4

Mathematics
Quarter 1 – Module 1:
Numbers and Number Sense
MATHEMATICS – Grade IV
Self-Learning Module (SLM)
Quarter 1 – Module 1: Numbers and Number Sense
First Edition, 2020

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Every effort has been exerted to locate and seek permission to use these materials from
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ownership over them.

Development Team of the Module

Writers: Lerma S. Cabatac Marnelle M. Collado Genevie C. Areno
Gina M. Hallig Remia B. Barrida Gloria L. Pabalinas
Dalia R. Andatuan Christine V. Tonogbanua Mebelyn O. Aguring
Agnes Y. Basco Donessa Y. Lorenton Loreta T. Borja
Jane D. Solon Ma. Fabiana S. Rojas Jeonalyn C. Diendo
Editors: Nida B. Gardose Adelaida Omanio Gerflor Lambino
May Eleonor Frigillana Emeterio J. Floresca Jr Carlito B. Dionedas Jr.
Adora Opriasa Maria Carah Ken Tambungalan
Reviewer: Regina G. Dardo, Jay Sheen A. Molina
Illustrator and Layout Artist: Jerry G. Jayoma
Cover Art Designer: Garry Arvel L. Campollo
Management Team: Allan G. Farnazo, CESO IV – Regional Director
Fiel Y. Almendra, CESO V – Assistant Regional Director
Ruth L. Estacio- Schools Division Superintendent
Carlos G. Susarno- Assistant Schools Division Superintendent
Gilbert B. Barrera – Chief, CLMD
Arturo D. Tingson Jr. – REPS, LRMS
Peter Van C. Ang-ug – REPS, ADM
Jade Palomar- REPS, Math
Lalaine SJ. Manuntag - CID Chief
Nelida Castillo- Division EPS In Charge of LRMS
Marichu R. Dela Cruz-Division ADM Coordinator
Roselyn G. Dardo- EPS Math

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Office Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax: (083) 2288825/ (083) 2281893
E-mail Address: [email protected]
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Mathematics
Quarter 1 – Module 1:
Numbers and Number Sense
Introductory Message
For the facilitator:

Welcome to the Mathematics – Grade IV Self-Learning Module (SLM) on Numbers

and Number Sense!

This module was collaboratively designed, developed and reviewed by educators

both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration
their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.

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For the learner:

Welcome to the Mathematics – Grade IV Self-Learning Module (SLM) on Numbers

and Number Sense!

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!

This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning resource while being an active
learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or

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 skill into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of
the lesson learned. This also tends retention
of learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

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 What I Need to Know

This module was designed and written with you in mind. It is here to
help you master the Numbers and Number Sense. The scope of this
module permits it to be used in many different learning situations. The
language used recognizes the diverse vocabulary level of students.
The lessons are arranged to follow the standard sequence of the
course. But the order in which you read them can be changed to
correspond with the textbook you are now using.
Before answering the different activities, may we remind you to
please wash your hands, sanitize your ballpens, calculators, pencils,
and other gadgets. Always remember to keep safe, wear your mask
and maintain social distancing.

The module is divided into four lessons, namely:

 Lesson 1- Visualizing numbers from 100,000 with emphasis on
10 001 to 100,000.
 Lesson 2 – Place Value and Value of digits in numbers up to
100 000.
 Lesson 3 - Reading and Writing Numbers in symbols and in words
up to hundred thousands.
 Lesson 4 – Comparing Numbers up to 100 000 using symbols

After using this module, you are expected to:

1. Visualize numbers from 10,001 to 100,000.(M4NS-Ia-1)
2. Value and Place Value. (M4NS1a-10.1)
3. Reads and Writes Numbers in symbols and in words up to
hundred thousands and compare them using relation symbols.
(M4NS1a-9.1.1)

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 What I Know

Read and understand each item, choose you correct answer.

1. What number is 10,000 less than 31,211?

a. 21,200 b. 21,211 c. 21,210 d. 21,201
2. What number is represented by these discs?

a. 1,500 b. 1,005 c. 1,050 d. 1,006

3. What number has 5 ten thousands, 6 thousands, 7 hundreds, 4 tens
and 8 ones?
a. 54 679 b. 56 478 c. 56 748 d. 57 648
4. Encircle the letter of the number with a 5 in the thousands place?
a. 45 304 b. 51 760 c. 76 542 d. 93 227
5. In 92 165, give the value of the digit in the ten thousands place?
a. 20 000 b. 50 000 c. 60 000 d. 90 000
6. The number word for 78,020 is ____________.
a. seven eight thousand, twenty
b. seventy-eight thousand, twenty
c. seventy-eight thousand, two hundred
d. seventy-eight thousand, two
7. The number symbol for ninety-nine thousand, twelve is _______
a. 99 012 b. 909 012 c. 99 102 d. 99 021
8. What symbol should be used to make the equation
23 000 ____ 23 006 correct?
a. < b. > c. = d. ≠
9. Which statement is correct?
a. 5 000 > 5 326 c. 5 328 > 5 303
b. 5 120 = 5 623 d. 5 934 < 4 205
10. The number 89,098 is read as ___________.
a. eighty-nine thousand, nine hundred eight
b. ninety-eight thousand, ninety-eight
c. eighty-nine thousand, nine hundred eight
d. eighty-nine thousand, ninety-eight

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Lesson Visualize numbers up to
1 100,000 with emphasis on
numbers 10,001 – 100,000
Hi kids a pleasant day to start with a module! Hope you have fun and
enjoy the following activities.

Learning Objectives:
1. Visualize numbers up to 100 000 with emphasis on numbers
10 001 – 100 000
2. Illustrate / Draw a number disc to show the numbers.
3. Use leisure time wisely.

What’s In

A. Match Column A with Column B.

Write the letter of the correct answer before the number.

Column A Column B

____ 1. a. 1,332

____ 2. b. 2,405

____ 3. c. 40,221

____ 4. d. 71 614

____ 5. e. 7,002
f. 1,406

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 What’s New

Ian and his friends enjoy watching their favorite football game on
television. They are surprised with how big the sport’s ground is where
this game is being held. They want to know how many people the sports
ground could accommodate. So when the announcer announces that
12,645 people watch the game. They are really surprised.

Questions:
1. How do you feel when you have some fun with friends? ________
2. It is good to be friendly? _________________________________
3. Who watched the football game? __________________________
4. How many people came to watch the game? _________________
5. Do you know how big these number? _______________________

What is It

In visualizing numbers, we used number discs or by logs, blocks,

flats, longs, and units.
Can you imagine how big the number 12 645 is?
Two ways to represent the numbers are shown below.
Using the number discs

Using the logs(10 000), blocks (1 000), flats (100), longs (10), and units (1)

One 10,000 Two 1,000s Six 100s Four 10s Five 1s

10,000 2,000 600 40 5
12 645

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 What’s More

Let us try to answer more challenging problem and activities

about visualizing members from 50,001 to 100,000.

A. Choose the number that is represented by each illustration.

Write the letter of the correct answer before the number.

a. 69,265 c. 92,637 e. 82,394

b. 97,685 d. 88,496 f. 74,828

____ 1.) 8 8 + 4 + 9 + 6 +
____ 2.) 6 9 + 2 + 6 + 5 +
____ 3.) 8 2 + 3 + 9 + 4 +
____ 4.) 9 7 + 6 + 8 + 5 +
____ 5.) 7 4
+ 8
+ 2 + 8
+
B. Match the numbers in Column A with their representation in
Column B.
Column A Column B

____ 1.) 73,465 a. 9 +2 +5 +8 +4

____ 2.) 85,108 b. 7 +3 +4 +6 +5

____ 3.) 92,584 c. 8 +5 +1 +0 +8

____ 4.) 76,387 d. 8 +1 +2 +8 +5

____ 5.) 81,285 e. 8 +1 +3 +8 +5

f. 7 +6 +3 +8 +7

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 What I Have Learned

Write the number of logs, blocks, flats, longs, units, and number
discs
Numbers Logs Blocks Flats Longs Units

1. 72,694
2. 63,042
3. 78,546

Draw number discs to visualize the given number.

4. 56 651

5. 23 501 =

What I Can Do

A. Use number discs to show the numbers

1. There were 36,567 tourist who came to the country last month

2. About 45,000 people went to Palawan last month.

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B. Draw numbers discs to show these numbers

1. There are 27,341 people affected by flood.

2. The city mayor went 3,762kg of rice to the evacuees.

Additional Activities

Do what item tells you to do. Write the numbers that is:

1. 20,000 more than 24,658. ____________________

2. 20,000 more than 18,459. ____________________
3. 1,000 less than 50,000 ____________________
4. 1,000 less than 48,750 ____________________
5. 30,000 less than 49,999 ____________________

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Lesson Place Value and Value of a
2 Digit in Numbers up to
100 000
Did you wash your hands kids? Well done! Today, we will have another
activities that will help you learn the value and place value of a number.

Learning Objectives:
1. Give the place value and value of a digit in numbers up to 100 000.
2. Write the place value and value of a digit in numbers up to 100 000.
3. Show interest and concern to those who are in need especially in this
time of pandemic.

What’s In

Let’s play the game “Number Match Up”. It’s all about the
interesting lesson on visualizing numbers that I have learned from the
previous module.

Match the number in Column A with their representations in

Column B. Write the letter on the space provided.

Column A Column A

___1) 52 483 a. 3 +8 +2 +1 +7

___2) 43 105 b. 7 +5 +3 +4 +8

___3) 75 348 c. 5 +4 +5 +9 +6

___4) 54 596 d. 5 +2 +4 +8 +3

___5) 38 217 e. 4 +3 +1 +0 +5

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 What’s New

This module focuses on the place value and value of each digits in a
number. The value of each digit depends on its position that it occupies
in a larger number.

In the box below are my friends called “DIGITS”.

They can be combined to form different group of numbers.

Let us study this example:

JMSA Foundation donated 25 364 food packs which include half-sack of

rice, canned goods, noodles and a tray of eggs to the residents of
Barangay Glamang who were affected by the ongoing enhanced
community quarantine because of the COVID-19 threat
.
Here is a place value chart to help you understand the place value
and value of each digit in 25 364.

PLACE VALUE CHART

Place Hundred Ten Thousands Hundreds Tens Ones
Value Thousands Thousands

digit 2 5 3 6 4
value 20 000 5 000 300 60 4
standard
form
25 364

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 Questions: a. What is the digit in the ten thousands place? _______
b. What is the digit in the thousands place? _______
c. What is the digit in the hundreds place? _______
d. What is the digit in the tens place? _______
e. What is the digit in the ones place? _______
f. How many digits are there the number 25 364? ______

What is It

Let us go deeper on the meaning of place value and value of the

digits within a larger number. There are also some important
terminologies you must learn and remember about our topic.

There are 40,418 families of transport network vehicle service (TNVS)

and public utility vehicle (PUV) drivers who were affected by the ongoing
enhanced community quarantine because of the COVID-19 threat who
received the cash assistance of the government’s Social Amelioration
Program (SAP). Source: Manila Bulletin,05/12/2020

The place value chart can help you understand the value of each digit.

PLACE VALUE CHART

Place Hundred Ten Thousands Hundreds Tens Ones
value Thousands Thousands
100 000 10 000 1 000 100 10 1
Digits 4 0 4 1 8
(multiply the 4 x 10 000 0 x 1 000 4 x 100 1x 8X1
digit by its
place value) 10
Value 40 000 0 400 10 8
Expanded
form 40 000 + 0 + 400 + 10 + 8
Standard
Form 40 418

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Give the place value and the value of the digit 5 in the given number.
The first problem is done for you.
Place Value Value
54 219 ten thousands 50 000
1) 83 658 ____________ _____________
2) 75 104 ____________ _____________
3) 20 531 ____________ _____________
4) 49 825 ____________ _____________
5) 69 359 ____________ _____________

What’s More

Let us try to answer more challenging set of problems and activities

about the place value and value of the digits in a number.
A. Write the place value and value of the digit in the number 84 569.
Place Value Value
1) 8 __________ ___________
2) 5 __________ ___________
3) 4 __________ ___________
4) 9 __________ ___________
5) 6 __________ ___________
B. Write the missing numbers on the blank.
1. 57 548 means 50 000 + 7 000 + _______+ 40 + 8
2. 42 697 means 40 000+ ________+ 600 + 90 + 7
3. 86 432 means 80 000 + 6 000 + 400 + ____+ 2
4. 93 081 means 90 000 + 3 000 + ______+ 80 + 1
5. 46 509 means ______ + 6 000 + 500 + 9

What I Have Learned

Fill in the blanks with the correct word would make the
statement true.

Place value refers to the ___________ of a digit that determines it’s

___________ in a given number. It helps in reading and writing
numbers.
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 What I Can Do

Here is another activity that lets you apply what have you learned
about the Place Value and Value of a Number by relating it to real-life
situations.
To stop the virus from spreading, my family decided to solicit hand
To stop the virus from spreading, my
soaps and bottles of alcohol from our generous friends and donated the
family decided to solicit hand soaps and
said items to the people in our barangay. We collected 97 378 hand
bottles of alcohol from our generous friends
soaps and 100 000 bottles of alcohol.
and donated the said items to the people in
Comprehension Check:
What is the highest place value in the number 97 378? _________
What is the highest place value in the number 100 000? ________
Did my family collect more hand soaps than bottles of alcohol?___
Why is it important to wash our hands? ____________________

Additional Activities

Let us play “HULA-BIRA”

Hula-Bira - it is a Pinoy version of a guessing game.
I will be giving you clues to determine the number.

What number is it based on the clues?

1. What is the smallest 5-digit number without repeating digit?

2. What is the largest 5-digit number that contains the digits 8, 6, 0,
9, and 2?
3. What new number will be formed if the ten thousands digit of the
number 47 682 is increased by 5 and the tens digit is decreased
by 3?

Amazing! You did a good job in applying what you have learned!

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Lesson READING AND WRITING NUMBERS IN

3 SYMBOLS AND IN WORDS UP TO

HUNDRED THOUSANDS
Hi kids, I hope you are ready now. I know you enjoyed our activities
yesterday. This time, we will learn more and I know you will like it more!

Learning Objectives:
1. Read and write numbers up to 100 000 in symbols and in words
correctly.
2. Write numbers up to 100 000 in symbols and in words correctly.
3. Appreciate the importance of backyard gardening.

What’s In

A pleasant day to start with another module! Do you know that

there are rules in reading and writing numbers? After using this module,
you are expected to read and write numbers up to hundred thousand in
symbols and in words. (M4NS-Ia-9.4).
In your previous lesson, you have learned the place value and the
value of each digit in a number as shown.

PERIODS
THOUSANDS UNIT
Hundreds Tens Ones Hundreds Tens Ones
9 8 9 0 2
Write : 98 902
Read: Ninety-eight thousand, nine hundred two.

Remember:
1. To read a five-digit number, we must separate the digits by periods.
2. The number formed by the digits in one period are read together,
along with the name of the period.
3. Starting from the right, separate the unit period from the thousands
period by providing a space or writing a comma after three places.
4. Numbers are written in words in the same way that they are read.

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 What’s New

This module focuses on reading and writing numbers up to

hundred thousands in symbols and in words. Study the situation below
and answer the questions that follow.

The Department of Agriculture in Region XII intensified the

promotion of vegetable planting amidst the COVID-19 crisis. They
donated different variety of vegetable seeds to every household in
the entire region. The total number of vegetable seeds donated was
49, 575.

Questions:
1. What agency intensified the promotion of vegetable planting in
Region 12?
2. What are the possible vegetable seeds were donated?
3. Why it is important to plant vegetables in our backyard?
4. How many vegetable seeds were donated by the agency?
(Write the figure)
5. How do you read this figure? (Write it in words)

What is It

Below are the following rules to read and write whole numbers:

RULE 1: Read each group of digits from left to right, then say the
name of the group or period except in the unit period.

EXAMPLE: Read 89 523.

Notice that, we have 89 in the thousand
89 523 period, and 523 in the unit period. So, it
is read as “eighty-nine thousand, five
Thousand Unit hundred twenty-three”. Remember,
period period numbers are written in words in the
same way that they are read.

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RULE 2: Starting from the right, separate the unit period from the
thousand period by providing a space or writing a comma after three
places.

EXAMPLE: Write “seventy-one thousand, four hundred fifteen” in

symbol.
71 415
Notice that, from the right, count 3 digits or the
unit period, then separate it to the thousand
Thousand Unit period by providing a space or comma. So, it
period period is written as 71 415 or 71, 415.

RULE 3: When writing numbers in symbols, use zero as a place holder.

EXAMPLE: Write “sixty-five thousand, twenty-six” in symbol.

The zero in the hundreds place has no
65 026
value, but it is needed to hold the
Thousand Unit hundreds place. Always remember that it
period period must contain three digits before you
begin entering digits in the thousands
period.

What’s More

Let us try to answer more challenging set of problems and

activities about reading and writing numbers up to 100 000.

A. Complete the table by writing the missing symbols and words.

SYMBOL WORDS
1. 26 905
2. Seventy-one thousand, nine hundred
eleven
3. 65 008
4. Fifty thousand, nine
5. 94 012

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B. Match the numbers in symbols with the corresponding numbers
in words. Write the letter of your answer on the space provided.
_____1.) 87 901 a.) eighty-one thousand, three hundred
_____2.) 90 875 b.) seventy-five thousand, two
_____3.) 75 002 c.) eighty-seven thousand, nine hundred one
_____4.) 81 300 d.) sixty-five thousand, two hundred five
_____5.) 65 205 e.) ninety thousand, eight hundred seventy-five

What I Have Learned

Here is another activity that lets you apply what you have learned
about reading and writing numbers up to 100 000. Fill in the blanks with
the correct word that would make the statement true.
When READING NUMBERS up to 100 000, read each group of digits
from _________ to ____________, then say the name of the period
except in the _____________period.

When WRITING NUMBERS up to 100 000, separate the unit period

from the thousand period by providing a ______________ or
________________ after three places. Use ______________ as a
place holder.

What I Can Do

Here is another activity that will help you apply what you have learned
about Reading and Writing Numbers by relating it to real-life situations.
Write it in symbols and in words

1. What is the largest 5- digit number using different digits?

Symbol: _____________________________________________
Words: _____________________________________________

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2. What number comes after 36 459?
Symbol: _____________________________________________
Words: _____________________________________________

3. What is the smallest 5-digit even number using the digit only once?
Symbol: _____________________________________________
Words: _____________________________________________

4. What number comes before 70 990?

Symbol: _____________________________________________
Words: _____________________________________________

5. Using the digits 3, 2, 8, 1, and 5 only once, form a largest 5 digit even
number.
Symbol: _____________________________________________
Words: _____________________________________________

Additional Activities

Write the following numbers in symbols.

___________1.) Ninety-eight thousand, six hundred twenty.
__________ 2.) One hundred thousand
__________ 3.) Seventy-one thousand, six hundred eighty two
__________ 4.) Sixty thousand, three.

Good job! Prepare for the next lesson

17
Lesson Comparing Numbers

4 up to 100 000 using

Relation Symbols
How are you kids? How do you find your day today than yesterday?
Hope it is happier today.

Learning Objectives:
1. Compares numbers up to 100 000 using relation symbols
2. Writes relation symbols such as >, <, or = in comparing numbers
3. Shows dedication in works

What’s In

In your previous lesson, you have learned that place value gives
the position of a digit in a given number and the value tells us the worth
of a digit.
The value of the digit on the right of a given digit in the place value
chart is ten times less than that of the given digit.

Example:
Place Ten Thousands Hundreds Tens Ones
Value Thousands
98 641 9 8 6 4 1

Look at the table above, identify the place value of the following
numbers. What is the place value of 1 ?, 8?, 9?,4?,and 6?

Multiple Choice. Select the letter of the correct answer.

1. In the number 30 782, the digit 3 is in the ____________ place.
a. thousands b. ten thousands c. hundreds d. tens
2. In the number 24 560, the digit 4 is in the ____________ place.
a. ten thousands b. hundreds c. thousands d. tens
3. In the number 68 249, the digit 2 is in the ____________ place.
a. ones b. ten thousands c. hundreds d. tens

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4. In the number 35 072, the digits 7 is in the _______ place.
a. thousands b. ten thousands c. hundreds d. tens
5. The number 32 648, the digit 8 is in the _______ place
a. ones b. thousands c. hundreds d. tens

What’s New

Today you are going to learn about comparing numbers up to

100,000 using relation symbols.

Read the problem below.

Mang Tony is a fisherman. Yesterday he harvested 17,845
kilograms of Tilapia. Today he harvested 17,546 kilograms of Tilapia.
Which day he harvested more?

Questions:
1. How many kilograms of Tilapia were harvested yesterday?
2. How many kilograms of Tilapia are harvested today?
3. What is asked in the problem?
4. What day did harvested less?
5. How will you find the answer to the problem?
6. What kind of person is Mang Tony is?

What is It

Discussion:
We used to compare numbers to determine which number is greater ,
less or equal using relation symbols, such as greater than (>), less
than (<) and equal to (=).

How to determine which number is greater than, less than or equal to?
Follow the steps below to find out.

STEPS IN COMPARING TWO NUMBERS

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 1. Align the digits with the same place value.
Example: 17 546 and 17 845

17 546
17 845 align

2. Compare the digits in each place value starting from the left.
The first pair of digits that are different values will determine which
number is greater or less.

STEP 1 STEP 2 STEP 3

Compare the digits in Compare the digits in Compare the digits in
the ten thousand’s the thousand’s place the hundred’s place
place
17 546 17 546 17 546
17 845 17 845 17 845
Same digits in the ten Same digits in the Since 8>5 .therefore,
thousand’s place thousand’s place 17 845 > 17 546.

Below are important terminologies, notations and symbols that you must
learn and remember about comparing numbers using relational symbols.

The symbol > is read as “is greater than” and is used when the number
on the left is larger than the digit in the right.
Examples: a. 4 354 > 4 205
b. 74 385 > 71 493

The symbol < is read as “is less than” and is used when the number on
the left is less than the number on the right.
Examples: a) 9 674 < 9 789
b) 12 583 < 13 002

The symbol = is read as “ is equal to” or “equals” and is used when

the number on the left is of the same value with the number on the right.
Examples a) 4 273 = 4000 + 200 + 70 + 3
b) 5 650 = 5000 + 650

20
 What’s More

Let us try to answer more challenging set of problems and some

activities about comparing numbers.
1. Which is greater 19 567 or 19 765?
2. Ana walks to school 5 200 seconds a day while Lorna walks 5
150 seconds every day. Who spends more time in walking?
3. The house of Maricar is 3 500 meters away from the church,
while Tonet lives 6 500 meters away from it. Who lives
farther from the church?

What I Have Learned

Here is another activity that you can apply on what you have
learned about comparing numbers up to 100 000 using relation symbols.
How do you compare numbers using relation symbols? Fill in the blanks
with the correct word/s or symbol that would make the statement true.

The value of digit to the right of any given digit in the place value
chart is _______ than that digit.
 The symbol > is read as” ____ and the symbol < is read as _____.
 The symbol ________ means “is equal to”.

What I Can Do

Here is another activity that you do where you can apply what you
have learned about comparing numbers up to 100 000 by relating it to
your experiences in real life situations.

Read and answer the question correctly:

In 2015, the population of Lapaz City was 32 275, this year 2020, its
population is 43 426. In what year did it had less population?
Answer: _____________________________________________

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 Additional Activities

Read and analyze the given situation. Then solve what is asked.

If there are 50 320 Lips candies in a box and 50 408 Lollipops in another
box. Which box has more candies?

Assessment

Read and understand the situations carefully.

Choose the letter of the correct answer in the blank.

1. Write the correct number showed by the illustration.

+ + + +

a. 15 000 b. 15 352 c. 15 253 d. 15 235

2. What number is 10 000 more than 13 533?

+ + + +
a. 23 503 b. 23 530 c. 23 533 d. 23 500
3. What symbol should be used to make the equation
65 101 ____ 65 011 correct?
a. > b. < c. = d. ≠

4. Which statement is correct?

a. 3 000 > 3 101 c. 45 352 < 45 353
b. 25 004 = 25 400 d. 16 205 ≠ 16 205

5. In 72 165, give the value of the digit in the thousands place?

a. 2 000 b. 5 000 c. 6 000 d. 9 000

22
6. A private institution donated 59 482 Personal Protective Equipment
(PPEs) among the COVID-19 frontliners in Region XII. What is the place
value of the digit 5 in the number 59 482?
a. Tens b. Hundreds c.Thousands d.Ten Thousands

7. How is the digit 2 in the number 57 243 is related to digit 2 in the

number 96 251?
a. Both have a value of 20. c. Both have a value of 2 000
b. Both have a value of 200. d. Both have a value of 20 000.

8. The number 89,198 is read as ___________.

a. eighty-nine thousand, nine hundred eight
b. ninety-eight thousand, ninety-eight
c. eighty-nine thousand, nine hundred eight
d. eighty-nine thousand, one hundred ninety-eight

9. Which number symbol is read as seventy-three thousand, nine

hundred four?
a. 73,094 b. 73,940 c. 73,904 d. 73,409

10. What is the number word for 96,989?

a. ninety-six thousand, nine hundred ninety-eight
b. ninety-six thousand, nine hundred eighty-nine
c. sixty-nine thousand, nine hundred eighty-nine
d. ninety-six thousand, nine hundred ninety-eight

23
 Answer Key
ASSESSMENT
1. d 2.c 3. a 4. c 5. a 6. d 7. b 8. d 9. c 10. b

Lesson 4 Lesson 3 Lesson 2 Lesson 1

What’s In What’s New What’s In What’s In
1. b 2. b 3. c 1. Department of 1. d 2. e 3. b 1. f 2. c 3. a
4. c 5. a Agriculture 4. c 5. a 4. e 5. d
2. Pechay, Radish,
What’s New What’s New What’s New
Ampalaya and other
1.17 845 vegetables a. 2 1. Happy/Enjoy
2.17 546 3. to have fresh vegetables b. 5 2. Yes
3. What day he and to save money c. 3 3. Ian and his friend
harvested more? 4. 49 575 d. 6 4. 12 645
4.Today 5. Forty-nine thousand, five e. a 5. Yes
hundred seventy-five f. 5
5.by comparing What’s More
6. Industrious What’s More What Is It A1. d B1.b
What’s More A.1. twenty-six 1. tens - 50 A2. a B2.c
1. 19,765 thousand, nine hundred 2. thousands – 5 000 A3. e B3.a
2. Ana five 3. hundreds - 500 A4. b B4. f
3. Tonet 2. 71 911 4. ones - 5 A5. f B5.d
3. Sixty-five thousand, 5. tens - 50
What I Have Learned What I Have Learned
eight
 Less than What’s More
4. 55 009
 Greater than 5. ninety-five thousand, A1. ten thousands – 80 1. 7=logs, 2=blocks,
 Less than twelve 000 6=Flats, 9=longs
 Equal (=) B.1. c 2. e 2. hundreds - 500 4=units
3. b 4. a 3. thousands – 4 000 2. 6=logs, 3=blocks,
What I Can Do
5. d 4. ones - 9 0=Flat, 4=longs, 2=units
2015 5. tens – 60
What I Have Learned 3. 7=logs, 8=blocks,
Additional Activity B.1. 500
Left 5=Flats, 4=longs,
Box with lollipops. 2. 2 000 6=units
right 3. 30
comma or space 4.5=10000, 6=1000,
4. 0 6=100, 5=10 1=1
zero (0) 5. 40 000 5.2=10000, 3=1000,
What I Can Do What I Have Learned 5=100, 0=10 1=1
1) 98 620
Ninety-eight thousand,  Place What I Can Do
seven hundred sixty-five A1.
2) 36 460  value A2.
Thirty-six thousand, four B1.
hundred sixty What I Can Do B2.
3) 10 234 1. ten thousands
Ten thousand, two Additional Activity
2. hundred thousands
hundred thirty-four 1.44 648
3. no
4) 70 889 2.38 459
Seventy thousand, eight 4. to keep us safe and
3.49 000
hundred eighty-nine healthy
4.47 750
5) 85 312 Additional Activity 5.19 999
Eighty-five thousand, three 1. 10 234
hundred twelve.
2. 98 620
Additional Activity 3. 97 652
1) 98 620
2. 100 000
3. 7 682
4. 6 003
5. 25 109

What I need to Know

1. b 2. b 3. a 4. c 5. c 6. d 7. d 8. b 9. c 10. d

24
References

Books:

Tabilang, A., Arce, I., Pascua, R., Calayag, N., Dacuba, L., Borais, D., Buemia, R.,
Collao, M., Morandante, L., Danao, A., Gonzaga, L., Brione, I. and Daganta, A.,
2015. Mathematics 4 Teachers Guide. 1st ed. Pasig City: Lexicon Press, Inc.

Chingcuangco, Odelia G. Soaring High With Mathematics 4 Teachers Manual, 2019.

Barlow, Jim. Steck-Vaughn Pre-GED Mathematics. Reprint, Austin, TX: Steck-

Vaughn Co., 2000.

Creag, H., 2019. Real-Life Mathematics Grade 4. 1st ed. Quezon City: ABIVA
PUBLISHING HOUSE, Inc., pp.2-6.

Web Links

Saddleback.Edu, 2020.
https://www.saddleback.edu/faculty/lperez/algebra2go/alliedhealth/digitspv001.pdf.

25
 DISCLAIMER
This Self-learning Module (SLM) was developed by DepEd SOCCSKSARGEN
with the primary objective of preparing for and addressing the new normal.
Contents of this module were based on DepEd’s Most Essential Learning
Competencies (MELC). This is a supplementary material to be used by all
learners of Region XII in all public schools beginning SY 2020-2021. The
process of LR development was observed in the production of this module.
This is version 1.0. We highly encourage feedback, comments, and
recommendations.

For inquiries or feedback, please write or call:

Department of Education – SOCCSKSARGEN

Learning Resource Management System (LRMS)

Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax No.: (083) 2288825/ (083) 2281893

Email Address: [email protected]