Professional Documents
Culture Documents
Date: ___________
I.
LEARNING OBJECTIVES
Multiply 5-or more digit factors by multiples of 10, 100 and 1000
Value:
Health consciousness
c. 82 214 x 700 = n
d. 22 135 x 1 000 = n
3. Generalization
How do we multiply numbers by multiples of 10? 100? 1 000?
Multiply the non-zero digits first, then annex to the products as many zeros as there are in
the factors.
IV. EVALUATION
Find the product.
1. 32 561 x 20 =
2. 46 128 x 300 =
3. 15 212 x 40 =
4. 62 183 x 100 =
5. 21 421 x 5 000 =
V. ASSIGNMENT
Complete the table
60
1.
2.
3.
4.
5.
1 200
6 000
21 345
53 466
25 364
51 528
85 432
MATHEMATICS IV
Date: ___________
I.
LEARNING OBJECTIVES
Show the different properties of multiplication
Value:
(2+5)+6
(5+3)+6
2. Motivation
Miss Daisy has 25 pupils. She required each pupil to read two books for home reading
per month. How many books will the children read in all?
What do you think will be developed among the pupils of Miss Daisy?
What do you think shall we get from reading many books?
B. Developmental Activities
1. Presentation
25x2=50
What are the factors? Do you think , that if we interchange the factors, the . product will
still be the same? So,
25x2=2x25
50=50
Procedure:
Distribute 40 counters to each pair
Say 2 multiplication problems using some factors (e.g.3x6,6x3)
Each student in pair shows and solves one of the problems using counter
Students compare the products and discuss
Repeat activity ( 5 10 mins )
Distribute cards to all the pupils. Each card contains a different multiplication fact such
as 4x2=8 and 2x4=8. Each child will look for his/her partner. Include in the multiplication
facts 0 and 1, factors like 0x1, 1x0 =0, 3x1 = 3 1x3 = 3.
2. Practice Exercises
Mang Tonyo prepares his harvest to be brought to the market. He has 5 kaings of
tomatoes. If each kaing contains 300 tomatoes, how many tomatoes are there in all? (Prove
your answer by showing the commutative property)
Solution: 5x300=300x5
1500=15000
3. Generalization
What are the properties of multiplication? Define each.
Remember:
Commutative Property-Changing the order of the factors does not change the
product
Associative Property-changing the grouping of the factors does not change the
product
.
Zero Property-any number multiplied by zero equals zero
Identity property any number multiplied by 1 equals the number
IV. EVALUATION
What property of multiplication is indicated?
1. 6 x 4 = 4 x 6
4. 11 x 1
2. ( 3 x 9 ) x 6 = 3 x ( 9 x 6 )
5. 92 x 3 = 3 x 92
3. 4 x 0
V. ASSIGNMENT
Solve for answer
1. 5 + 8 = 8 + 5
____ = ____
3. 6 x 0 = ____
2. 9 + 4 = 4 + 9
____ = ____
4. 80 x 1 = ____
5. 7 + 3 = 3 + 7
____ = ____
Remarks:
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MATHEMATICS IV
Date: ___________
I.
LEARNING OBJECTIVES
Identify the distribute property of multiplication over addition.
Value:
Dignity of labor
e. ( 3+2 )x 4
3. Generalization
What is another property of multiplication?
Another property of multiplication is its distributive property over addition. "Breaking
apart" 'a factor does not affect the product or renaming either factor as two addends does not
change the product
IV. EVALUATION
Give the missing numbers.
1. 3 x ( 7 + 4 ) = ( __ x 7 ) + ( 3 x 4 ) = ___
2. 9 x ( 3 + 4 ) = ( 9 x 3 ) + ( 9 x __ ) = ___
3. 5 x ( 10 + 3 ) = ( __ x 10 ) + ( 5 x 3 ) = ___
4. 6 x ( 4 + 4 ) = ( 6 x 4 ) + ( __ x 4 ) = ___
5. ( 3 + 4 ) x 5 = ( 3 x 5 ) + ( __ x 4 ) = ___
V. ASSIGNMENT
Show the distribute property of multiplication over addition then solve for the product.
Example: 6 x 7 = 6 x (4 + 3 )
=(6x4)+(6x3)
= 24 + 18
= 42
1) 9 x 15
2) 3 x 21
3) 2 x 9
4) 8 x 18
5) 4 x 10
Remarks:
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MATHEMATICS IV
Date: ___________
I.
LEARNING OBJECTIVES
Estimate the products of two factors with 5-or more digits by 2-to 3-digit numbers
Value:
3) 56 683 x 62 =
4) 47 928 x 37 =
5) 34 625 x 63
3. Generalization
How do you estimate the product of 2 factors?
To estimate the products, round the factors. to the highest/greatest place value then
multiply the rounded factors.
IV. EVALUATION
Find the product
1) 34 231 x 62 =
2) 184 599 x 586 =
5) 98 521 x 241 =
V. ASSIGNMENT
Estimate then multiply.
1) 631 236 x 143 =
2) 184 599 x 86 =
Remarks:
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MATHEMATICS IV
Date: ___________
I.
LEARNING OBJECTIVES
Multiply mentally 2 digit numbers with products up to 200 without regrouping
Value:
Health consciousness
3) 42 x 3 =
V. ASSIGNMENT
Solve for n by multiplying mentally
1) 23 x 3 = n 2) 2 x 50 = n 3) 21 x 4 =n
4) 31 x 3 =
4) 21 x 9 = n
5) 44 x 2 =
5) 3 x 62 =n
Remarks:
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MATHEMATICS IV
Date: ___________
I.
LEARNING OBJECTIVES
Write numbers of exponent form
Value:
Cooperation
5. 9 x 9 x 9 x 9 x 9 x 9 x 9 x 9
3. Generalization
The exponent tells how many times the base is used ads a factor.
A number to the zero power is always 1
A number to the first power is always itself the second power is squared and so on.
IV. EVALUATION
Write the standard form.
1. 35
2. 54
3. 54
V. ASSIGNMENT
Select the correct answer
1.
7x7x7x7x7
a. 77
b. 75
c. 57
2.
3.
4.
5.
9x9x9x9
a. 49
b. 94
c. 99
10 =
a. 100
b. 101
c. 102
43
a. 12
b. 16
c. 64
64 =
a. 82
b. 28
c. 88
4. 54
5. 54
Remarks:
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MATHEMATICS IV
Date: ___________
I.
LEARNING OBJECTIVES
Write numbers from standard from to scientific notation Without regrouping
Value:
Accuracy
Standard form
Scientific notation
60 000 000 ------------- 6 x 107
2. Practice Exercises
Write in scientific notation.
1) 30
2) 600
3) 7 400
3. Generalization
How do we write numbers from standard form to scientific notation?
Standard numerals are written in scientific notation as a product of 2 factors. First factor
is less than 10 but more than 1 and the second factor is a power of 10.
IV. EVALUATION
Write in scientific notation
1) 80
2) 500
3) 240
4) 6 700
V. ASSIGNMENT
Express in scientific notation
1) 500 000
3) 6 000 000 000
2) 3 000 000
4) 70 000
5) 31 000
5) 4 000 000
Remarks:
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MATHEMATICS IV
Date: ___________
I.
LEARNING OBJECTIVES
Write the numbers in scientific notation to standard form
Value:
Cooperation
c. 6 x 108
d. 6.1 x 103
3. Generalization
How do we write numbers in scientific notation to standard form?
To change scientific notation to standard numerals move decimal point to the right
depending on the exponent. It makes it a whole number.
IV. EVALUATION
Write in standard form
1) 8 x 102
2) 8.1 x 102
3) 2.16 x 105
V. ASSIGNMENT
Write in standard form
1) 3 x 102
2) 4 x 104
3) 9.3 x 106
8
5) The earth is about 1.5 x 10 km from the sun.
4) 3.49 x 108
4) 12 x 106
5) 6.11 x 107
Remarks:
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MATHEMATICS IV
Date: ___________
I.
LEARNING OBJECTIVES
Solve word problems involving multiplication of whole numbers including money
Value:
Cooperation
2. Jose earned P48 a day. How much did he . earn in Gne. week?
3. Mark planted 16 plots of pechay plant in the garden. Each plot contains 26 pechay plants. How
many pechay plants are there in all?
4. Which is better, planting ornamental plants or planting vegetable plants in your backyard? Why?
5. Is it cheaper to buy by the dozen? If you have money, how will you buy, by piece or by the
dozen? Why?
V. ASSIGNMENT
solve
1. Aling Rosa' sells flowers. She can sell 12 dozens of roses a day. How many roses can she sell in
two weeks?
2. It was Laras seventh birthday. Her mother bought 15 kilos of pork. If each kilo costs P120.00,
how much will her mother spent for pork?
Or create 2 word problems involving multiplication of while numbers including money then
solve for the answer.
Remarks:
____________________________________________________________________
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MATHEMATICS IV
Date: ___________
I.
LEARNING OBJECTIVES
Analyze word problem involving multiplication by telling what is asked, what are given, the
world c1ues/s, the hidden question and the operation to be used.
Value:
MATHEMATICS IV
Date: ___________
I.
LEARNING OBJECTIVES
Solves 2-step word problems involving multiplication and any of addition/subtracting.
Value:
Cooperation
____________________________________________________________________
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MATHEMATICS IV
Date: ___________
I.
LEARNING OBJECTIVES
Divide 5 or more digit numbers by 3-digit numbers without remainder
Value:
c. 66 248 292
3. Generalization
In dividing 5 digit numbers by 3-digit numbers, take the first 3 digits at the left then
divide, multiply, subtract and bring down. Check the answer by multiplying the quotient by
the divisor. The answer is correct if the product is equal to the dividend.
IV. EVALUATION
Divide the following
1) 39 751 127=
2) 50 924 131 =
3) 167 072 368 =
V. ASSIGNMENT
Find the Quotient
1) 76 622 421 =
2) 57 024 166 =
3) 564 926 =
Remarks:
____________________________________________________________________
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MATHEMATICS IV
Date: ___________
I.
LEARNING OBJECTIVES
Divide 5-or more digit numbers by 4-or more digit , numbers without and with remainder.
Value:
Helpfulness
Remarks:
____________________________________________________________________
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MATHEMATICS IV
Date: ___________
I.
LEARNING OBJECTIVES
Divide whole numbers by 10, 100 and 1000
Value:
Willingness
56 8 = ____
64 8 = _____
24 8 = ___
2. Motivation
The Bureau of Plant Industry will distribute 13 000 mango seedlings to 10 provinces.
How many seedlings will each province receive?
a. What did the Bureau of Plant Industry do?
b. What will you do to solve the problem?
B. Developmental Activities
1. Presentation
a. Is it possible to divide any number by zero? Explain your answer.
b. Suppose there are 100 barangays? How about 1 000 provinces?
1. 13 000 10 = 1 3000
3. 13 000 1 000 = 13
2. 13 000 100 = 130
2. Practice Exercises
Solve for the quotient mentally
1. 420 000 600 = _____
2. 51 000 500 = _____
3. 56 000 700 = _____
3. Generalization
How do we divide whole numbers by 10, 100 and 1 ODD? Ellicit the pattern.
When dividing numbers that are multiples of 10, 100 and 1000, cancel as many
zeros in the dividend as there are in the divisor before dividing. This means
dividing the dividend and divisor by the same power of 10.
IV. EVALUATION
Solve for the quotient
670 10 =
3 500 100 =
78 000 100 =
5 000 1 000 =
9 300 100 =
V. ASSIGNMENT
Complete the table. Divide by 10, 100 and 1000.
Divisor
Dividend
10
100
1000
1. 63 000
2. 800 000
3. 2 500 000
4. 130 000
5. 75 000
Remarks:
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MATHEMATICS IV
Date: ___________
I.
LEARNING OBJECTIVES
Divide 4-to 5-digit numbers by 2-to 3-digitnumbers with zeros in the middle or continuous zeros in
the dividend.
Value:
Helpfulness
MATHEMATICS IV
Date: ___________
I.
LEARNING OBJECTIVES
Estimate the quotient of 4-to 5-digitdeieds by 2-digit numbers
Value:
3. 62 926 47 =
4. 34 108 82 =
5. 8 445 92 =
3. Generalization
In estimating quotients, first round off the dividend and the divisor to the highest value
then divide.
IV. EVALUATION
Write the reasonable estimate for each of the problem.
1. P98.95 48 = ____
3. 17 399 34 = ___
2. 41 872 19 = ____
4. 19 457 23 = ___
V. ASSIGNMENT
Round both numbers then estimate the quotient
1. 62.95 56 = ____
3. 44 867 93 = ___
2. 43 209 18 = ____
4. 27 431 34 = ___
5. 69 673 68 = ___
5. 9 536 16 = ___
Remarks:
____________________________________________________________________
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MATHEMATICS IV
Date: ___________
I.
LEARNING OBJECTIVES
Divide mentally 2-to 3-digit numbers by 1-digit number without remainder
Value:
Health consciousness
84 4
848 4
3. Generalization
How do we divide numbers mentally? When we divide numbers mentally, we first
think of one or two dividends at a time then divide without using paper and pencil. Do the
same with the remaining digits.
IV. EVALUATION
Solve for n mentally
1. 66 6 = ____
2. 99 3 = ____
3. 110 5 = ___
4. 884 4 = ___
5. 819 9 = ___
V. ASSIGNMENT
Divide mentally
1. 49 7 = ____
2. 63 9 = ____
3. 120 6 = ___
4. 550 5 = ___
5. 442 2 = ___
Remarks:
____________________________________________________________________
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MATHEMATICS IV
Date: ___________
I.
LEARNING OBJECTIVES
Solve 1-step word problems involving division of 5 or more digit numbers by 3 or more digit
numbers including money
Value:
1.
2.
3.
4.
IV. EVALUATION
Read the problems carefully, then solve for the answer. Label your answers.
1. There are 21, 550 coconut tress to be distributed to 345 barangay's in Laguna. How many coconut
trees will be given to each barangay?
2. A factory can manufacture 125 fish nets using 156, 250 meters of nylon thread is used for each
net?
3. Dave gathered 17, 040 oranges. He packed them in boxes which each can hold 284 orange. How
many boxes did Dave use?
4. A Christmas tree cost P 950.00. How many Christmas tree can be brought from P 34, 200.00?
5. A delivery truck unloaded 600 boxes of canned milk at a supermarket. There were 14, 400 cans
of milk in all the boxes. How many cans were in each box?
V. ASSIGNMENT
a. Mr. Sison had 69, 965 kilograms of apple available for sale. Two hundred sixty tree vendors
prought equal weight of apples. How many kilograms did each vendor get?
b. There are 225, 190 cookies to be packed in a plastic container. One hundred thirty-five cookies
are in each pack. About how many plastic containers are needed to pack all the cookies?
c. Mangoes are sokJ by the "kaing". If one kaing cost P1, 025.00, how many "kaings" of-mango can
you buy in P 142, 475.00? Construct a word problem involving division of 5 or more digit
number by 3 or more digit numbers including money.
Remarks:
____________________________________________________________________
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MATHEMATICS IV
Date: ___________
I.
LEARNING OBJECTIVES
Analyze the word problems involving division of 5 or more digit numbers by 2 to 3 - digit
numbers including money buy telling what is asked, what is are given, the word c1ue/s, the
operation/s to be used and transform the problem into a number sentence
Value:
Cooperation
2. Motivation
Show a picture of a forest. Ask: have you been to the forest? What did you do there?
Share some of your experiences.
B. Developmental Activities
1. Presentation
Problem situation
A total of 93 184 pupils in Cavite will joined the tree planting program. If there were
256 pupils in each municipality, how many municipalities joined the tree planting
program?
1. What is asked in the problem?
2. What are the given facts?
3. What word clue would help you to solve the problem?
4. What question is to be used?
5. Why do you think many pupils joined the tree planting program?
2. Practice Exercises
Read the problem carefully and answer the question that follow.
There are 63 360 textbooks to be shipped to Cebu City. If there are 165 boxes how
many books are there in each box?
a. What is asked in the problem?
b. What are the given facts?
MATHEMATICS IV
Date: ___________
I.
LEARNING OBJECTIVES
Solving 2-to 3-step word problems Involving Division and Any One of Two of the Other
Fundamental Operation Learned Including Money.
Value:
MATHEMATICS IV
Date: ___________
I.
LEARNING OBJECTIVES
Analyze 2 to 3 step word problems involving division and any of the other fundamental
operations.
Value:
Kindness
MATHEMATICS IV
Date: ___________
I.
LEARNING OBJECTIVES
Visualize multiplication of fractions
Value:
Generosity
5x6=
2. Motivation
Acting out a problem (Kinesthetic)
Ask a group of 8 pupils to stand in 2 rows in front of the class. Ask of the group to sit
down then ask 1/3 of the group who sat down to kneel. What part of the whole group would
still be kneeling?
What did you do to find out the answer? How do we get of ?
B. Developmental Activities
1. Presentation
a. Present the word problem
Mayumi bought 1/3 meter of linen cloth. She used of it to make a handkerchief
for her mother. What part of the cloth was used or the handkerchief?
Ask What kind of daughter is Mayumi? Is it good to be generous? Why?
Ask for the multiplication sentence = of 1/3
b. Help them visualize and interpret the multiplication sentence. Make necessary
illustration. Give emphasis to the double shaded part.
c. Present the multiplication sentence by computation:
2. Practice Exercises
Read and solve on your paper. Write the multiplication sentence then express your
answer in lowest term.
Rorie has meter of red ribbon. She used of it in decorating a gift package for her
mother. What part of a meter of ribbon was used in decorating the gift package for her
mother?
What kind of daughter is Rosie Are you like Rorie.
3. Generalization
Remarks:
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MATHEMATICS IV
Date: ___________
I.
LEARNING OBJECTIVES
Read decimal numbers through hundredths.
Value:
Hospitality
0.02
0.59
3. Generalization
What should you remember in reading and writing decimals.
1. Read the number after the decimal point as a whole number and then name the
place value position of the last decimal.
2. There are two decimal places after the decimal point in hundredths.
IV. EVALUATION
0.15
0.75
0.09
0.15
0.04
0.13
0.05
0.46
Write as decimals
Three tenths
Five hundredths
Four tenths
Twenty six hundreds
Thirty five hundredths.
Remarks:
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MATHEMATICS IV
Date: ___________
I.
LEARNING OBJECTIVES
Rename in decimal form fractions whose denominations are powers of 10.
Value:
Cooperation
3.65
9.2
2. Motivation
Distribute strips of cartolina to the pupils with the following information.
Four tenths
0.36
Two and five tenths
12.3
Twelve and three tenths
0.4
Two and five hundredths
2.05
Thirty six hundredths
2.5
The first pair of pupils with the correct decimals in figures and words will come to the front
and get the stick with the word first. The other pairs will do the same.
B. Developmental Activities
1. Presentation
Let the pupils get 10 counters. Ask them to set aside 4 counters. What fractional part of
our whole set is your 4 counters?
Write the answer on the board.
( 4/10, 3/10, 6/10, 9/10 )
Repeat the process with other numbers. ( 3, 6, 9 )
2. Practice Exercises
Write each number as a decimal.
1. Barbara rode her bicycle 8/10 of a kilomider to school.
2. The winner of the race was 24/100 of a second faster than the person who finished
next.
3. Generalization
How do we rename fractions whose denominators are powers of 10 as decimals?
b. A tenths decimal has 1 place value. It represents a fraction with a denominator of
10. the decimal point is read as and.
c. A hundredths decimal has 2 decimal places. It represents a fraction with a
denominator of 100.
d. A thousandths decimal has 3 decimal places. It represents a fraction with a
denominator of 1000.
IV. EVALUATION
Write a decimal for each fraction
1. 8/10
2. 24/100
3. 9/100
4. 16/100
5. 5/10
V. ASSIGNMENT
Write the decimal for each number.
1. The meter taxi traveled 1 4/10 kilometers from St. Marks Square to the glass factory.
2. Venice is famous for its glass blowers. One glass blowers made a pitcher in the shape of a swan.
The pitcher holds 1 75/100 liters of water.
3. The tour of Rizal Park takes 3 25/100 hours.
4. Joan walked 4 3/10 blocks to see San Agustin Church.
5. The length of my room is 2 3/100 meters.
Remarks:
____________________________________________________________________
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MATHEMATICS IV
Date: ___________
I.
LEARNING OBJECTIVES
Name the place value of each digit of a given decimal number
Value:
Identify the place value of the underlined digit in each given numeral.
21.614
428.095
113.015
37.59
78.0069
V. ASSIGNMENT
Give the place value of each underlined digit.
1. 215.05
2. 9.13
3. 14.165
4. 5.0052
5. 18.709
Identify the digit of the number 168.324 according to the place value indicated below.
1. tenths
2. thousandths
3. hundreds
4. hundredths
5. thousands
Remarks:
____________________________________________________________________
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MATHEMATICS IV
Date: ___________
I.
LEARNING OBJECTIVES
Express money as pesos and centavos
Value:
2. Motivation
Have you gone shopping? What did you buy? Did you buy everything that you like? Why? If
you buy only what you need, what does that show? Is it important to be thrifty? Why?
Therefore, what should you practice?
B. Developmental Activities
1. Presentation
Activity
a. Put up a mini fruit stand in a pocket chart or on your table. Each fruit should have a tag price.
b. The pupils will buy from the fruit stand.
Example: Jose wanted to buy a bunch of bananas.
c. The seller would say the cost of the fruits bought.
Example: Bananas would cost P35.00 per kilo.
d. Using the play money, ask the pupil to give 1 P20, 1 P10 and 1 P5.
e. Write the amount of money as P35.00.
What symbol was used?
How is it written?
2. Practice Exercises
Match the amount in words with that of the amount in figures.
_____ 1. Thirty-six pesos
a. P9.15
_____ 2. Two hundred pesos
b. P 1 020.00
_____ 3. Forty-five pesos
c. P36.00
_____ 4. Nine pesos and fifteen centavos
d. P200.00
_____ 5. One thousand twenty pesos
e. P0.45
f. P3.60
3. Generalization
MATHEMATICS IV
Date: ___________
I.
LEARNING OBJECTIVES
Round decimals to the nearest tenths/hundredths/thousandths.
Value:
BEC-PELC II A3
Enfolding Mathematics IV
flashcards, chart
thousandths?
IV. EVALUATION
Round the following as indicated
1. 0.6542 (nearest tenths)
2. 0.9568 (nearest thousandths)
3. 10.2346 (nearest hundredths)
4. 73.6834 (nearest thousands)
5. 25.1934 (nearest tenths)
V. ASSIGNMENT
Round to the underlined digit.
a. 0.653
b. 0.467
c. 6.8321
d. 62.4623
e. 2.1832
Remarks:
____________________________________________________________________
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MATHEMATICS IV
Date: ___________
I.
LEARNING OBJECTIVES
Add decimals through hundredths without and with regrouping
Value:
Thoughtfulness
2. Motivation
What do you give your mother on her birthday? When you give her a gift, what does it
show? It is important to be thoughtful? Why?
B. Developmental Activities
1. Presentation
Elaine used 0.5 meter of red ribbon and 0.8 meter of white ribbon on the gift that she will
give her mother. How many meters of ribbon did she use?
a. How many meter of red ribbon was used? (0.5)
How many meter of white ribbon was used? (0.8)
b. Let us illustrate using a number line
c. Using the shortcut method
0.5
+ 0.8
1.3
2. Practice Exercises
Arrange in column then add.
1. 0.12 + 0.15 =
2. 0.25 + 0.38 =
3. 0.34 + 0.99 =
3. Generalization
4. 0.68 + 0.36 =
5. 0.75 + 0.49 =
3.
0.23
+ 0.57
4. 0.96
+0.02
5. 0.15
+ 0.98
Remarks:
____________________________________________________________________
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MATHEMATICS IV
Date: ___________
I.
LEARNING OBJECTIVES
Subtract decimals through hundredths without and with regrouping.
Value:
4. 0.65 0.39 =
5. 0.87 0.48 =
V. ASSIGNMENT
Answer the following
a. Subtract 0.38 from 0.51
b. Find the difference between 0.63 and 0.92
c. Take away 0.52 than 0.91?
d. What is 0.54 less than 0.91?
e. What is the value of n in 0.81 0.56 = n?
Remarks:
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