraction of similar fractions. Pictorial models are used to help learners visualize
addition and subtraction of fractions. Visualizing subtraction of fractions from whole
numbers is introduced using pictorial models where learners see how a whole number
is expressed as a fraction. The skill in adding and subtracting similar fractions is
developed using algorithm. Visualizing addition and subtraction of dissimilar fractions is
developed using pictorial models. This is to help learners in adding and subtracting
dissimilar fractions which is developed using algorithm with the application of finding the
Least Common Denominator (LCD).
Problemsolving lessons involving routine and nonroutine problems involving
addition and subtraction of fractions are included as application. The 4step plan helps the
learners solve routine problems. Using appropriate strategies are introduced in solving
nonroutine problems. This chapter also provides lessons on creating routine and nonroutine
problems involving addition and subtraction of fractions..
Content Standards: The learner demonstrates understanding of factors and
multiples, addition and subtraction of fractions, and
improper fractions and mixed numbers.
Performance Standard: The learner is able to apply the knowledge of factors
and multiples, addition and subtraction of fractions in
mathematical problems and reallife situations, and
recognize and represent improper fractions and mixed
numbers in various forms and contexts.
110
PreTest
I. Read each question carefully. Write only the letter of the correct answer.
1. These are numbers with more than two factors.
a. prime numbers
c. factors
*b. composite numbers
d. multiples
2. Which of the following is a composite number?
a. 47
b. 43
c. 41
3. Which of these numbers is a prime number?
a. 35
b. 48
c. 51
4. Write 16 as a product of its prime factors.
a. 2 x 2 x 3
b. 2 x 3 x 3
c. 2 x 2 x 2 x2 x2
*d. 2 x 2 x 2 x 2
5. What is the greatest common factor of 12 and 18?
a. 3
*b. 6
c. 9
6. What is the least common multiple of 8 and 3?
a. 48
b. 72
*c. 24
7. Which of these fractions is in mixed form?
*a. 7:11
b. 1
5
8. Which of these fractions is equal to 1?
d. 3
c. 9
d. 5
ET
*b. 12
c. 9
8
12
17
9. Which of the following is a proper fraction?
b. 15
4
10
*d. 59
d. 12
a.
*a. 7
*d. 49
d.
5
c. 6
d.101
9
*a.
EV
.14
A r r
AIM
111111111
111111111
b. 11
111111
1
c.
a. 2T
111
A AZAZA
V AN
HIM
11111
1
d.5
b. 21.
c.
1 , 1, 1
2 3 4
*d.
111111
2 , 3, 4
15 15 15
11 ,
c. 9
d. 31
c. _3 _4 6
7'6'
d. _5, 1 3
8 8 '8
3
15. Which is equal to 4 T ?
a. _14
6
4
1
*a. 2
19
11 *b.
c.
4
3
5
c. iT
b. .71
d.
d. ,T1
1
c. 4
d.
5
*c.
9
d. 3
*a.
4 1 5
18. In 9 + 9 = 9 ' which is the sum?
1
a.
9
19.
1
a.
4
b. _
9
6
The lowest term of 9 is
b. 2
c. 1
9
_
3
6
20. What is the equivalent fraction of, ,:?
4
1
a.
b.
*c.
15
15
1
10
*d.
d.
3
15
22.
45
The lowest term of
1
*a. 2 1
b. 22
90
is
3
c. 2
43
d. =
,1
Change z T to improper fraction.
23.
a.
19
c 20
2
10
b. 9
15
c. 8
12
*d. 18
24
_3
T
Ti
72
 6 = a.
4
*b.
9
5
4. 15  12 = a.1412
b.1412
6 31
5. Y31 +
9
b. 1
". 24
T=
*a.z
7
d.
' 18
5
*c. 14w
5
15
2
d.14122
c. 1 z
d.1 z
Ill. Read the word problems very carefully. Answer each question
2 points
3
9
each)
Anthony used ,71 meter from a ) meter of bamboo for his project. How
long was the piece of bamboo left?
1.
2.
3.
4.
5.
113
IV. Read, analyze, and solve. Show your solutions and answers. (2 points each)
1. Anne has 8 guavas and Lourdes has 14 guavas. If they will give
some guavas to their group mates, what is the greatest number of
guavas that each of their group mates gets if each of them gives
the same number of guavas? (Ans. 2 guavas)
2. Eggs are sold in trays of 4 and 6. What is the smallest number of
eggs that can be sold using the trays? (Ans. 12 eggs)
3. Kim is preparing fruit salad. She puts k,4 kilogram of grapes
and kilogram of pineapple. How many kilograms of fruits did
she put together in her fruit salad? (Ans. 1 kilogram)
4. Mother uses : hour to cook menudo. She uses 5 hour to cook afritada.
Which of the two viands uses more time to cook?(Ans. Menudo)
5. Diana had : plate of pansit on the table. When Rex arrived, he ate
1
4
2. Whatpartofthepansitwasleft?(Ans.plate)
3
2. Review
Conduct a review on the commutative property of multiplication.
Relate this with the basic multiplication facts, for example: 9 x 8 = 8 x 9
3. Motivation
Play the Game "The boat is sinking, group yourselves into________
Do these several times with different numbers in a group.
Ask: How did you find the game?
What have you noticed when you had to group yourselves
according to a specific number in a group? Were there instances
that all groups had equal number of members? Were there
instances when some of you were left out of any group? What
does this mean?
Lead the pupils to see that a certain number of pupils may or
may not be distributed equally in groups.
Ask: What important value did you realize after the game? (Lead
them to see that valuing acceptance and belongingness when
dealing with other individuals is important).
115
B. Developmental Activities
1. Presentation
Present these tasks to the class.
A. Given the following numbers as products, how will you know which
ones have more than 2 factors and those with onl 2 factors?
12
18
13
24
19
29
23
B. Using the table below, write the numbers in the appropriate column.
Numbers with more than 2 factors
18 = 1 x 18
2x9
3x6
24 = 1 x 24
2 x 12
3x8
4x6
13 = 1 x 13
13=1=13
13+13 = 1
23 = 1 x 23
23 + 1 = 23
23 + 23 = 1
7=1x7
7+1=7
7 +7 = 1
29 = 1 x 29
29=1=29
29=29= 1
19 = 1 x 19
19 + 1 = 19
19 + 19 = 1
D. Home Activity
Remediation
List down the factors of each number. Then, write if it is prime or composite.
1) 16
2) 19
3) 40
4) 32
5) 29
1.
2.
3.
4.
5.
Enrichment
Do what each item tells you to do.
Find the sum of the largest and the smallest prime numbers below 100.
Find the sum of the prime numbers immediately before and after 50.
Find the difference between the largest prime and composite
numbers below 100.
Find the product of the prime numbers between 20 and 30.
Find the product of the first 3 composite numbers.
Lesson 27: Finding the Common Factors and the Greatest Common Factor
(GCF) Week 2
Objectives: Write a number as a product of its prime factors
Find the common factors and the greatest common factor
(GCF) of two numbers using the following methods: listing,
prime factorization, and continuous division
Value Focus: Helpfulness
Prerequisite Concepts and Skills:
Mastery of the basic multiplication basic facts
Identifying prime and composite numbers
Materials: Number cards for the "Naming the Baby" activity
References: K to 12 Grade 4 Curriculum, LM Math Grade 4 pages 88 to 91
Instructional Procedure:
A. Preliminary Activities
1. Drill
Have a drill on the basic multiplication facts using the game "Naming the Babies"
Name two numbers or factors which when multiplied give
the following numbers.
24
36
42
56
64
118
2. Review
Conduct a review on identifying prime and composite numbers.
Provide examples and exercises for this.
3. Motivation
Show a picture of a boy helping his father in a bakeshop. Ask the
pupils to tell something about the picture. Elicit the value of helpfulness.
Ask: How do you show helpfulness at home? In school? Is it
good to be helpful? Why?
B. Developmental Activities
1. Presentation
Present this problem to the class.
Arnel helps his father in their bakeshop. They bake 48 cupcakes and
60 cookies. They plan to pack them separately in small boxes. What is
the biggest number of cupcakes and cookies that can be placed in boxes
if these are of the same number?
Have the pupils read the problem. Then ask: What did Arnel and his
father bake? How many cupcakes were baked? How many cookies were
baked? What do Arnel and his father plan to do with the cupcakes and
cookies? How will you solve for the answer to the problem?
2. Performing the Activities
Group the pupils into 6 working teams and have them perform the task.
Solution 1: Finding the Common Factors and Greatest Common
Factor (GCF) by listing the factors of 48 and 60
The factors of 48 are 1, 2, 3, 4, 6, 8, 12, 16, 24 and 48
The factors of 60 are 1, 2, 3, 4, 5, 6, 10, 12, 15, 20, 30 and 60
Common Factors: 1, 2, 3, 4, 6 and 12
Greatest Common Factor: 12
Solution 2: Finding the Greatest Common Factor (GCF) of 48 and
60 by prime factorization.
Writing each number as a product of its prime factors using a factor tree.
48
60
2 x 24
2 x 30
2 x 12
3 x 43 x 5
2x2
119
2 x 15
48 =2x2x 2x2x3
60 = 2 x 2 x 3 x 5
Common Prime Factors: 2 x 2 x 3
Greatest Common Factor or GCF: 12
Solution 3: Finding the GCF of 48 and 60 by continuous division.
2
48 60
24 30
12
15
GCF: 2 x2 x3 = 12
3. Processing the Activities
Ask the groups to present and discuss their answers on the
board. Expected answers:
We solved problems by first finding the common factors and then
the Greatest Common Factor (GCF) by the listing method.
We also solved for the answer by writing each number as a product
of its prime factors using factor tree or prime factorization, then
multiplying the common prime factors to get the GCF.
We also solved the problem by continuous division. Emphasize
that prime factors are factors which are prime numbers.
4. Reinforcing the Concept/Lesson
A. Discuss the presentation on top of page 89 of LM Math Grade 4.
B. Have the pupils do the following activities.
List the factors of each number below.
a) 16
b) 24
c) 30
d) 36
e) 54
Write each number as a product of its prime factors using factor tree.
a) 12
b) 18
c) 24
d) 16
e) 30
Find the Greatest Common Factor of the following pairs of
numbers using the following methods: Listing, Prime factorization,
and Continuous Division.
a) 12 and 16 b) 18 and 24 c) 20 and 30 d) 36 and 54
Ask the pupils to work on exercises A and B under Get
Moving on pages 89 to 90, LM Math Grade 4. Check the pupils'
answers. For mastery, have them answer the exercises under Keep
Moving on page 90 of LM Math Grade 4. Check on the pupils'
answers
120
List the factors of each number in a pair. Give their common factors and GCF.
7) 15 and 18 9) 16 and 32
8) 20 and 28 10) 18 and 30
Enrichment
Ask the pupils to answer the following questions.
1. What is the Greatest Common Factor of 2 x 2 x 3 x 5 and 2 x 3 x 3 x 5?
2. What is the Greatest Common Factor of 2 x 3 x 5 x 7 and 2x2x3x5x 7?
3. What is the GCF of 120 and 160?
Lesson 28: Finding the Common Multiples and Least Common Multiple (LCM)
Week 3
Objectives: Identify the multiples of a given number up to 100
Find the common multiples and Least Common Multiple (LCM) of
two numbers using the following methods: listing, prime
factorization, and continuous division
Value Focus: Respect for others
Prerequisite Concepts and Skills:
Skip counting
Writing a given number as a product of prime factors
Materials: Flash cards, manila paper, TG and LM Math Grade 4
References: K to 12 Grade 4 Curriculum, LM Math Grade 4 pages 92 to 95
Instructional Procedure:
A. Preliminary Activities
1. Drill
Let the pupils do skip counting through hand rhythmic activity.
Provide skip counting exercises for 2, 3, 4 , 5, 6, 7, 8, 9, 10, etc.
2. Review
Review how to write a number as a product of its prime factors.
Then, give the following exercises. Write each number as a product
of its prime factors.
1) 8
6) 25
2) 9
7) 18
3) 12
8) 24
4) 7
9) 56
10) 30
5) 16
122
3. Motivation:
Have a game on grouping the pupils according to_________
You may consider the grouping according to height, age, favorite color,
fruits, food, etc. At the command, "Group yourselves according to______
the pupils will go to the respective groupings.
Ask the pupils what they have realized after the game. Lead a discussion on
individual differences and commonalities of children. Elicit the value of respect
for others. Emphasize that everyone is a unique person, thus everyone
deserves respect from others.
Say: "Like all of us, numbers also have commonalities. Let's see what
these are."
B. Developmental Activities
1. Presentation
Sheila owns a dry good store and Jackie owns a restaurant. They buy
their goods and supplies every six weeks and eight weeks respectively. If
they buy their goods in the department store this week, on what week will
they buy again their good and supplies at the same time?
Ask: Who owns a dry good store? Who owns a restaurant?
When does Sheila buy her goods and supplies? What about Jackie?
What does the problem ask for?How will you solve for the
answer to the problem? Can you think of ways to solve it?
2. Performing the Activities
Group the pupils into 6 groups. Give each group a Manila
paper and pentel pen for their solutions and answers.
Solutions: Solving this problem requires finding the least
common multiple of numbers.
6
8
a. By Listing Method
12 18
30 36
32 40
16
42
56 64
54 60 66
78 84
80 88 96 104 112
90
96
120 128
124
C. Assessment
a. Find the LCM of each pair of numbers using the indicated method.
1) 6 and 12 (listing method)
2) 9 and 12 (prime factorization)
3) 45 and 50 (continuous division)
b. Find the LCM using any method.
4) 12 and 18
5) 24 and 36
D. Home Activity
Remediation
Find the LCM of the following pairs of numbers.
1 )
6 a n d 9
4 ) 9 a n d 1 5
2) 18 and 30
5) 30 and 40
3) 45 and 27
Enrichment
Find the LCM of the following sets of numbers.
4) 6, 9, and 12
1) 3, 4, and 6
2) 5, 8, and 20
5) 12, 18, and 24
3) 4, 6, and 12
Lesson 29: Solving RealLife Problems Involving GCF and LCM
of Two Given Numbers
Week 4
Objective: Solve reallife problems involving GCF and LCM of two given numbers
Value Focus: Helpfulness and thriftiness
Prerequisite Concepts and Skills:
Mastery of the basic multiplication facts
Writing a number as a product of its prime factors
Finding common factors and Greatest Common Factor of 2 given numbers
Finding multiples and Least Common Multiple of 2 given numbers
Materials: cards with number pairs for the drill activity, problem written on the chart
References: K to 12 Grade 4 Curriculum, LM Math Grade 4 pages 9698
Instructional Procedure:
A. Preliminary Activities
1. Drill
Have a drill on:
finding common factors and Greatest Common Factor of two given
numbers
finding common multiples and Least Common Multiple of 2 given numbers
125
12 and 16
15 and 25
24 and 36
18 and 27
30 and 40
Find the common multiples and LCM of the following number pairs.
6 and 8
9 and 15
10 and 12
15 and 20
14 and 21
126
24 36
12
18
6
2
9
3
GCF: 2 x2 x 3 = 12
Problem B
Solution 1: Finding the Least Common Multiple (LCM) by listing
some multiples of 5 and 6
Multiples of 5: 5, 10, 15,20, 25, 25, 30,35, 40 45, 50, 55, 60, ...
Multiples of 6: 6, 12, 18,24, 30, 36, 42, 48, 54, 60..
Common Multiples of 5 and 6: 30, 60, ...
Least Common Multiple (LCM): 30
Solution 2: Finding the Least Common Multiple (LCM) of 5 and 6
by prime factorization.
5=1x5
6=2x3
LCM= 1x 2 x 5 x 3 = 30
Solution 3: Finding the Least Common Multiple (LCM) of 5 and 6
by continuous division.
127
5 1
`I
1
LCM=2 x 3 x 5 = 30
3. Processing the Activities
Ask the groups to present and discuss their answers on the board.
Expected answers:
For Problem A
We used the 4step plan in solving problems involving GCF and LCM
of two numbers: Understand, Plan, Solve, and Check and Look
Back.
We solved for the answer by listing method, prime factorization,
and continuous division.
4. Reinforcing the Concept and Skill
Discuss the presentation on top of page 96 of LM Math Grade 4.
Have the pupils solve the following problems.
1. Aira baked 60 cupcakes and 48 cookies. If she is going to pack
them in boxes of cupcakes and boxes of cookies, what is the
most number of each item will the boxes contain if these are
of the same number?
2. Aling Maring is going to sell suman in bundles. What is the least
number of suman that she could sell in bundles of 3 and 5?
Ask the pupils to solve the problems under Get Moving on page 97,
LM Math Grade 4. Check their answers. For mastery, have them
solve the problems under Keep Moving on page 97 to
98 of LM Math Grade 4. Check the pupils' answers.
5. Summarizing the Lesson
Summarize the lesson by asking: How do we solve problems
GCF
andplan
LCMinofsolving
two given
numbers?
involving
We use the
4step
problems
involving GCF
C. Assessment
Read and solve each problem. Write your answers on your answer sheet.
1. Mr. Roldan's class is composed of 28 boys and 35 girls. If he is going to make
groups of boys and groups of girls for the activities, what is the biggest number
of children in the group if they are of the same number?
2. Dade is going to pack puto in boxes of 6 and 12 pieces. What is the
smallest number of puto that she can pack using the boxes?
D. Home Activity
Remediation
Provide more practice on finding the GCF and LCM of two numbers.
Then, give problems similar to those given in the lesson.
Enrichment
Read and solve each problem. Write the answers in your notebook.
1. Oranges are sold in boxes of 6, 8, 10, and 12. How can Mario buy 60 oranges?
2. A bell rings every 15 seconds. A horn blows every 30 seconds. If Kathy heard the two
sounds at 9:00 a.m., at what time will she hear the sounds together again?
129
FindtheGCF
and LCM.
6 and 12
8 and 10
18 and 24
15 and 45
24 and 16
9 and 27
17 and 51
24 and 36
28 and 42
12 and 18
3. Motivation
Talk about the favorite collection.
Ask: Do you have a favorite collection?
What do you collect for your hobby?
Instill the value of "using spare time" for a favorite hobby.
B. Developmental Activities
1. Presentation
Present these problems to the class. Ask the pupils to give
some questions about the problem.
Problem A
Three boys went swimming at the beach. After swimming, they
collected shells. They collected 48 white shells and 60 brown shells. What
was the greatest number of shells they collected per hour if they collected
the same number of shells per hour?
Problem B
Jason and Anselmo are going to pack old books with 6 Mathematics
books and 8 English books in a box. What will be the smallest number of
Mathematics and English books that they can pack if these are of the
same number?
Discuss with the class each problem.
Ask: How will you solve the first problem? The second problem?
Emphasize that the first problem involves finding the GCF, while the
second problem involves finding the LCM.
Ask: Can you create problems similar to these problems?
2. Performing the Activities
Group the pupils into four working teams. Ask the groups to create
a problem similar to the ones given. Give them enough time to
perform the task.
3. Processing the Activities
Let the groups present and discuss the problem they have created.
Ask: How did you create a problem similar to the ones given?
Expected answers:
We familiarized ourselves with the concept and its application to reallife situation.
We thought of the type of problem we wanted to create.
We read some problems similar to the ones given and studied their
solution.
130
131
Enrichment
Create 2 problems involving finding GCF and LCM.
Lesson 31: Identifying Proper Fractions, Improper Fractions,
and Mixed Numbers
Week 5
Objective: Identify proper fractions, improper fractions, and mixed numbers.
Value Focus: Helpfulness
Prerequisite Concepts and Skills:
Visualizing and representing fractions that are less than one, equal
to one, and greater than one
Materials: Pictures showing fractional parts
References: K to 12 Grade 4 Curriculum, LM Math Grade 4 pages 102 to 104
Instructional Procedure:
A. Preliminary Activities
1. Drill
Have a drill on visualizing and identifying fractions using pictures.
Example: Write the fractional part of the boxed picture.
2. Review
Have a review on representing fractions through sets, regions,
etc. Provide exercises where pupils will represent fractions through
sets, regions, etc.
3. Motivation
Ask: How many of you go to the market with your parents? What do you buy
from the market? Why do you have to go to the market with your parents?
B. Developmental Activities
1. Presentation
Have the pupils read and understand the situation below.
One Saturday morning, Albert accompanied his mother to the market to
buy ingredients for their dish. They bought 4kilogram of potatoes,
4
1 kg
4
kg
k4g
1
 kg
1
4
kg
11
4 kg
3 ,_
4gK
Less than one whole
1
kg
4
l
i
4 kg
kg
4
1
4
kg
4
1 kg
1
4
kg
4
1
kg
11
 kg
1 1
4 kg
4 kg
kg
3
1 4 kg
kg
3
4
12
5
133
1
417
4) 3
8
Ask pupils to answer the items under Get Moving on page 103 of
LM Math Grade 4,
Check the pupils' answers.
5. Summarizing the Lesson
Lead pupils to generalize as follows:
A fraction whose numerator is less than the denominator is called
proper fraction. It is a fraction greater than 0 but less than 1.
A fraction whose numerator is equal to or greater than the denominator
is called improper fraction. It is a fraction equal to 1 or greater than 1.
A fraction which is a combination of a whole number and a
proper fraction is called a mixed number.
6. Applying to New and Other Situations Write the
given fractions in the appropriate column.
5
12
8
6 4 4
3
9
7
5
Proper Fractions
Improper Fractions
64 4
3
Mixed Numbers
Ask the pupils to answer the item under Apply Your Skills on
page 104, LM Math Grade 4.
C. Assessment
Ask pupils to answer the exercises under Keep Moving in page 103 of
LM Math Grade 4.
134
3
7
15
17
5
6
Proper Fractions
13
11
7
5
4
10
19
16
21
9
6
13
Improper Fractions
Mixed Numbers
D. Home Activities
Remediation
Write P if the given is a proper fraction, I if it is an improper
fraction, and M if it is a mixed number.
________1. 6 8 _________________3
'17
1
25
______5. 9 5 8
4
______2.8 _______________4.
Enrichment
Read and then answer the question.
. 7i
A meat vendor sold 5, kilograms of chicken to Maricns, kilograms to
Glesy and kilogram to Jim.
Name the proper fraction, improper fraction, and mixed number
given in the situation.
Lesson 32: Changing Improper Fractions to Mixed Numbers and Vice Versa
Week 5
Objective: Change improper fractions to mixed numbers and viceversa
Value Focus: Being helpful
Prerequisite Concepts and Skills:
Operations of whole numbers
Identifying proper fraction, improper fraction, and mixed number
135
136
8
8
8
8
Ti
7
7
1 whole + 1 whole = 2 wholes and 8 or 2 8
Solution 2: By division
23
8  23 + 8 = 2 remainder 7
Express the remainder as a fraction
23 .
7
2
8 8
Problem 2
Solution 1: By drawing regions
MN
MN
4
4
MN
MN
4
4
MN
MN
3
4
M . ,
. m l
3
4
1 1
. 1 .
137
= (4x 2 )+ 3 =
4
8 + 3 = 11
4
4
138
C. Assessment
Let the pupils answer the following items.
Change the following fractions to improper fractions or mixed numbers.
1
)13
2
12
2) 12
7
10
3) 88
D. Home Activities
Remediation
Fill in the box with the correct number.
2
1
8
2) 8
1)
=
15
5) 10 7
4) 6
3 )
15
2  2
Enrichment
Answer the following questions.
1. How many thirds are there ins?
2. is equal to how many tenths?
io
Lesson 33: Changing Fractions to Lowest Terms
Week 5
Objective: Change fractions to lowest terms
Value Focus: Helpfulness and industry
Prerequisite Concepts and Skills:
Dividing numbers
Prime and Composite Numbers
Finding the Greatest Common Factor
Materials: flash cards, charts
References: K to 12 Grade 4 Curriculum, LM Math Grade 4 pages 108 to
110 Instructional Procedure:
A. Preliminary Activities
1. Drill
Conduct a review on writing a number as a product of its prime factors
using factor tree or continuous division. Then give the following exercises:
Find the prime factors of the following using factor tree
or continuous division.
1) 16
2) 28
3) 45
4) 64
139
5) 72
2. Review
Conduct a review on finding the GCF using prime factorization,
listing method, and continuous division. Then, give the following
exercises.
Find the GCF of the following numbers.
1) 12and18
3)12and64 5)14and54
2) 16 and 48
4) 18 and 27
3. Motivation
Talk about doing household chores.
Ask: Who among you enjoy helping your mother do the home
chores? Why do you have to help? If you do home chores,
what benefits can you get from them?
B. Developmental Activities
1. Presentation
Present the situation on page 108, LM Math Grade 4.
Ask the pupils to read and understand it. Then, ask the following questions:
Who helps Edward in cleaning the backyard?
How many hours do they spend cleaning the backyard?
How will you describe Nhel?
What does the problem ask you to find?
Instill the value of sharing a fraction of one's time to help.
How will you solve for the answer to the problem?
2. Performing the Activities
Encourage pupils to work by pairs.
Expected answer:
To change 24 to lowest term,
Solution: Finding the GCF of 2 and 24
a. by listing method: Factors of
2 : 1 Factors of 24: 1 2 3, 4,
6, 8, 12, 24
GCF: 2
b. By dividing the numerator and denominator by their GCF.
2
24 = 24
1
= 12
1 x ___________________1
24 = 1 x '2 x 2 x 2 x 3
= 12
L to lowest term?
140
Answers:
We solved for the GCF first, then divided the numerator and denominator by
the GCF to get the fraction in lowest term.
We wrote each number as a product of its prime factors. Then, we cancelled the
common prime factors, and multiplied the remaining prime factors to get the
numerator and denominator of the fraction in lowest term.
4. Reinforcing the Concept and Skill
Ask pupils to answer A, B, and C exercises under Get Moving,
pages 108 and 109 LM Math Grade 4. After the given lime, check the pupils'
answers. Allow pupils to answer exercises A and B under Keep Moving,
pages 109 and110 LM Math Grade 4. Check the pupils' answers.
5. Summarizing the Lesson
Lead the pupils to generalize as follows:
A fraction is in its lowest term if the numerator and the denominator
have no other common factor except 1.
To reduce a fraction to its lowest term, divide the numerator and
the denominator by their GCF (Greatest Common Factor).
6. Applying to New and Other Situations
Let pupils answer the problems under Apply Your Skills, page 110,
LM Math Grade 4.
C. Assessment
Express each fraction to its lowest term.
1)
8
10
2)
9
12
3)
6
15
4)
4
12
3
5) 18
D. Home Activity
Remediation
Fill in the box with the correct numerator or denominator.
1) 371 =
4) 6 =
12
g 18
__________________ 15
7)
10)
4
2) 5 15=
14
3) =
6 24
5) 7 = _________
6) T. = 4
16
5 25
8) =
39
9)7 = __________
7 218
=IL 48
141
Enrichment
Write in lowest terms.
9
4
1
=
2
'15
' TO =
14
6. 2 8 =
21
7. 4 2 =
12
'16=
10
8. 1 6=
15
' TO =
6
'U=
15
30
9. T.5 = 10. 35 =
d.
c.
e.
2. Review
Have a review on changing improper fractions to mixed numbers
and vice versa using the game "Where Is My Partner"?
Provide each pupil with a card containing either an improper fraction
or a mixed number. See to it that each fraction has an equivalent fraction,
either an improper fraction or a mixed number. When all pupils have
their cards, say "Mix, then find your partner." Examples are given. You can
have more.
142
3. Motivation
Talk about ways of keeping physically healthy
Ask: Do you like to jog? Are you jogging
alone? Why do you have to exercise?
What benefits can you get from jogging?
B. Developmental Activities
1. Presentation
Present this situation to the class.
John and Raul jog regularly. One morning, John jogged i kilometer
while Raul jogged
kilometer. How many kilometers did John and Raul jog
altogether? How much farther did John jog than Raul?
Ask: Who jog regularly?
What part of a kilometer did John jog one morning? What about
Raul?
What does the problem ask you to find?
How will you solve for the answer to the problem?
2. Performing the Activities
Let the pupils work in groups of 5.
5 i =
Say: "Using the fraction chart and a number line, solve for i + n
Solution 1: using a fraction chart:
1 whole
1
1
2
1
3
1
3
1
4
1
4
1
5
1
1
10
1
11
1
11
1
12
1
12
1
10
1
12
1
11
1
12
9
1
10
1
11
1
12
1
7
1
10
1
12
1
12
1
12
1
9
1
10
1
11
1
8
1
10
1
1
7
1
8
11
1
12
1
6
1
8
1
1
10
1
11
1
7
7
1
1
6
1
8
1
5
1
6
1
7
1
8
1
5
1
6
1
7
8
1
1
5
1
6
1
7
1
4
1
5
1
6
1
10
1
3
1
10
1
11
1
12
1
10
1
11
1
12
1
11
1
12
From the fraction chart, draw out from the pupils which strip helps to
solve our problem.
143
1
8
1
8
1
8
1
8
1
8
1
8
kilometer
1
8
1
8
1
8
1
8
kilometer 8
1
8
8
8 kilometer
Answer: John and Raul jogged a distance of 8 or 1 kilometer.
8
John 5 kilometer
8
1
a
83
km John jogged farther than Raul  km
kilometer 
3
kilometer
8
=2
8 kilometer
kilometer  John
1
8
2
8
3
8
kilometer
4
8
144
5
8
Kilometer  Raul
8
6
8
7
8
8
8
kilometer 8
3 kilometer
8
1
3
4
5
8
8
8
1
8 2 kilometer farther or 4 kilometer in lowest term
1
8
1
6
8
1
7
8
8
8
km = kmorkm 1)
We also used the fraction chart and number line to show how much
farther John has jogged than Raul.
5
3
2
1
8
km  8 km =
km or 4 k m
Emphasize that the answer should be reduced to lowest term like:
2
1
8
4
4. Reinforcing the Concept and Skill
Discuss the presentation under Explore and Discover, page 111 of
LM Math Grade 4. Let the pupils read and understand the problem.
Ask the pupils:
What did Joseph and his mother do near Sto. Domingo?
What did they do to the cake they bought?
How many parts of the cake did they eat?
What value did they show when they brought the rest of the
cake home?
If you were Joseph, would you do the same?
145
a.
1 111111111 I I I I I
3
8
6
8
d.
c.
4
8+8=
e.
h.
5 = n
10
=n
f.
9
1
0
4
9
 5
10=n
3
10 
g.
2
2
12 =
2
 9n
For more practice, let the pupils answer the exercises under Get Moving
and exercise A of Keep Moving on pages 112 and 113, LM Math Grade 4.
5. Summarizing the Lesson
Guide the pupils to generalize as follows:
In visualizing the sum or difference of similar fractions, we may use a fraction
chart, regions, or a number line.
6. Applying to New and Other Situations
Ask the pupils to answer exercise A under Apply Your Skills on
page 114, LM Math Grade 4. Check the pupils' answers after the
given period of time.
C. Assessment
Ask pupils to answer Keep Moving Set B 1 to 6 on page 113 of LM Math Grade 4.
D. Home Activities
Remediation
Provide similar exercises for children to work on at home.
Enrichment
Ask the pupils to answer exercise B under Apply Your Skills on page
114 of LM Math Grade 4.
146
147
Expected answers:
Solution 1 for question 1: By drawing regions
2
4
1
4
2 kilograms
4
3
Answer: kg of recyclable items were collected in all.
Solution 2 for question 1: by adding the numerators of the fractions
and writing the sum as a fraction using the common denominator.
2
3
4+
2
4
4
Answer. There were a kg more of plastic bottles than disposable spoons and forks.
Solution 2 for question 2: By subtracting the numerators of the
fractions, then writing the difference as a fraction using the common
denominator
44
4 1 kilogram
After all groups have finished their output, let them display
their work on the board.
3. Processing the Activities
Ask the groups to present and discuss their answers on the board.
Ask: How did you solve for the answers?
Expected answers:
For question 1:
1
We drew regions to show 2and .71
Then, we combined the regions.
We added the numerators of the fractions, then wrote the sum
148
9)
3+5
7
7
2
 3
6)
1 10 )
3
 3
78
7)
10
5
10
8)
6
3
6
3
8
D. Home Activity
Remediation
Fill in the box with the correct number.
2
3
)7+7=7
2
3
2) 6 + 6 = 6
149
5
) 10 + 10 = 10
A,
4)
13 11
15 + 15 = 15
11
5
) 20 + = Y:1
Enrichment
Solve each problem. Simplify the answer, if possible.
1. Every Saturday, Alma spends 3 of an hour sweeping the yard and 2 of an hour
cleaning the house. What part of an hour does she spend in doing the
household chores?
2. Rodel is a Grade 4 pupil. He lives ; km from school. Bert, his classmate, lives 5
km from school. Who lives farther from school? How much farther?
8
4 4
6
5
3
8
3
5
6 6 8 T i
150
2. Review
Have a review on renaming a whole number as a fraction.
234
Examples: 1 = 2' 3, 71
234
2 2 ' 1 ' 171
=1
4
3 meter plastic cover shared
151
< I
0
.i
.i
.i
.i
.i
3
4 meter plastic cover shared
kg shared
8
2 kg = 18 kg
5
8
2 = 18
3
18 kg left
5
8 = 1 8kilograms left
152
Solution 2:
2 kgs = 18 8 kgs
1
8
2
8
1 8 kilograms left
Let the pupils answer the exercises under Get Moving on page 118,
LM Math Grade 4. For more practice, ask the pupils to answer the
exercises under Keep Moving on pages 119 to 120, LM Math Grade 4.
5. Summarizing the Lesson
Guide the pupils to generalize as follows:
To visualize subtracting a fraction from a whole number, use
regions or number lines.
6. Applying to New and Other Situations
Ask pupils to answer Apply Your Skills A. numbers 1 to 10 on page
120, LM Math Grade 4.
C. Assessment
Draw regions or a number line to find the answer.
1.13
2. 2 1
5
3. 3 5
4. 2 3
10
5. 4 1
D. Home Activity
Remediation
Write a subtraction sentence for each of the following illustrations.
taken away
1.
  >
taken away
2.
Enrichment:
Answer Apply Your Skills B. 1 and 2 on page 120, LM Math Grade 4.
153
154
B. Developmental Activities
1. Presentation
Present these problems.
Problem A
2
48
5
8
1
Tt is equal to
5
bibingka was left
3
Expected answer:
6
or 10
4
10
3_ 6
5 10
4 6 10
10 + 10 = 10 or 1 whole
Answer: Anton shared 1 meter of bamboo.
155
D.Home Activity
Remediation
Create a mathematical sentence for each figure below.
Fl Li
+=
I__I H
2.
Enrichment
Find the answers using drawings or illustrations.
4)=
3
1
9
5
1
3)
1)
+ 3=
5)
3
1_
Ti + 71 =
5_
6)
156
2
12+3=
9
u
2_

d.
1
7
.1+ 1
2
52
b.
c.
e.
1
and
3
and T.
1
3)
3
4)
2
and
1
and 2
2
5)
1
and
2
6) 5 and
3. Motivation
Say: You have learned to visualize adding and subtracting
dissimilar fractions.
Ask: Would you like to add and subtract fractions without using
pictures or models?
157
B. Developmental Activities
1. Presentation
Present a proble9 to the class.
3
Marie shared 74 slice of a cake to her friend. Her sister shared I slice of
a cake with her friends. How many slices of cake did they share
altogether? Who shared more cake? By how much?
Ask: Who among you love to eat cake? How do you feel eating cakes?
What occasions do you experience eating cakes?
Do you share what you have, like cakes to others? Why?
What do you feel when others become happy because you've
shared something to them? Instill the value of sharing.
Emphasize that not only material things can be shared.
Going back to the problem, ask how much cake Marie shared with
her friends. How about her sister? What does the problem ask you
to find?How will you solve for the answers to the problem?
2. Performing the Activities
Group the children into five working teams. Ask the groups to work
cooperatively in finding the answers to the problem. Give them
enough time to think and perform the task.
Expected answers.
Solution 1 for questions 1 and 2: By drawing a picture
I
2
3
5
+8 = 8 slice of cake shared in all
2
8
3
1
= 8 Marie's sister shared 8 more cake.
8
3
8
2
8
1
8
After all the groups have finished, ask them to display their output
on the board and ask them to discuss their answers.
3. Processing Activities
After all the groups have presented their answers, ask: "How did you
find the activity? How were you able to add and subtract dissimilar
fractions? What did you do?"
158
Expected answers:
We drew pictures for the problem.
We changed the dissimilar fractions to similar fractions by first
finding the LCM or LCD.
Then, we added the numerators of the fractions and wrote the
sum as a fraction using the common denominator for question
1.
And for question 2, we subtracted the smaller fraction from the bigger
fraction by subtracting the numerators and wrote the difference as a
fraction using the common denominator.
Discuss with the pupils the ways on how they were able to add and subtract
dissimilar fractions. Lead the pupils to see that when adding/subtracting dissimilar
fractions, they must first change them to similar fractions by looking for the LCM
first which is called the Least Common Denominator.
4. Reinforcing the Concept and Skill
Discuss the presentation under Explore and Discover on page 124,
LM Math Grade 4. Then, give the following exercises.
A. Ask pupils to add/subtract.
51
32
61
2)3)
1) 8+ 3
4)
52
6
1
5)
6)
83
x 4 1
B. Ask pupils to work on items 1 to 8 under Get Moving and items 1
to 10 under Keep Moving on pages 126, LM Math Grade 4.
5. Summarizing the Lesson
Guide pupils to give the following generalization by asking: How do
you add dissimilar fractions? How do you subtract dissimilar fractions?
To add or subtract dissimilar fractions:
1. Look for the LCM or LCD of the fractions.
2. Change the dissimilar fractions to similar fractions.
3. Add or subtract the fractions.
4. Reduce the answer to Lowest terms if needed.
6. Applying to New and Other Situations
Ask pupils to do items under A and B of Apply Your Skills on page
126, LM Math Grade 4.
C. Assessment
A. Add the following:
3 1
2+ 1
1) 4 + 2 2) W
4
3)
159
1
V 4
7
2)
31
7
4+
2)
40
2
7
3)
8
2)
2
+3
3)
5
1
160
Instructional Procedure
A. Preliminary Activities
1. Drill
Conduct a drill on adding and subtracting fractions.
34
43
Examples:
TI=
+ 15 = N
(Provide exercises.)
2. Review
Have a review on changing dissimilar fractions to similar fractions.
Change the following dissimilar fractions to similar fractions.
2
2
35
22
34
1) 5' 4
2)
3)
4)
4 12
4
4
3. Motivation
Give these situations for the learners to think about and provide answers.
a. You know the length of a rope you used for your project. You want to find
out how long was the rope left from the rope you bought.
What will you do?
b. Your mother bought a certain kilogram of fish, beef, and chicken. You
want to know how many kilograms of meat in all she bought. What will
you do?
c. Your father gathered some kilograms of camote. You want to find out how
many kilograms of camote were left after sharing some with his friend and
selling some in the market. What will you do?
B. Developmental Activities
1. Presentation
Present this problem. Ask the class to read and understand it.
Krisbakedabananacake
forher,71.
family. Her brother
her sister ate .1Who ate more? How much more?
ate
10
161
while
Understand
Know what is asked in the problem? Who ate more? By how much?
Know the given facts. *) and ;II
Plan: Determine the operation to use. Subtraction
Draw a picture to represent the problem.
1
10
/11
1
20
141
11712r111 I 1 I I I 1 I I I I I I 1
3
10
I = 20
1 _ 5
4  20
Solve: Think of the solution to the problem.
For the first question: By comparing the size, 3 is
larger than 4 . For the second question: Looking at the
illustration, 1 5 3 6
= and =
4 20
10 20
6
20
20
20
Check and look back: Looking at the illustration, .T0 is bigger than ;.
6
1
5
20
is 20
more than 2 0
Answer: Kris' brother ate more by 20 part.
Have the pupils share their answer with the class.
3. Processing the Activities
After sharing the answers, let the pupils express their thoughts
about the activity. Appreciate their thoughts then ask:
How did you solve the problem?
Expected answers:
We followed these steps in solving the problem.
Understand the problem
We knew what the problem asked for.
We wrote down the given facts.
162
Plan
We determined the operation to use.
We thought of the solution to the problem. Solve
We drew a picture for the problem.
We thought of a solution to the problem
Check and Look Back
We checked if our answer makes sense.
We stated the complete answer.
L kilometer.
15
163
D. Home Activity
Remediation
Read and solve.
1. As a form of exercise, Dr. Gladys walked kilometer and
6
Dr. Maricris also walked kilometer. Who walked farther and
by how many kilometer?
2. Two whole cassava cakes were prepared by Aling Tess for her daughter's
birthday. She noticed that only 12 of the cassava cake was left.
How much was consumed by the visitors?
Enrichment
Read and solve.
1. Joseph walked $
kilometer in going to school while Michael walked
4
kilometer. Who walked longer and by how many kilometer?
2. Mrs. ;Romero bought
kilogram of cabbage, kilogram of carrots,
and 71 kilogram of tomatoes. How many kilograms of vegetables did
Mrs. Romero buy in all?
Lesson 40: Creating Problems Involving Addition and/or Subtraction of Fractions
Week 8
Objective: Create problems involving addition and/or subtraction of fractions
Value Focus: Accepting social responsibilities
Prerequisite Concepts and Skills:
Adding or subtracting fractions
Reducing fractions to lowest terms
Materials: Flash cards, activity cards, place value chart
References: K to 12 Grade 4 Curriculum, LM Math Grade 4 pages 130 and 131
Instructional Procedure:
A. Preliminary Activities
1. Drill
Have a drill on solving problems involving addition and subtraction of
fractions Provide problems for the learners to solve. An example is given
below. Problem: Lina4went to market to buy some fish. She bought vo
kilogram of tilapia and 5 kilogram of bangus. How many kilograms of fish did
she buy in all? Which fish is heavier? By how many kilogram?
2. Review
Review problemsolving steps and strategies. Ask the learners to
tell what they understand about the following essential guide questions
to problem solving.
164
Eggplant
Cyrus
String beans
kilogram
kilogram
4
4
Based on the table presented, how will you create problems involving
addition, subtraction, or addition and subtraction of fractions?
2. Performing the Activities
Group the pupils into three. Let the groups work collaboratively on
station 1 for group 1, station 2 for group 2, and station 3 for group 3.
Let them present their output one at a time, when done.
Station 1 Addition of Fractions
Direction: Based on the table of data presented, create a problem
involving addition of fractions.
Station 2 Subtraction of Fractions
Direction: Based on the table of data presented, create a problem
involving subtraction of fractions.
Station 3 Addition and Subtraction of Fractions
Direction: Based on the table of data presented, create a problem
involving addition and subtraction of fractions.
165
Sample problems:
Station 1:
166
Fruits bought
1. Sha
Banana
14
ron
2. Tam
Guava
14
era
3
Lanzones
3. D
4
an
D. Home Activity
Remediation
Create a onestep word problem involving (a) addition and (b)
subtraction of fractions using the data below.
Enrichment
Create a word problem involving addition and subtraction of fractions
using the data below.
Length of Wood Used
Name
1. Chito
3
1
3. Tony
6 M
3
4m
4. Sheryl
5. Dannah
im
167
Summative Test
I. Read each question carefully. Write only the letter of the correct answer.
1. It is a number that can be divided exactly by 1 and itself.
*a. prime number
b. composite number
c. even number d. odd number
2. Which is a composite number?
a.47
b.53
*c.57
d.61
3. Which is a prime number?
a. 99
*b. 97
c. 95
93
4. What is the Greatest Common Factor of 14 and 28?
a.7
b.9
*c.14
d.28
5. What is the Least Common Multiple of 9 and 15?
a.3
b.6
c.15
*d.45
6. How is 48 written as a product of its prime factors?
a. 2 x 2 x 2 x 6
*b. 2x2x2x2x3
c . 2 x 3 x 8
d . 6 x 8
7. Which of these fractions is in mixed form?
6
a. 4
*b. 3 34
d.
T.
5
c . 3,
a. _3
b. _2
c.
4
5
7
9. Which of the following is a proper fraction?
3
b. _9
c.
4
2
8
10. Which of the shaded illustrations below shows 2
*a.
V V Ki"
11 111
AAA
*d.
V V r/7
d. 3_3
7
3
r7 r V
A A A
c.
d.
11111111
1
1111111
MUM
III
*a
b. 246
c. 2 3
d. 2 4
d.
168
1
_ 3
8
2
7 7
d.
c.9
,3
b.
d
14
4
*c. 14
3
d. 9
3
1
b. 3
4
1
2
*a.
c. _5
8
d. 6
4
17. If a whole number is divided into 6 equal parts, what do you call one part?
1
1
1
*c. 1
a. ,_2
b.
3
6
d. =
9
3
1
4
18. In
a. 1
66
b. 62
a.
1
9
b.
4
c. 3,
c. 41. d. 6
*d.
d. 3
d. 30
u ..., 8
.
30
15
23. The lowest term of 30 is
*a.
1
2
b. 2
169
c.
d.
3
4
24.
Which fraction is
equivalent to9
*b.5
d.
20
3
?
9
C.
d.
12
15
10
15
II. Add or subtract. Write your answer in lowest term. Write only the letter
of the correct answer.
32
1 t) = . +i = . =
2 ,) +
2 1
, 32 =
5
*a. 7
a. 2
6
6
b. 7
b.
c.
14
1
5
4
3)
c. 1 2
13
1
*b. 15
a.
U=
8
a. 14., 5
c. 14
1
T 2
b. 14u
14
d. 1
*c. 1
2
4) 15
d.
d.
15
5
*d. 146
d. 1
20
Ill. Read the word problems very carefully. Then, answer each question
correctly. (2 points each)
3 71
7i
Antonio lives kilometer away from the school, while John lives kilometer
from the same school. Who lives farther from the school? How much farther?
1.
2.
3.
4.
5.
IV. Read, analyze, and solve. Then, show your solution and answer. (2 points each)
1. Lyka baked 48 cookies and 64 cupcakes. If she will pack these in boxes with
the same number, what is the biggest number of cookies and cupcakes that
can be packed in a box? (16 pieces)
2. Pencils are packed in boxes of 8 and 12. What is the smallest number of
pencils that can be packed using the boxes? (24 pencils)
3. Auring used 12 liter of cooking oil this morning to cook buchi. This
afternoon, she used z liter to fry empanada. How much more of cooking oil
did she use in the morning than in the afternoon? ( 4 = 1 liter)
12
3
170
CHAPTER 4
DECIMALS
OVERVIEW
This chapter introduces the concepts of decimals. It starts with visualizing
decimal number and its relationship to fractions. This skill is developed using models
like blocks, grids, number lines, and money.
Renaming decimal numbers to fractions whose denominators are factors of
10 and 100 is taught through the use of diagrams
Place value concepts in decimals are introduced using a placevalue chart.
The learners are guided in giving the place value and value of a digit in a decimal up
to hundredths. This is necessary when the learners learn to read and write decimal
numbers, and in rounding decimals.
The learners learn to read and write decimals using their knowledge of place
value and reading decimal fractions and writing them as decimals.
The concept of rounding decimals to the nearest whole number and tenths is
developed using a number line. The learners learn that when rounding decimals, the
same rules are applied when rounding whole numbers. The skills on comparing and
ordering decimals are developed using the placevalue chart.
172
PreTest
A. Answer the following. Write the letter of the correct answer.
1. Cyrus walked a distance of 0.70 kilometer in going to the market.
Which of the following shows 0.7 kilometer?
a.
*c.
b.
d.
2. Which of the following shows 0.5?
a.
*b.
c.
d.
3. Which of the following shows 50/100?
c.
*b.
d.
a .
P 0.0
I I
Php
PhP100.00
p
P
0.0
PhP100.00
p
b .
Php
173
*c. ________________
Php o.o
Php 100.00
d.
d.
Phpao
Php100.00
C.
41
d.
B. Write the following decimal numbers in fractions. Write the letter of the correct answer.
1
1
10
100
*b)
d)
c)
100
100
100
6) 0.01 a) 10
7) 0.15 a)
15
10
*b) 15100
100
8) 0.22 a)
2
10
100
9) 0.75 a)
75
10
b)
75
100
1
b)0 9
c) 150
100
c) 2 2
10
c)
*b)
75
1
100
150
22
*d)
100
d)
1
d)
75
9
9
90
10)
0.
d)
c) 100
10
100
9
C. Write the following fractions in decimal numbers. Write the letter of the correct answer.
11)10
a) 0.10
b) 0.40
c) 0.04
a) 0.25
b) 0.50
*c) 0.75
a) 0.08
*b) 0.80
c) 0.20
d) 0.90
a) 0.12
b) 0.24
c) 0.36
*d) 0.48
*c) 0.25
d) 0.05
12) 4 3
*d) 0.2
0.34
13) 4
5
14) 12
25
15) a) 0.2
25
b) 0.02
100
D. Write the letter of the correct answer.
174
d)
175
Lesson 41: Visualizing Decimal Numbers Using Models like Blocks, Grids,
Number Lines, and Money
Week 8
Objective: Visualize decimal numbers using models like blocks, grids,
number lines, and money to show relationship to fractions
Value Focus: Kindness, sharing
Prerequisite Concepts and Skills:
Fractions with factors of 10 as denominator
Naming fractions for the parts shaded
Materials: Grid paper, play money (paper bills), coins, cubes and blocks,
drawing of a number line
References: K to 12 Grade 4 Curriculum, LM Math Grade 4 pages 133 to136
Instructional Procedure:
A. Preliminary Activities
1. Drill
Have a drill on identifying the number of equal parts the whole is divided.
a.
b.
d.
e.
c.
2. Review
Conduct a review on naming a fractional part.
Ask: What part of the whole is the shaded part?
b.
c.
e.
3. Motivation
Ask the pupils if they have gone to a bakeshop, what things they bought,
and the amount they paid.
176
B. Developmental Activities
1. Presentation
Present this situation to the class.
Tabern went to a bakeshop. He bought a cassava pie for his snack.
He sliced the pie into four equal parts and gave 3 parts to his friends.
What decimal part of the pie was given to his friends?
a. Values Integration
Ask: What trait did Tabern show?
Give emphasis on the situation that shows kindness and sharing.
Lead the pupils to see that valuing kindness and sharing when
dealing with other individuals is important.
How will you answer the question in the problem?
2. Performing the Activities
Solving the problem. Ask the pupils to write in decimal form the part
of the pie given to Tabern's friends.
Have the pupils work on Base Method. Group the class into four.
Each group works in every base simultaneously. Each of them presents
its output.
Base 1  Use of Blocks/Cubes
Provide model blocks or cubes to each group. Let the pupils
group the blocks or color the blocks to visualize 0.75, the part of
the pie given to Tabern's friends.
Iff frf If
Base 2  Use of Grid
Provide a grid to each group. Let the pupils color the grid to
visualize 0.75, the part of the pie given to Tabern's friends.
1
4
Cost of
Cassava
Php300.00
Php75.00
Php75.00
Php75.00
Php.75.00
5) 0.90
D. Home Activity
Remediation
Visualize the following decimal numbers using a grid.
1) 0.10
2) 0.20
3) 0.30
4) 0.40
5) 0.50
Enrichment
Solve these problems.
1. In a long jump contest, Shanot recorded 0.75 meter while Tabern had
a record of 0.50 meter. How much farther did Shanot jump than
Tabern? Draw a number line to show the distance.
2. A patola measures 0.35 meter while an ampalaya measures 0.25
meter. Which is longer? Draw a grid to show your answer.
178
Sample 1.
Answer: 10 equal parts
Sample 2:
179
2. Review
Conduct a review on naming the fractional parts that are shaded.
Game: Show Me Who I Am
Materials: Showmeboard, chalk, flash cards
Mechanics:
a) Divide the class into four groups.
b) Provide the materials to each group.
c) Give the instructions clearly to the group and flash the cards one at a time.
d) Ask what fractional parts are shaded in 1, 2, 3, or 4 upon flashing each card.
2
3.
4.
180
0.8
8
10
Eighttenths
4) 0.08
5) 0.56
D. Home Activity
Remediation
Rename the following decimal numbers in fractions.
1) 0.45
2) 0.54
3) 0.65
4) 0.75
5) 0.90
Enrichment
Solve these problems.
1. Glory learned how to cook beef sinigang. She used 0.75 kilogram of radish
and 0.25 kilogram of okra. Express 0.75 and 0.25 in fraction form.
2. Irene bought 0.50 kilograms of fish and 0.70 kilograms of lean meat.
Which is heavier? Write your answer in fractional form.
Lesson 43: Renaming Fractions whose Denominators are Factors of 10
and 100 to Decimal Numbers
Week 9
Objective: Rename fractions whose denominators are factors of 10 and 100
to decimal numbers
Prerequisite Concepts and Skills:
Naming the equal parts and the shaded parts of the fraction
Fractions with factors of 10 and 100 as denominators
Materials: Chart and grid
References: K to 12 Grade 4 Curriculum, LM Math Grade 4 pages 140 and 141
Instructional Procedure:
A. Preliminary Activities
1. Drill:
Have a game on naming the equal parts.
182
Sample:
Answer: 10 equal parts
10
2.
Em
mm
m m
 Mechanics:
a) Divide the class into four groups.
b) Ask the group to make a line.
c) Each member of the group answers the exercise within 5
seconds.
d) Time starts as soon as you flash the cards one at a
time and say, "Show me who I am."
e) Ask a member of the group to raise the showmeboard for
checking the answer. The group with the most number of correct
answers wins.
183
3 tenths
10
3. Motivation
Ask the pupils to give situations that they have done to their
classmates which showed kindness. Elicit from them that being kind to
their classmates is important. Emphasize that kindness, be it simple or
complicated, originate from the same humble intention of helping others.
Just like in Mathematics, numbers may come in other forms, like fractions
and decimals but they mean the same.
B. Developmental Activities
1. Presentation
Present to the class the chart below.
Let the pupils study the illustration below and lead them to find out how
fractions and decimals mean the same number.
Solutions:
1)
10
= 0.1
2)
k
10 = 0'10 4
3)
= 0.6
4) k = 8 =0.8
5)
1 = 5 =0.5
5
10
2
10
Station 2: Rename the following fractions to decimal numbers:
1)
2) 48
19
4) 16
5)
3)
8
25
100
100
20
50
Solutions:
1
1)
100 = 0.01
16
4)
= 32 = 0.32
50
100
2)
51
48
100 = 0.48
3)
8 = 32
1
25
100 = 0.32
20
100
= 0.95
3
4
24
20
5)
10)
90
5) 100
Enrichment
Identify a factor from the fruit tree which will produce an equivalent fraction when
multiplied by the given fractions. The denominator should be in the power of 10.
1
7
1) 20 4) 25
1
2) 5 5)
2
4
3
3 ) 50
Instructional Procedure:
A. Preliminary Activities
1. Drill/ Review: Mix and Match
Have a game on renaming fractions to decimals and vice versa.
Materials: Complete set of different cards bearing number
phrases, fractions, and decimals
Sample of complete a set:
2
Two out of ten
0.2
Two tenths
10
Mechanics:
a. Provide a card to each pupil.
b. At the signal "gomix and match," each pupil will go around the class to find
the number phrase, fraction, or decimal number that matches with what
he/she is holding.
c. The first group of four pupils to complete the set correctly, wins.
Values Integration:
Ask: How did you find the activity? Did you cooperate? What traits have you
shown to your classmates? Emphasize to the class the act of
awareness, alertness, and cooperation. Elicit from them the advantages
gained for being cooperative in all activities in the classroom.
2. Motivation
Ask the pupils about the concept or meaning of 6. What does 6 mean
to them? How about 0.6? How do you read it?
Let them read the decimal numbers and emphasize the correct way of
reading decimal numbers.
Value
1
10
1
100
Hundredths
Decimal Point
a)
8
Tenths
Place Value
B. Developmental Activities
1. Presentation
Present the chart to the class.
Let the pupils study the placevalue chart, then answer the
following questions:
1. What is the first place value to the right of the decimal point?
What is its value?
187
Place Value
Value
Enrichment
Name the place value and the value of the following evennumber digits
by completing the table below:
Decimal Numbers
1) 0.23
2) 0.45
3) 0.67
4) 0.76
5) 0.54
Place Value
Value
189
2. Review
Conduct a review on identifying the place value and value of a
digit in a decimal number. You may do this through a game.
1
2
3
4
5
Give the place value and the value of the underlined digits
Place Value
Value of the Digit
)
0 . 2 2
)
0 . 5 6
)
0 . 7 5
)
0 . 8 9
)
0 . 9 5
3. Motivation
Ask the pupils about the math concept.
Ask: How will you write five tenths or fifty hundredths in decimal
form? How will you read 0.5 or 0.50 correctly?
B. Developmental Activities
1. Presentation
Present the illustration below to the class.
0.5
ones
tenths
Present another example:
ones
tenths
hundredths
0.07
0. 75
0. 08
0.86
B. Have the pupils work by pairs. Each pair works on every station
simultaneously. Each of them will check their answers and present
their output.
Station 1. Write 2 tenths in decimal form. Then, write it in words.
Station 2. Write 20 hundredths in decimal form. Then, write it in words.
190
1)
2)
3)
4)
5)
Enrichment
Read and write the following in words:
0.52 __________________________________________________________
0.26 __________________________________________________________
0.29 __________________________________________________________
0.48 __________________________________________________________
0.72 __________________________________________________________
Lesson 46: Rounding Decimal Numbers to the Nearest Whole Number and
Tenths Week 10
Objective: Round decimal numbers to the nearest whole numbers and tenths
Value Focus: Keeping the body physically healthy
Prerequisite Concepts and Skills:
Distinguishing the different place values of decimals
Reading and writing decimal numbers
Materials: Flash cards, number line
References: K to 12 Grade 4 Curriculum, LM Grade 4 pages 148 to 150
Instructional Procedure:
A. Preliminary Activities
1. Drill
Have a game on identifying the place value of the underlined
digit. Materials: Flash cards
Samples of flash cards with decimal numbers:
0.5
0.11 5
0. 1_,5
0.1 5
0.3.
a.
b.
c.
d.
Mechanics:
Divide the class into groups of two.
Flash the cards one at a time.
Each pupil answers what's on the card.
Check the pupils' answers. The pupil with the most number of correct answers wins.
1.
2.
3.
4.
5.
2. Review
Have a review on rounding whole numbers.
Number
Round to Tens
Round to Hundreds
456
575
682
735
848
192
3. Motivation
Have the pupils walk 5 steps forward and backward for 2 or 3
times. Ask: How did you find the activity?
Ask the pupils about the forms of exercises that are good for the body.
Elicit from them that exercising regularly is good for the body. This
makes their body physically and mentally fit in doing mathematical
problems and exercises.
B. Developmental Activities
1. Presentation
Present the situation below to the class.
Cyryl and Cyrus were competing with each other to walk a distance in
one minute. Cyryl recorded a distance of 16.67 meters while Cyrus had a
distance of 14.45 meters. Who walked a longer distance in one minute?
Ask: Who were competing to walk in one minute? How long did Cyryl
walk? How about Cyrus? What is asked in the problem? How will
you find the answer to the problem?
2. Performing the Activities
A. Encourage the pupils to work in pairs. Give them time to solve for
the answer to the problem by illustration.
Solution 1: By Using a number line
1
16
17
16.67
14.0
14.45
15.0
16
67
I__
193
B. Have the pupils play by pair. The pair who gets the most number
of correct answers wins.
1. Flash the cards one at a time. Let the pupils round the decimal to
nearest whole number.
1.7
2.7
3. 20
4. 08
5.86
2. Flash the cards one at a time. Let the pupils round the decimal to
the nearest tenths.
1.73
2.46
3.29
4.82
5.86
194
C. Assessment
Fill in the table below. Write your answers in your notebook.
Decimals
1)
2)
1.56
2.65
3)
4)
5)
3.45
4.49
5. 72
Round to the
Nearest
Tenths
D. Home Activity
Remediation
Round the following decimal numbers to the nearest whole number and tenths.
Nearest Whole Number
Nearest Tenths
1
)
3
.
5
2
2
)
4
.
2
6
3
)
5
.
2
9
4
)
6
.
4
8
5
)
7
.
7
2
Enrichment
Complete the table below. Write your answers in your notebook.
Round to the Nearest
Whole Number
Decimal Numbers
1. Two and three tenths
2.Three and fourteen hundredths
3. Four and sixtyseven
hundredths
4. Seventy
and sixtysix
hundredthsand fiftyfour
5. Eightyfive
hundredths
Round to the
Nearest Tenths
a. <
b. >
c. =
241
a. <
b. >
c. =
210
214
321
a<
b. >
c. =
312
300
a<
b. >
c. =
300
451
a. <
b. >
c. =
415
465
a. <
b. >
c. =
456
Mechanics:
a. Divide the class into groups of five.
b. Flash the cards one at a time.
c. Each pupil in a group answers the what's on the card.
d. Check the pupils' answers. The pupil with the most number of
correct answers wins.
2. Review
Have a review on arranging whole numbers from least to greatest or vice versa.
a. Have groups of five.
b. Provide a card with a number to each
member. Sam les:
237
213
231
203
196
B. Developmental Activities
1. Presentation
Present the situation below to the class.
Cyryl, Cyrus, Tabem, and Shanot bought school supplies. After they
paid for the things bought, they noticed that they received different amounts
of change. The table below shows the amounts of change they received:
Name of Children
Amount of Change
1. Cyryl
Php 0.25
2. Cyrus
Php 0.50
3. Tabern
Php 0.75
4. Shanot
Php 0.85
3.
4.
5.
>
=
197
Expected answers:
We compared the decimal numbers using the symbols <, >, or =.
We arranged decimal numbers from least to greatest and vice
versa by comparing the decimal numbers first.
4. Reinforcing the Concept and Skill
Discuss the presentation under Explore and Discover and the other
examples, LM Math Grade 4 on page 151.
Ask the pupils to work on the exercises under Get Moving on page
152 of LM Math Grade 4. Check their answers. For mastery, have them
answer the items under Keep Moving on page 153 of LM Math Grade 4.
Check the pupils' answers.
5. Summarizing the Lesson
Lead the pupils to give the following generalization by asking:
How do you compare two decimal numbers? How do you order or
arrange decimal numbers from least to greatest or from greatest to least?
Decimal Numbers are compared using the symbols <, >, or =.
Decimal numbers are arranged from least to greatest or greatest to least
by comparing decimal numbers first.
6. Applying to New and Other Situations
Ask the pupils to do items 1 to 3 under Apply Your Skills on page
153 of LM Math Grade 4.
C. Assessment
A. Compare the decimals using the symbols <, >, or =.
1) 0.56
0.65
2) 0.05
0.50
3) 0.79
4) 0.08
0.80
5) 0.5
0.50
6) 0.60
B. Arrange the decimal numbers from least to greatest.
7)
0.46, 0.09, 0.56, 0.65
8) 0.18, 0.08, 0.81, 0.80
9)
D. Home Activity
Remediation
A. Compare the decimals using the symbols <, >, or =.
1) 0.82 _______0.08
2) 0.95_______0.59
B. Arrange the following decimals from least to greatest.
3) 0.5, 0.8, 0.4, 0.6
4) 0.26, 0.29, 0.24, 0.21
C. Arrange the following decimals from the greatest to the least.
5) 0.4, 0.7, 0.2, 0,6
198
0.97
0.6
Enrichment
Do what each item tells you to do.
1. Write at least five 2digit decimal numbers that can be rounded to 0.5.
Arrange them from greatest to least.
2. Write all numbers with 2 decimal places between 1.8 and 1.9. Then,
arrange them from least to greatest.
Summative Test
A. Answer the following items. Write the letter of the correct answer.
1. John Dick and his brother walked a distance of 0.50 kilometer going
to school. Which of the followin shows 0.50 kilometer?
a.
b.
c.
*d.
b.
c.
*d.
b.
c.
199
d.
4. Study the illustration below. Which of the following visualizes 0.25 in Php100.00?
*a.
I
P h p
Php 1
00
b. ____________
P
hb0.0
moo
I
c.
Php 0.0
PbPi oo.00
__________________
d.
Php 0.0
I ___I
PbPi
moo
a . X f f f f
d . x x f f
*
d .
.
x
0.25
8)
0.42
9)
0.75
10)
0.90
11)
12)
13)
14)
15)
4/5
3/4
3/10
90/100
95/100
c) 10
25
*c, 42
*b) 1002
b) 10
42
a)
10
b) 75
a) t
b)
a) 0.08
a) 0.25
a) 0.10
a) 0.09
*a) 0.95
*c)
d) 100
100
d)
14020
75
d)
17050
100
*b) 0.80
b) 0.50
b) 0.03
b) 0.9
b) 9.50
200
c) 1*,0
c) 0.04
*c) 0.75
*c) 0.3
*c) 0.90
c) 95.0
*d) 191
d) 0.05
d) 0.34
d) 0.30
d) 0.91
d) 9.51
C. Answer the following items. Write the letter of the correct answers.
16. What digit holds the tenths place in 0.45?
a. 0
*b. 4
c. 5
d. None
17. What is the value of 9 in 0.95?
95
*a. 1,1,
b. 11
c. loo
d. None
18. What digit occupies the hundredths place in 0.95?
a. 0
b. 9
*c. 5
d. None
19. What is the value of 8 in 0.98?
8
a..F3
*b. im
c. .mo
d. None
20. What digit is in the tenths place in fiftyeight hundredths?
*a.5
b. 8
c. 58
d. None
21. How do you read 0.7?
a. Zero point seven
b. Seven
*c. Seven tenths
d. Seven hundredths
22. How do you read 0.70?
a. Zero point seventy
b. Seventy
c. Seventy tenths
*d. Seventy hundredths
23. How do you write twentyseven hundredths in symbols?
a. 0.7
b. 2.07
c. 27.0
*d. 0.27
24. Write nine tenths in numerals.
*a. 0.9
b. 0.19
c. 9.10
d. 0.09
25. Write nineteen hundredths in numerals.
a.0.9
*b.0.19
c. 9.10
d.0.19
26. If 1.28 is rounded to the nearest whole number, 1.28 becomes
*a. 1.00
b. 1.20
c. 1.3
d. 1.30
27. Round 8.76 to the nearest whole number. It becomes
*a.9.0
b.0.19
c. 9.10
d.0.19
28. 26.65 becomes
when you round it to the nearest tenth.
a. 26.56
b. 26.65
c. 26.60
*d. 26.70
29. 16.26 when rounded to the nearest tenth becomes
a. 16.20
b. 16.26
*c. 16.30
d. 16.36
30. 25.68 is read as
when you round it to the nearest whole number.
a. Twentyfive
b. Twentyfive tenths
c. Twentyfive hundredths *d. Twentysix
Compare 1.35 and1.53, the larger number is
a. 1.35
*b. 1.53
c. 1.3
d. 1.5
32. Which is bigger than 5.09 ?
a. 5.08
b. 5.07
c. 5.06
*d. 5.12
33.
What is the larger number betw een 7.90 and 7.09?
*a. 7.90
b. 7.09
c. 7.0
d. 0.7
7.90,
7.09, decimal
0.70, 0.07
*b. are2.3,
3.45, from
3.8,least
3.9to greatest?
34. Which ofa.the
following
numbers
arranged
c. 4.08, 4.80, 4.0, 4.8
d. 1.35, 1.53, 1.3, 1.5
35. Which of the following decimal numbers are arranged from greatest to least?
a. 7.80, 7.90, 7.70, 7.07
b.
2.2, 3.22, 3.20, 3.3
*c. 4.81, 4.18, 4.08, 4.0
d. 1.31, 1.13, 1.3, 1.0
31.
201
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