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Mathematics

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Mathematics – Grade 4
Alternative Delivery Mode
First Quarter – Module 1
Lesson 8 - Week 8: Problem Solving Involving Division of 3 – 4 – Digit Numbers
Including Money
First Edition, 2020

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Published by the Department of Education

Division of Lapu-Lapu City

Development Team of the Module

Writers’ Name : Daisy Joan A. Hobiena

: Vanie Jane P. Cambari
: Regine W. Bognot
: Rufino T. Galleto
Editor’s Name : Rebecca P. Toring, PSDS District 5
: Glenda B. Pogoy, Principal II
: Chona A. Obregon, MT II
Reviewers’ Name : Melodina T. Wahing, Principal II
: Elvy I. Cabalhug, Principal I
Illustrator’s Name : Elizabeth M.Ababon
: Adelyn I. Horquita
Layout : Chona A. Obregon, MT II
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Schools Division Superintendent : Wilfreda D. Bongalos, Ph.D., CESO V
Assistant Schools Division Superintendent : Marcelita S. Dignos, Ed.D., CESO VI
Curriculum Implementation Chief : Oliver M. Tuburan, Ed.D.
EPSVR- Mathematics : Cecilia O. Arcenal
EPSVR-LRMDS : Teresita A. Bandolon
ADM Coordinator : Marigold J. Cardente
: Jennifer S. Mirasol
Printed in the Philippines by:
Department of Education – Region VII, Central Visayas
Division of Lapu-Lapu City
Office Address: B.M. Dimataga St., Poblacion, Lapu-Lapu City
Contact No.: (032) 410-4525
Email Address: [email protected]

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Introductory Message
This learning module in Math is believed to be a functional and meaningful
instructional tool when used to facilitate the learners, especially in times of crisis where
students are unable to attend classes in school. It provides a means to clarify the writer’s
mission to provide quality learning opportunity in most accessible means and mechanism.
Furthermore, it provides a friendly guide to the teachers complete with objectives, pre-
activity, discussion of content, examples and post-activity.
This Module is a medium through which we can share and examine what we - as
developmental educators believe what we are learning from our experiences. This output
believes to underscore the dialectical relationship between theory and practice. Therefore, it
is hoped that this output will be a propeller to systematize the understanding of an objective
teaching process, practice and application as well as to provide increased understanding
and guidance for the future conduct of similar undertakings.
We invite you to enjoy using what we call “fruits of labor” from the consolidated effort
of the technical committee and writers. Remember that the best instructional material is the
one that works for students and teachers! We look forward to your feedback.

For the Teachers

This module is self-paced and self-explanatory. Take time to
read and provide guidance to pupils who need clarifications in
answering the different activities of the module.

For the Students

This module is self-paced and self-explanatory. Take time to
read the instruction and its parts and go through with the
sequential order of the module. Comply all activities required
for this module and submit to your teacher. Do not write
anything on the module. Instead, write all your answers in a
separate sheet of paper or activity notebook required by the
teacher. You may submit a handwritten or a computerized
answer.

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 For the Facilitator/Parent
This module is self-paced and self-explanatory. Take time to
read the instruction and its parts and go through with the
sequential order of the module. Make sure that there is a
learning space at home provided for your assigned
student/child to work on. At most, each module should be
done two hours of reading and answering time and maybe
extended as necessary. The role of the facilitator or the parent
is to clarify any content that requires further guidance and
explanation.

Let your assigned student/child comply all activities required

for this module and submit to the teacher/school. Do not let
your assigned student/child write anything on the module.
Instead, write let the assigned student/child answers in a
separate sheet of paper or activity notebook required by the
teacher.

Standard Symbols/Icons used to represent some parts of

the module:

What I Need to Know. It contains learning objectives to be developed

in a material. It introduces the topic/content of the module briefly.

What I Know. This is given to check what the learner knows about the
lesson to take. This contains instruction in whether to proceed or skip the
module.

What’s In. Connects the current lesson with the previous lesson by going
over concepts that were learned previously.

What’s New. Introduces the new lesson through a story, a poem, song,
situation or an activity.

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What is It. Provides questions that will help the learner discover and
understand the concept. It also provides a brief discussion of the lesson.

What’s More. This is a Guided/Controlled Practice. Guided/Controlled

Assessment. Independent Practice. Independent Assessment.

What I Have Learned. A question, fill in the blank sentence/paragraph

to process what the learner learned from the lesson.

What I Can Do. An activity that shall transfer the skills/knowledge

gained or learned into real-life concerns/situations.

Assessment. This evaluates the learner’s level of mastery in achieving

the learning objectives. The task given shall validate the concepts and
provide more opportunities to deepen the learning.

Additional Activity. An activity in any form that can increase the

strength of the response and tends to induce repetitions of actions/learning.

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 What I Need to Know

This module was made considering you as our priority. It is done

for you to learn problem solving a better way and as easy as 123. The
lesson herein is based from the Most Essential Learning Competency
(MELC) that enables the learner to learn the easiest way possible with or
without the guidance of parents or teacher.
The Most Essential Learning Competency:
 Solves routine and non- routine problems involving division of 3- to
4- digit numbers by 1 – to 2-digit numbers including money using
appropriate problem solving strategies and tools

Lesson 8.1 Solves routine problems involving division of 3- to 4- digit

numbers by 1- to 2- digit numbers including money using appropriate
problem-solving strategies and tools.
Lesson 8.2 Solves non – routine problems involving division of 3- to 4-
digit numbers by 1- to 2- digit numbers including money using
appropriate problem-solving strategies and tools.
At the end of this module the pupils are expected to:
1. Solves routine problem involving division of 3- to 4- digit numbers
by 1- to 2- digit numbers including money using appropriate
problem-solving strategies and tools.
2. Solves non - routine problem involving division of 3- to 4- digit
numbers by 1- to 2- digit numbers including money using
appropriate problem-solving strategies and tools.
3. Apply routine and non- routine problems involving division of 3- to
4- digit numbers by 1- to 2- digit numbers in real-life situations.

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 What I know
Directions: Solve the following problems. Choose the letter of the correct
answer.
1. The Maribago Barangay Council donated ₱ 9 840 for the meal
allowance of the 12 street sweepers. How much does each street
sweeper receive?
A. ₱ 820 B. ₱ 830 C. ₱ 840 D. ₱ 850
2. A guitar factory in Maribago sold a total of ₱ 8, 820.00 in 7 days for
15 guitars. How much does each guitar cost?
A. ₱ 586 B. ₱ 587 C. ₱ 588 D. ₱ 589
3. Alex and Karen are selling necklaces made from shell crafts. They
sold a total of ₱6 894 for the 24 necklaces. About how much does
each necklace cost?
A. ₱ 287. 00 C. ₱ 287. 50
B. ₱ 287. 25 D. ₱ 287. 75
4. Belle and Jane are selling fruits. They sold 5 kgs. of mangoes on
Monday, 3 kgs. on Tuesday and 10 kgs Wednesday. If they sold a
total of ₱ 2,160.00, how much does each kilogram of mango cost?
A. ₱ 100.00 C. ₱ 120.00
B. ₱ 110.00 D. ₱ 130.00
5. A fish vendor sold 6 kg of fish each day for 5 days. If he sold a
total of ₱ 6, 600.00 how much does each kg cost?
A. ₱ 210 C. ₱ 230
B. ₱ 220 D. ₱ 240
6. Zhavia went to a bank and requested the cashier to change her
three 1000 bills. How many bills she receives if she ask for
50- bills?
A. 50 B. 60 C. 80 D. 85

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 7. Mang Ramon has 1 848 eggs to be delivered to the market. If the
eggs are to be placed in small trays with 6 eggs each, how many
trays will be needed?
A. 308 B. 309 C. 310 D. 320
8. There are 407 boys and 438 girl who like to join Alay Lakad. How
many buses will be hired if 65 people can be accommodated in a
bus?
A. 10 B. 11 C. 12 D. 13
9. The sum of two numbers is 21. The difference of two numbers is 3.
What are the numbers?
A. 12 and 9 C. 18 and 3
B. 10 and 11 D. 9 and 6

10. Mrs. Ricafort gave 1 Php 20- bill, 8 Php 50 –bills and 4 Php 100 -bills
to her 4 children. What was the average share of each child?
A. 200 B. 205 C. 210 D. 215

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 Lesson 8.1
Solving Routine Problems Involving Division of 3- to 4-digit
Numbers by 1- to 2- Digit Numbers Including Money Using
Appropriate Problem Solving Strategies and Tools

What’s In
Let’s find out what you have learned before.
A. In your separate answer sheet, estimate the quotient by rounding off the dividend.
1. 573 ÷ 6 = _____ A. 94 B. 95 C. 96 D. 97
2. 8 501 ÷ 9 = _____ A. 944 B. 945 C. 950 D. 955
3. 8 648 ÷ 32 = ____ A. 269 B. 270 C. 272 D. 273
B. Estimate then choose the most appropriate answer.
4. 11 ̅̅̅̅̅̅̅̅
)4432 A. 400 B. 40 C. 4 D. 4000
̅̅̅̅̅̅̅
5. 11)6647 A. 6 B. 60 C. 600 D. 6000

What’s New

What`s new in here. Let’s find it out.

A total of 1 240 campers in District 4
joined the Backyard Camping. If there were 20
Titas assigned in each group, how many
campers are assigned to each Tita?

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 What is It

Here are the steps in analyzing and solving word problems.

Study the steps below.
 Understand
Know what is asked: The number of campers assigned to each Tita.
Know the given facts: 1 240 Campers from District 4 and 20 Titas.
 Plan
Determine the operation to be used: Division

 Solve
Show your solution:

To divide three- to four-digit dividends by two- digit divisors, follow these steps:

Step 1. Take the first two or three digits of the

dividend as one number and divide this by the
divisor to get the first digit of the quotient and
write it directly above the last digit of the
dividend.

Step 2 Multiply your partial quotient with

the divisor and subtract it from your
dividend. The difference is 4.

Bring down the next digit which is 0 and

divide the new dividend (40) by the divisor
(20) and write the quotient (2) to the right
of the partial quotient (6).

Step 3. Do the same procedure until you

are done.

There are 62 campers assigned to each Tita.

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Problem

There are 867 grade 4 pupils in Marigondon Elementary School who are
enrolling this school year. It has to be equally divided into 16 sections. How
many pupils will each teacher adviser have?

To divide three- to four-digit dividends by two- digit divisors, follow these steps

 Understand
Know what is asked: The number of pupils in each section.
Know the given facts: 867 enrolment 16 sections.

 Plan
Determine the operation to be used: Division

 Solve
Show your solution:

Solution:

Routine problem is a translation problem in which you can write an equation

Solving Routine problems is a type of problem wherein there is an immediate or fixed
solution. There are specific steps to follow to arrive an answer.

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 What’s More

1. Mang Raul caught 15 kilos of Bangus last night. He sold it for Php 2 550 in
all. What is the cost of each kilogram?

htp://clipart-library.com/clipart/pc78gMgLi.htmt

 What is asked in the problem?

_______________________________
 What are the given facts?
_____________________________________________________

 What is the operation to be used?

_____________________________________________________

 What is the number sentence?

_____________________________________________________

 Show the solution and complete answer.

_____________________________________________________

What I Have Learned

In solving routine problems, there are specific steps to follow. These

are:
1.
2.
3

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 What I Can Do

Let`s try it on.

Direction: Solve each item.
1. Elsa bought 23 books that cost ₱ 1, 265 in all. How much did
she spend in each book?
a. What is asked?_________________________________
b. What are the given facts? __________________________
c. What operations to be used? ______________________
d. What is the number sentence? ______________________.
e. Show your solution and complete answer.

2. An amount of ₱ 5,876 are distributed equally among 26 men.

How much money will each person get?

a. What is asked?_________________________________
b. What are the given facts? __________________________
c. What is the operation to be used? ___________________
d. What is the number sentence? ______________________.
e. Show your solution and complete answer.

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 Lesson 8.2
Solving Non- Routine Involving Division of 3- to 4-
digit Numbers by 1- to 2- Digit Numbers Including
Money Using Appropriate Problem - Solving
Strategies and Tools

What’s In
Let us recall what you have learned in Solving Routine Problems. Write your
answers in your Math notebook.
1. Conception bought a box of seashells that contains 5 676 seashells for her
shell craft business. If she will use 22 seashells in each necklace, how many
necklaces could she make in all?
a. What is asked?_________________________________
b. What are the given facts? __________________________
c. What is the operation to be used? ___________________
d. What is the number sentence? ______________________.
e. Show your solution and complete answer.

2. Allan was helping his father constructing their new house. He was asked to
buy hollow blocks every day. He bought a total of 8 232 hollow blocks in 14
days. How many hollow blocks did he buy each day?

a. What is asked?_________________________________
b. What are the given facts? __________________________
c. What is the operation to be used? ___________________
d. What is the number sentence? ______________________.
e. Show your solution and complete answer.

What’s New

The sum of three numbers is 264. One of the numbers is 84. What is the average of
the two numbers?

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 What is It

 Understand: The average of two numbers

Sum of three numbers is 264; one of the numbers is 84

 Plan: A + B + C = 264 A, B and C stands for the 3 numbers.

84 + B + C = 264

Subtract 84 from the sum of the 3 numbers

 Solve: 264 – 84 = 180
which is 264 to get the other 2 numbers.

180 Divide the difference by 2 to get the other

2
÷ 2 = 90
2 numbers

 Look back: 84 + 90 + 90 = 264

Problem 1. Guess and Check

Gemma has 30 m of fencing wire for her garden. He cut it into 2 pieces. One
piece is 2 times as long as the other. How long is each piece? Let’s make a
wise guess.

Short wire Longer wire (2 times) Total length

5 5 x 2 = 10 5 + 10 = 15
1
Since 15 is only of the given
2
dimension, we can double our
answer. So, it will become:

10 10 x 2 = 20 10 + 20 = 30

Problem 2. Working Backwards

In solving problems using the strategy on working backwards, we have to

start from the final solution and go back one step at a time using the
opposite operation until you arrive at the beginning of the problem.

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Problem 3:

Donna the older daughter of the family baked a cake and slice it and to be
served to all members of the family and friends. Mother get 5 slices and serve her
friends. The youngest brother picked 3 slices. Grandmother arrived home and
Donna took 2 slices and gave it to her. There are 6 slices left on the plate. How
many slices did Donna divide the cake?

Study the solution below.

Let us start with number of slices of cake left. 6

Donna gave 2 slices to her grandmother . + 2

The younger brother picked 3 slices 8

+ 3

Mother gave 5 slices to her friends, 11

+ 5
16
Donna sliced the cake into 16 equal parts.
Non-routine problem solving also referred to as creative problem solving. Non-
routine problem solving requires some degree of creativity or originality. There are
different ways of solving non-routine problems. Some of these are working
backward and guess and check strategy.

What’s More

1. An egg vendor bought 600 eggs from the poultry farm. She paid ₱ 54 per dozen.
How much did she pay in all?

 Understand:__________________________
 Plan :_______________________________
 Solve :______________________________
 Look back:___________________________

2. Noemi and Kathleen have ₱ 647 together. If Kathleen has ₱ 113 more than
Noemi, how much money does each girl have?

 Understand: _________________________________
 Plan :_______________________________________
 Solve: ______________________________________
 Look back: __________________________________

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3. A number is multiplied by 6. Fourteen is subtracted from it and gave a difference of
10. What is the number? Show solutions. ( use working backward)
4. I am thinking of a number. It was multiplied by 6,and divided the product by 4 the
result is 9. What is the number? Show solutions. ( use guess and check strategy)

What I Have Learned

Here are the steps in analyzing and solving problems. Fill in the blanks to complete
the steps.

• Know what is _________.

Under • Know what are given ________.
stand
• Determine the ____________ to be used.
Plan
• Write the number sentence.
• Show your ____________.
Solve
Chec
k and
look • Review and recheck the____________.
back

There are still other ways of solving non-routine problems like:

1. _________ 2. ___________

What I Can Do
Let us try:
Directions: Solve the following problems. Write your
answers in your answer sheet.
1. Sean’s round trip jeepney fare to school is P16.00 a
day. If he has P192 for jeepney fares to school, how
many complete round trips to school that would be?

https://primer.com.ph/tips-guides/2015/09/14/how-to-
ride-and-enjoy-the-iconic-jeepney/

 Understand: ________________________
 Plan:______________________________
 Solve: _____________________________
 Check and Look Back:________________

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 2. A farmer bought 85 kg of fertilizer in 12 bags. Some are 5-kg. The rest are 10-
kg bags. How many 5-kg bags did he buy? (use guess and check strategy)

Assesment
Read and understand the problem carefully. Write the letter of the correct answer
in your notebook.
1. Kenneth has 576 old coins in 4 boxes. The same number of coins are in each
box. How many coins are in each box?
A. 134 B. 144 C. 154 D. 164
2. Nila bought a “buy-one-take-one” bag. She paid Php 1 256. How much did
each bag cost?
A. 608 B. 618 C. 628 D. 638
3. Alex, Rica, and Manuel shared the amount of Php 480 to buy a birthday gift
for their best friend. How much did each of them share?
A. 130 B. 140 C. 150 D. 160
4. Rose earns Php 195,000 a year. How much does Rose earn each month?
A. 16 250 B. 16 450 C. 16 520 D. 16 560
5. A fish vendor sold 6 kg of fish each day for 5 days. If he sold a total of ₱ 6,
600.00, how much does each kg cost?

A. ₱ 210 B. ₱ 215 C. ₱ 220 D. ₱ 225

6. Zhavia went to a bank and requested the cashier to change her three Php
1000 bills. How many bills will she receive if she asks for Php 200 - bills?

A. 10 B. 15 C. 20 D. 25
7. Mang Ramon has 1 848 eggs to be delivered to the market. If the eggs are to
be placed in small trays with 6 eggs each, how many trays does he need?

A. 306 B. 308 C. 310 D. 320

8. There are 407 boys and 438 girls who like to join Alay Lakad. How many
buses will be hired if 65 persons can be accommodated in a bus?
A. 10 B. 11 C. 12 D. 13

9. The sum of two numbers is 21. The difference of two numbers is 3. What are
the numbers?
A. 12 and 9 C. 18 and 3
B. 10 and 11 D. 9 and 6

10. Mrs. Ricafort gave 1 Php 20- bill, 8 Php 50 –bills and 4 Php 100 –
to her 4 children. What was the average share of each child?
A. 200 B. 205 C. 210 D. 215

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 Additional Activities

Solve the following problems. Write your solutions and answer in your Math
notebook.

1. Tomatoes are sold by “kaing”. If one “kaing” costs P100.00, how

many kaings of tomato can you buy in P220, 000.00?
Solutions and answers:

2. Lito has 40 coins, some are 1 – peso coins and some are 5-peso
coins. If he has a total of 108, how many 1-peso coins and how
many 5-peso coins does he have?
Solutions and answers:

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 15
Lesson 8.2 What’s In
1. Asked: The number of necklaces she could
make
Given: 5 676 seashells, 22 seashells in each
necklace
Operation: division
Number Sentence: 5 676 ÷ 22 = N
Answer : 258
2. Asked: The number of hollow blocks
bought each day What I know
Given: 8 232 hollow blocks, 14 days
1. A
Operation: division
Number Sentence: 8 232 ÷ 14 = N 2. C
Answer: 588 pieces 3. B
4. C
Lesson 8.2 5. B
What’s more 6. B
1. Understand: The total amount paid for the 7. A
eggs 8. D
600 eggs, 54 per dozen
9. A
Plan: division
600 ÷ 12 x 5 4 = N 10. B
Solve: 600 ÷ 12 = 50 Lesson 8.1
50 x 54 = 2 700 What’s in
₱2, 700 in all 1. C
2. Understand: The amount of money are in 2. B
each girl
3. B
647- money together, Php 113 amount of
money Kathleen has mor than Noemi 4. A
Plan: subtraction, division 5. C
647 – 113 ÷ 2 = N What’s more
Solve: 647 – 113 -= 534 ÷ 2= 267 1. Asked: The cost of each kg of fish
267 + 113 = 380 Kathleen Given: 15 kg of bangus, at Php 2 550
267 = Noemi
Operation: division
3. 10 + 14 ÷ 6
24 ÷ 6 = 4 is the number Number sentence: 2 550 ÷ 15
4. 6 Answer: 170
What I have learned
What I have learned 1. understand
1. working backward 2. plan
2. guess and check 3. solve
What can I Do Lesson 8.1 What I can do
1. 12 round trips
2. 7 bags of 5kg, 5 bags of 10 kg/ bag 1. asked: Amount spent for each book
Assessment: Given: 23 books, cost Php 1 265
1. B Operation: division
2. C Number sentence: 1 265 ÷ 23 = N
3. D Answer: Php 55
4. A 2. asked: Amount of money will be
5. C received by each person
6. B Given: Php 5 876, 26 men
7. B Operation: division
8. D Number sentence: 5 876 ÷ 26 =N
9. A Answer: Php 226
10. B
Additional Activities
1.) 2,200 2.) 17 (5-peso coin) & 23 (1
peso coins) Answer Keys
REFERENCES
A. Tabilang, I.J. Arce et al., Mathematics Grade 6 Learner’s Material’s First Edition 2015 Department of
Education-Instructional Materials Council Secretariat (DepEd-IMCS)
A. Tabilang, I.J. Arce et al., Mathematics Grade 6 Teacher’s Guide First Edition 2015 Department of Education-
Instructional Materials Council Secretariat (DepEd-IMCS)
https://www.slideshare.net/lhoralight/k-to-12-grade-4-learners-material-in-mathematics-q1q4
https://www.youtube.com/watch?v=9OQ8REZi3J0
https://www.youtube.com/watch?v=ex9ogGpYh48&t=147s
https://www.youtube.com/watch?v=vWDd4mmrwm0&t=163s
http://clipart-library.com/clipart/pc78gMgLi.htm
https://primer.com.ph/tips-guides/2015/09/14/how-to-ride-and-enjoy-the-iconic-jeepney/
https://www.youtube.com/watch?v=1ivkmFcgLvQ
https://www.upperelementarysnapshots.com/2015/10/mathproblemsolving.html
https://www.youtube.com/watch?v=2QdWGIfJZEg
https://mathgeekmama.com/problem-solving-by-working-backwards/
https://www.slideshare.net/lhoralight/health-36650925
https://www.depedcarifugao.com/science5_q1_mod3_lesson1_How%20We%20Can%20Manage%20Our%20
Waste_FINAL07182020.pdf
https://tle4.webs.com/BSHS-TLE10-DMT/GR.%209%20H.E%20DRESSMAKING-SLEEPING%20GARMENTS.pdf
https://www.officialgazette.gov.ph/1997/06/06/republic-act-no-8293/
https://www.lawphil.net/statutes/repacts/ra1997/ra_8293_1997.html
https://www.coursehero.com/file/67615192/MODULE-IN-ENG3-Q2-W5docx/
https://stackoverflow.com/questions/29760646/get-the-first-digit-of-a-long-when-not-sure-how-many-digits-
will-be-in-the-long
https://brainly.in/question/19384392

For inquiries or feedback, please write or call:

Division of Lapu-Lapu City

Department of Education
B.M. Dimataga St., Poblacion, Lapu-Lapu City

Contact No: (032) 410-4525

E-mail Address: [email protected]

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