Module

1
WHOLE NUMBERS

LESSON 1: Place Value

Objectives
At the end of the lesson, the student should be able to:
➢ Identify the place value and value of a digit in the numeral;
➢ Read and write numbers through 9 000 in symbols and in words; and
➢ Solve word problems involving place value.

Discussion
Our numeration system is called Hindu-Arabic or Decimal System. Unlike other
numeration systems such as the Roman Numeration, the Hindu-Arabic system uses place value
which makes it easier to read numbers. Let us take a look at the following place value chart.

PLACE VALUE CHART

THOUSANDS HUNDREDS TENS ONES
1000 100 10 1

In a four-digit number, the place value of each digit from left to right are: thousands,
hundreds, tens and ones.
The place value chart below shows the number 4 728. How do we read this number?

PLACE VALUE CHART

Place Value in Words THOUSANDS HUNDREDS TENS ONES
Place Value in Figures 1 000 100 10 1
Given Number 4 7 2 8

The number 4 728 is read as “four thousand, seven hundred twenty-eight”.

1
 The table below shows the place value and value of each digit in the number 4 728. Observe
that the value is simply the product of the digit and its place value.
Digit Place Value Value
word figure
8 ones 1 8x1=8
2 tens 10 2 x 10 = 20
7 hundreds 100 7 x 100 = 700
4 thousands 1 000 4 x 1 000 = 4 000
One way of making students visualize place value is by using blocks such as ones shown.
The number represented by the blocks is 1 thousand, 1 hundred, 1 ten, 1 one or 1 000 + 100 + 10 +
1 which is equal to 1 111.

Instead of using blocks, an alternative material to use is

Teacher’s Notes
drinking straws.
▪ Group pupils into fives.
Place straws in the container labelled ONES PLACE, ▪ Provide each group with
starting with one straw, two, three, and so on up to ten. When it drinking straws or
reaches ten, show that 10 ones may now be renamed as 1 ten by popsicle sticks and three
binding the ten straws with a rubber band and placing it in the containers labelled ONEs
container labelled TENS PLACE. Repeat the process a few more PLACE, TENS PLACE,
times. and HUNDREDS PLACE,
respectively.
What happens when there are already 10 budles each with
▪ Have them follow your
ten straws in the container labelled TENS PLACE?
directions as you show
Since 10 tens equal 1 hundred, then we may bundle them how 10 ones are
together the 10 tens straws and place them in the container labelled renamed as 1 ten and 10
HUNDREDS PLACE. It shows that 10 tens equal 1 hundred. tens as 1 hundred.

Evaluation
A. Give place value and value of the digit 8 in each numeral.
Number Place Value Value
1. 485
2. 825
3. 8 032
4. 7 908
5. 1 873
2
B. Write the following in words.
1. 461 ______________________________________________________________

2. 809 ______________________________________________________________

3. 4 045 ______________________________________________________________

4. 7 420 ______________________________________________________________

5. 3 004 ______________________________________________________________

C. Write the following in symbols.

1. Five hundred eight
2. Two hundred forty-six
3. Three thousand, eight hundred seventy
4. Eight thousand, nine hundred thirty-seven
5. Six thousand, two

D. Answer the following.

1. What is the digit with the biggest value in 1 459?
2. What is the sum of the digits in the tens and thousands place in the numeral 9 087?
3. What is the sum of the values of the digits in the ones and hundreds place in the numeral
9 837?
4. Which digit has the smallest value in the numeral 1 089?
5. I am a three-digit number. My tens digit is 3 more than my ones digit. My hundreds digit is
an odd number less than 3. What number am I?

3
 LESSON 2: Addition of Whole Numbers

Objectives
At the end of the lesson, the student should be able to:
➢ Visualize the concept of addition;
➢ Add one to three-digit numbers; and
➢ Solve word problems involving addition.

Discussion
Originally, the Philippines has a total of 7 107 islands. Lately, 534 new islands are added which
makes our total number of islands as 7 641. It means that 7 107 + 534 = 7 641.
In the addition sentence 7 107 + 534 = 7 641, 7 107 and 534 are called addends while 7541
is called sum. Addends are the numbers being added while sum is the result in addition.
Addition is the process of putting two or more numbers or things together. For instance, let
us illustrate the following: 3 mangoes added by 4 mangoes total 7 mangoes.

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

7
Properties of Addition

1. Commutative Property of Addition

You learned above that 4 + 3 = 7. What would the answer be if we change the order of the
addends into 3 + 4 ?

3 4

7
It shows that 4 + 3 = 3 + 4 = 7. This is called Commutative Property of Addition. It says that
the order of the addends does not affect the sum.

4
 2. Associative Property of Addition
Another property of addition is Associative Property. It says that changing the grouping of the
addends does not affect the sum. For example, the sum of (8 + 7) + 2 is equal to the sum of
8 + (7 + 2).
(8 + 7) + 2 = 8 + (7 + 2)
15 + 2 = 8 + 9
17 = 17

3. Identity Property of Addition

The Identity Property states that the sum of a number and zero is the same number.
Examples:
8+0=8 0 + 42 = 42 2+0=2

Adding Two- to Three-Digit Numbers

To add two- to three-digit numbers, follow the steps below.
Step 1: Arrange the numbers in column so that digits of the same place value are aligned. For
example, let’s find the sum of 74 and 162.
Hundreds Tens Ones
Place Place Place
7 4
+ 1 6 2

Step 2: Add the digits in the ones place, tens place, then the hundreds place.
Hundreds Tens Ones
Place Place Place
7 4
+ 1 6 2
6

In the tens place, since 7 tens plus total 13 tens, then rename 13 tens as 1 hundred and 3
tens; write the 3 tens in the tens digit of the sum and regroup the 1 hundred with the hundreds digits
of the addends, then add.

Hundreds Tens Ones

Place Place Place
7 4
+ 1 6 2

2 3 6
The sum of 74 and 162 is 236.

5
 Evaluation

A. Give the missing addend or sum. Then identify the property of addition shown in each number.
1. 3 + 9 + 6 = _____ + 9 + 3 __________________________________
2. (8 + 3) + _____ = 8 + (3 + 6) __________________________________
3. ____ + 8 = 8 __________________________________
4. 12 + 9 = 9 + _____ __________________________________
5. 76 + 0 = ____ __________________________________

B. Solve the following problems.

1. Ryza has 24 marbles. Melba has 8 marbles more than Ryza. How many marbles do the
two girls have in all?
2. At the mall, Karl spent Php 145 on the first store and Php 248 in the second store. After
which, he has Php 120 left. How much money did he start with?
3. Clark and James each picked from a box. James’ number is twice as large as that of
Clark’s. The sum of their numbers is 42. What is James’ number?

C. Use the properties of addition to solve the following.

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

6
 LESSON 3: Subtraction of Whole Numbers

Objectives
At the end of the lesson, the student should be able to:
➢ Visualize the concept of subtraction;
➢ Relate subtraction with addition;
➢ Subtract one to three-digit numbers; and
➢ Solve word problems involving subtraction.

Discussion
Subtraction is another operation we need to learn as it is very useful in daily life. Subtraction
is the process of taking away one number from another. For instance, if an older saltwater crocodile
has a length of 6 meters while the younger has a length of 4 meters, then what is the difference in
their lengths?

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

Older

difference
Younger
The illustration shows that the difference between 6 and 4 is 2. It means that 6 – 4 = 2.
Another way to show this is by using the inverse operation of subtraction which is addition.
That is 4 + _____ = 6. So, what should be added to 4 to get a sum of 6? This shows that subtraction
is like finding the missing addend.
In 6 – 4 = 2, 6 is called minuend. It is the number being subtracted from. The number 4 is
called the subtrahend or the number used to subtract. Then, 2 is called difference or remainder, which
is the answer in subtraction.
Subtraction is the inverse operation of addition. It means that 6-4 =2 may be translated into
an addition sentence which is:
Subtraction sentence Addition sentence
6–4=2 2 + 4 =6 or 4+2=6
Subtraction of Two-to Three-Digit Numbers
Let us learn how to subtract two-digit numbers by solving the following word problems.

7
Problem 1:
Keneth Kyle has Php 79. He bought a piece of sandwich at Php 25, How much money does
he have left?
To solve the problem, we subtract 25 from 79.
To subtract two-digit numbers, we may use the following steps:
Step 1: Arrange the numbers so that the digits of the same place value fall on the same column.
Tens Place Ones Place
7 9
- 2 5

Step 2: Subtract the ones digits.

Since the ones digit of the minuend is 9, which is greater than that of the subtrahend, which is
5, then we can proceed to subtraction right away.
Tens Place Ones Place
7 9
- 2 5
4

Step 3: Subtract tens digits.

Tens Place Ones Place

7 9

- 2 5

5 4

Therefore, 79 – 25 = 54 or Keneth Kyle had Php 54 left.

Problem 2:
Gian has a collection of 342 keychains. Of these, 157 are foreign and the rest are Philippine
made. How many of her keychains are Philippine made?
To find the answer, subtract 157 from 342.
Step 1: Arrange the numbers in column.

Hundreds Tens Ones

Place Place Place
3 4 2
- 1 5 7

8
 Step 2: Subtract the digits in the ones place.

Observe that 2 ones of the minuend is less than 7 ones of the subtrahend. In this case,
rename 4 tens of the minuend as 3 tens and 10 tens, then regroup the 10 ones with 2 ones to make
12 ones. Now , subtract 7 from 12.
Hundreds Tens Ones
Place Place Place
3 12
3 4 2
- 1 5 7
5
Step 3: Subtract the tens.
Since 3 tens of the minuend is again smaller than 5 tens of the subtrahend, then
rename 3 hundreds of the minuend as 2 hundreds and 10 tens, then regroup 10 tens with 3 tens to
make 13 tens. Subtract the tens digits.
Hundreds Tens Ones
Place Place Place
2 3 12
3 4 2
- 1 5 7
1 8 5
Step 4: Subtract the hundreds digits.
Therefore, Gian has 185 Philippines-made keychains.

9
 Evaluation
A. Find the missing addend.
1. 8 + ____ = 16 6. ____ + 9 = 17
2. 7 + ____ = 12 7. ____ + 7 = 13
3. 4 + ____ = 13 8. ____ + 6 = 12
4. 6 + ____ = 13 9. ____ + 5 = 12
5. 5 + ____ = 14 10. ____ + 8 = 15

B. Find the difference.

1. 25 2. 59 3. 126 4. 458 5. 625
- 18 - 37 - 49 - 253 - 286

C. Solve the following word problems.

1. Ivy harvested 378 mangoes. Michelle harvested 89 mangoes less than Ivy. How many

mangoes did Michelle harvest?

2. Miguel and Raphael have a total savings of Php 874. Chat saved Php 86 more than Miguel.

How much dis each student save?

3. Ralph has Php 750. He spent Php 256 on food, Php 125 for his fare, Php 345 for his project

and saved the rest. How much did he save?

10
 LESSON 4: Multiplication of Whole Numbers

Objectives
At the end of the lesson, the student should be able to:
➢ Express multiplication as repeated addition;
➢ Identify the properties of multiplication;
➢ Master the basic multiplication facts ; and
➢ Solve multi-step word problems involving addition, subtraction and multiplication.

Discussion
Multiplication as Repeated Addition
In multiplication sentence 830 x 2 = 1 660, 830 and 2 are called factors while 1 660 is
called product.
Find the sum of the following.
1. 4 + 4 + 4 + 4 + 4 + 4 + 4 =
2. 3 + 3 + 3 + 3 + 3 + 3 + 3 + 3 =
3. 8 + 8 + 8 + 8 + 8 + 8 =
In the exercises above, observe that the same numbers are being added repeatedly. In this
case, we can find the answer using another operation which is multiplication.
Multiplication is called repeated addition since adding the same number repeatedly may be
expressed as multiplication instead. Let’s take a look at the following examples.

Addition Multiplication Answer

1. 4+4+4+4+4+4+4 7 groups of 4 or 7 x 4 28

2. 3+3+3+3+3+3+3+3 8 groups of 3 or 8 x 3 24

3. 8+8+8+8+8+8 5 groups of 8 or 5 x 8 40

Basic Multiplication Facts

The basic multiplication facts are easy to memorize by using the Multiplication Table, skip
counting or the concept of multiples. Use of flashcards would be of great help too.

Properties of Multiplication
1. Commutative Property of Multiplication
When the order of the factors is changed, the product is still the same.

11
 Example: (2 x 8) x 5 = 2 x (8 x 5)
16 x 5 = 2 x 40
80 = 80
2. Associative Property of Multiplication
The grouping of the factors does not affect the product.
Example: (2 x 8) x 5 = 2 x (8 x 5)
16 x 5 = 2 x 40
80 = 80
3. Identity Property of Multiplication
When a number is multiplied by 1, the product is the number itself.
Example: 10 x 1 = 10 1x8=8
4. Zero Property of Multiplication
Any number multiplied by zero is zero.
Example: 0x6=0 18 x 0 = 0

Evaluation
A. Give the multiplication sentence and the product
1. 5 + 5 + 5 = _________________________________________
2. 7 + 7 = _________________________________________
3. 3 + 3 + 3 + 3 + 3 + 3 = _________________________________________
4. 4 + 4 + 4 + 4 + 4 = _________________________________________
5. 2 + 2 + 2 + 2 + 2 + 2 + 2 + 2 = _________________________________________

B. Express the following as repeated addition

1. 3 x 4 = _________________________________________
2. 5 x 6 = _________________________________________
3. 8 x 2 = _________________________________________
4. 7 x 3 = _________________________________________
5. 9 x 4 = _________________________________________

C. Supply the missing number.

1. 3 x ____ = 21
2. ____ x 8 = 40
3. ____ x 4 = 36
4. 5 x ____ = 45
5. 6 x ____ = 48

D. Fill in the blank with the number that will make the number sentence correct, then identify the
property shown by each number sentence.
1. ____ x 9 = 0 ; _________________________________________
2. 1 x ____ = 7 ; _________________________________________
3. 8 x ____ x 9 = 0; _________________________________________
4. 7 x 3 = ____ x 7; _________________________________________
5. 8 x ____ x 4 = 4 x 6 x 8; _________________________________________
12
 E. Solve the following problems.
1. Jenzor has 9 bags. Four bags contain 9 balls, 3 bags contain 8 balls and the rest of the
bags contain 6 balls. How many balls inn all does Jenzor have in his bags?
2. Clark has twice as many marbles as Andrew while Andrew has thrice as many marbles as
Dave. If Dave has 8 marbles, how many marbles do the three boys have in all?

LESSON 5: Division of Whole Numbers

Objectives
At the end of the lesson, the student should be able to:
➢ Relate division as repeated subtraction;
➢ Express division as inverse operation of multiplication;
➢ Find the quotients of basic division facts; and
➢ Solve multi-step word problems involving division and the other operations.

Discussion
The process of division can be expressed as:
5
10
10 ÷ 2 = 5 or = 5 or 2 10
2

Where,
10 is called the dividend or the number being divided;
2 is called the divisor or the number that divides; and,
5 is called quotient or the answer in the division.

Division as Repeated Subtraction

Division is called repeated subtraction. To answer the question, “ How many 2s are in 10?”,
we may either subtract 2 from ten repeatedly or simply divide.
To find the number of 2s in 10 using repeated subtraction, we subtract 2 from 10 repeatedly
until the difference is 0.
10 – 2 = 8
8–2= 6
6–2= 4
4–2= 2
2–2= 0
The process above shows that there are five 2s in 10.
13
Division as Inverse Operation of Multiplication
Division is inverse operation of multiplication. For instance, 10 ÷ 2 = 5 may be written as 5 x 2
= 10 or 2 x 5 = 10. It means that
Dividend ÷ divisor = quotient may be written as
divisor x quotient = dividend
If you can master the basic multiplication facts, then division would also be easy. Let’s have
the following examples.

Division Sentence Multiplication Sentence Answer

72 ÷ 8 = ____ 8 x ____ = 72 Since 8 x 9 = 72, then 72 ÷ 8 = 9

56 ÷ 7 = ____ 7 x ____ = 56 Since 7 x 8 = 56, then 56 ÷ 7 = 8

Let us now apply all the operations we have learned by solving the following word problem.
Jake has Php 100. He gave Php 35 to each of her two friends. She then spent a third of the
amount left. How much does she have now?
Let’s solve the problem using the following illustration:
100

35 35

The illustration clearly shows that to find the amount left after Jake gave Php 35 each to his
two friends, we simply subtract 2 x 35 or 70 from 100, which is Php 30. Since he spent a third of the
remaining amount, then our next illustration would be
100

35 35

It shows that the amount left, which is Php 30, is to be divided into three equal parts. So, 30
÷ 3 = 10. Since she spent a third of the remaining amount or Php 10, then what she has left is 30 –
10 = 20. Therefore, Jake has Php 20 left.

Evaluation
A. Find the quotient by showing that division is repeated subtraction.
1. 24 ÷ 8
2. 42 ÷ 7
3. 36 ÷ 3
4. 56 ÷ 8
5. 48 ÷ 6

14
B. Fill the missing number.
1. 3 x ____ = 27 6. 32 ÷ ____ = 8
2. 6 x ____ = 42 7. 18 ÷ ____ = 8
3. 9 x ____ = 81 8. 45 ÷ ____ = 5
4. ____ x 8 = 32 9. ____ ÷ 7 = 4
5. ____ x 7 = 28 10. ____ ÷ 6 = 9
C. Solve the following problems.
1. The dividend is 48 and the quotient is 6. What is the divisor?
2. When Keneth divided a number by 7, the quotient is 9. What is the number?
3. A vendor has 40 eggs which she arranged in trays, each containing 6 eggs. How many
trays did she use? How many eggs are in the last tray?
4. 58 children and 6 teachers went to a field trip. They took private cars which can carry 8
passengers. How many cars did they use? Are all the cars filled up with 8 passengers?
5. Ramon saves from his daily allowance Php 50 every Monday, Php 40 on Tuesdays, Php
30 on Wednesday, Php 20 on Tuesdays and Php 10 on Fridays. From the amount he
saved after four weeks, he deposited Php 500, gave Php 60 to his church and spent the
rest for an ice cream. How much did he spend for an ice cream?

15
Module
2
FRACTIONS

LESSON 1: The Concept of a Fraction

Objectives
At the end of the lesson, the student should be able to:
➢ Illustrate fraction as part of a whole, set, region and unit;
➢ Distinguish kinds of fractions; and
➢ Solve word problems involving fraction.

Discussion
Liorah brought home a plate of rectangular banana cake. She sliced the cake into 4 equal
parts. Her son, Jeff, ate one slice of it. What part of the cake did Jai eat?

“What part” refers to a fraction. This means that fraction is a part of a whole. One slice of a
cake represents one-fourth. One-fourth in symbol is

1 numerator

fraction bar

4 denominator
The number above the fraction bar is called numerator. It tells the number of slices of banana
cake Jeff ate.
The number below the fraction is called denominator. It tells the number of equal parts into
which the whole banana cake is divided.
The fraction bar or the line that separates the numerator from the denominator is called
vinculum.
Fraction could also be used to identify part of the set.

16
Kinds of Fractions
Fraction can be classified as proper, improper and mixed number.
A proper fraction is a fraction whose value is less than 1.
1 2
Its numerator is less than its denominator. and are examples of proper fraction.
4 5

An improper fraction is a fraction whose value is equal to or greater than 1. Its numerator is
5 11
equal to or greater than its denominator. Examples are and .
5 3
7 3
A mixed number is composed of a whole number and a fractional part such as 1 and 4 .
9 5
1 1
A fraction with a numerator of one is called unit fraction. Examples are and .
6 9

Evaluation
A. Identify the fraction shown by the shaded part.
1. 4.

2. 5.

3.

B. Draw to illustrate the following fractions.

4
1.
7

8
2.
11

7
3.
9

3
4.
5

6
5.
9

17
C. Identify the following as proper fraction, improper fraction or mixed number.
4
1.
9

11
2.
7

7
3.
7

12
4.
5

4
5. 8
7

D. Write the fraction being asked in the following problems.

1. Nanay Lydia bought 3 red, 5 blue and 6 white shirts. What fraction of the shirts were red?

2. Cherie scored 17 in a 20-item test. What fraction of the test did Cherie answer incorrectly?

3. During the Liga, a friendly basketball competition among barangays, Team Bo-ok won 9
games out of 11 games that they played. What fraction of the total games played did they
lose?

4. The Grade 3 class of Tagbakin Elementary School has 18 boys out of 31 learners. What
fraction of the class are girls?

5. In a basket with 15 fruits, there are nine atis. What fraction of the fruits are atis?

18
 LESSON 2: Equivalent Fractions

Objectives
At the end of the lesson, the student should be able to:
➢ Visualize equivalent fractions;
➢ Generate equivalent fractions from the given fraction;
➢ Find the missing part of the equivalent fractions; and
➢ Solve word problems involving equivalent fractions and the simplest form of the fractions.

Discussion
1
We can say that Deimos is one out of two moons of Mars which is in fraction form.
2

On-half could be represented as this:

If we divide the same figure equally into 4 equal parts, the shaded figure represents two-
fourths as shown below.

We didn’t change the shaded region but we only divided the figure into smaller parts.
1 2 1 2
In this case, and look different but they have same values. and are called equivalent
2 4 2 4
fractions.
The word equivalent means, ‘equal’ or ‘same value’. So, equivalent fractions are fractions
which are equal or with the same value.
1 2 1 2 2
If we take a look at and , becomes by multiplying it by a fraction equal to 1, which is .
2 4 2 4 2
1 2 2
We can illustrate this as x = .
2 2 4
1
We can also generate more equivalent fractions for by multiplying it by a fraction equal to
2
one.
16
Let us take another example. Let us give equivalent fractions for .
20

19
 16 2 8
By dividing by a fraction equal to 1 which is , we came up with while dividing the same
20 2 10
4 4
fraction by , we get .
4 5

In other words, we can also generate equivalent fractions by dividing both numerators and
denominators by the same number.
If there are no more numbers that can exactly divide both numerator and denominator, then
the fraction is already in simplest form or lowest term.

Evaluation
A. Give five equivalent fractions from the given fraction
1
1.
3

3
2.
4

12
3.
15

30
4.
60

35
5.
70

B. Find the missing numerator or denominator to make the fractions equivalent.

2 10
1. = =
5 15
6 18
2. = =
7 21
36 18 9
3. = =
20
65 13
4. = =
80 32
2 20
5. = =
9 27

C. Express in simplest form.

3 4
1. 6.
9 10

12 18
2. 7.
24 27

16 14
3. 8.
20 21

15 6
4. 9.
27 15

42 39
5. 10.
56 52

20
D. Solve the following problems.
1. There are 6 white chairs and 3 green chairs in the classroom. How do you write the fraction
of the chairs that are green in simplest form?
3 4 5
2. The proper fractions , , and are in their simplest forms. What value/s of a is / are
𝑎 𝑎 𝑎
between 20 and 30?
3. There are 24 pupils from the school who participated in a Math Camp. Eighteen of them
are boys and the rest are girls. What fraction of the school’s delegation are girls? Express
your answer in its simplest form.
3
4. What equivalent of has a difference of its numerator and denominator equal to 20?
7
5. Twenty-one pupils went to the Learning Resource Center (LRC) to read books. Six of them
read almanacs and the rest read story books. How do you write the fraction of the pupils
who read story books in simplest form?

21
 LESSON 3: Comparing and Ordering Fractions

Objectives
At the end of the lesson, the student should be able to:
➢ Visualize similar and dissimilar fractions;
➢ Compare fractions using relation symbols;
➢ Order fractions in increasing and decreasing order; and
➢ Solve word problems involving comparing and ordering fraction..

Discussion
Identical twins look similar while fraternal twins look different or dissimilar. Fractions can also
be classified as similar or dissimilar. Let’s have an example.
2
Gian, Keneth, and Andrew are best friends. They like to drink orange juice. Gian drank pitcher
5
3 1
of juice, Keneth drank pitcher of juice and Andrew drank pitcher of juice.
5 2

Two-fifths, three-fifths, and one-half can be illustrated as follows.

2 3 1
5 5 2

Both the wholes in two-fifths and three-fifths are divided into 5 equal parts while the whole in
one-half is divided into 2 equal parts.
2 3
Thus, we can say that and are similar fractions. In other words, similar fractions are wholes
5 5
divided into equal parts or they are fractions with the same denominators.
2 1
On the other hand, the divisions of the wholes of and are not the same. They have different
5 2
2 1
denominators. So, we can say that and are dissimilar fractions.
5 2

Fractions can also be compared using relation symbols such as greater than (>), less than (<)
or equal to (=). Let us use a part of the problem from the previous example.
2 3
Gian drank pitcher of juice while Keneth drank pitcher. Who between the boy drank a
5 5
greater amount of juice?

22
 To compare these fractions, we can illustrate them as follows.

2 3
5 5
2 3
Based on the shaded parts, we can say that is less than . In symbols, we can illustrate this
5 5
2 3
as < . Therefore, we can say that Keneth drank a greater amount of juice than Gian.
5 5
2 3
Since we have already known that and are “similar fractions” we can now generalize that
5 5
without illustration, we can compare the fractions based on their numerators. That is, the bigger the
numerator, the greater the fraction is or the smaller the numerator, the lesser the fraction is.
We can also arrange fractions in increasing or decreasing order.
2 3 1
How do we arrange , , and in ascending order?
5 5 2
2 1 3
By illustration, we can say that is the least, is the middle and is the last because it is the
5 2 5
greatest among the three.
3 1 2
If we arrange the fractions in descending order, we come up with the arrangement , , .
5 2 5

Evaluation
A. Write the fraction for the shaded part of each figure on the blank. Then, determine whether
they are similar fractions or dissimilar fractions.
1.

________ ________
2.

________ ________
3.

________ ________

23
4.

________ ________

5.

________ ________

B. Shade the parts of the figure based on the given fractions and compare them using relation
symbols by putting <, >, or = in the box.
1.

2 3
5 5

2.

3 2
4 4

3.

4 2
6 3

4.

3 2
8 4

24
5.

5 1
8 4

C. Write <, > , or = to compare the following fractions

3 4
1. ____
5 7
12 2
2. ____
18 3
1 6
3. ____
2 7
4 3
4. ____
5 11
8 16
5. ____
9 18

D. Arrange the following sets of fractions in increasing order.

3 1 2
1. _________________________________
4 4 4

3 5 1
2. _________________________________
6 6 6

1 1 1
3. _________________________________
2 5 3

4 4 4
4. _________________________________
8 5 9

1 2 5
5. _________________________________
4 3 7

E. Arrange the following sets of fractions in decreasing order.

2 4 1
1. _________________________________
5 5 5

1 8 3
2. _________________________________
8 8 8

1 1 1
3. _________________________________
4 2 5

3 3 3
4. _________________________________
4 9 5

1 4 3
5. _________________________________
3 5 4

25
F. Solve the following problems.
1 2
1. Camille is looking in her footwear box. If of her footwear are shoes and are slippers, which
3 3
footwear does she have more?
2. Adela brought home one plate of bibingka sliced into eighths for her three children. Leslie ate
1 1 1
, Liorah ate and Jayne ate of the bibingka. The eldest child ate the smallest part of the
4 8 2
bibingka while the youngest ate the largest. Who among them is the middle child?
2 3
3. The distance of Faith’s house from school is of a kilometer while Kian’s house is of a
5 8
kilometer away from school. Who among the two children has a house farther from school?
2 4
4. It took Zendrex of an hour to finish the household chores assigned to him while it took Ella
5 6
of an hour to complete her household chores. Who between the worked faster?
2
5. In a recent survey conducted by the Grade III learners at Tagbakin Elementary School, of
5
1 3
the learners surveyed said that their favorite color is blue, said pink, and said green. What
4 10
color was favored by the greatest number of learners?

26
 LESSON 4: Addition of Similar Fractions and
Mixed Numbers

Objectives
At the end of the lesson, the student should be able to:
➢ Illustrate addition of similar fractions;
➢ Add similar fractions and mixed numbers; and
➢ Solve word problems involving addition of similar fractions and mixed numbers.

Discussion
Based on the 2015 census, Iloilo Province ranked first in the most highly urbanized
2
province/city in Panay and Guimaras Islands. Occupying about of the island’s population. Capiz
5
1
ranked second occupying about of the island’s population.
5

What fraction of the population of Panay and Guimaras islands is the combined population of
Iloilo and Capiz?
To find the fraction that the population of Iloilo and Capiz represent, we need to add them.
2 1
Putting it in a number sentence, we have + = N, where N represents the total population of the
5 5
provinces.
2 1
Since we have already known that is two out of five equal parts of the whole and is one put
5 5
of five equal parts, we could illustrate the number sentence as follows:

+ =N

Counting the number of shaded parts, we can say that there are three shaded parts or there
are three fifths. We could illustrate it as follows:

+ =

3
Therefore, Iloilo and Capiz comprise of the islands’ population.
5

27
 Evaluation
A. Add the following fractions.
4 3
1. + =
8 8
2 4
2. + =
11 11
1 1
3. + =
2 2
4 3
4. + =
6 6
3 2
5. + =
4 4
2 3
6. 4 + =
7 7
1 7
7. 2 + =
8 8
10 6
8. 7 + =
13 13
6 4
9. 12 + 10 =
9 9
3 9
10. 2 + 5 =
10 10

B. Solve the following problems.

1 2
1. Ann bought 2 kilograms of kamote and 1 kilograms of singkamas. How many kilograms of
4 4
root crops did she buy in all?
2
2. Kent and Michael filled the tank with water. Kent filled the tank with 3 gallons of water more
5
than Kent. How many gallons of water did the two boys fill the tank in all?
7 4
3. Father painted our fence. He used 3 liters of blue paint and 5 liters of white paint. How
10 10
many liters of paint did father use in all?
1
4. Korina, Angelie and Osa have the same amount of money. Korina spent of her money.
6
3 2
Angelie spent of her money. Osa spent of her money. What part of their money did the
6 6
three girls spend in all?eat in all?
5. Venice has a plate of rectangular pizza sliced into thirty-sixths. She ate 5 parts of it and each
of her five friends ate 4 parts. What part of the pizza did Venice and her friends eat in all?

28
 LESSON 5: Subtraction of Similar Fractions and
Mixed Numbers

Objectives
At the end of the lesson, the student should be able to:
➢ Illustrate subtraction of similar fractions;
➢ Subtract similar fractions and mixed numbers; and
➢ Solve word problems involving subtraction of similar fractions and mixed numbers.

Discussion
Two of the largest provinces in region 6 are Negros Occidental and Iloilo. Negris Occidental
2 1
occupies about of the region’s land area while Iloilo occupies about of the region’s land area.
5 5

What is the difference between the fractions that represent the land areas of Negros
Occidental and Iloillo?
Since the question has a clue word “difference”, this means that we are going to use
2 1
subtraction. In number, that’s - = N.
5 5

We could illustrate the given as follows

2 1 1
Based from the illustration, we will be taking away one shaded part. Thus, - =
5 5 5

Evaluation
A. Add the following fractions.
4 1
1. - =
6 6
5 3
2. - =
7 7
4 2
3. - =
9 9
9 3
4. - =
10 10

29
 22 17
5. - =
25 25
4 1
6. - =
4 4
4 1
7. 2 - 1 =
6 6
4
8. 3 - 1 =
5
3 5
9. 6 - 2 =
6 6
2 5
10. 15 - 9 =
7 7
3
11. 8 - 4 =
5
3 1
12. 5 - 3 =
8 8
7
13. 11 - 9 =
13
1 5
14. 6 - 2 =
6 6
1 5
15. 15 - 9 =
7 7

B. Solve the following problems.

1
1. Mother bought 1 kilogram of brown sugar. She used kilogram of it for her ginataan. How many
2
kilograms of sugar was left?
3
2. Lydia has 3 meters of cloth. She used 1 meters for her blouse. How many meters of cloth was
5
left?
2 3
3. Marjon used 3 kilograms of flour in making doughnut and 2 kilograms in making maja blanca. If
4 4
he has 10 kilograms of flour, what part of the flour was left?
3
4. Daniela has 6 kilograms of banana. She boiled 1 kilograms for her friends. After cooking, she
4
3
found out that it was not enough for her friends. She cooked another 1 kilograms. How many
4
kilograms of banana was left?
2
5. My house is 7 kilometers away from school. In going to school, I walked km from our house to the
5
2
tricycle parking station which is 6 km away from the unloading station. From the unloading station, I
5
walk another distance to finally reach school. What is the distance from the unloading station to
school?

30
Module
2
GEOMETRY

LESSON 1: Simple Geometric Figures

Objectives
At the end of the lesson, the student should be able to:
➢ Visualize simple geometric figures;
➢ Identify simple geometric figures; and
➢ Solve word problems involving simple geometric figures.

Discussion
Bahay Kubo or nipa hut symbolizes house in the Philippines. It is made of bamboo and nipa.
Bahay is the Filipino term for house and kubo is from Spanish cubo which means cube.
Bahay Kubo can be drawn, like the one at the left, using the basic
geometric terms such as point, line, line segment and ray.
A
Point is a location in space. It has no length, width and height.
It is represented by a dot. It is named by a capital letter. Examples of
B E point in the figure are point A, point B, point C, point D, etc. It can be
represented as • A, • B, • C, • D.
A line is a continuous collection of points. It has no endpoint. It can be
extended infinitely in both directions. It has a length but no width and
height. It can be named by two capital letters or one small letter written
in script. Examples of line in the figure are AB or BA and AE or EA.
C D
G Line Segment is a part of a line. It is a finite set of points on a straight
H F path. It has two endpoints. It can be named by two capital letters.
Examples are BC and DF.
Ray is also a part of a line. It has one endpoint and it can be extended in one direction only. It
is named by two capital letters starting from the endpoint.
Example is CG. When two rays meet at their common endpoint, they form an angle such as <BAE
or <EAB.

31
 Evaluation
A. Identify the following.

1. 4.

2. •
3. 5.

B. Answer the following crossword puzzle with the basic terms in geometry. Clues are given.

4 5

Across
3. It has one endpoint and one arrowhead.
6. These are lines that meet at one point.
7. It can be extended in 2 directions endlessly.
8. It has 2 endpoints.
Down
1. These are lines that form right angles.
2. It is formed when 2 rays meet.
4. A pair of lines that never meet.
5. It is represented by a dot.

C. Draw the following

1. Point X
2. Line CY
3. Angle IBO
4. Line segment MN
5. Ray KW
32
D. Solve the following problems.
1. What is the least number of points needed to form a line?
2. How many straight segments does a paper clip have?
3. How many segments can be named from the figure below?

A B C D E F G
4. How many angles are there in the figure below?

5. How many rays are there in the figure below?

33
 LESSON 2: Two-Dimensional Objects

Objectives
At the end of the lesson, the student should be able to:
➢ Identify, name, and describe the four basic shapes (square, rectangle, triangle and circle) in
2-dimensional (flat/plane) and 3-dimensional (solid) objects; and
➢ Construct squares, rectangles, triangles, circles, half-circles, and quarter circles using cut-
outs and square grids.

Discussion
In geometry, a two-dimensional shape can be defined as a flat plane figure or a shape that
has two dimensions – length and width. Two-dimensional or 2D shapes do not have any thickness
and can be measured in only two faces.

This is a triangle. It has This is a square. It has four equal

three sides. sides. It has four right angles.

This is a rectangle. It has two This is a pentagon. It has

opposite sides of equal lengths. five sides.
It has four right angles.
A circle has no length or width but it is also considered as a two-dimensional shape. When
you divide the circle into two equal parts, each part is called half circle. When you divide the circle
into four equal parts, each part is called a quarter circle.

Circle Half-Circle Quarter Circle

34
 Evaluation
A. Identify the shapes represented by the following objects.
1. 2. 3.

4. 5.

B. Draw the following.

1. Rectangle
2. Circle
3. Triangle
4. Quarter circle
5. Square
C. Who am I?
1. I have four equal sides and four right angles. Who am I?
2. I have a shape like a doughnut. Who am I?
3. I have two pairs of equal sides. I have four right angles. Who am I?
4. I am made up of three segments. Who am I?
5. I am a closed plane figure made up of five sides. Who am I?
D. Count the number of shapes asked.
1. Count the number of quarter circles and half circles in the figure. Sizes may vary.

2. Count the number of triangles in the figure. Sizes may vary.

3. Count the number of squares in the figure. Sizes may vary.

35
 LESSON 3: Three-Dimensional Objects

Objectives
At the end of the lesson, the student should be able to:
➢ Identify and describe three-dimensional objects;
➢ Differentiate two-dimensional from three-dimensional objects;
➢ Construct three-dimensional objects using manipulatives; and
➢ Solve word problems involving three-dimensional objects.

Discussion
In geometry, a three-dimensional shape can be defined as a figure or an object or that has
three dimensions – length, width and height. Unlike two-dimensional shapes, three-dimensional
shapes have thickness or depth.
Pyramids are examples of 3-dimensional figures. Other 3-dimensional shapes are cube,
rectangular prism, cone, cylinder and sphere.
A pyramid can be represented as follows:
Pyramid is a three-dimensional object. It has length, width and height.
Looking at the pyramid, we could see that it is made up of a rectangular base and triangular
faces.
Three-dimensional objects are also called as solid figures or simply solids.

Other common three-dimensional objects or solid figures are shown in the table below.

Figure Name Common Characteristics

Cube It has 6 square faces, 8 corners

or vertices and 12 edges.

36
 Rectangular Prism It has 6 rectangular faces, 8
corners and 12 edges.

Sphere It has a curved surface but has

no edge and corner.

Cylinder It has 2 circular faces, 2 curved

edges, and a curved surface,
but has no corner.

Cone It has one circular face, a

curved surface, one corner and
one curved edge.

Evaluation
A. Identify the solids represented by the following objects.

1. 2. 3. 4. 5.

B. Draw the following.

1. Rectangular prism
2. Square pyramid
3. Cone
4. Sphere
5. Triangular prism

C. Who am I?
1. I have 6 faces. All of them are squares. Who am I?
2. Mayon Volcano is a representation of me. Who am I?
3. I look like a trash bin with two circular bases and one curved surface. Who am I?
4. A box is a representation of me. All my faces are rectangles. Who am I?
5. I have more than 2 faces. None of them are circles. I have one square face and the rest are
triangles. Who am I?

37
 LESSON 4: Symmetry

Objectives
At the end of the lesson, the student should be able to:
➢ Identify shapes /figures that show symmetry in a line;
➢ Draw the line of symmetry in a given figure in a line; and
➢ Complete a symmetrical figure with respect to a given line of symmetry.

Discussion
The image of the butterfly can be divided into two equal parts as shown below.

Symmetric means that a figure forms two equal parts or mirror image of the other when folded.
The line that divides the figure into two equal parts is called the line of symmetry.
Here are other examples.

The heart has one line of symmetry while the square has four lines of symmetry.
In a square, you can draw one line of symmetry either vertically or horizontally. Two slanting
lines of symmetry can also be drawn. This means that there are four possible lines of symmetry which
can be drawn in the square.

38
 Some figures don’t have lines of symmetry as shown below. They are asymmetric.

Evaluation
A. Write YES if the following figures have correct drawing of line of symmetry and NO if not.
1. 2. 3.

4. 5.

B. Draw the line of symmetry on each shape.

1. 2. 3.

C. Complete the shapes/figures by drawing the other half to make them symmetrical. The line of
symmetry will be your guide.

1. 2. 3.

4. 5.

39
D. How many lines of symmetry can be drawn on the following shapes/figures?

1. 4.

2. 5.

3.

40
 LESSON 5: Tesselation

Objectives
At the end of the lesson, the student should be able to:
➢ Recognize shapes that can tesselate; and
➢ Tesselate the plane using triangles, squares and other shapes.

Discussion
The chess board is one of the examples of tessellations. Tessellation is a pattern of shapes
that perfectly fit together. This means that there are no gaps or overlaps in between shapes.

.
These are other examples of tessellations.

In the first figure, triangles are used to form tessellation.

The center figure is made up of two shapes repeated to form tessellation. They are pentagons
and rhombuses.
The last figure from left is a combination of three shapes repeated-squares, triangles and
hexagons.
As you can see, there are no gaps and overlaps among the shapes. All these examples satisfy
the definition of tessellation.

41
 Evaluation
A. What shape is repeated in the figures shown below?

1. 2. 3.

4. 5.

B. Write YES if the figures below show tessellation, NO if not.

1. 2.

3. 4.

42
5.

C. Make your own tessellation using the following shapes.

1. Square
2. Circle
3. Triangle
4. Rectangle
5. Hexagon and triangle

43
Module
4
MEASUREMENT

LESSON 1: Time Measure

Objectives
At the end of the lesson, the student should be able to:
➢ Convert one time measure into another;
➢ Compute for the exact amount of time between two given times; and
➢ Solve word problems involving time measurement.

Discussion
Time measurement is very important for us to learn because we are using it almost the whole
day every day. The words minute, hours, days and years are all measures of time. How long is each
of these? Study the table and the examples that follow.
1 min (minute) = 60 s (seconds)
1 h (hour) = 60 min
1 day = 24 h
1 week = 7 days
1 month = 30 days (April, June, September, November)
31 days (January, March, May, July, August,
October, December)
28 days (February on Regular year)
29 days (February on leap Year)
1 y (year) = 365 days (366 on a leap year)
1 decade = 10 y
1 century = 100 y

In converting from one unit to another, the rule is:

From bigger to smaller unit → multiply
From smaller to bigger unit → divide

44
Example 1: How many minutes are in 3 hours?
Solution: Since 1 h – 60 min, then multiply 60 x 3 = 180. So, 3 h is equal to 180 min.
Example 2: How many hours are in one-half day?
1 1
Solution: There are 24 h in 1 day. For day, multiply x 24 or divide 24 by 2 to get 12 h.
2 2
2 2
Example 3: How many seconds are in 4 minutes?: (4 x 60) + ( x 60) = 240 + 40 = 280 min.
3 3
2 2
Solution: There are 60 s in a minute, so 4 min : (4 x 60) + ( x 60) = 240 + 40 = 280 min.
3 3

Example 4: roger started doing his project at 5:40 p. m. and finished it at 7:45 p.m. How long did he
do his project?
Solution: To find the time for the project, use the formula below:
Amount of Time Spent = Time finished - Time Started

hour minute

Time Finished 7 45

Time Started 5 40

Time Spent 2 5

The amount of time spent doing the project is 2 h 5 min.

Example 5: Liorah Jayne went driving. She left at 10:30 a.m. and arrived at 3:15 p.m. How long did
she drive?
Solution: Subtract 10:30 from 3:15.

hour minute

Time Arrived 3 15

Time Left 10 30

Time Travelled

Observe that the number of minutes in the minuend is smaller than that of the subtrahend. In
this case, rename the 3 hours as 2 hours and 60 minutes and regroup the 60 minutes with 15 minutes
to make 75 minutes. Then proceed to subtraction.

hour minute

Time Arrived 2 75

Time Left 10 30

Time Travelled 45

45
 Since the number of hours in the minuend is smaller than that in the subtrahend, we can
always add 12 hours due to the fact that time is modulo 12. It means that the number of hours in the
minuend will become 14. We can now subtract.

hour minute

Time Arrived 14 75

Time Left 10 30

Time Travelled 4 45

It means that Liorah Jayne drove for 4 h 45 minutes.

Evaluation
A. Complete the table.
1. 1 min = _________ s 3. 1 day = _________ h
2 min = _________ s 2 days = _________ h
5 min = _________ s 6 days = _________ h
1 1
min = _________ s day = _________ h
2 3
1 1
3 min = _________ s 4 day = _________ h
2 6

2. 1 week = _________ days 4. 1 h = _________ s

6 weeks = _________ days 37 days = _________ weeks
10 weeks = _________ days 300 minutes = _________ hours
3
weeks = _________ days 50 years = _________ century
7
1
4 weeks = _________ days 8 years = _________ decade
7

B. Solve the following problems.

1. A pet dog is now 1 year and 4 months old. How many months old is it now?
2. Keneth was able to run a race in 147 minutes. How many hours and minutes did he run
the race?
3. One morning, the girl scouts started hiking at 5:50. They arrived at the camp site at 8:20.
How long did they hike?
4. In a certain year, there were exactly four Fridays and exactly four Mondays in December.
On what day of the week did the 25th of December fall that year?

46
 LESSON 2: Length, Mass, and Volume

Objectives
At the end of the lesson, the student should be able to:
➢ Convert units of measure of lengths, mass, and volume from smaller to larger and vice
versa; and
➢ Solve word problems involving units of measure of length, mass, and volume.

Discussion
The length of Cagayan River is 505 km. Kilometer (km) is a unit of length or distance; hence,
it may also be expressed in other units such as meter (m), decimeter (dm), and so on. For mass, the
units used in the metric system are kilogram (kg), gram (g), centigram (cg), and so on. On the other
hand, the units used for volume are liter (L), milliliter (mL), and so on.
For this lesson, we will only learn the units presented on the table below. Study the table and
the examples that follow.

Length Mass Volume

1m= 100 cm 1 kg = 1 000 g 1L= 1 000 mL

1 km = 1 000cm

To review, when converting from one unit to another, the rules are:
from bigger to smaller unit – multiply
from smaller to bigger unit – divide
Example 1: How many meters are in 4 kilometers?
Solution : 1 km = 1 000 m; So, 4 km = 4 x 1 000 = 4 000 m
1
Example 2: How many centimeters are in meter?
2
1 1
Solution : Since 1 m = 100 cm, then m = x 100 = 50 cm.
2 2
1
Example 3: How many grams are in 3 kg?
4
1 1
Solution : 1 kg = 1 000 g; 3 kg = 3 x 1 000 = 3 250 g
4 4

Example 4: How many liters are in 2 500 milliliters?

1
Solution : 1 L = 1 000 mL; 2 500 ÷ 1 000 = 2 L
2

47
Example 5: Virgie filled three containers with different amounts of water using different units. In
1
container A, she placed 1 250 mL; in container B, she poured 1 L, while in container C, she poured
2
1 L 400 mL. Arrange the containers from the most to the least amount of water they contain.
Solution: To compare the three amounts of water, convert them into similar units.
Container A: 1 250 mL
1
Container B: 1 L or 1 500 mL
2

Container C: 1 L 400 mL or 1 400 mL

Therefore, the order of the containers from the most to the least amount of water content is :
Container B, Container C, and Container A.

Evaluation
A. Give the equivalent measure.
Measure of Length Measure of Mass Measure of Volume
1. 2 m = ______ cm 6. 3 kg = ______ g 11. 5 L = ______ mL
1 1
2. 3 km = ______ m 7. kg = ______ g 12. L = ______ mL
5 5
3 1
3. 300 km = ______m 8. 5 kg = ______g 13. 3 L = ______ mL
10 4
1
4. 3 km = ______ m 9. 2 000 g = ______ kg 14. 2 000 mL = ______ L
4
5. 1 km = ______ cm 10. 4 500 g = ______kg 15. 800 mL = ______L

B. Solve the following.

1
1. It takes 1` L of milk to make 1 pound of cheese. How many liters are needed to make 20
2
pounds of cheese? How many milliliters is that?
2. A bag of peanuts weighs 2 kg. The peanuts were to be placed in smaller packs each
weighing 250 g. How many packs will there be in all?
3. Annaliza won the 5 000 m run during the university sportsfest. How many kilometers did
she run?
4. How many 250 mL of oil are needed to fill a bottle with a capacity of 5 L?
5. Randy was able to sell five bottles of 350 mL perfume and three bottles of 750 mL perfume.
How many liters of perfume did he sell in all?

48
 LESSON 3: Perimeter

Objectives
At the end of the lesson, the student should be able to:
➢ Visualize the concept of perimeter;
➢ Find the perimeter of figures; and
➢ Solve word problems involving perimeter.

Discussion
What is Perimeter?
In geometry, perimeter can be defined as the path or the boundary that surrounds a shape. It
can also be defined as the length of the outline of a shape.
The word perimeter has been derived from the Greek word ‘peri’ meaning around, and ‘metron’
which means measure. Perimeter is the total length of the sides of a two-dimensional shape.
We often find the perimeter when putting up Christmas lights around the house or fencing the
backyard garden. Other examples may include finding the total length of the boundary of the soccer
field or the length of the crochet or ribbon required to cover the border of a table mat.
How to find perimeter?
We use a ruler to measure length of the sides of a small regular shape. The perimeter is
determined by adding the lengths of the sides/edges of the shape.
For small irregular shapes, we can use a string of thread and place it exactly along the
boundary of the shape, once. The total length of the string used along the boundary is the perimeter
of the shape.
The perimeter of all polygons can be determined by adding the lengths of their sides/edges.
Regular Polygons Irregular Polygons

49
Perimeter = 4 + 4 + 4 + 4 Perimeter of irregular polygons =

= 16 cm 5+3+2+4+3+7

OR = 24 cm
Perimeter of regular polygons =
number of sides x length of one side
=4x4
= 16

Here’s how the perimeter of some common shapes is calculated:

Polygon name: Polygon Picture/Image: Perimeter Formula:

Equilateral Triangle P=3xa

Scalene Triangle P=a+b+c

Square P=4xa

Rectangle P=2(a+b)

Quadrilateral P=a+b+c+d

Regular Pentagon P=5xa

Regular Hexagon P=6xa

Regular Octagon P=8xa

P=nxa,
A regular n-gon with each side a units
Regular N-gon where n is the number of sides
long
and a is the length of the sides.

50
 Evaluation
A. Find the perimeter of the following figures.

1. 2. 3.

4. 5.

6.

B. Solve the following problems.

1. The perimeter of a rectangle is 48 dm while its length is 13 dm. How wide is it?
2. For his project in Science, Alvin cut a piece of wood into five sides. The perimeter of the
resulting pentagonal board is 65 dm. If the measure of the four sides are 9 dm, 12 dm, 14 dm,
and 15 dm, then what is the length of the fifth side?
3. How long is one side of the square if its perimeter is 60 cm?
4. A rectangle has a perimeter of 70 cm. Its length is 3 cm more than its width. Find the width of
the rectangle.
5. A rectangular square yard is 120 m long and 90 m wide. How many complete runs around it
must a runner make to be sure he has run 2 km?

51
 LESSON 4: Area

Objectives
At the end of the lesson, the student should be able to:
➢ Visualize the concept of are;
➢ Find the area of two-dimensional figures; and
➢ Solve word problems involving area.

Discussion
What is Area?
In geometry, the area can be defined as the space occupied by a flat shape or the surface of
an object. The area of a figure is the number of unit squares that cover the surface of a closed figure.
Area is measured in square units such as square centimeters, square feet, square inches, etc.
The area of the squares below, with unit squares of sides 1 centimeter each, will be measured
in square centimeters (cm²).

The origin of the word area is from ‘area’ in Latin, meaning a vacant piece of level
ground. The origin further led to an irregular derivation of area as ‘a particular amount of
space contained within a set of boundaries.
We often find the area of the room floor to determine the size of the carpet to be
bought. Covering the floor with tiles, covering the wall with paint or wallpaper or building a
swimming pool are other examples, where in the area is computed.
Common simple shapes and polygons have their own formulae for calculating area.
Here’s how area of common 2-D or Two-Dimensional shapes is computed:

52
 Two-Dimensional Geometric Shapes:
Name of the shape: Picture of shape: Area Formula:
Area = πr²,
Circle
where r is the radius.

Area = bh,
Triangle
where b is base,
And h is height.
Area =l × l,
Square
where l is the length of each side.

Area = l × w,
Rectangle where l is length
and w is width.
Area = b × h,
Parallelogram where b is base,
and h is perpendicular height.

Area= (a +b)h ,
Trapezoid where a and b are lengths of the parallel
sides,
and h is perpendicular height.

Evaluation
A. Find the area of the following plane figures.
1. 2.
w= 7 m
S= 8 cm

b1 =12 cm
3. 4. 5.
h= 9 m h= 6 cm
r=7 dm

b=7 m b2 =15 cm
B. Solve the following word problems.
1. Suzette wants to buy tiles for her terrace. The length of the terrace is 72 dm while its width
is 48 dm. How many square tiles of side 4 dm will she buy?
2. Jade Andrew has a square table whose area is 81 sq cm. how long is one side of the
table?
3. The perimeter of a square lawn is 36 m. What is its area?
4. The top face of a box is rectangular with a width of 50 cm and a length of 65 cm. Kurt
wants to cover it with plastic. How many square centimeters of plastic will he need?
5. The area of a square garden is 64 sq m. The gardener walks along the sides of the garden
twice. What is the distance he covered?
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Module
INTRODUCTION TO ALGEBRA
5

LESSON 1: Continuous and Repeating Pattern

Objectives
At the end of the lesson, the student should be able to:
➢ Determine the missing term/s in a given continuous pattern using one or two attributes;
➢ Determine the missing term/s in a given repeating pattern using one attributes; and
➢ Determine the missing term/s in a given combination of continuous and repeating pattern.

Discussion
Study the following examples.
A, Z, A, Z, A, _____
The pattern uses letter A and Z. These are the letters repeated alternately in the pattern. From
the pattern, we can conclude that the next term is Z.
Observe this pattern.
3, C, 6, F, 9, I, 12, ____
This pattern is a combination of numbers and letters used alternately. The number pattern
adds 3 to previous term while the letters are their positions in the alphabet such as the thisrd letter in
the alphabet is C, the sixth letter is F, the ninth is I and so on. Thus, we can conclude that L is the
next term in the pattern because it is the 12th letter in the alphabet.
Study this pattern. What comes next?

Based on the figure, the figure is moving clockwise by 90 0. Thus, the next figure is .

54
 Evaluation
A. Draw if the given form a pattern and if not.

B. What’s next in the pattern?

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C. Observe the pattern and find the missing figure.

D. Answer the following problems.

1. How many squares will there be on the next figure?

2. What is the next number in the pattern 2, 9, 23, 51, …?

3. A rectangular table can seat 6 people. Two rectangular tables put end to end can seat 10
people. Three rectangular tables put end to end can seat 14 people. How many people
can be seated when 6 tables are put end to end?

4. In writing numbers from 1 to 10, we use 11 digits. In writing numbers from 1 to 20, we use
31 digits. In writing number from 1 to 30, we use 51 digits. How many digits are there if
you will write numbers from 1 to 100?
5. Observe the pattern. How many cubes will there be on the 21st figure?

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 LESSON 2: Number Sentences

Objectives
At the end of the lesson, the student should be able to:
➢ Construct equivalent number expressions using addition and subtraction;
➢ Identify and create patterns to compose and decompose using addition;
➢ Find the missing value in a number sentence involving multiplication or division of whole
numbers; and
➢ Solve word problems involving number sentences.

Discussion
The table here shows the distance from Quezon City to the next two big cities based on land
area in NCR.

City Distance from Quezon City (km)

Caloocan City 14

Pasig 17

From Quezon City, how much farther is Pasig City than Caloocan City?

To find the answer, we may first have a number sentence which is 17-14=n. By translating the
question into a number sentence, we can easily find the relationship between the given data.

Thus, by performing the operation, 17 minus 14 will give us 3 as an answer.

Let’s have another example of finding the missing term in a number sentence.
32 ÷ N = 4
This means that 32 divided by what number is 4. Thus, we can conclude that N is 8.

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 Evaluation
A. Given the sum of numbers, write at least five (5) pairs of possible addends which are whole
numbers.
1. 12
2. 16
3. 28
4. 30
5. 34
B. What number should replace m in each number sentence to make it correct?
1. m x 5 = 225
2. 136 + m = 208
3. 146 – m = 49
4. m ÷ 14 = 8
5. 56 + m = 234
C. Find the missing number in the number sentence.
1. 2 + N = 24 ÷ 4
2. N x 5 = 35 – 5
3. N ÷ 8 = 38 + 18
4. 8 x 4 = N + 17
5. 9 + N = N x 4
D. Translate into number sentences.
1. The sum of 9 and 13 is a.
2. y is the product of 13 and 7.
3. The difference between 23 and 14 is r.
4. The quotient of 20 and f is 4.
5. 8 is the quotient when q is divided by 6.
E. Read the following word problems. Write a number sentence and then solve.
1. a and b are two distinct numbers. a is 4 more than b. Their sum is 28. What are the two
numbers?
2. After 14 years, Dionn will be 35 years old. How old is Dionn now?
3. There are 26 mint candies in the jar. There are 5 less mango candies than mint candies
in the jar. How many candies are there in the jar altogether?
4. The distance from Cabanatuan to Santa Barbara is about 19 kilometers. Santa Barbara is
about 15 kilometers away from Iloilo City. About how many kilometers is the distance from
Cabanatuan to Iloilo City?
5. In a classroom, the number of chairs is twice the number of desks. The number of books
is 10 more than the number of chairs. If there are 50 books in the classroom, how many
desks are there?

58
Module STATISTICS AND PROBABILITY
6 FOR PRIMARY LEARNERS

LESSON 1: Data Collection and Representation

in Tables

Objectives
At the end of the lesson, the student should be able to:
➢ Collect and organize data in a table; and
➢ Read and interpret a table.

Discussion
The top five smallest cities in the Philippines in terms of land area are: San Juan City – 5.94
sq. km, Mandaluyong City – 9.29 sq. km, Navotas City – 10.77 sq. km, Cavite City – 10.89 sq. km,
and Pasay City – 13.97 sq. km.
This list of cities with their corresponding land areas can be called as data. Data is information,
especially facts or numbers, collected to be examined and considered.
The data above can be presented in table. A Table is made up of columns and rows which is
used to make presentation of data or information clearer, more organized and more attractive. The
title of the table is written at the top center. Each column has a title which is called column header.
Top 5 Smallest Cities in the Philippines

Name of City Land Area (sq. km) Rank

San Juan City 5.94 1

Mandaluyong City 9.29 2

Navotas City 10.77 3

Cavite City 10.89 4

Pasay City 13.97 5

59
 The title of the table is Top 5 Smallest City in the Philippines. On the other hand, Name of City,
Land Are (sq. km) and Rank are called column headers.
Observe that it is now much clearer for us to identify the cities and their respective land areas
and ranks because they are arranged in the table.

Evaluation
A. Study the table and answer the questions below.
Top Five Largest Countries in the World

Rank Country Area in sq. km

1 Russia 17,098,242

2 Canada 9,984,670

3 United States 9,826,675

4 China 9,596,960

5 Brazil 8,514,877

1. What is the title of the table?

2. What are the column headers in the table?
3. What country has the largest area?
4. What country has the smallest area?
5. What are the countries whose land areas are bigger than 9 000 000 sq km?

B. Construct a table for the following data.

The following are five of the world’s smallest countries with their land area in square kilometers.
Monaco – 1.95; Tuvalu – 26; Vatican City – 0.44; San Marino – 61, and Nauro – 21

60
 LESSON 2: Pictographs

Objectives
At the end of the lesson, the student should be able to:
➢ Interpret pictographs; and
➢ Construct pictographs.

Discussion
The Philippines is one of the countries with many volcanoes. In fact, it has 50 volcanoes which
makes it the 9th country in the world with the most number of volcanoes. The top five countries
with the most number of volcanoes are: United States-173; Russia – 166; Indonesia – 139; Iceland
– 130; and, Japan -112. Instead of simply enumerating or listing these data, we may also present
them in a pictograph.
A pictograph is a kind of graph used to present data or information using pictures that
represent numbers. The pictograph has four parts-title, legend, pictures, and labels. The title tells
what the graph is all about. It is written at the center above the graph. The legend shows how
much each picture represents and found below the graph. The pictures correspond to the actual
value being represented while the labels tell the objects being presented or compared.
Below is an example of a pictograph.
Fruits Collected

The pictograph shows the kind and number of fruits collected. We may make a legend and

assign the actual number of fruits in the graph. For instance, if a represents 10 bananas,
then the total number of bananas collected is 4 x 10 or 40.
To construct pictographs, we use the following steps.
Steps in Constructing Pictographs
1. Write the title at the top center.
2. Draw a table with two columns. The number of columns may vary depending on the data
to be included.
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 3. Write the labels at the first column.
4. Write the legend below the table.
5. Draw the pictures that correspond to the value of the objects or labels, as shown in the
legend.
Let us follow the steps in constructing a pictograph using the following data. The Grade2
class has the following number of boys and girls in each of the three sections:
Grade 2 A: Boys-20; Girls-10
Grade 2 B: Boys-20; Girls-20
Grade 2 C: Boys-10; Girls-30
In this example, the graph will look like this:
Numbers of Boys and Girls in Grade 2

The pictograph shows the number of boys and girls in the grade 2 Classes. The labels at the
left are the grade and section of each class while that on top is the number of boys and numbers of
girls.

Evaluation
A. Study the pictograph and answer the questions that follow.

62
 1. How much does a coin represent?
2. How many towns are included in the pictograph?
3. Which town donated the least amount and how much is the amount?
4. Which town donated the biggest amount?
5. How much did Sta. Barbara donate?
6. What towns donated more than Php 4 000?
7. What is the difference between the amount of donations of San Joaquin and Estancia?
8. What is the total donation of the five towns?
B. Construct a pictograph using the following data. Make your own questions about the graph.
Title: Books Displayed in Philippine University Library
Legend: big book = 500 copies; small book = 200 copies
Labels: Kinds of Books Number of Copies
History 700
Mathematics 1200
Science 1000
Literature 1600
Documentary 900

In groups of five, complete the pictograph below and answer the questions that follow.

Answer the following questions:

1. What can be a good title for the pictograph?
2. If the number of Candy A is 40, Candy B is 25, Candy C is 30 and Candy D is 15, then
what would be the legend?
3. What must be the label of the column at the left?
4. How many Candy B are there in all?
5. What is the total number of candies?

63
 LESSON 3: Bar graphs

Objectives
At the end of the lesson, the student should be able to:
➢ Interpret bar graphs; and
➢ Construct bar graphs.

Discussion
A bar graph uses bars to compare two or more numbers. Bar graphs can either be vertical or
horizontal. The graphs below are examples of vertical and horizontal bar graphs.

A bar graph has a title, horizontal or vertical bars, and labels. In the vertical graph, the labels
at the left side of the graph are the numerical values or descriptions of the things being compared.
The labels below the graph are the things being compared or presented and are being represented
by the bars. On the other hand, in a horizontal bar graph, the labels at the left side of the graph are
the things being compared or presented while the labels below the graph are the numerical values or
descriptions of the things being compared.
To construct a bar graph:
1. Write the title at the top center.
2. Make the graph
3. Write the labels
4. Draw the bars, the number of which corresponds to the number if things being compared.
The height of length of the bar must also correspond to the value of the things they
represent.

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 Evaluation
A. Study the bar graph and answer the questions that follow.

1. How many Lower Box tickets were sold?

2. What kind of tickets sold has the least sales?
3. How many more General Admission than Upper Box tickets were sold?
If the prize of each kind of ticket are as follows:
Patron – Php 2 000
Upper Box – Php 1 000
Lower Box – Php 500
General Admission – Php 200
a. What is the total cost of all Patron tickets sold?
b. Which kind of tickets earned the most?
c. What is the total amount of all tickets sold?
B. Construct a bar graph using the following data:
Title: Tree Planting Drive
Number of Trees Planted: First Year – 90; Second Year – 75; Third Year – 80; Fourth Year –
60.

65
 LESSON 4: Simple Probability

Objectives
At the end of the lesson, the student should be able to:
➢ Tell whether an event is “sure to happen”, “likely to happen”, “equally likely to happen”;
“unlikely to happen”; and “impossible to happen”; and
➢ Describe events in real-life situations using the phrases “sure to happen”, “likely to happen”,
“equally likely to happen”; “unlikely to happen”; and “impossible to happen”;

Discussion
Probability is the mathematical term for the likelihood that something will occur, such as
winning the jackpot prize in Lotto, drawing an ace from a deck of cards or picking a green piece of
candy from a bag of assorted colors. In our daily life, there are a number of different types of activities
you engage in that involve probability and chance whether you realize it or not. For example, you
might wonder about the probability you will get a high enough grade on a test you have taken or if you
will be accepted for a job they applied for. You also use probability to make decisions when you don’t
know for sure what the outcome will be. Most of the time, you won’t perform actual probability
problems, but you’ll use subjective probability to make judgement calls and determine the best course
of action. Some of these things, however can be modeled and estimated effectively with probability
and statistical methods.
Probability is measured on a scale of 0 to 1, as shown in the probability scale below.

66
 When can we say that a certain event can unlikely or can certainly happen? When can we say
that there is an even chance for an event to happen? Let us have some examples for us to get to
understand about probability better.
Example 1: On a very sunny morning in April, what is the chance that it will rain in the next
hour?
Answer: Impossible. Three factors support out answer. 1. It is a very sunny morning; 2. It is
the dry month of April; and, 3. The time being asked that it will rain is within an hour from the time the
observation is done.
Example 2: When a die marked 1 to 6 is rolled, what is the chance that it will land with a
counting number on top?
Answer: The numbers on the die, which are 1 to 6, are all counting numbers. Therefore,
there’s a 100% chance that it will land with a counting number on top.
Example 3: There are 12 marbles in a bottle. Six of the marbles are red while the rest are
blue. What is the chance of picking a red marble?
Answer: There is the same number of red and blue marbles in the bottle, so there is an even
chance of picking a red marble.

Evaluation
Use the Probability Scale to determine the chance of each event occurring by placing a check
on the appropriate column.

Event Impossible Unlikely to Equally likely Most likely Certain to

to happen happen to happen to happen happen

1. Your favorite
basketball team will win
against its opponent
which it has beaten four
times in the past four
games.

2. It will not rain in the

whole month of June.

3. You will win the Lotto

4. You roll a die and get

an odd number

5. You toss a coin and

obtain a head

6. You get a color yellow

in a spinner that has
three colors

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7. You grow 10 feet tall

8. You roll a die and get

a number greater than 2

9. You draw a heart

from a deck of cards

10. It will rain on a hot

summer day

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