Gr4.Mathematics Teachers Guide JP

Mathematics
Teacher Guide
Primary
Grade 4
Standards Based
‘FREE ISSUE Papua New Guinea

NOT FOR SALE’ Department of Education
Mathematics
Teacher Guide
Primary
Grade 4
Standards Based
Papua New Guinea

Department of Education
Issued free to schools by the Department of Education
First Edition
Published in 2017 by the Department of Education
© Copyright 2017, Department of Education, Papua New Guinea
All rights reserved. No part of this publication may be reproduced, stored

in a retrieval system, or transmitted in any form or any means, electronic,
mechanical, photocopying, recording or otherwise without the prior written
permission of the publisher.
Graphic Design & Layout by David Kuki Gerega
ISBN 978-9980-56-582-3
Acknowledgements
The Primary Mathematics Grade 4 Teacher Guide was developed by the
Curriculum Development Division of the Department of Education and
coordinated by Mary Norrie assistance from the Subject Curriculum Group
(SCG).
Special acknowledgement is extended to Teacher Colleges Lecturers,

Standard Officers, and other stakeholders such as Non-Government
Organization for their contributions in the development of this document
through Syllabus Advisory Committee (SAC) and Basic Education Board of
Studies (BEBOS) and other consultative writing workshops.
Special acknowledgement to Professor Masami ISODA of Tsukuba

University, Japan for his technical expert advice for the development of
Grade 4 Mathematics Teacher Guide.
ii GRADE 4
Contents
Contents
Secretary’s Message iv
Introduction 1
Planning and Programming 8
Yearly Overview 9
Teaching Content - Sample Guided Lesson 13
Assessment, Recording and Reporting 143
Resouces 148
Abbreviation 149
Glossary 150
References 151
MATHEMATICS TEACHER GUIDE iii

Secretary’s Message
This Mathematics Teacher Guide for Grade 4 was developed as a support
document for the implementation of Mathematics syllabus for grades 3, 4 &
5. The document provides guidelines for teachers on how to plan and
program teaching and learning activities. It also contains sample guided
lessons and assessments tasks with suggested teaching and learning
strategies that teachers can use to work towards the achievement of content
standards in the syllabus.
The importance of mathematics curriculum is to ensure that all students will

achieve mathematical standards of the 21st century that will serve them well
in their lives and help them to compete locally and globally. The curriculum
will engage learners to be mathematically literate and will think critically and
creatively. It is therefore vital for the mathematics curriculum to support every
learner to reach their full potential.
The Teacher Guide reflects the essential knowledge, skills, attitudes and
values that students are expected to acquire and demonstrate at the end of
Grade 4. It is designed to promote a firm understanding of practical everyday
mathematical concepts, thus raising the standards in mathematics. It also
provides an excellent vehicle to train the mind, and to develop its capacity to
think logically, abstractly, critically and creatively.
Teachers are encouraged to read this teacher guide carefully to become

familiar with the content so that they can be confident to try out new
concepts and strategies and to teach the content well. They can also adjust
to suit the needs of their students.
I commend and approve this Grade 4 Mathematics Teacher Guide to be used

in all Primary Schools throughout Papua New Guinea.
.......................................
DR. UKE W. KOMBRA, PhD
Secretary for Education
iv GRADE 4
Introduction
This teacher Guide must be used together with the Grades 3, 4 and 5
Mathematics Syllabus in teaching and learning mathematics. It provides
guidelines about how to plan and program teaching and learning for
Mathematics with sample yearly programs. Further expanded and detailed
descriptions for the content standards with sample teaching contents in
which teachers can use to work towards the achievement of the content
and performance standards.
Purpose
The purpose of the Grade 4 Mathematics Teacher Guide is to assist
teachers deliver the mathematics content standards stated in the syllabus.
How to Use the Teacher Guide

The teacher guide must be used side by side with the syllabus when
planning and teaching Mathematics lessons. It is also vital for you as a
teachers consider about;
• how the lesson will be delivered,

• the time required to undertake different activities,
• how to engage students so that learning is active and participatory,
• the materials and resources required for the lesson,
• how the blackboard will be organized and structured,
• the depth of knowledge to be acquired,
• the necessary skills and attitudes to model,
• how to assess what is taught.
The teacher guide has the recommended knowledge, processes, skills and
attitudes for each of the content standards and sample assessment tasks
and showing how to record and report students’ achievements. You are
encouraged to select and adapt the strategies and processes illustrated in
the guide to meet the needs of your students.
Syllabus
Teacher Guide
Lesson
activites
National Content Performance Lesson
Benchmark Standards Standards Guide Assessment
tasks
Links with other grade
The content of Grade 4 Mathematics is a build-up of what is covered at the

elementary and Grade 3. Thus, learning is seen more progressive than
isolated as students move from one level to another. It is very important to
ensure that learning is contextual so that the knowledge, understanding,
skills acquired are meaningful.
MATHEMATICS TEACHER GUIDE 1

Introduction
Key Features
The Grades 3, 4 & 5 Mathematics Syllabus and Teacher Guide are based on
three fundamental learning principles:
1. W
e learn best when we build new learning on what we already know
2. W
e learn well when we recognize an immediate use or need for what is to
be learned
3. W
e use many ideas and skills in a coordinated way to solve real
problems.
The main goal for mathematics education is to empower all students to;
Reason mathematically; communicate mathematically; solve problems using
mathematics and make connections within mathematics and between
mathematics and other fields.
Mathematics has two aspects, a body of knowledge and a set of processes.

As processes can only be developed through content. The teachers’ task is
to present the selected content in a way which will assist the development
of these processes.
Processes of Mathematical thinking include:
Analyzing, classifying, comparing, counting, inferring, explaining, estimat-

ing, organizing, patterning, synthesizing and representing, ordering,squenc-
ing,grouping.
Ways of teaching Mathematics lesson (T/L Approaches)
• Presenting of the Mathematical Problem

• Work to solve the Problem (Individual/Groups)
• Verifying the solution and
• Reflecting on the process and solution.
Teaching and Learning content
The Teaching and Learning content contains the mathematical activities to

nurture students’ competency to think mathematically while experiencing
the joy of mathematical activities as they learn the content of each domain
and make connections among them.
This teacher’s guide highlights Topics, subtopics, ASK, Mathematical

Thinking, Teaching and Learning activities for Grade 5 Mathematics content.
It explains what is to be taught and how the lesson is to be taught.
Each sub - topic has a Content standard, ASK and teaching and learning
activities provided. Teachers are required to use the ASK to develop lesson
objectives for the given teaching and learning activities for each lessons.
2 GRADE 4
Introduction
How to use the Teaching/Learning congent guide
The Teaching and Learning Content is organized into Teachable activities.
When using this teachers Guide you should:
• R ead and understand the teaching and learning activities (contents)

provided carefully
• Plan and prepare the teaching and learning activities for the lesson,
including preparation of special equipment as required by the lesson.
• Use the exercises and problems provided as assessment for the students
at the end of each topic.
• Study the sample black board plan and follow the steps for the
b
lackboard plan for each lesson and organise your black board plan for
every lesson.
Teachers are encouraged to use the sample lesson plan as a guide to plan
the mathematics content provided for each Topic. A sample of how teachers
can plan and use their blackboard for a mathematics lesson is also provided
with the lesson.

Introduction
Sample Lesson
Sub-topic: Large Numbers Topic: Large Numbers
Content Standards: 4.1.1 Extend learned number and place value to read, write, and order numbers up
to 10 million and more using base 10 numerals and compare numbers using
inequality signs.
Teaching and Learning Activities
Lesson objectives: By the end of the lesson the students will be able to read and write numbers up to
100, 000
Materials: Number cards (1-8), PVC (Place Value Chart), base 10 place value blocks
Key Concept (KAS)

Understand the value of large numbers and how to represent them using base 10 place vale chart
Become interested in large numbers and their place value
(A) Identify and read large numbers according to their place value
(S) Think about how to represent Large number using base blocks
(K) Think of how to read and write a large numbers
Lesson Sequence
Write 8 600, 12 407, 50,000, and 9700 on the board.

Ask students to tell you which of these numbers is largest? Which number is the smallest?
(Ans: 50,000, 8,600)
Have students read aloud what they wrote on their papers, and to explain to the class how they figured
out the larger or smaller numbers.
Answers
Activity 35, 813
Ask students, how they would read the numbers below on the place value table. 153,038
Million Hundred Ten Thousand Hundred Tens Units/ones

Thousand Thousand
3 5 8 1 3
1 5 2 0 3 8
Activity 3
2, Draw a place value table and place the numbers below in the right column.
(a) 10 000 (b) 4, 793 (c) 634, 529 (d) 73,476 (e) 874, 612
4 GRADE 4
Introduction
Million Hundred Ten Thousand Hundred Tens Units/ones

Thousand Thousand
1 0 0 0 0
4 7 9 3
6 3 4 5 2 9
7 3 4 7 6
8 7 4 6 1 2
Prepartion of Board Plan
Todays lesson Practice

Review
Let us think about
Read these numbers
how to read and write Draw a place value table
and explain their
numbers larger than and place the numbers
place value below in the right column
100 thousand?
8,000 ,50,000, 600,000
M H Th TTh Th H T U a. 10 000 b. 4, 793
3 5 8 1 3 c. 634, 529 d. 73,476
e. 874, 612
1 5 2 0 3 8
M H Th TTh Th H T U
1 0 0 0 0
4 7 9 3
6 3 4 5 2 9

Introduction
Mathematical Activities
Mathematical activities are various activities related to mathematics where students are actively engaged
to discover the properties of Number and Geometrical figures based on what they have learned and apply
in their life and other situation.
Mathematical activities are usually done through problem solving with rich mathematical thinking which
includes various questioning on problem situations such as for finding methods and better ideas in
solutions. Mathematical activities also include explanations for sharing ideas on various representations
such as changing /translating representations to find the beautiful and reasonable pattern.
Mathematical activities are easily done if students acquire the fluency for operations and reasoning. These
mathematical activities in the classroom are necessary for developing mathematical thinking and
proficiency, and provide opportunities for students to feel the joy of thinking and learning, and utilize and
appreciate mathematics in their lives. Through the reflection of mathematical activities students are able to
appreciate the value of mathematics such as simple, easier, reasonable, general, and beautiful and in
harmony. Students are able to learn mathematics by and for themselves through those activities.
You can incorporate these activities into your lessons to have the mathematics lessons become;
• More students centered activities and more proactive with rich content.
• More fun to students.
• Easier to understand by students.
• More compelling and elaborative.
• More innovative with various discussions
• Creative and exploratory.
• Connected to daily life and natural phenomena.
• Easier to think about activities that relate to other subjects and Integrated study.
Grade 4 Mathematical Activities
Activities / Enjoy using various ways of representing numbers and figures with situations
Experience to explain its appropriateness
Performance a. Compare, estimate and represent larger numbers and explain relative size of
Activities numbers using number line and place value chart
b. Investigate how to represent decimal numbers using base 10 materials
c. Compare and explain the relative size and structure of decimal numbers using
measuring tools.
d. Compare areas of rectangles and squares and explain how to represent the area
with numbers
e. Use tape diagrams and measuring containers to represent fractions larger than
one (1).
f. Use mathematical sentence, tape diagrams and objects to find rules of
calculation.
g. Use line graphs to represent the changes in various situations.
6 GRADE 4
Introduction
Assessment 1. Appreciate the use of number lines/ base 10 materials, place value chart for
comparing place value of numbers
2. Demonstration with appreciation using number lines and base 10 materials to
represent decimal numbers.
3. Enjoy using formula of square and rectangle to find area.
4. Demonstrate with appreciation how to represent fractions larger than one using
tape diagrams and measuring containers.
5. Enjoy finding rules of division for various situations.
Activities / Enjoy using various ways of questioning through situations set by themselves
Experience
Performance a. Pose questions for larger numbers and decimal numbers.

Activities b. Pose questions for estimating numbers.
c. Pose questions for multiplication and division problems.
d. Pose questions for comparing size of fractions.
e. Pose questions on expressions and order of calculations.
f. Pose questions on finding the size of angles .
g. Pose questions on how to find the area of squares and rectangles.
h. Pose questions for finding properties of rectangular prism and cubes.
i. Pose questions on the relationships of quantities which change together.
j. Pose questions on line graphs.
Assessment 1. Enjoy posing questions for larger numbers and decimal numbers.
2. Enjoy posing questions for estimating numbers.
3. Enjoy posing questions for multiplication and division problems.
4. Enjoy posing questions for comparing size of fractions .
5. Enjoy posing questions on expressions and order of calculations.
6. Enjoy posing questions on finding the size of angles.
7. Enjoy posing questions on how to find the area of square and s and rectangles.
8. Enjoy posing questions on the relationships of quantities which change together.
9. Enjoy posing questions on the relationships of quantities which change together.
Enjoy posing questions on line graphs
Activities / Enjoy thinking about how to calculate and develop proficiency for calculation
Experience
Performance a. Use rules of division to find easier ways of dividing

Activities b. Use formula to calculate area
c. Enjoy calculating accurately and effectively
d. Use rounding for estimating the answer of calculations
e. Enjoy making decision for appropriate using of exact calculation or estimation
depending on the context
Assessment 1. Appreciate ways of calculating using the rule of division.

2. Enjoy using formula to calculate area of square and rectangle
3. Calculate accurately and find miss-calculations

Planning and Programming
1. Importance of Planning and Programming
Mathematics topics and lessons should be;
• carefully sequenced so that students have the skills and knowledge needed to complete tasks,
• more fun and enjoyed by students,
• creative and exploratory,
• require mathematical thinking,
• relevant to students needs and interests,
• inclusive for all students as much as possible,
• making links across subjects where possible,
• consistent with national education policies such as assessment policies.
2. How to Plan and Program

The planning and programming will require; yearly plan, termly plans, weekly timetable. The
Grade (3) overview illustrates a year’s plan of Teaching and Learning activities. Terms (1 & 2) and
Terms (3 & 4) Teachers are encouraged to look carefully at each guided plan and develop daily
lessons
3. Time Allocation
Mathematics is to be timetabled for 240 minutes per week for grade 4. Teachers can use the time
allocation to do their timetable or program according to their school program. Topics and
activities may vary in length however; you can plan for double periods of more than 30
minutes to complete a particular activity.
Below is a sample of how mathematics can timetabled.
Time Monday Tuesday Wednesday Thursday Friday

8:00 - 8:15 Assembly Assembly Assembly Assembly Assembly
8:15 - 8:30 Listening Oral Express Listening Oral Expression Listening
8:30 - 8:45 Spelling Spelling Hand Writing Christian Reli- Talking
8:45 - 9:00 Talking Talking Talking gious Education Block Time
9:00 - 9:30 Mathematics Mathematics Mathematics Reading Reading
Reading Reading
10:00 - 10:30 RECESS
10:30 - 11:00 Mathematics Mathematics Mathematics Mathematics Mathematics
11:00 - 11:30 Science Science Science Science Wr Expression
11:30 - 12:00 Social Science Social Science Social Science Science Social Science
12:00 - 1:00 LUNCH

1:00 - 1:30 Written Sentence Written Sentence Written Sentence Written Sentence Written Expression
1:30 - 2:00 Health Health Health Arts Arts
2:00 - 2:30 Arts Block Time PE PE Sport
2:30 - 3:00 PE Arts Block/Time
8 GRADE 4
Yearly Overview
Strand Topics Lsn # Lesson titles

Number & Operation Larger Numbers 1 Review of Grade 3 work (1)
2 Review of Grade 3 work (2)
3 3-Digit Number Reading
4 Million - Place Value
5 Representing of Large Number
6 Calculating Large Numbers

7 Exercise
8 Rules of Division
9 Rules Between Divisor and Quotient
Division 10 Relationship between Mathematical Sentence
11 Division of Tens and Hundreds
12 Exercise
13 Thinking about How to Calculate.
14 Present Finding on how to calculate
15 Comparison of Angles (1)
16 Comparison of Angles (2)
Quantities and Sizes of Angles 17 Identifying Sizes of Angles

Measurement 18 How to Express the sizes of Angles
19 How to Use a Protractor
20 Triangle Rulers
21 Exercise
22 Division by One-Digit Number
23 Division By two-Digit Number
Number and Operation Division by one-digit 24 How to Divide in Vertical Form
Numbers 25 Division by 2-digit in Vertical Form
26 3-Digit Number ÷ 1 Digit Number
27 Dividing in Vertical Form
28 What kind of Expression
29 Exercise
30 Making Various Quadrilaterals.
31 Perpendicular Lines (1)
32 Perpendicular Lines (2)
Geometrical Figures Perpendicular and 33 Parallel Lines
parallel Lines 34 Exploring Parallel Lines
35 Drawing Parallel Line
36 Exercise
37 Various Quadrilaterals
38 Parallelograms
39 Properties of Parallelogram

Yearly Overview

Geometrical Figures Quadrilaterals 40 How to Draw Parallelogram
41 Rhombus
42 Characteristics of Rhombus
43 Angles and Size of Parallelograms
44 Diagonals of Quadrilaterals
45 Making Shapes by connecting Points

46 Make Patterns by Tessellating Quadrilaterals
47 Exercise
48 Division by two-Digit Number (1)
49 Division by two-Digit Numbers (1)
50 How to Make a Temporary Quotient (1)
51 How to Make a Temporary Quotient (2)
Number and Division by two-Digit 52 Division by two-Digit Numbers (2)
Operation Number 53 Division Where 0 is a Quotient
Review
54 Division in Various Countries
55 Rules of Division and Multiplication
56 Exercise
57 Length of a Jump
58 Review
59 Understanding Line Graphs
60 Reading Line Graphs
Data and Mathematical Line Graphs 61 Drawing Line Graph
Relations 62 Ideas for Drawing a Line Graph (1)
63 Ideas for Drawing a Line Graph (2)
64 Exercise
65 Introduction of Rounding Numbers
66 Rounding (1)
Number and Operation Round Numbers 67 Rounding (2)
68 Rounding (3)
69 Rounding U p and rounding Down
70 Rough Estimates (1)
71 Rough Estimates (2)
72 Exercise
73 Multiples and Common Multiples
74 How Multiples Make Patterns in Numbers
75 Common Multiples (1)
76 Common Multiples (2)
10 GRADE 4
Yearly Overview

Number and Operation Multiple and Divisors 77 Divisors and Common Divisors
78 Common Divisors
79 The Relationship between Multiples and Divisors
80 Prime Numbers
81 Even and Odd Numbers
82 Exercise
83 Represent the Expression (1)
84 Represent the Expression (2)
85 The Order of calculation
86 Rules of Calculation
87 Calculation of Whole numbers (1)
Number and Rule and order of 88 Calculation of Whole numbers (2)

Operation calculations
89 Exercise
90 Area
91 Area of a Parallelogram
92 Area of rectangles and square
93 Area of a Figure Composed Rectangles and squares
94 Unit for Large Areas (1)
95 Unit for Large Areas (2)
Quantities and Units of Area 96 Unit for Large Areas (3)
Measurement 97 Exercise
98 How to Represent Decimal Numbers
99 How to Represent the Remaining Part
100 Structure of Decimal Numbers
101 Addition of Decimal Numbers
102 Subtraction of Decimal Numbers
103 Exercise
104 Decimal Numbers x Whole Numbers
Number and Operation Decimal Numbers 105 Decimal Numbers ÷ Whole Numbers
106 Express Ideas on Arrangement of Data
107 Arrangement of Table
108 Arrangement of Data
109 Exercise
110 Calculation of decimal number x Whole Number (1)
Thinking about How to 111 Calculation of decimal number x Whole Number (2)
Calculate 112 Calculation of decimal number x Whole Number (3)

Yearly Overview

Data and Arrangement of Data 113 Calculation of decimal number x Whole Number (4)
Mathematical 114 Calculation of decimal number ÷ Whole Number (1)
Relations 115 Calculation of decimal number ÷ Whole Number (2)
116 0 as the Quotient in the Ones Place
117 Dividing continuously
Number and Multiplication and 118 Division Problems (1)
Operations Division of Decimal 119 Division Problems (2)
Numbers
120 What kind of Expression?
121 Exercise
122 Review
123 Fractions Larger than one (1)
126 Equivalent Fractions
127 Addition of Fractions (1)

Number and Fractions 128 Addition of Fractions (2)
Operations 129 Subtraction of Fractions (1)
130 Subtraction of Fractions (2)
131 Exercise
132 Rectangular Prisms and Cubes
133 Nets of Rectangular Prism and Cubes (1)
136 Relationship Between Faces and Faces, Edges and
Edges (1)
Geometrical Figures Rectangular Prims and 137 Relationship Between Faces and Faces, Edges and
Cubes Edges (2)
138 Relationship Between Faces and Edges (1)
139 Relationship Between Faces and Edges (2)
140 How to Represent Position
141 Exercise
Data and Mathematical Quantities which 142 Quantities which change together
Relations change together 143 Changing Quantities and Graphs
144 Mathematical Sentence Using and
145 Mathematical Sentence Using and
146 Exercise
12 GRADE 4
teaching content
Sample Guided Lessons

TEACHING CONTENT - SAMPLE GUIDED LESSONS
Topic: Large Numbers

Content Standards: 4.1.1 Extend learned number and place value to read, write, and order numbers up
to 10 million and more using base 10 numerals and compare numbers using
inequality signs.
Teachers Notes
Listed below are the expected Attitude, Knowledge, Skills and mathematical thinking to be displayed by
the students after learning this topic on Large Numbers.
Students will be able to;
Attitude
• Show interest in reading and writing larger Numbers.

• Become interested in large numbers and their place value.
• Enjoy writing and reading large numbers.
Skills
• Recognize and read the population of different provinces.

• Write large numbers correctly in the place values.
• Identify place value of given numbers.
• Read and write the numbers up to billion.
Knowledge
• Understand the ways to read and write large numbers.

• Understand how to represent large numbers and their place value.
• Understand the meaning and representation of large numbers.
• Understand and use three digit number system to read billions.
Mathematical thinking
• Think about how to represent large numbers and explain.

• How to write and read numbers larger 100 million.
• Think how to represent large numbers in the correct place value.
14 GRADE 4
Back Ground Notes

A good way to help with reading large numbers is to break the numbers into small pieces. Anytime
a number is divided by a comma we can split the number into pieces that is simple to read such as
grouping the number into 3-digits. Example; 325, 354,032. This could be read as 3 hundred twenty-
five million, three hundred fifty-five thousand, and thirty_ two
On the chart for the number system of whole numbers a new unit is given in every 3-digit as shown.
Trillions Billion Millions Thousands Ones
100 thousand
10 thousand
100 million
10 million
100 trillion
Thousand
100 billion
Hundred
10 trillion
10 billion
Million
Trillion
Ones
Billion
Tens
1 0 0 0 0 0 0 0 0
1 0 0 0 0 0 0 0 0 0
1 0 0 0 0 0 0 0 0 0 0
1 0 0 0 0 0 0 0 0 0 0 0 0
The number that is 10 sets of 10 million is written as 10000000, and is read as one hundred million.
One hundred million is a number with 10 000 sets of 10 thousand.
1 2 3 4 5 6 7 8 9 10
0 10 million 100 million
10 sets of 100 billion is written as 1 000 000 000 000 and is called as trillion. It is also written as one
trillion. 1 trillion is a number with 10000 sets of one hundred million.
1 2 3 4 5 6 7 8 9 10
0 10 billion trillion
Any whole number (integer), no matter how big it is, can be written using the following
digits; 0,1,2,3,4,5,6,7,8,9.

L.1 review grade 3 work (1) L.1 review grade 3 work (1)
Teaching and learning activities (60 min)
3. Write figures for the following number words.
xplain to students how to read large numbers
E
and their place value. Tell them that For easier
(a) Three hundred and fifty thousand five
reading of larger numbers, numbers are grouped
hundred and thirty
into 3-digit and a comma is placed before the
(b) Eighty six thousand four hundred and
next group to indicate the place value of each
fifty-five
set. On the chart for the number system of
(c) Nine hundred and seventy three thousand,
whole numbers a new unit is given in every
one hundred and twenty - two
3-digit shown.
Trillions Billion Millions Thousands Ones Answers:
a. 350,380 b. 86,455 c. 973,122
100 thousand
10 thousand
100 million
100 trillion
10 million
Thousand
100 billion
Hundred
10 trillion
10 billion
Million
Trillion
Billion
Ones
Tens
1 0 0 0 0 0 0 0 0
1 0 0 0 0 0 0 0 0 0
1 0 0 0 0 0 0 0 0 0 0
1 0 0 0 0 0 0 0 0 0 0 0 0
1. Read and write the of population the

provinces in Papua New Guinea.
Name of province Population Year
Morobe Province 674,810 2010

NCD 364,125 2010
WHP 362, 850 2010
New Ireland Province 194,067 2010
Gulf Province 106,197 2010
Manus Province 60,485 2010
2. Write the population figures of the provinces

listed above on the place value table and ask
the students to complete the table
Place value table
Provinces H TH TTH THousands Hundreds Tens Ones
NCD 3 6 4 1 2 5
WHP 3 6 2 8 5 0
New Ireland province 1 9 4 0 6 7
Gulf Province 1 0 6 1 9 7
Manus Province 6 6 0 4 8 5
16 GRADE 4
L2. Large Numbers in grade 3 (2) L3. Large Numbers

Teaching and learning activities (60 min) Teaching and learning activities (60 min)
1. Read the population of the four region of For easier reading of larger numbers, numbers
PNG and write them on the chart. are grouped into 3-digit. On the chart for the
number system of whole numbers a new unit is
Country Population
given in every 3-digit as shown below.
Southern 1, 456,250
Highlands 2,854,874
100 thousand
10 thousand
100 million
100 trillion
10 million
Thousand
100 billion
Hundred
10 trillion
10 billion
Million
Trillion
Billion
Momase 1,867,657
Ones
Tens
New Guinea Islands 1,096,543
1 3 0 4 4 1 0 0 0
3 6 0 3 1 0 0 0 0 0
Billion Millions Thousands Ones
100 thousand
10 thousand
100 million
10 million
Thousand
100 billion
Hundred
10 billion
Million
Billion
Ones
1. Let’s practices reading larger numbers from

Tens
Southern 1 4 5 6 2 5 0 the chart and fill in the rest of the numbers.

Highlands
(a) 130, 441.000 (b) 3,603, 100,000
Momase
Islands
(c) 21,452,731,600 (d) 234,534,000,000
2. Give the value of the number that is

2. Write the following numbers. underlined in each set of numbers.
(a) T
he number that is the sum of 10 sets of (a) 643,254,000 (b) 980, 945, 000,000
one hundred is written as (c) 743,582,000
(b) T
he number that is written as 10 sets of 10 3. Use the numbers in the table to fill in the
thousand is written as (box) for each number sentence.
(c) The number that is written as 10 set of 100 Trillions Billion Millions Thousands Ones
thousand is written as
100 thousand
10 thousand
100 million
100 trillion
Thousand
10 million
100 billion
Hundred
10 trillion
10 billion
Million
Trillion
Billion
Ones
Tens
(d) T
he number that is written as 10 set of 1
million is written as 9 8 0 1 3 0 4 4 1 0 0 0
Answers 4. Write the number that is the sum of 9

1000, 100 000, 1000 000, 100 000 000 sets 1 hundred billion and 8 sets of 10 billion.
5. The number that is the sum of

sets of 10 million and 4 sets of 1 hundred
thousand, sets ten thousand and 1 set of one
thousand.

L4. Large Numbers L5. Representation of Large

Numbers
1. W
rite the number that is 10 thousand times
10 thousand in the table below. Place the The activity is to help students understand how
numbers correctly in the correct position. to represent and write larger numbers on the
10 000 x 10 000 = 10 thousand sets of 10 number line.
thousand = 100,000,000 1. Fill in the with the numbers
(a)
100 thousand
10 thousand
100 million
100 trillion
10 million
Thousand
100 billion
Hundred
10 trillion
10 billion
Million
Trillion
Billion
Ones
Tens
0 50 million 100 million

2. Let’s practices reading and writing larger
numbers on the place value chart. (b)
(a) 10 thousand times 100 million
(b) 10 thousand times 10 million 0 100 million 1 billion
1 billion and 200million
(c)
100 thousand
10 thousand
100 million
100 trillion
10 million
Thousand
100 billion
Hundred
10 trillion
10 billion
Million
Trillion
Billion
Ones
Tens
0
10 billion
(d)
3. D
o the following exercise? Write the
following in numbers. 0 10 billion 70 billion 100 billion
(a) The number that is 20 set of 1million and 345 (e)

sets of 100 thousand
(b) The number that is 4 sets of 1billion, 7sets of 0 700 billion 1 trillion
100thousand and 3 sets of 10 thousand
2. Draw a number line and represent the
4. Write the following in numbers following numbers.
(a) 300 million (b) 900 million (c)1billion and
(a) Ten times 6 million 500million
(b) Hundred times 40 thousand 3. Fill the with the appropriate inequality
1 sign.
(c) of 80 thousand (example) if its
10 1
(a) 110 950 000 111 095 000
80 000 = 8000. is same as dividing by 10. (b) 213 610 000 203 161 000
10
1
(d) of 800 million 4. Read the numbers from (a) to (f) on the
10
following number lines
A B
0 C
100 million
0 D E F
1 trillion
18 GRADE 4
L6. Calculating Large Numbers L6. Calculating Large Numbers

5. The government spent 350 000 Kina to buy 5
Read the problem and calculate the sum days lunch and accommodation for a special
and differences. In Port Moresby City a sport meeting.
stadium was built. It cost K3 300 000 000 to
build the stadium and K1 200 000 000 to (a) How much was the daily budget ?
purchase the land. How much is the total cost
for purchasing the land and building the (b) Write a math expression and calculate the
stadium? answer.
1. Write a math expression working in groups 350 thousand ÷ 5 days = 70 thousand kina/ day
of 2 or 3. 1200 000 000 000 + 3 300 000 000 (K70 000/ day)
000 or 1200 million + 3 300 million.
2. Think about how to calculate

1 200 000 000 + 3 300 000 000.
(a) What is the difference between the cost of

purchasing, the land and building the
stadium?
(b) E xplains the meaning of “Sum and
Difference”.
(c) Find the difference of 3 300 000 000 and 1
200 000 000 000
3. Let’s find the difference in the following

problem.
(a) The sum of 1 billion, 700million and 2

billion and 900 million 2 million and 350
thousand plus 5 million and 150 thousand.
(b) F
ind the difference of 23 billion and 8
billion, Million and 700 million minus 69
billion and 200million.
4. The National library of Papua New

Guinea has monthly budget of 650 000 Kina
to purchase books.
(a) How much is the annual budget?
(b) Write the math expression and calculate the

answer.
50 000 x 12 months = 7 million 8 hundred
6
thousand (7 800 000 000)

L7. exercise
1. Fill the with the correct numbers.
(a) The number that is 10 sets of 10 million is

(b) The number that is 10 sets of 100 billion is
(c) 100 million is sets of 10 thousand.
(d) 1trillion is sets of 100million.
(e) The seven on 72000000000000 means 7
sets of .
2. Read and write large numbers. Write the

following numbers in figures
(a) The number that is the sum of 46 sets of 1

trillion and 2375 sets of 100 million.
(b) The number that is the sum 20 sets of 10
trillion and 45 sets of 10 billion.
(c) The number that is 10 times of 180 billion.
(d) The number that is 1 of 23 trillion.
10
3. Addition, Subtraction, Multiplication and
Division of Large Numbers.
Calculate the following expressions
(a) 38 billion and 300 million + 42 billion and 900

million.
(b) 7
3 million and 510 thousand – 3 million and
960 thousand.
(c) 5 million and 260 x 5.
(d) 7 billion and 200 million ÷ 8.
Exercise
Solve the following problem using vertical form
(a) 416 + 254 (b) 527+381 (c) 652 + 194

(d) 590 -241 (e) 708 – 474 (f) 905 – 328
Note: U
se activity 1 and 3 as assessment for
the topic.
20 GRADE 4
Number and Operation
Content Standard: 4.1.3 E

xtend learned division to divide by two digit numbers in vertical form.
Teachers Notes
the students after learning this topic on Rules of division.
The students will be able;
Attitude
• tudents enjoy and appreciate recognizing situations of division problems and represent the given
S
situations using figures and expressions.
• Appreciate and apply different ways of calculations based on 56 ÷ 4 and enjoy calculating.
• Appreciate and use rules of division and calculations for distributing things equally to divide tens and
hundreds as dividend equally to one digit number.
Knowledge
• Understand the rules of division and its usefulness in solving division problems.
• understand division in relation to rules and relationships between mathematical sentences in division.
• Understand the relationships between division and multiplication.
• nderstand Tens and Hundreds ÷ by 1-digit number can be calculated as 1-digit number divide by
U
1-digit number by making a unit of ten and hundred.
Skills
• Use rule of division to identify relationship the between two mathematical sentences.
• Use rule of division in dividing by ten and hundred.
• Apply rules of division using multiplication table to solve division problems.
• How to calculate when the division is 1-digit number and the dividends is a 2-digit number such as
80 ÷ 4.
• Find and apply the rules of division to calculate when the dividends and divisors are the same and the
quotient is unknown.
• Recognize and make sense of the given situation using a math expression and relate it to their
everyday life.
• Think about a problem and identify rules and process to use in solving the problem.
• Think about a given situation and make math expression and calculate.

Back ground Notes
Division is an operation that tells us the number of groups that can be made out of a number of Items or
the number of items that should be there in a group. The symbol ‘÷’represents division. For example, the
division number sentence 8 ÷ 2 = 4 says that there are four groups of 2’s in 8.
• D
ividend: In a division problem, the number that is to be divided is called the dividend In the division
number sentence 9 ÷ 3 = 3, 9 is the dividend.
• Divisor: In a division number sentence, the number that divides the dividend is called the divisor. In the
division number sentence 9 ÷ 3 = 3, 3 is the divisor.
• Divisible: A number is said to be divisible by another number, if, in the process of division, the
remainder is zero. In the division number sentence 9 ÷ 3 = 3, 9 is divisible by 3 as there is no remainder.
• Quotient: Upon division, the number obtained other than the remainder is called the quotient. In the
division number sentence 9 ÷ 3 = 3, 3 is the quotient.
• Remainder: Remainder is the number that is left over after dividing. In the division number sentence
9 ÷ 2 = 4 R 1, 1 is the remainder as 9 is not divisible by 2.
Example: 1
18 ÷ 2 = 9
3 x ÷ 3
18 ÷ 6 = 3
In this example of 18 shows the relationship between the multiples and the common factors. The multiples
are 9,6,3 and 2 or as mentioned earlier. The common factor is 18 because it is divisible by all those
multiples
22 GRADE 4
L8. rules of division L9. rules between divisor and

quotient
1. Find the rules of division between the divisor
and the answer (quotient) on 24 ÷4 and 24÷8. For every situation provided, allow the students
“There are 24 chocolates. They are divided to read the given problem and come up with
equally among children.” their own ideas on how to solve the problem
“ There are 24 chocolates. They are divided using the rules of division.
equally among children.”
If the divisor was twice as large the answer will
2. Put the various numbers into the be………..
and find the answer. 27 ÷ 3 = 9
12 ÷ 3 = 4
x 2 x x 2 x 2 x ÷ 2
24 ÷ 3 = 8 9 ÷ 3 = 3
1. There are cakes. If each child receive 3

how many children have cakes?
(a) Put different numbers in the and check
the relationship between the and the
answer (quotient). ÷ 3.
For each child
24 ÷3 = 8 9÷3=3
27 ÷3 = 9 6÷3=2
12 ÷3 = 4 18 ÷ 3 = 6
(b) What rules are there for dividend and the

For each child answer quotient?
(a) If chocolates are divided among 4 children, 2. What rules are there between the divisor and
how many will each child receive? the answer (quotient) ?
(b) If there are 8 children, how many chocolates
will each child receive? 12 ÷ 2 = 6 12 ÷ 3 = 4
(c) If chocolates are divided among 4 children. x ÷ x ÷
24 ÷ 4 = . 12 ÷ 4 = 3 12 ÷ 6 = 2
(d) If chocolates are divided among 8 children. Solve the following problem
24 ÷ 8 = . 1. What is the least number of marbles that can
satisfy the following situation?
Rule
Put the marbles in 2 piles with no leftovers
If the divisor was twice as large then the
answer (quotient) will be reduced into half.
3. Put different numbers in the and check To solve this problem, you can play around with
the relationships between the and the the marbles until you find the correct
answer (quotient). combination. However, you could get the least
4. Explain the relationships between the common multiple of 2, 5, and 7.
dividend and the quotient to find the rule and LCM (2,5,7) = 70. You need 70 marbles
complete filling in the 12÷3= 4 and
27÷3= 9.

L10. relationship between L10. relationship between

mathematical Sentence mathematical Sentence
Write a division sentence from the situation

given. Represent the situation given on a tape
diagram.
1. There is a 24 m length of tape. If this is cut

into sections of 8 each. How many sections
are there?
5. Use the rules of division to find the correct

number for the .
24 ÷ 8 = 3 (a) 32 ÷ 8 = 8 ÷
2. Write this as a division sentence using the (b) 14 ÷ 2 = ÷8

and .
÷ =3
3. Find the correct number for and the

Study the mathematical sentences below and
explain your thinking.
Are there any rules for the relationship between

the mathematical sentences?
Expected
24 ÷ 8 = 3 18 ÷ 6 = 3 answer.
3÷1=3 27 ÷ 9 = 3 It is found in the
12 ÷ 4 = 3 9÷ 3 =3 3 Multiplication
6÷2=3 table.
4. Write these mathematical sentences

12 ÷ 4 = and 6 ÷ 2 = 3 and compare.
6 ÷ 2 =3 12 ÷ 4 = 3
x x ÷ ÷
12 ÷ 4 =3 6 ÷ 2 =3
24 GRADE 4
L11. Division OF TENS AND HUNDREDS L11. Division OF TENS AND HUNDREDS
Read the given problem. Write a math 100 100 100 100 100 100 100 100
expression and calculate using the rules of
division.
How many will each person receive?
1. If you were to divide 80 coloured papers
equally between 2 people, how many will Exercise
each get?
(a) 60 ÷ 2 = (b) 80 ÷ 4 = (c) 600 ÷ 2 =
(d) 800 ÷ 4 =
2. Write a math expression.
÷
Total number of sheets Total number of people
3. Write an expression by using groups of 10

sheets.
10 10 10 10 10 10 10 10
Total number of sheets Total number of people
4. Identify the number of groups made when 80

colored papers are grouped into 10 sheets
or sets of 10s. Write the expression using
arrows.
5. If you were to divide 800 colored papers

equally between 2 people, how many will
each get? Write a math expression.
How many sheets of paper do we need in each

group which are represented by the expression
to 8 ÷ 2 ?

L12. exercise L13. thinking about how to

calculate
Teaching and Learning activities (60 min)
1. Fill in the box with the number by using 1. There are 4 boxes with 12 lollies in each. All
the rules of division. 48 lolloies are divided equally among 3
(a) (b) children.
30 ÷ 6 = 5 How many lollies will each child receive?
18 ÷ 2 = 9
÷2 x
x3 ÷
(a) Write a math expression
30 ÷ 3 =
18 ÷ 6 = 3
÷
(c) (d)
Total number of lollies Number of Children
10 ÷ 2 = 5 16 ÷ 2 = 8
x4 x4 ÷ (b) Think about how to calculate the answer by
÷2
using what you have learned.
40 ÷ 2 = 8 ÷ 2 = 4
Note:
2. Lets calculate the following
Think about how to calculate your answer in
(a) 40 ÷ 4 = (b) 60 ÷ 3 = (c) 50 ÷ 5 = different ways and explain your ideas using
figures or representation. Allow students to
(d) 300 ÷ 3 = (e) 400 ÷ 4 = (f) 900 ÷ 3 = work out their answers.
3. Read the following problem and think about 2. Go through the different expected for
how to solve it. Kila must divide 1200 paper understanding.
into bundles of 300. How many bundles can
he make? Expected Ideas
Think about how to find the answer by using
Idea. 1
the answer of 12 ÷ 3 =
Firstly, distribute a box to each child. And then,
divide the remaining 12 lollies to 3 children.
100 100 100 100 12 ÷ 3 = 4
There are 12 lollies in each box, so the amount
of lollies for each child will be 12+ 4 =16.
100 100 100 100
lollies for lollies for lollies for

each child each child each child
100 100 100 100
26 GRADE 4
L13. thinking about how to L14.Present Finding on How to

calculate Calculate
Teaching and Learning activities (60 min) Teaching and learning activities (30 min)
Idea 2 1. Let’s think about how to calculate 56 ÷ 4 and

Thinking based on 48 ÷ 6 = 8, write a report on how we divide. Use the
Multiplication table following when writing your report.
I looked for a slot in the multiplication After exploring, explain your findings to your
table with 48 is 8 × 6 = 48. friends in the following.
Then, I arranged blocks in the • How did you explore? Methods and ideas
shape of 8 × 6 and divide them into 3. • W
hat did you understand? Explain with
examples.
• What did you find? Write down the pattern
6 ÷ 3= 2 so,
8×2=
Idea. 3
Thinking based on 24 ÷ 3 = 8,
Multiplication table
If you divide 48 by 2 it
becomes 24.
24÷3= 8
48
24÷3= 8
Share ideas, methods and identify similarities

There are 2 groups of 8, so and differences from their sharing and what they
8× 2= have learnt.

Strand : Quantity and Measurement Topic: Angles
Content Standard: 4.2.4 E

xplore and develop understanding of the meaning and measurement of
angles, how to construct and measure angles by calculations.
Teachers Notes
the students after learning this topic on sizes of angles.

Attitude
• Show interest in drawing and classifying.

• Become interested in using a protractor and triangular ruler to find the degree of an angle.
• Enjoy constructing angles .
• Share idea with their class mates.
Skills
• Identify and classify angles according to their sizes.

• Read and express the sizes of angles using a protractor.
• Draw and measure angle size of larger angles using a protractor.
• Read angle sizes from the given protractors and measure certain angles using protractors.
• Investigate and identify that the size of the angles are made by rotation.
• Compare size of angles and know the unit for measuring angles (degree 0)
Knowledge
• Define and identify angles in various parts of the building and trace angles on a piece of paper.
• Understand the meaning and measurement of angles.
• Names of size of the angle determined by the amount of space between sides and not the lengths of
the sides.
• Understand how to use a protractor.
• Understand and see angles as rotations or turns and the meaning of measuring angles.
• Understand and know how to use the protractor to measure size of angles.
• Names of different angles.
• Protractor.
• Think about ways to measure and construct angles.

• Think about how to draw and certain angles using a protractor.
28 GRADE 4
Background Notes
In this topic of angle, the students will have to understand what an angle is and the types of angle that they
will be studying about.
The shape that is made from 2 straight lines starting at one point is called “ an angle.”
The starting point is called “ the vertex of the angle.” The 2 straight lines are called “ the sides of the
angle.”
a side of the angle
vertex of the angle angle
a side of the angle
Vertex T he vertex is the common point at which the two lines or rays are joined. Point B is the figure
above is the vertex of the angle ABC.
Legs T he legs (sides) of an angle are the two lines that make it up. In the figure above, the line
segments AB and BC are the legs of the angle ABC.
Interior T
he interior of an angle is the space in the ‘jaws’ of the angle extending out to infinity. See
Interior of an Angle
Exterior All the space on the plane that is not the interior. See Interior of an Angle
When studying about angles, students need informal experiences of creating, identifying and describing a
range of angles. Students have some experience with the basic angles in grade 3. From prior knowledge
on angles students will learn formal unit to measure angles.
Acute angle Right angle Straight angle
Obtuse angle
Reflex angle
The amount of opened space between two sides of an angle is called the “size of an angle.”
Angles are formed when two rays intersect. Angles are measured in degrees. A complete circle measures
360 degrees.

L15.Comparison of Angles (1) L16. Comparison of Angles (2)

1. Do the following activity. 1. Look at the mouths of the animals from A

to E and compare how wide they open their
(a) Find shapes of angles around the classroom mouth.
and draw.
(b) Name the angles below. a
c
a b c d
b d e
(a) Which animal has opened its mouth the

2. Answer the following questions about the widest?
shapes above. (b) Which animal has opened its mouth the
least?
(a) Which is a right angle? (c) Write the names of animals in order of how
(b) Which is the sharpest? wide their mouth is open to least.
(c) Draw an arrow to indicate where the angles
are in the shapes above. 2. Find ways and come up with ideas on how to
measure and compare the size of the angles.
(d) Where is the vertex?
Expected ideas
Exercise:
1. Draw 2 sharp angles and 2 right angles. Trace the angles on a sheet
of paper and compare them
2. Label them correctly with these parts of by placing one over the other
angle. (Angle, sides and vertex.) as show.
Measure the size of the

angles by making a tool to
count how many times the
triangle fits the angles as
shown.
Make sure that students understand the two

ideas and perform one idea at a time for all the
animals A-E.
Teacher lets students know that the size of an

angle is determined by the amount of space
between sides and not the lengths of the sides.
The size of an angle is determined by the amount

of space between sides and not the lengths of the
sides
30 GRADE 4
L17.Identifying Sizes of Angles L18. How to Express Sizes of

Angles

The cardboard bar should be prepared before The protractor is an instrument of measurement.
this lesson by using the information given A protractor is used to construct and measure
below. angles. The simple protractor is an ancient device
used for plotting the position of boats on
1 Right Angle – 90o 3 Right Angles- 270o navigational charts. There are different kinds of
protractors, but the one used in elementary school
is called a simple protractor. We have units for
measuring angles and they are called degrees.
These are not the same as temperature degrees,
even though the same word is used. The simple
protractor looks like a semicircular disk marked
with degrees, from 0º to 180º.
1. Explain and demonstrates how to use a

protractor to measure angles using the
1. M
ove the cardboard bars and make different description of the 3 steps given.
angles A-G and find out what happens to the Outer Scale
angles if they move one bar. Inner Scale
If we move one bar, the angle

becomes larger
Zero - edge
Center Mark
1. Put the centre of the protractor the vertex of the

angle
2. Put the ‘0’line over one side of the angle
2. Study the diagrams and answer the 3. Read the scale that is over the other side of the
questions angle
(a) Which angle is 1 right and 2 right angles?

(b) Which angle is 4 right angles and is one 2. Use the 3 steps and measure with a
revolution? protractor the opening of the mouth for
animal B to get the angle measurement as 30
(c) Which angles are one right angle, 2 right
degrees.
angles and 3 right angles?
(d) 4 right angles are called ‘angles of
_______________.

L18. How to Express Sizes of L19. How to Use a Protractor

Angles
3. Measure angle sizes A-G with the protractor Teaching and learning activities (60 min)
using the 3 steps.
1. Follow the instructions given to draw a 50 º
angle.
i. Draw a straight line from the vertex of the angle.

The line should be 5 to 6 cm.
ii. Place the center of the protractor over the
vertex of the angle.
iii. Place the 0º line over one side of the angle.
iv. Write a point at the 50º mark.
v. Draw a line between the vertex and the point to
make the other side of the angle.
2. Lets find a way to measure angles that are

larger than 180º.
(How can we use a protractor?)
4. Lets measure the angles that is larger than
180°. Measure angles A & B
1 right angle =90o, 4 right angles =360o and the

size of an angle is simply called the angle.
By using a 360º protractor you can measure an

angle in one measurement
32 GRADE 4
L19. How to Use a Protractor L.20 Triangle Rulers

(a) The figure below shows two intersecting lines. Teaching and learning activities (60 min)
Angle A is 60º. How many degrees is angle
B? Compare angles A and C 1. Investigate angles of triangle rulers (set
squares). Use a protractor to measure and
confirm the angle of triangular rules below
and find the size.
3. T
hink of ways to draw a 210º angle using a
180º protractor. Allow for students ideas as
show below.
2. Use two different triangle rulers to make
angles.
Find the angles size of angle a, b, and c, d
using two different triangle rulers which are
joined together.
Using 180º
1. Refer to step number (1) to draw line 1.
2. Draw dash lines from the vertex (line 2) to create
180º.
3. Draw the line (line 3) from the vertex of line 1
and dash line to create 100º.
(280º = 180º + 100º)
4. Line 1 and line 3 creates the inside angle. (a) 45° + 60° (c) 90° - 30°
(b) 180° - 90° (d) 180° - 45°
3. Use Triangle rulers to make different angles

for practice. Make a protractor to find the
measure of different angles of various slopes
around the environment.
How to make a protractor.
1. Get a square paper.
2. Mark fold lines using a ruler.
3. Fold along the folding lines and glue the sides.
4. Place it on a square base.
5. Place the arrow in the axis as shown.
Using 360º
6. Paste the axis on the arrow and done.
1. Use step number (1) to draw line 1.
2. Draw line 2 from the vertex of line 1 to measure
and mark 280º. (360º - 280º = 80º)
3. Line 1 and 2 creates the inside angle of 80º

L21. Exercise
1. Measure the following angles and find their

sizes
(a) (b) (c)
2. Two triangle rulers are used to make angles.

Measure angle A, B and C.
3. Draw an angle of :
(a) 120º (b) 300° (c) 90°
4. Fill in the with the most a ppropriate word

or number.
(a) The unit is used to measure the size of
angles.
(b) T
o make 1°, the angle of one revolution is
divided equally into parts.
5. Draw and angle of 100º and 270º
6. Two triangle rulers are used to form new

angles. Find angles a, b, c and d.
Note: Use exercise 3 and 4 assess students

understanding on the topic.
34 GRADE 4
Strand 1: Number and Operations Topic: Division by Two Digit Numbers
Content Standard: 4.1.4 A

pply learned division to divide numbers in vertical form.
Teachers Notes
the students after learning this topic on division in vertical form.
Attitudes
• Appreciate processing and calculating divisions in vertical form.

• Enjoy working in groups and presenting their ideas.
• Appreciate other students ideas and views during their discussions.
Skills
• Apply learned division to calculate in vertical form.

• Explain the process of dividing in vertical form.
• Calculate division in vertical form with 2 and 3 digit numbers.
• Represent the division problems using the tape diagrams and tables.
Knowledge
• Understand the meanings of the division terms and their position in division.
• Understand the process how to calculate the divisions in vertical form.
• Understand how to do subtraction and multiplication in vertical division.
Mathematical Thinking
• Explore the calculation process of division in vertical division.

• Explain and think about division without and with remainders.
• Use previous knowledge and skills to calculate in vertical ways.
• Find easy ways or representing the division on tape diagrams and tables.
• Represent in real life situations for example;

Back Ground Notes
How to teach long division or division in vertical form.

Student should learn to do division in vertical form or long division step by step. Instead of showing the
whole algorithm to the students at once, we teach it "step by step".
Before a child is ready to learn long division, he/she has to know:
• multiplication tables fairly well,

• basic division concept, based on multiplication tables
(for example 28 ÷ 7 or 56 ÷ 8),
• basic division with remainders (for example 54 ÷ 7 or 23 ÷ 5)
The basics steps in vertical form or long division is an algorithm that repeat divide, multiple, subtract and
drop down the next digit.
Example: Divide multiply and subtract drop down the next digit to:
29 29 29
2) 5 8 2) 5 8 2) 5 8
-4 -4 -4
18 18
18
- 18 -18
00 0
Divide 2 into 18. Place 9 ultiply 9 × 2 = 18, write that
M he division is over since
T
into the quotient. 18 under the 18, and there are no more digits in
subtract. the dividend. The quotient
is 29.
14R3
b )a
6) 8 7 a. a÷b=
-6 b. a = dividend
c. b = divisor
27
d. c = quotient
-24
3
36 GRADE 4
L22. Division by 1 digit number L22.
Teaching and learning activities (60 min) 2. Follow the step written on the
board to solve the given problem.
Review division learnt earlier in grade 3. Make an equation as shown. How to divide
48 ÷ 9 in vertical form (long division)
a÷b=c b) a (a) Write 5 above the ones place of 48.
c
(b) Write 45 of 9 multiplied by 5 equals 45 from
a = dividend 48.
b = divisor
(c) Subtract 45 from 48. The remainder is 3.
c = quotient
(d) Check that the remainder of 3 is smaller than
the divisor of 9.
Write the steps below on the blackboard or
chart for student to follow. 3. Do this as practice
5 5 (a) 3 15 (b) 6 36 (c) 8 80

9) 48 9) 48 9) 48
45
(d) 4 32 (e) 2 12 (f) 4 24
Equation Divide Multiply
The order of writing

(1) 48 5
8)4 8 (2) ) 9)48
- 4 (3) ) 48 - 45
(4) 8)48
Subtract
48 ÷ 8 = 6 48 ÷ 9 = 5 reminder 3
Dividend Divisor Quotient Divisor Remainder
Dividend Quotient
1. P
ose this problem and work in pairs to solve
it.
We want to divide 48 lollies equally among 9
children. How many pieces will each child
receive and how many will remain?
÷
Total number of lollies Total number of children

L23. Division by Two-digit Quotient L23. Division by Two-digit Quotient

Teaching and learning activities (60 min) Exercise
Study the given situation and think of how to Think about how to calculate and solve.
solve it.
(a) 13 ÷ 2 (b) 62 ÷ 7 (c) 32 ÷ 5
1. We want to divide 69 sheets of colored
papers equally among 3 students. How many (d) 57 ÷ 8 (e) 7 ÷ 3 (f) 21 ÷ 7
sheets of paper will each student receive?
(g) 30 ÷ 6 (h) 54 ÷ 9 (i) 36 ÷ 4
10 10 10 10 10 10
(j) 8 ÷ 2
Write an expression
÷
Lets think about how to find the quotient of
69 ÷ 3 by looking at the drawing on the right.
69 ÷ 3
69 ÷ 3 =
69 ÷ 3 =
Total
2. W
e want to divide 72 sheets of coloured
papers equally among 3 students. How many
sheets of paper will each student receive?
Write an expression and think about how to
calculate.
10 10
10 10
10 10 10
Write an expression
38 GRADE 4
L24. H
ow to Find the Answers to L25. Division by Two-digit in
Division Vertical Form
Review steps in division in vertical form and 1. Explain how to divide in vertical form from
explain that when doing division in vertical form, the two problems using the steps learned.
start from the highest place value as shown.
24 34
How to divide in vertical form; 3 74 2 69
example. 72 ÷ 3. 6 6
14 9
Divide 10 place 1. Bring down 2. Multiply & 12 8
and divide subtract. 2 1
2. Write and explain how to divide 92÷ 3 in

1 14 14 vertical form in your exercise book.
3 72 3 72 3 72
-6 - 6 How to divide 92 ÷ 3.
-6
1_ 1 2_ 12
12 3 3 30
Bring down the 2 3 92 3 92 3 92
7÷ 3 = 2 in the ones place. Multiply 3 x 4 = 9 9 9
remainder 1 Divide 12 ÷ 3 = 12 write that 12 2 2
Write 2 in the 4 Write 4 in ones under the 12, and Students’ explanation;
place subtract.
tens place.
9÷3=3 Because 9 – 9 = 0, Write 0 on the
Write 3 on the ones place.
bring down the 2.
tens place. 3x0=0 2-0=2
1. M
ek is dividing 92 ÷ 4 in vertical form. What 3x3=9
is his mistake? Correct the mistake and
complete the problem. Exercise
Divide in vertical form.
4) 9 2
(a) 85 ÷ 7 (b) 94 ÷ 4 (c) 86 ÷ 3
(d) 75 ÷ 6 (e) 68 ÷ 3 (f) 45 ÷ 2
2. Do these problems in vertical form. (g) 85 ÷ 4 (h) 56 ÷ 5 (i) 54 ÷ 5
(j) 82 ÷ 4 (k) 61 ÷ 2 (l) 42 ÷ 2
(a) 54 ÷ 2 (b) 68 ÷ 4 (c) 34 ÷ 2
(d) 84 ÷ 3 (e) 85 ÷ 7 (f) 94 ÷ 4 2. 6 students went to collect cans. They found
90 cans. If they divide them Equally, how
many cans would each studentw receive?

L26. 3-Digit Number ÷ 1-digit L27. Dividing in Vertical Form

Number
Review calculation of 2-digit number ÷ 1-digit 1. There are 254 sheets of colored paper. If they
number and steps of division in vertical form. are divided equally among 3 children, how
many sheets will each child receive and what
1. There are 639 sheets of colored paper. If the is the reminder?
papers are divided equally into 3 group. How
many sheets of paper will there be in each Think about how to calculate 254 ÷ 3 in vertical
group? form.
534 ÷ 4
100
100 100
100 100 100 10 10 10
10 10
100 100 10 10 10
Write an equation.
About how many sheets of paper are in each (a) Can they divide the paper without opening
group? the bundles of 100?
(b) Think about this problem by changing the
2. T
here are 536 sheets of paper. The paper stacks of 100 into stacks of 10. 250 is sets
is divided equally among 4 students. How of 10 and 4 sets of 1.
many sheets of paper will each student
More Examples:
receive? Think about how to calculate the
(a) 420 ÷ 3 (b) 859 ÷ 8
answer.
534 ÷ 4
100
100
100 100 100 10 10 10
3. Calculate 536 ÷ 4 in vertical form.
4. Do these problems in vertical form.

Check the answers as follows:
(a) 482 ÷ 2 (b) 264 ÷ 2 (c) 936 ÷ 3 (Divisor) x (Quotient) + (Remainder) = (Dividend)
(d) 848 ÷ 4 (e) 628 ÷ 4 (f) 861 ÷ 7
2. Do these problems in vertical form:
(g) 725 ÷ 5 (h) 867 ÷ 3
(a) 740 ÷ 2 (b) 650 ÷ 5 (c) 840 ÷ 6
Exercises: (d) 810 ÷ 3 (e) 742 ÷ 7 (f) 618 ÷ 3
Do these problems vertically. (g) 958 ÷ 9 (h) 825 ÷ 4
(a) 78 ÷ 3 (b) 96 ÷ 8 (c) 38 ÷ 2 (d) 55 ÷ 5

Exercises:
(e) 48 ÷ 4 (f) 77 ÷ 6 (g) 56 ÷ 3 (h) 90 ÷ 7
(a) 420 ÷ 5 (b) 100 ÷ 5 (c) 125 ÷ 5
(d) 603 ÷ 6 (e) 432 ÷ 8
40 GRADE 4
L28. What kind of Expression L29. Exercise

1. Read the problem given and solve it. 1. Think about how to calculate the following
The fourth grade students went on an excursion problem vertical form.
to the zoo in 3 buses. There were 38 students Do these problems using vertical form.
on each bus. How many students were there in (a) 78 ÷ 3 (b) 96 ÷ 8 (c) 38 ÷ 2
all
(d) 55 ÷ 5 (e) 48 ÷ 4 (f) 77 ÷ 6
(g) 56 ÷ 3 (h) 90 ÷ 7 (i) 83 ÷ 2
(j) 81 ÷ 4
2. Let’s calculate
(a) 548 ÷ 4 (b) 259÷ 37 (c) 624 ÷ 3
(d) 624 ÷ 3 (e) 367 ÷ 9 (f) 457 ÷ 6
2. There is 56 dL of orange juice. The juiceis
divided among 7 groups. How much will each (g) 543 ÷ 5 (h) 963 ÷ 8 (i) 728 ÷ 6
group receive?
3. Read the problem and solve.
What is known?
Tau and his 5 friends are going to fold 360
What do you want to know? paper cranes. If everybody folds the same
rite what is known in the diagram and find
W number of paper cranes, how many cranes
the answer. will each child make?
• What is known?
• What do you want to know?
• Write what is known in the diagram and find
the answer
4. There are 436 pencils as prizes for a school

competition. The pencils are divided into sets
of 3. How many sets of pencils are there?
How more pencils may are needed to make
3. 48 boys are participating in a competition 150 sets?
If each group has 4 boys, how many groups 5. Think about how calculate in vertical form
are there? 293 ÷ 4. Fill the box with correct numbers.
(a) What is known?
(b) What do you want to know? (a) The first place of the quotient is the .
(b) The remainder in the tens place means 2
(c) W
rite what is known in the diagram and sets of .
find the answer. (c) The calculation in the ones place is ÷ 3.
4. There are 436 pencils as prizes for a school
competition. The pencils are divided into sets e.g
of 3. How many sets of pencils are there?
How many more pencils are needed to make
150 sets?

L29. Exercise
6. Lets divide in vertical form.

(a) 34 ÷ 4 (b) 50 ÷ 6 (c) 72 ÷ 5
(d) 86 ÷ 2 (e) 86 ÷ 2 (f) 70 ÷ 5
(g) 97 ÷ 6 (h) 67 ÷ 3 (i) 174 ÷ 6
(j) 759 ÷ 4 (k) 589 ÷ 7 (l) 177 ÷ 3
(m) 828 ÷ 3 (n) 240 ÷ 5 (o) 914 ÷ 7
7. Solve the following problem.

There are 125 students who must race in
groups of 6.
(a) How many groups of 6s are there
(b) If they make a group of remainder, how
many students are there in that group
8. Find all whole numbers which the quotient

will be 8 when divided by 6.
42 GRADE 4
Strand : Geometrical Figures Topic: Quadrilaterals
Content Standard: 4
.3.1 Investigate and understand properties of various types of quadrilateral using
vertex, angles, sides, parallel line, perpendicular lines and diagonals.
Teacher’s Notes:
the students after learning this topic on Perpendicular lines.
Attitude
• Show interest in drawing line and figures.
• Enjoy identifying and naming lines drawn.
Knowledge
• Understand the difference between lines segments, rays, parallel lines and perpendicular lines and be
able to make a connection with these concepts to the “real world.”
• Understand that two rays joining together in a vertex make an angle.
• Understand the terms in in relation to perpendicular lines in order to create their own lines, rays, and
angles.
Skills
• Compare and contrast parallel lines and perpendicular lines, in writing, providing a real world
connection.
• Name a labelled example of a point, line, line segment, ray, and a right angle.
• Draw and label examples of a point, line, line segment, ray, and a right angle.
• Creating models of parallel lines, perpendicular lines, and intersecting lines will prepare students for
subsequent lessons involving distinguishing between parallelograms and rectangles.
• Identify and define a point, line, line segment, ray, and a right angle
(as opposed to acute or obtuse angles).
• accurately describe parallel and perpendicular lines.
• draw a perpendicular to a line from a point on the line by applying geometrical properties eg
constructing an isosceles triangle.
• draw a perpendicular to a line from a point off the line by applying geometrical properties
eg constructing a rhombus.
• use ruler and compasses to construct angles of 60º and 120º by applying geometrical properties.
• Think about creating models of parallel lines, perpendicular lines, and intersecting lines will prepare.
• Students for subsequent lessons involving distinguishing between parallelograms and rectangles.
• hink about how to compare and contrast parallel lines and perpendicular lines, in writing, providing a
T
real world connection.

Back ground Notes
Lines are One Dimension

A line is the shortest distance between two points. It has length, but no width, which makes it is
one-dimensional.
Wherever two or more lines meet, or intersect, there is a point, and the two lines are said to share a point:
Line segments and rays

There are two kinds of lines: those that have a defined start- and endpoint and those that go on for ever.
Lines that move between two points are called line segments. They start at a specific point, and go to
another, the endpoint. They are drawn as a line between two points, as you would probably expect.
Line segments
The second type of line is called a ray, and these go on forever. They are often drawn as a line starting from
a point with an arrow on the other end:
rays
Parallel and perpendicular lines
There are two types of lines that are particularly interesting and/or useful in mathematics. Parallel lines
never meet or intersect. They simply go on forever side by side, a bit like railway lines:
Perpendicular lines intersect at a right angle, 90°:
P
erpendicular means “at right angles”. A line meeting another at a right
angle, or 90° is said to be perpendicular to it. In the figure above, the line
AB is perpendicular to the line DF.
If the extended line of one line intersects perpendicularly with the other line even if we cannot see the
intersection point itself, the two lines are perpendicular.
44 GRADE 4
L30. 3-Digit Number ÷ 1-digit L31.Perpendicular lines (1)

Number
1. Let explore how to draw perpendicular line.

1. F ree drawing of lines found around the
Using the ideas below.
environment or classroom and explain.
First draw perpendicular line using a protractor
2. Display types lines with names to compare
and second use a triangular ruler.
and confirm what they have drawn.
Line Segments and Rays
Segments
T he second and
typeRays
of line is called a ray, and these go on
forever. They are often drawn as a line starting from a
point with an arrow on the other end:
he second type of line is called a ray, and these go on

T
forever. They are often drawn as a line starting from a
point with an arrow on the other end:
Parallel and Perpendicular lines
arallel lines never meet or intersect. They simply go

P
on forever side by side, a bit like railway lines:
Perpendicular line
2. Which of the lines below are perpendicular?
Perpendicular lines intersect at a right

angle, 90°.
Two lines are perpendicular if they intersect at right

angles or “A line meeting another line at a right angle,
or 90°.
3. Let’s find perpendicular lines. Ask students to
4. L
ets explore perpendicular line. Let student
explain why they say it is perpendicular.
identify the perpendicular line on the chart
and explain.
5. Lets fold paper to make perpendicular lines.
6. U
sing folded paper or triangular rulers let’s 4. Let’s draw perpendiculars and explain how it
find perpendicular lines. is drawn.

L32. Perpendicular lines (2) L33.Parallel Lines

1. Let us explore quadrilaterals. At what angle

1. L
et’s draw lines that are perpendicular
do lines 1 and 2 intersect with 3
Draw a line that…
(a) Passes through point B and perpendicular to
line A .
(b) Passes through point C and perpendicular to
line A.
A B
2. Which lines are not perpendicular?
Two lines are parallel when a third line crosses both

line at right angles
3. The lines (1) and (2) are parallel lines.

Measure angles (f) and (g) and compare
How to draw parallel lines. A square and a ruler

can be used to construct parallel lines.
1. place the edge of the set square against the ruler

and draw a line along one of the other as shown
2. Hold the ruler still and slide the set square into new
position.
3. Draw a line along the same edge that you use in
step1
46 GRADE 4
L34. Exploring Parallel Lines L35.Drawing Parallel Lines

1. Let explore how to draw parallel lines. Read

Explain to student that the distance between
Asa and Vagis method and explain the reason
2 parallel lines is equal at every point and they
why their methods are appropriate.
never cross no matter far they extended.
1. The lines a and b below are parallel. Lets Asa’s idea
think about the following.
Vagi’s idea
(a) Compare the distance AB and CD.

(b) If you extend lines a and b. will they inter-
sect.
(c) W
hen you place a triangle ruler on lines a
and b, it intersect line a at E. If you you slide
on line b, what will happen with point E?
2. Find pairs of parallel lines from the figures

2. Connect the dots to make draw parallel lines.
below.
3. Draw lines with the following coordinates.
(a) Draw a line that passes point A and parallel

to line a.
3. Lines a and b are parallel (b) Draw two lines parallel to line a and 2cm
apart.
(a) Find the values of angles f, g, h and i.
(b) Find the length of line CD.

L36. Exercise
Complete the following exercises in our exercise

books.
1. Which lines are perpendicular?
2. Draw lines with the following conditions

(a) Passing through point A
(b) Passing through point B and
perpendicular to b.
And perpendicular to a.
3. Which lines are parallel lines?
4. Draw the following lines.

(a) The line that goes through point A and is
parallel is to line a.
(b) The lines c and d that are each 1 cm from
line a and parallel to a.
48 GRADE 4
Strand: Geometrical Figures Topic: Quadrilaterals
Content Standards: 4.3.1 Investigate and understand properties of various types of quadrilaterals using
vertex, angles,sides,parallel lines, perpendicular lines and diagonals.
Teacher’s Notes
Listed below are the expected Attitude, Knowledge, Skills and mathematical thinking to be displayed by the
students after learning this topic on Quadrilaterals.
Attitude
• Show interest in drawing and classifying various quadrilaterals.

• Become interested in discovering the different types of quadrilaterals
• Appreciate what they drawn
•
Knowledge
• Understand the meaning of quadrilateral.

• The size of the angle is determined by the amount of space between sides and not the lengths of the
sides
Skills
• Compare and describe special groups of quadrilaterals

• Make tessellating designs by reflecting, translating and rotating
• describe designs in terms of reflecting, translating and rotating (Co
• describe objects in the environment that can be represented by two-dimensional
• Be able to think about how to write and read large numbers
Classify, construct and determine properties of triangles and quadrilaterals

Complete simple numerical exercises based on geometrical properties
Classifies, constructs, and determines the properties of triangles and quadrilaterals

Back ground information
Quadrilateral
Quad means four. Lateral means sides. Quadrilateral means “four sides.” It is 2 dimensional (a flat shape)
closed (the lines join up and has straight sides).
Types of quadrilaterals
Parallelogram Rectangle Rhombus Trapezoid (US)

Square Kite
Trapezium (UK)
Properties of quadrilaterals
• Four sides (edges).
• Four vertices.
• The interior angles add up to 360 degrees.
Rectangle
A
rectangle is a four sided shape where all four angle are right
angles and opposite sides are parallel and of equal length.
means “right angle” and show equal sides.
Square
Definition: A
square has all sides equal and every angle is a right angle (90º)
And opposites are parallel.
Means “right angle” l shows all side equal.
Rhombus
b
a D
efinition: four sided where all sides have equal length,
opposite sides parallel and opposite angles are equal
b
a
A
nother interesting thing is that the diagonals (dash lines in figure b) meet in the
middle right angle. In other words they bisect (cut in half) each other at right angle.
A rhombus is sometimes called a rhomb or diamond.
Parallelogram
a
A parallelogram has opposite sides parallel and equal in length. Also opposite
b
angles are equal. Angles “a “are the same and angle “b” are the same.
Note: Rectangle, square, and rhombuses are all parallelograms.
a b
Trapezoid
a trapezoid has a pair of opposite sides parallel.
50 GRADE 4
L37. Various quadrilaterals L38. Parallelograms

1. which of the quadrilaterals below have two
1. F ind parallels lines in the quadrilateral pairs of parallel lines.
below and colour parallel lines with the same Eg. D and I
colour.
(a) (b)
(c)
Name the characteristics of the quadrilaterals Present quadrilaterals C, D, F, G, I, J and L

again.
2. Define the term ‘parallelogram’ in your own
Expected Ideas: They have one pair of parallel lines. words and write them in your exercise books.
2. L
ook for trapezoids around the school (C and J have different shapes, both have two
environment pairs of parallel lines so they are called
parallelograms).
3. Let’s look for parallelograms in our
surrounding.
(Take photos or find images of parallelograms)
Examples: banisters of stairs, tiles
Ensure to confirm parallelogram by presenting
two pairs of parallel lines.
3. Think about how to draw a trapezoid using 4. Exercise: Let’s use a grid paper or ruled lines
two parallel lines. Explain the shape drawn to draw parallelograms.
Summary:
A quadrilateral that has one pair of parallel sides Parallelograms have two pairs of parallel sides.
is called a trapeziod

L39. Properties of Parallelogrms L40.How to Drawa Parallelograms

(2)
Teaching and learning activities (60 min) 1. Draw a Parallelogram like the one shown and
think about its characteristics.
1. Use a triangle ruler to draw various shapes of
parallelograms in their exercise books.
2. Let’s confirm the properties of parallelograms

by investigating from the pictures shown
(a) The lengths of opposite sides.
(b) The size of opposite angles.
2. study the 2 ideas below and explain Raka

and Asa’s methods of drawing.
Raka’s idea Asa ‘s idea
3. What is the sum of two adjacent angles in a

parallelogram?
Raka’s method of drawing a parallelogram

The opposite sides of parallelogram are parallel and
equal
2. Use a compass to determine point D.

Study the figures above and answer the (a) Using a compass, take the length of BC from
questions. A and draw an arc.
(a) Which shapes have their opposite sides (b) Using a compass, take the length of AB from
parallel? C and draw an arc.
(b) Which shapes have their opposite sides (c) The intersection of markings is D.
equal in length?
(c) Which shapes have all sides equal?
(d) Which shapes have all sides equal? Which
shapes have all their angles right angles?
52 GRADE 4
L41. Rhombus L42. characteristic of rhombus

1. check the following characteristic of the
• Realize that lengths of 4 sides are equal by rhombus that you drew on the previous
using compasses or rulers. lesson.
(a) Are the opposite angles equal?
1. Compare the four sides of quadrilaterals C
(b) Are the opposite sides parallel?
and J.
• Confirm that the other three sides are also

4 cm because all 4 sides of rhombus are
• Understand that the length of the four sides
equal.
of a Rhombus are equal.
2. Let’s think about how to draw a rhombus with
2. Let’s define the term ‘rhombus’.( Children the sides of 4 cm and one angle of 700.
write and present to the class).
3. Connect the four points in order and identify

the quadrilateral formed. Expected Ideas from students: “ I drew with a
compass because the length of all four sides are
equal in a rhombus”
Exercise
Identify some rhombuses in our surroundings.

(Use library or computers / internets)
Instructions to follow
• Connect point A, B, C and D in order to
make a quadrilateral.
• Measure lengths of sides and sizes of
angles.
• Realize that 4 sides are all equal by using
compass or rulers.
4. What quadrilateral did you form?
( allow for students ideas )

L43. Angles and Sizes L44. Diagonals of Quadrilaterals

of Parallelograms
Teaching and learning activities (60 min) 1. Draw lines to connect the opposite vertices of
1. Let’s draw a parallelogram with sides 4 cm different quadrilaterals.
and 6 cm long.
(What quadrilateral will it be when the angle b is
900?)
Think of a quadrilateral which meets the
conditions “opposite sides are parallel and
equal in length and all four angles are 900)
(Lines drawn by connecting the vertices are called

diagonal lines.)
2. Draw a rhombus with the sides of 5 cm. 2. Identify and complete exercises below using
Change angles of an intersection of sides the given characteristics.
600, 1200) what quadrilateral is this? Quadrilateral (s) with 2 diagonals that have a
perpendicular intersection.
T/N: Point C is an intersection. Children will ___________________________________________
realize that a direction of a parallelogram will be _________________________________
opposite depending on whether angle B will be Quadrilateral(s) with 2 diagonals that are equal
smaller or larger than 900. in length.___________________________________
Quadrilateral(s) with 2 diagonals that are equal

in length and have a perpendicular intersection.
___________________________________________
_________________________________
Quadrilateral(s) with 2 diagonals that are divided
in half where they intersect. __________________
________________________________
3. Draw quadrilaterals using the characteristics.
( Length of the diagonal lines should be the
3. Discuss things found by drawing a rhombus same measurement to the lengths given).
with each other and summarize learning. A rhombus with 4 cm and 3 cm diagonals. A square with 4 cm diagonals.
Relationships of Quadrilaterals
54 GRADE 4
L45. M
aking Shapes by Connecting L46. making pattern by
Points tessellating Quadrilaterials
1. What quadrilateral can you make? Discuss 1. Colour the tessellation patterns of each
the kind of quadrilaterals formed based on quadrilateral with colour pencils in the
the characteristics learnt previously; textbook.
(a) B
,C,E and F
(b) G,I,J and L
(c) G,C,J and F
(d) A,H,D and K
2. Complete exercises 1,2,3 and 4 by joining

dots/points to draw quadrilaterals.
(Ensure to check that the students are
drawing their quadrilaterals correctly.)
(a) (b)
2. Identify some places where tessellation

(c) (d) patterns are used.
• Find quadrilaterals used for tessellation

patterns.
• Know simple combinations of colors can
make various tessellation patterns.
3. Draw an illustration on tessellation patterns
using the example below.
(Examples; mats, bilum or baskets around
us.)

L47. Exercise L47. Exercise

4. From the quadrilaterals below. Choose two
1. write the correct words in the words in the quadrilaterals with different properties
by looking at the figures on the right. from the rest and explain.
(a) A quadrilateral that has one pair
of opposite sides is called .
(b) A
quadrilateral in which the
opposite sides are both is
called .
(c) A quadrilateral in which all 4
sides are in length is called
.
2. Draw parallelogram like the ones shown (a) D and e are not in the group.
below. (b) a and c look different from others.
(c) Draw the diagonal for each figure
Expected ideas from students
(a) why did child a think that d and e are not in
Draw the group?

(b) Why did child b thinks that a and c are not in
the group?
(c) According to child c which quadrilaterals are
not in the group?
3. Draw a rhombus with diagonals that are 5 cm

and 3 m in length.
56 GRADE 4
Strand: Number and Operation Topic: Division

Content Standards: 4.1.3 Extend learned division to divide by two digit numbers in vertical
form.
Teacher’s Notes
Listed below are the expected Attitude, Knowledge, Skills and mathematical thinking to be dis-
played by the students after learning this topic on division in vertical form.
Attitudes
• Appreciate processing and calculating divisions in vertical form.
• Enjoy working in groups and presenting their ideas.
• Appreciate other students ideas and views during their discussions.
Skills
• Apply learned division to calculate in vertical form.
• Explain the process of dividing in vertical form.
• Calculate division in vertical form with 2 and 3 digit numbers.
• Represent the division problems using the tape diagrams and tables.
Knowledge
• Understand the meanings of the division terms and their position in division.
• Understand the process how to calculate the divisions in vertical form.
• Understand how to do subtraction and multiplication in vertical division.
• Explore the calculation process of division in vertical division.
• Explain and think about division without and with remainders.
• Use previous knowledge and skills to calculate in vertical ways.
• Find easy ways or representing the division on tape diagrams and tables.
• Represent in real life situations for example;
• If you cut a ripe mango into 10 pieces for 5 children, how many pieces of mango will each
child get?
• If you cut a ripe mango into 12 pieces for 5 children, how many pieces of mango will each get
and how many pieces will be left over.

Back Ground Notes
How to teach long division or division in vertical form.

Student should learn to do division in vertical form or long division step by step. Instead of
showing the whole algorithm to the students at once, we teach it "step by step".
Before a child is ready to learn long division, he/she has to know:
• multiplication tables fairly well,

• basic division concept, based on multiplication tables
(for example 28 ÷ 7 or 56 ÷ 8),
• basic division with remainders (for example 54 ÷ 7 or 23 ÷ 5)
The basics steps in vertical form or long division is an algorithm that repeat divide, multiple,
subtract and drop down the next digit.
Example: Divide multiply and subtract drop down the next digit to:
29 29 29
2) 5 8 2) 5 8 2) 5 8
-4 -4 -4
18 18
18
- 18 -18
00 0
Divide 2 into 18. Place 9 Multiply 9 × 2 = 18, write that The division is over since
into the quotient. 18 under the 18, and there are no more digits in the
subtract. dividend. The quotient is 29.
14R3
b )a
6) 8 7 a. a÷b=
-6 b. a = dividend
c. b = divisor
27
d. c = quotient
-24
3
58 GRADE 4
L48. D
ivision by two-digit numbers L48. Division by two-digit numbers
(1) (1)
Study the given situation and think about how 1. Let’s think about how to divide by 2-digit
to solve it. numbers using the 3 ideas given.
There are 6 boxes with 10 pieces of candies There are 80 sheets of coloured paper. Each
each. These candies are to be divided equally student receives 20 sheets of paper.
among 20 students. How many pieces will each How many students will receive the paper?
student get?
Write an expression and calculate.
ow many sets of 20 are
H
÷ = there in 80?
Ideas. Think of stacks of 10 sheets,
10 10 10 10 10 10 10 10
60 ÷ 20 =
8 ÷ 2=
Total number Total number of students
Expected Ideas By using the rules of division

Idea 1.
By using the rules of division
The number of each student is found in the

same way as when we divide 6 candies
between two students. 2. Read the situation problem and solve.
There are 140 apples .If 30 apples are put in
Idea 2. Idea 3. each box, how many boxes will be needed
and what is the reminder?
Write a mathematical sentences.
÷ 30 = remainder
Exercise
Calculate the following.
(a) 60 ÷ 30 (b) 160 ÷ 40 (c) 70 ÷ 20

(d) 320 ÷ 60

L49. in vertical form L50. how to make a temporary

quotient (1)
(60 min)
Teaching and learning activities (60 min) Teaching and learning activities
Read the problem given below and think about 1. Think about how to divide 96 ÷ 33 in
how to solve it. vertical form.
(a) Let’s think of 90 ÷ 30 and guess the quotient
There are 84 pencils to be divided among 21 from 9 ÷ 3.
students. How many pencils will each student
(b) Is the quotient correct?
receive?
2. Think about how to divide 68÷16 in vertical

form.
1. Make an temporary quotient
1. In which place value is the quotient written
2. M
ultiply the divisor and temporary
first? We cannot do “ 8 divided by 21”, can
quotient
we?
3. R
eplace it with a number that is smaller
(a) Think of 80 ÷ 20 and
by 1.
guess the quotient
4. Make the temporary quotient smaller
from 8 ÷ 2.
Think of 60 ÷ 10 ……
(b) Is the quotient 4 ? Check it.
But 16 x 6 = 96’ that too big ….
How about this time? Still too big.
Yeah ! 4 is the correct quotient
Remember! The first guess of the quotient is

called the temporary Quotient. If the quotient is
too large we have to replace it with a quotient
that is smaller by 1.
Exercise
Calculate the following. Exercise
(a) 99 ÷ 33 (b) 84 ÷ 42 (c) 63 ÷ 21 Solve
(d) 64 ÷ 32 (e) 48 ÷ 23 (f) 97 ÷ 32 (a) 56 ÷ 14 (b) 60 ÷ 12 (c) 68 ÷ 24
(g) 29 ÷ 13 (h) 91 ÷ 44 (d) 79 ÷ 15 (e) 70 ÷ 14 (f) 69 ÷ 15
(g) 97 ÷ 16 (h) 72 ÷ 15
60 GRADE 4
L51. how to make a temporary

L52. Division by 2-digit numbers (2)
quotient (2)
1. Think about how to divide 1. Read the situation problem and write a
170 ÷ 34 in vertical form. mathematical sentence.
Divide 170 ÷ 34 in a vertical form. There are 322 sheets of crafting paper. They are
(a) In which place value is the to be divided equally among 14 students.
quotient written? How many sheets of paper will each student
(b) T
hink of 170 ÷ 34 and make a receive?
temporary quotient.
100 100 10 10
100
÷ =
Total number of
2. Think about how to divide 326 ÷36 in vertical students
Total number of sheets
each student will recieve
Total number of sheets
form. of colored paper
Divide 326 ÷ 36 in a vertical form.
(a) In which place value is the quotient written? (a) Write an Expression.
(b) T
hink of 320 ÷ 30 and make a temporary
quotient.
(b) In which place value is the quotient written.

(c) If stacks of 100 are changed into bundles of
10, how many stacks of 10 are there?
(d) Divide the stacks of 10 among 14 students.
÷ 14
• A quotient guessed first is called as (e) If stacks of 100 are changed into bundles of
temporary quotient written. 10, how many stacks of 10 are there?
• Two steps are needed for this temporary
quotient to become a true quotient. (f) Divide the stacks of 10 among 14 students.
• Confirm that (divisor) x (quotient) equals to ÷ 14
dividend.
(g) How many sheets of paper will
• Confirm that a number subtracted is smaller
student received Think about
than a divisor.
how to divide 322 ÷ 14 in
vertical form.
Exercise
Exercise
Solve
(a) 255 ÷ 51 (b) 284 ÷ 71 (c) 191 ÷ 24 Calculate the following.
(a) 736 ÷ 16 (b) 810 ÷ 18
(e) 218 ÷ 18 (f) 208 ÷ 21 (g) 217 ÷ 25
(c) 851 ÷ 26 (d) 585 ÷ 39
(h) 257 ÷ 18 (i) 143 ÷ 18 (e) 612 ÷ 36 (f) 578 ÷ 23

L53. Division where 0 is a quotient L54. Division in Various Countries
(30 min)
1. Think about how to divide 1. Let us compare how division is used to solve
607 ÷ 56 in vertical form and problems in different countries.
divide. The division below shows how divisions are
(a) In which place value is the solved in other countries. Compare them to
quotient written? how divisions are solved in vertical form in
(b) What number is written in Papua New Guinea.
the ones place of the quotient? 984 ÷ 23
2. The Division of 859 ÷ 21 in vertical form is (a) Explain how division are done in Germany
shown below. and Canada
Explain the division methods in A and B
3. Do the exercise below in vertical form.

(a) 705 ÷ 34 (b) 913 ÷ 13 (c) 856 ÷ 42
(d) 531 ÷ 26 (e) 576 ÷ 56 (f) 942 ÷ 47
Check the following division and correct the (b) Compare how divisions are solved in Papua
mistake. New Guianea. Canda, and Germany.
Discuss their good points.
24 24
(a) 24 (b) 31 6 4 5 (c) 57 7 0 4
22 446
62 57
44
25 34
6
31
(c) Calculate 898 ÷ 28 with the methods of each
countries.
62 GRADE 4
L55. R
ules of Division and
L56. Exercise
Multiplication
1. Do these calculation by using the rules of Do the following exercises.

division. 1. Divide in vertical form.
hen we do division problems, the quotient remains
W
the same even if the dividend and divisors are (a) 40 ÷ 20 (b) 240 ÷ 60 (c) 130 ÷ 40
multiplied by the same number. The quotient remains (d) 96 ÷ 32 (e) 97 ÷ 27 (f) 85 ÷ 19
the same even if the dividend and divisor are divided (g) 344 ÷ 43 (h) 385 ÷ 56 (i) 411 ÷ 45
by the same number.
(j) 672 ÷ 28 (k) 453 ÷17 (l) 738 ÷ 24
(a) (b)
2. There were 113 eggs. You must divide them
equally amongst 12 students. How many can
you divide per child and where will be the
remainder?
3. From a tape which is 7m 60 cm long. How
2. Compare two mathematical sentences and many 50 cm long tapes can you cut and how
find rules about multiplication many cm will remain?
(a) (b) 4. The table below represents the data of

vehicles which drove pass the front of a
school from 9’clock to 10 past 9 in the
morning. Represent it on the graph.
(c) (d)
Types of Number of
vehicle vehicles
Car 10
Bus 6
(e) (f) Trucks 2
Others 4
5. Use the multiplication table below to do

the following Division. Explain the rule of
division used. 72 ÷ 12 = (8x9) ÷ (4x3)
= (2x9) ÷ 3
= (2x3) ÷ 1
=6

L57. Division where 0 is a quotient

L58. Review
(30 min)
1. Asa is 135 cm tall. He jumped 270 cm. how Complete the following review exercises
many times of his height did he jump? 1. Fill the with the numbers.
(a) 510 billion 700 million is sets of 100
billion. Sets of 10 billion, sets
of 100 million combine.
(b) 6 trillion and 40 billion is sets of trillion.
And sets of 10 billion combined.
2. Calculate these problems in vertical form.
(a) 73 ÷ 3 (b) 63 ÷ 4 (c) 56 ÷ 2
(d) 93 ÷ 9 (e) 398 ÷ 2 (f) 67 ÷ 8
(g) 816 ÷ 4 (h) 646 ÷ 7 (i) 96 ÷ 16
(j) 87 ÷ 21 (k) 329 ÷ 45 (l) 615 ÷ 68
2. An athlete jumped 8 m 50 cm in a long jump (m) 483 ÷ 21 (n) 938 ÷ 74 (o) 547 ÷ 52
competition. His height is 170 cm. how many (p) 721 ÷ 37
times his height did he jumped?
3. A frog can jump 40 times of its length. 3. Read the problem and solve.
(a) The length of a frog is 5 cm. how many m There are 460 colored papers. If you divide
can it jump? the papers equally among 6 students.
(b) If you are able to jump 40 times your How many will each child receive? And how
height. How many cm can you jump? many will remain?
4. What is the size of the angles below?
5. Fill the with number.
64 GRADE 4
Strand: Date and Mathematical Relations Topic: Line Graphs
Content Standards: 4.4.2 Extend learned knowledge on tables and graphs to represent data
and read line graphs.
Teacher’s Notes
Listed below are the expected Attitude, Knowledge, Skills and mathematical thinking to be
displayed by the students after learning this topic on Large Numbers.
Attitude:
• Show interest in drawing and reading a line graph.

• Appreciate information collect and graphed.
Skills:
• Naming and labelling the horizontal and vertical axes.

• Drawing a line graph to represent any data that demonstrates a continuous change
eg hourly temperature.
• Determining a suitable scale for the data and recording the scale on the vertical axis.
• Using the scale to determine the placement of each point when drawing a line graph.
• Interpreting a given line graph using the scales on the axes.
Knowledge:
• Understand information on line graph and interpret it.

• Understand a given data and represent it on a line graph.
• Understand how to determine suitable scale for given data in line graph construction.
• Understand how to read a line graph.
• Know what a line graph is.
• Think about how to write and read large numbers.

• Think how to represent large in the correct place value.

Background Notes
A Graph that uses lines to show changes in temperature is called a line graph.
Line graphs are usually used to show dependent data, and particularly trends over time.
Definition of various parts of a line graph.
On a Line you will find the following:
Title: The title of the line graph tells us what the graph is about.
Labels: The horizontal label across the bottom and the vertical label along the side tells
us what kinds of facts are listed.
Scales: The horizontal scale across the bottom and the vertical scale along the side tell
us how much or how many.
Points: The points or dots on the graph show us the facts.
Lines: The lines connecting the points give estimates of the values between the points.
Graphs have two axes, the lines that run across the bottom and up the side. The line along the
bottom is called the horizontal or x-axis, and the line up the side is called the vertical or y-axis.
The x-axis may contain categories or numbers. You read it from the bottom left of the graph.
• The y-axis usually contains numbers, again starting from the bottom left of the graph.
The numbers on the y-axis generally, but not always, start at 0 in the bottom left of the graph,
and move upwards. Usually the axes of a graph are labelled to indicate the type of data they
show.
Sample of a line Graph.
(month)
66 GRADE 4
L59. understanding Line Graphs L60. reading line graphs
1. Use the same information from the bar graph

1. Study the table for Niigata city and Naha city in the previous lesson to make a line graph.
and discover the changes in temperatures
of the two cities from month to month and
explain differences.
(month)
2. Use the line graph above to do exercise 1- 3.

(a) What aspects are represented by the vertical
Use the information on the table above to axis and horizontal axis?
explain the differences in changes of the two (b) What is the temperature, in degrees Celsius,
cities from month to month. in March?
(c) In which month is the temperature 16
2. Study the bar graph below that shows the degrees Celsius?
changes in temperature of each month. 3. Use the Use same information from the bar
Explain the way temperature changes and the graph from the first lesson. Draw a line
difference graph of the temperature changes of Naha
city.
(a) In which month is the temperature highest in
each city and what is the highest
temperature in each city?
(b) How does the temperature change?
Compare the differences in the changes
between Niigata city and Naha city.
(c) Between which consecutive months in which
city does the temperature change most?
We can easily compare the difference if we draw

them in the same graph sheet.
(month)

L60. reading line graphs

L61. drawing line graphs
(60 min)
4. L
et’s talk about the advantages of using line 1. Draw a line graph using the data of the
graphs. Below are some words you can temperature in the day for September 16th.
use when comparing or reading a line graph.
Follow the given steps.
(i) On the horizontal axis, write the time with
equal spacing.
(ii) Write a scale on the vertical axis to express
temperatures up to 24 degrees.
(iii) Write dots on the table for each temperature
and time.
(iv) Connect the dots with a line.
(v) Write a title and the units.
Exercise
For which of the following aspects A to F is it
better to use a line graph?
A. Your body temperature taken at the same

time everyday.
B. T
he types and numbers of vehicles that
passed by your school in a period of ten
minutes.
C. The numbers of children in your class with
your favourite fruits.
D. The temperature recorded every hour at one
place.
E. The heights of the children in your class.
F. Y
our height that was measured on each
birthday.
Exercise
1. Let the students record the temperature in the
classroom and draw a line graph.
Important Ideas:
Let’s check the difference in the temperature between
places near the corridor. For comparison, draw line
graphs on the same sheet.
68 GRADE 4
L62. Ideas for Drawing Line Graphs L62. Ideas for Drawing Line Graphs
(1) (1)
(c) By how many 0C did her temperature rise

1. Study Vagi’s temperature and answer the between 6 o’clock in the morning and 8
following question below. o’clock in the morning?
Vagi got a cold. She took her body (d) Between which times did her temperature
temperature and expressed it as a line graph. change the most?
(e) How did Vagi’s temperature change?
Vagi’s Temperature
(f) What was Vagi’s temperature in degree
Celsius at 9 o’clock in the morning?
2. Let’s study the table on the right that shows

the amount of used papers and collected
papers.
(a) Draw line graphs on the left by considering
the scales on the vertical axis.
ow many points on the scale are there for 1

H
degree Celsius?
(a) What was her temperature, in degrees

Celsius, at 8 o’clock in the morning?
(b) V
agi redrew the graph as shown below to
make the change in her temperature easier
to see. What was her idea?
Vagi’s Temperature

L62. Ideas for Drawing Line Graphs L63. Ideas for Drawing Line Graphs
(1) (2)
Let’s show the data in the line graph.
1. The table below shows the records of the
lengths of shadows in June and December.
2. Present the information using a line graph.

(a) Between which consecutive hours is the
biggest difference?
(b) What can be understood by the graph?
(b) What can you read from the graph?
70 GRADE 4
L64. Exercise
Complete the exercises given.

The table below shows how the temperature
changes. Draw a line graph from the data in the
table.
2. Consider the conditions A˜ D and decide

which ones are better expressed as line
graphs.
(a) The height of the children in your class in
April.
(b) Your height as it was measured every April.
(c) The temperature that was record at a
particular time everyday.
(d) T
emperature that was recorded in different
places at the same time.
3. T
he graph below shows how Asa’s weight
changed. He redrew it below to make
it easier to read.

Strand: Number and Operation Topic: Round Number
Content Standard : 4.1.2 Understand the meaning of approximation and rounding numbers
Teacher’s Notes
Listed below are the expected Attitude, Knowledge, Skills and mathematical thinking to be dis-
played by the students after learning this topic on Rules of division.
Student will be able to;
Attitude:
• Appreciate how to estimate and round number in daily life.

• Enjoy activities involving estimating and round numbers.
Knowledge:
• Place value relationships such as 10 thousand = 100 hundreds = 1000 tens = 10 000 ones.
• The meaning of round numbers and explain them.
• Applying an understanding of place value and the role of zero to read, write and order
numbers of any size.
Skills:
• Recognise stating place value of any digit in large numbers.

• Ordering numbers of any size in ascending or descending order.
• Rounding numbers when estimating.
• Pose problems involving estimating and rounding numbers.
• Identify some of the ways numbers are used in our lives.
• Explain how estimation of numbers is used in everyday contexts.
• Compare and explain the relative size of large digit numbers.
• Solve a variety of problems using problem-solving strategies, including:
- trial and error
- drawing a diagram
- working backwards
- looking for patterns
- using a table
Mathematical thinking:
• The rule of estimation and rounding of numbers and how and when to used them.
• Solving problems using estimation and rounding.
72 GRADE 4
Back ground
Rules for Rounding
Estimation is an important part of mathematics and our daily lives. Estimation is done when
making budget for shopping, lengths of time, distance and many other physical quantities.
Estimation and rounding is a handy tool in our everyday life. Students need to learn the way
of correct rounding numbers based on the convention of rounding up if the last digit is five or
more and leaving the number if the last digit is zero to four.
To round off whole numbers
1. Find the place value you want the” rounding digit” and look to the digit just to the right of it.
2. If the digit you are rounding is followed by 5, 6, 7, 8, or 9, we can have the number changed
and add 1and replace the number to the right with 0 and round the number up.
3. If the number you are rounding is followed by 0, 1, 2, 3, or 4, we can have the number
changed and replace number to the right with 0 and round the number down. Numbers can
be rounded to the nearest ten, the nearest hundred, the nearest thousand, and so on.
To round off a decimal number
The same rules applies for the decimal numbers
1. Find the place value you want the” rounding digit” and look to the digit just to the right of it.
2. If the digit you are rounding is followed by 5, 6, 7, 8, or 9, round the number up.
3. If the number you are rounding is followed by 0, 1, 2, 3, or 4, round the number down.
Numbers can be rounded to the nearest tenths, the nearest hundredths , the nearest
thousandths, and so on.
An approximate number is also called a round number. If a number is more or less than
thousand it is said to be about 30 thousand.

L65. Expressing numbers L66. Rounding (1)

as a round number

Explain that when we want to express a number
Read the following problem and do an as a round number to the nearest ten thousand
1. Present this problem to the students. Tau we have to look at the thousands place and the
wanted to buy a packet of rice which cost number on the right
K4.65.What amount should he give to the For example to 33695
storekeeper? K4.00 or K5.00. Students can
To the nearest 10 thousand, 3695 is
discuss and give the answer. Ask them to
smaller than 5000 so we think of it as 0.0000
explain their answer.
33695 ~ 30 000
2. Introduce the new lesson on round numbers
by introducing the students to these words 1. Round the price of a digital camera to the
‘round, approximate’ nearest hundred
ound means to change to the nearest
R
possible unit, above or below
pproximate means to guess or give an
A
answer which is near enough to the correct
answer without calculating or measuring 2. The population of some of the province in
3. Solve this problem Papua New Guinea are displayed in the table.
Lets think about how to express approximate
numbers and how to use them on the scale of Name of province Population Year
hundred kina is the price of a digital Morobe Province 674,810 2010
camera. K360, is it closer to K400 or K300? NCD 364,125 2010
How should you express it? WHP 362, 850 2010
New Ireland province 194,067 2010
Gulf Province 106,197 2010
Manus Province 60,485 2010
4. The table below shows the number of student (a) What is the population in hundred thousand
in a province. How many student in for each province?
elementary, primary and secondary school (b) What is the population in 10 thousand for
in that province in terms of ten thousands? each province?
Express your answer as Round Numbers.
3. Round the following numbers to the nearest
thousand:
Elementary Primary Secondary
school school school (a) 14 389 (b) 9 520 (c) 29 610 (d) 56 239
Number of 71238 39562 33695 (e) 3 492
students
4. Round to the nearest ten thousand:
(a) Think about how to express the number of (a) 24 987 (b) 24 033 (c) 37 096
primary and secondary students as round (d) 295 474 (e) 77 330
numbers in the 10 thousands place value on
5. Round to the nearest hundred thousand:
a number line.
(b) Which place value should we consider? (a) 929 689 (b) 754 300 (c) 103 232
(d) 222 678 (e) 965 123
74 GRADE 4
L67. Rounding (2) L68. Rounding (3)
Explain and allow student to complete the

Explain that Estimation and rounding is a handy practices activities on rounding. Use the
tool in our everyday life. Rounding numbers information provided to complete the task.
to the nearest ten, hundred or thousand when
1. Read the numbers on the table below of an
estimating.
elementary and primary school in Jiwaka
Students need to learn correct rounding of province.
numbers based on the convention of rounding
Round of the number of students to the nearest
up if the last digit is five or more and leaving the
10 thousand.
number if the last digit is zero to four.
Year Number of students
1. R
ound the following numbers to the first
1984 30293
place and second place from the largest
1986 29087
place value. Think about which place value
1988 26787
should we round and write the round
numbers in the table. 1990 24516
1992 22865
7869 4139 52630
1994 21643
Round number 8000
by the first higher 1996 20566
place 1998 19430
Round number by 7900 2000 18531
the second higher
place 2002 17771
Round number by 7870 2004 17135
the third higher 2006 17176
place
2. Draw a line graph using the number of
students rounded off to the nearest 10
2. R
ound the following numbers to the nearest
thousand. Think about what scale to use for
place value indicated.
the graph. Use this as an example.
Hundreds
(a) 847 (b) 333 (c) 2 978 (d) 5 496 The number of elementary and Primary students in
Thousands Jiwaka Province
(a) 3 467 (b) 67 534 (c) 543 796 (d) 48 435
3. Think of a number and write about your
number following the example provided.
E.g: M y number is 57. It has 5 in the tens
column. This is worth 50. It is 60 when it is
rounded to the nearest 10. It is even. It is in
the 5 times table and so on.
(a) Make any two-digit number. Write it below.
Write down 5 facts about this number, as in
the example above.
(b) Pick another two-digit number. Write it
below. Write down 5 facts about this number.
(c) Pick any three-digit number. Write it below.
(d) Write down 5 facts about this number.
4. Pick a different three-digit number. Write it
below. Write down 5 facts about this number.

L69. rounding up and down L70. exercise

Explain that there are several ways to get to Explain to the student that estimate is the rough
approximate numbers: Rounding Numbers. calculation of round number.
Rounding down numbers and rounding up 1. The table below shows the number of people
number who visited zoo in a day. About how many
people in terms of thousands visited the zoo
on that day? All student think and come up
1. R
ead the given situations and think about
with their ideas
how to round the numbers.
here were 876 sheets of paper. If piling the
T Day No of People
papers in 100 sheets, how many piles cane Morning 2784
we make? Afternoon 3428
Idea 1 Idea 2
dd the number of people in
A Round the numbers for
the morning and morning and afternoon to
afternoon 2784 + 3428 = the nearest thousands.
2. There were 823 people going on a trip by 2784 3000
6212. Round the Number to
buses. One bus can carry 100 people. How the nearest thousand and get 3428 3000
many buses are needed for the trip? 6000
Then add the two
numbers.
3000 + 3000 = 6000
(a) About how many people interms of

thousands visited the zoo on this day?
(b) How many more people visited the zoo in
Exercise. the afternoon than in the morning, interms of
hundred.
1. Round to the second highest places number
by rounding down. 2. The weight of an elephant is 6270 kg. the
weight of Kip is 38 kg. By how many times is
(a) 28 138 (b) 3699 (c) 42 500
the weight of the an elephant to Kip’s weight.
(d) 9 810 6270 ÷ 38
Estimate the size of the quotient by
2. Round to the first highest place number by
rounding the dividend and divisor to their
rounding up.
highest place.
(a) 28 138 (b) 3699 (c) 42 500
(d) 9 810
76 GRADE 4
L71. Exercise
Complete all the exercises

ten thousand.
(a) 47560 (b) 623845 (c) 284999
2. Round the following numbers in the hundreds
place to thousands.
(a) 38500 (b) 5132 91 (c) 49781
3. Round the following numbers to the second
highest place
(a) 67325 (b) 748500 (c) 195000
4. Answer the following questions.
(a) W
hich of the numbers below becomes
38000 when rounded to the nearest
thousand.
(b) Which numbers become 39000 when

rounded up to the nearest thousands.
38478, 37400, 38573, 37501, 38500,

37573, 3890, 3799

Strand: Number and Operation Topic: Multiples and Divisors

Content Standard: 4.1.10 Understand the properties of numbers and apply such properties to identify the
component of numbers
Teacher’s Notes
the students after learning this topic on Rules of division.
Attitude:
• Appreciate how to estimate and round number in daily life.
• Enjoy activities involving estimating and round numbers .
Knowledge:
• Place value relationships such as 10 thousand = 100 hundreds = 1000 tens = 10 000 ones.
• The meaning of round numbers and explain them.
• Applying an understanding of place value and the role of zero to read, write and order numbers of any
size.
Skills:
• Recognise stating place value of any digit in large numbers.

• Ordering numbers of any size in ascending or descending order.
• Pose problems involving estimating and rounding numbers.
• identify some of the ways numbers are used in our lives.
• Explain how estimation of numbers is used in everyday contexts.
• Compare and explain the relative size of large digit numbers.
• Solve a variety of problems using a table.
Mathematical thinking:
To understand that mathematical expression of multiplication and division represent one amount.
understand how to calculate four mixed operations
Preparation
Aspect of Assessment
(F) Think about how to calculate four mixed operations.

(F) Practice to master the skills of calculation of four mixed operations
78 GRADE 4
Background
Multiples
Multiple of 3 are whole numbers multiplied by 3 like 3 x 1, 3 x 2, 3 x 3…..
0 of 3 x 0 is not a multiple of 3.
When you learn your times table in grammer school you were learning multiples ofa number. To get
these numbers, you multiplied by by 1,2,3,4 and 5 which are integers.
A multi ple of a number is a number that number multiply by an integer. Integers are negativie as well
as positive, so other multiples of 2 are 2,4 6 8 and 10. Would 5 x 3.1 be considered a multiple? Yes
because even though 3.1 is not an integer, it is a multiple by an integer so 5 x 3.1 would be considered
a multiple of 3.1
Divisors
Divisors can be any number with which you want to divide another number (dividend).
Example; 14 ÷ 2 = 7 2 is the divisor. Divisors can also mean, a number that divides an integer evenly .
The whole numbers by which 12 can be divided with no remainder are called called divisors of 12. 1, 2,
3, 4, 6, 12……divisors of 12
Common multiples of 3 and 4 and their least common multiples.
The numbers that are divisors of both 12 and 18 are called common divisors of 12 and 18. The largest
of all common divisors is called greatest common divisor.

L72. M
ultiples and common L73. exercise
multiples
Study the multiples of 2 in the tables below.
1. Play a “ clap Number “ game. How do the multiples of 2 line up?
When the “ clap number” is 3, every third Let’s check the multiples of other number. Circle
person in the line or circle claps and say his or the multiples of 3.
her number, such as third person in the line says
claps and says 3. The next person would be 6
and 9……… can also use other numbers for the
clap game.
2. On the table below write numbers in the table
and colour the numbers that were clap
on in the game.
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22
Select any two numbers for the multiples and

3. Put colour on the number line below. Discuss circle their multiples on the tables
how the groups of coloured numbers are.
4. Clap by multiples of 2. Find the relationship of

numbers clapped.
ircle the clapped numbers on the number
C
line below.
Exercise
Stack boxes of biscuits with a height of 5 cm.
1. What is the total height of six boxes?
2. Which multiple is the total height?
3. Write the first 5 numbers of the following
multiples
(i) Multiples of 8 (ii) Multiples of 9
80 GRADE 4
L74. Common multiples (1) L75. Rounding (3)
1. Think about how to get the common multiple

1. Lets play “ clap number” by raising hands at of 3 and 4 and least common multiples.
the multiples of 2 and clapping at the
Four friends found the ways to determine
multiples of 3.
common multiples as follows. Let’s read their
Example: ideas and describe each methods in sentence
1 2 3 4 5 6 7 and explain their ideas to your friend.
1 2 3 4 5 6 7 Jimmi
Multiples of 3
3, 6, 9, 12, 15,18, 21, 27, 30, 33, 36
1 2 3 4 5 6 7 Multiples of 4
4, 8, 12, 16, 20, 24, 28, 32, 36, 40, 44, 48
1 2 3 4 5 6 7 I find the common numbers from the the
multiples of 3 and 4.
Tommy
For 6, raise hands and clap at the same time Multiples of 3
right? 3, 6, 9, 12, 15,
Are the any other numbers which children raise X x x 0 x
hands and clap at the same time like 6. 18, 21, 27..........
X x x
2. Find the numbers that are multiples of both 2 Alinsa
and 3. Multiples of 4
1 2 3 4 5 6 7 8 9 10 11 12 13 14 4, 8, 9,12, 16, 20
x x 0 x x,
3. Write down the common multiples of 2 and 3. 24, 28, 32, 36
0 x x0
4. What is the number of the least common Kila

multiple of 2 and 3? Multiples of 3
3, 9, 12,
number that is a multiple of both 2 and 3 is called
A 4, 8, 12
c
ommon multiple. The smallest of all common multiples is 12 x 2 = 24 12 x 3 = 36
called least common multiple
Making tapes of multiples

For example : 2 and 3
2, 3, 6, 8, 10, 12, 14, 16, 18, 22, 24 Place the tape of multiples od 2 on the top of
3, 6, 9, 12, 15, 18, 21, 24, 27, 30, 33, 36, the tape of multiples of. The common multiples
Therefore 6,12, 18, 24, are all common of 2 and 3 are where the hole on both tapes
multiples of 2 and 3. overlap

L75. Rounding (3) L76. Divisors and common Divisors

2. Making tapes of multiples 1. Study the diagram below and think about
lace the tape of multiples od 2 on the top of
P how to calculate the width and length the
the tape of multiples of. The common frame.
multiples of 2 and 3 are where the hole on We want to put squares in this frame so there
both tapes overlap are no gaps. How do we calculate the proper
width and length of this frame?
Place squares of the same size in the a 12 cm

x 18 cm rectangle. How long is each side of the
square?
The least common multiples of 3 and 4 is 12. All

common multiples of 3 and 4 are multiples of
the least common multiple.
3. Cookies boxes with height of 8 cm and
chocolates candy boxes with a height of 8 cm
are stacked.
How many cm is each side of the squares when

they are lined up vertically over a 12 cm length
without any gaps?
(a) The total height of the cookies boxes are
multiplied of what number? 2. The length of the sides of the squares when
(b) The total height of the candy boxes are lined up vertically over 12 cm length without
multiples of what number? any gaps are 1 cm, 2 cm, 3 cm , 4 cm and 12
(c) At what height will the total height of the cm.
cookie boxes and chocolate boxes be Divide 12 by 1, 2, 3, 4, 6, and 12 one by one.
equal? How many boxes are in each stack?
(d) Write the first 3 numbers where the height of
stacks are equal.
Exercise
1. Write the first 4 common multiples for each of
the following groups of numbers. Find the
least common multiples.
(a) (5, 2) (b) (3, 9) (c) (4, 6)
2. Stacks boxes with the height of 6cm and 9
cm. What is the smallest number where the
total heights of the two stacks are equal?
82 GRADE 4
L76. Divisors and common Divisors L77. Common Divisors

1. Lets find the common divisors of the

What can you find when divisors of 12 are following situation given below.
grouped as shown. Below (a) How many cm can the sides of the squares
be when lined up vertically and horizontally
with out any gaps?
Height.... 1 2 3 4 6 12 ( cm)
Any number is divisible by 1 and itself. Width..... 1 2 3 6 9 18 ( cm )

The numbers that are divisors of both 12 and 18 are
How many cm can the sides of the squares be called common divisors of 12 and 18. The largest
when lined up vertically and horizontally with out of all common divisors is called greatest common
any gaps? divisor.
The common divisors of 12and 18 are 1,2, 3

and 6.
(b) What is the greatest common divisor of 12
The length of the sides when lined up and 18?
horizontally over a 18cm length without any The common divisors of 12 and 18 are 1,2,
gaps are 1 cm, 2 cm, 3 cm, 6 cm, 9 cm and 3 and 6.
18 cm.
(b) What is the greatest common divisor of 12
18 is included because we think only
horizontally. and 18?
2. Let’s think about how to find the common
1,2,3,6,9,18 are divisor……..18. divisors of 18 and 24.Two friends calculated
common divisors in different ways on their
notebooks but did not complete. Complete
their notebook by considering their thinking.
3. F
ind all the common divisors. And find the
greatest common divisors.
(a) (8,16) (b) (15, 20) (c) (12, 42)
(d) (13, 9)
There are some pairs of numbers like ‘4’, that
have only 1 as a common divisor.
Exercise
1. Find all the divisors of 6, 8, and 36,
respectively.
2. Write all the common divisors of 8 and 36.
3. We want to divide 8 pens and 12 notebooks
equally amongst children.
4. What should be the appropriate numbers of
children for distribution?

L78. T
he Relationship between L79. Prime Numbers
Multiples and Divisors
Some number like 2, 3, 5 and 7, are divisible
1. Let’s think about the divisors of 18 by only 1 and itself. Find such numbers from
(a) F
ind the divisors of 18 by arranging 18 among the following numbers. Divide by 2, 3,
square cards to make rectangles. 4….in order to find them.
(b)Is 18 a multiples of the divisors you found in

(a)? Important Point
A number that can be divided only by one and
3 and 6 are divisors of 18.
itself is called prime number. One is not a
18 is a multiples of 3 and 6.
prime number.
1. Let’s represent whole numbers by a product

form of prime number.
2 and are divisors of 18. (a) Express 6 by product form of a prime
18 is a multiples of and 9. number
(b) Express 30 by product form of a prime
number.
30 = 5 x 6
Exercise
= 5x3x2
Let’s write all the common divisors of the
(c) Determine divisors of 30 by using the
following pairs of numbers. Find the greatest
expression of (b) of above.
common divisor for them.
Hint: 2, 3 and 5 are easily find as divisors.
(a) (9, 18 ) (b) ( 4, 11) (c) (12, 24 ) Divisors of 30 is the product of the combination of
prime numbers.
2. Let’s determine the greatest common divisor

of 24 and 30 by using a prime number.
24 = 4 x 6 36 = 6x 6
=2x2x2x3 =2x3x2x3
=2x2x3x3
When the multiple representation of prime
numbers products are compared it is common
to,
then the greatest common

divisor is 12.
84 GRADE 4
L79. Prime Numbers L80. Common Divisors

1. Divide numbers from 0 to 20 into 2 groups by

3. Discuss about how to determine the writing them alternately in the two rows
greatest common multiple of 24 and 36 by below. Start with 0 in the upper row and then
using a prime number. 1 in the lower row, upper row, lower
Using multiple representation of a prime row ….sequentially.
number products, let’s fi nd the numbers
that should be multiplied to get the same (a) What kind of number are divided in these
products? two rows?
24 × 2×2×2×3×
36 × 2×2×3×3×
4. Let’s use the theory of Sieve of Eratosthenes (b) Divide the numbers in each row by 2
find prime numbers.
2. Divide the whole numbers into two groups as
Determine a prime number that is less than shown below
100 by the next procedure.
(i) Erase 1. (a) (b)
(ii) Leave 2 and erase multiple of 2.
(iii) Leave 3 and erase multiple of 3. 0, 18, 36 1, 19, 37
176, 212 177, 213

Like this, leave the first numbers and erase its
multiples. Using this method, a prime number (i) In which group does 23 belong? How about
like 2, 3, 5, 7, 11, etc, are left. By this method, 98?
find a prime number until 100. (ii) What rule did you apply for dividing?
his method is known as Eratosthenes who was

T Important Points
mathematician in Ancient Greece and the name is For the whole numbers, the numbers that can be
taken from him and called Sieve of Eratosthenes. divided by 2 without remainder are are called even
numbers and numbers that can be divided by 2 and
leave a remainder 1 are called odd numbers.
3. Where can we use odd and even numbers?

Think of place where numbers are used?

L81. Exercise
1. Let’s think about numbers up to 50.

1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
(a) Make a list of the multiples of 3.

(b) Make a list of the multiples of 3 and 7.
(c) Make a list of the common multiples of.
(d) Make a list of the divisors of 28.
(e) Make a list of the divisors of 32.
(f) Make a list of the common divisors of 28 and
32.
2. Write the 3 common multiples of the

following pairs of numbers. Then find the less
common multiples.
(a) (3, 6) (b) ( 8, 10 ) (b) ( 3, 5 )
3. Find all common divisors of the following

pairs of numbers. Then find the greatest
common factor.
(a) (6, 12) (b) (18, 20) (d) ( 32, 42)
86 GRADE 4
Strand: Number and Operation Topic: Expressions and Calculations
Content Standard: 4.1.5 Understand the rules and order of calculations in a mathematical expression
Teacher Notes
students after learning this topic on Rules of division.
The students will be able to:
Attitude
• Appreciate the basic natural laws for mathematical expressions.
• Enjoy using commutative law, associative law and distributive law.
• Enjoy solving various problems exchanging among friends.
Skills
• Use commutative law, associative law and distributive law to solve number problems.
• Solve number problems involving four individual operations.
• Make various problems from stories.
• Competently use the four operations to calculate to solve number problems.
Knowledge
• Familiar with the four operations of whole numbers.
• Understand commutative law, associative law and distributive law of calculations.
• Master the order of calculations of four mixed operations and calculations with parenthesis.
• Think about why commutative law and associative law work in addition and multiplication.
• Think about the meaning of distributive law.
• Think about how to calculate large numbers using the four operations.

Background
Students are expected to develop competency in calculations through operations

and apply numbers in practical situations to develop number sense.
We use ( ) to show a section that is calculated first like the total cost.
In an expression that includes addition, subtraction, multiplication and division, multiplication and
division are calculate first even if there is no brackets ( ).
If you write the expression in order using an equal sign like above, the calculations can be
Be easier.
Oder of Calculation
An expression is usually calculated in order from the left.

1. Do operations within grouping symbols. If a ( ) is included, do the section inside the ( ) first.
2. Do multiplication and division anf they appear, from left to right. If the +, - , x, and ÷ are mixed, do
multiplication and division first.
3. Do addition and subtraction as they appear, from left to right.
88 GRADE 4
L82. Represent the expressions (1) L83. Math Stories and Expressions

1. Read the situation and think about how to

1. Read the given situation and think about how write a mathematical expression and
to solve it. calculate the answer.
Vagi went shopping with 500 Kina. She bought
a note book for 12 Kina, a calculator for Socks that cost K3.50 are sold at 30 toea
150 kina and a mobile phone for 250 Kina. discount. If you pay 10 kina. How much
(a) How much money does Vagi have left? change do you get?
(b) D
iscuss and write your ideas down in their
exercise book.
Expected Ideas 1.
Can all items be bought? First how many kina do I have

(a)Find the answer by representing this
left if a calculator and a phone was bought?
question as a mathematical sentence
2. Write the above idea as mathematical
sentences. 2. Make Math stories for the following
Expression.
500 - =
(a) 700 - ( 500 + 180) (b) 500 - ( 450 - 40)
Idea 2.
Why don’t we thank about the total first? Encourage student’s thinking
Study the second idea and write a mathematical
sentence.
Buying things that cost What kink of story can I
(a) Write the second as mathematical sentence. 500 kina and 180 kina make to put in side ( ) .
12 + 150 + 250 = 500 - =

(a) 400 - ( 50 + 300 ) (b) 600 – ( 150 – 110)
(b) Write the first idea as a mathematical
sentence. 3. Vagi had 250 kina. He bought 6 shirt at the
5000 - = cost of 20 kina and a bag for 15 kina.
(c) Write the second idea as a mathematical
Write math expression.
sentence.
500 - ( )=
money in Total Cost Reminder
hand
3. Math stories for the following expressions.
(a) (1000 + 2000) x 4 (b) (3500 - 350) ÷ 3

(c) 632 - (312 + 230)

L84. Rules for calculation L85. Rules for calculation

1. Read the given problem and solve it. 1. Calculate the following expressions A, B, C,
sa bought a racket for 90 Kina and two
A and D in an easier way.
shuttlecocks for 5 kina each. Think about why they are calculated as shown
(a) Write an expression to find the total cost. (a) 5 + 397 397 + 5
(b) Think about the order of calculation. (b) 389 + 234 + 266 389 + ( 234 + 266)
(c) 55 x 25 x 4 18 x ( 25 x 4 )
(d) 18 x 25 x 4
2. The admission fee to an amusement park is

K12. 00 for an adult and half for a student.
Find the total fee for 2 adult and 1 student.
2 adults and 1 student A: Order of addition is changed.
B: Order of addition is changed by using parenthesis.
+
C: Multiplicand and multiplier are changed.
Admission fee for 2 adults Admission fee for 1 student D: Order of multiplication is changed by using
parenthesis.
(a) Think about how to calculate.
12 + 15 ÷ (5 - ) 2. There are 2 sheets of stickers blow.
How many stickers are there altogether?
(c) Calculate the expression in numerical order

(1), (2) and (3)
Expected ideas
4. Exercise
(a) 6 x + 4 x = 48 + .
(a) 12 ÷ 2 x 3 (b) 12 ÷ ( 2 x 2 )
(b) (6 + )x8= x 8
(c) (5 + 4) x ( 6 - 2 ) (d) 5 + 4 x ( 6 – 2 )
=
(e) 90 - 50 ÷ ( 4 + 6 ) (f) ( 90 - 50 ) ÷ 4 + 6 3. A store sells fish for 20 kina each and gives a
(g) 12 + 24 ÷ 4 (h) 75 - 10 x 6 2 kina discount for each fish, so Raka bought
(i) 8 x 5 + 20 ÷ 5 6 fish. How much is the total cost. Represent
this as expressions using 2 methods.
A. -
B. ( )x
Calculate the following
(a) ( 4 + 16 ) x 3 (b) 5 x ( 14 - 9 )
(c) 25 x 4 + 15 x 4 (d) 30 x 7 – 28 x 7
90 GRADE 4
L86. Calculation of whole L87. Calculation of whole

Numbers Numbers
Read the story, think about the kinds of
1. Read the problem, make mathematical problem we can make
expression and calculate in vertical form
Study the how to do calculation of whole An athletic festival was held at Port Moresby
numbers city. Participants of the competition. The budget
for the participation award was 120000 kina
It is good to calculate in vertical form. and 500 participation awards were prepared.
And 45 lunch boxes for the officals at 450 kina
A
ddition and subtraction should be each were also prepared. 1758 men and 1564
calculated according to the place column women came to the festival that day, including
the spectators. Various events were held in the
In multiplication it is good to separate the
morning and the 100 meter dash attracted the
multiplier according to the place values
most number of participants, 18 groups of 7
took part. Stalls were also opened. 147 takoyi
In division we divide, multiply,
subtract and bring down and repeat
at 250 kina ND 184 yakisoba at 320 kina were
sold. When the festival ended they were still
Read the problem, make mathematical short of 43 participation awards. It seems that
expression and calculate in vertical form they should prepare more participation awards
for next year.
There are 613681 boys and 586534 girls in the
fourth grade. Do the Exercise
What is the total number of children in the fourth
grade? (a) 3064 + 1987 (b) 5006 + 3997
(c) 6102 – 2938 (d) 4000 - 3016
Expression :
(e) 383 x 247 (f) 738 x 952
(g) 2652 ÷ 26 (h) 8. 6432 ÷ 67
Which is the largest number, boys

or girls? And what is the difference?
Expression:

L88. Exercise
Do the following Exercises

Use the rules of calculation to complete the
exercise
(a) 500 – ( 80 + 250) (b) 650 – ( 430 – 60)

(c) (40 + 50 ) x 7 (d) 6 x ( 18 -3)
(e) 120 ÷ (12 – 4) (f) ( 37 + 18 ) ÷ 5
(g) (11 – 4 ) x ( 8 + 7) (h) ( 14 + 22 ) ÷ ( 9 -5)
(i) 18 x 8 ÷ 4 (j) 18 x ( 8 ÷ 4)
(k) 28 – 3 x (13 -8) (l) ( 32 – 18) + 4 x 5
(m)1549 + 79328 (n) 45625 – 3088
(o) 351 x 205 (p) 9792 ÷ 34
Express the following questions as one
expression and find the answer.
1. There were 60 sheets of paper. I used 15

sheets of paper yesterday and 20 sheets of
paper today. How many sheets of paper are
left?
60 – ( + )
2. There were 5 dozen pencils. The children
used 40 pencils.
How many pencils are left?
x5-
3. there were 100 sheets of coloured papers 18

students received 4 sheets each. How
Sheets of paper are left?
-4x
4. Asa paid 500 kina for 6 carton of SP bottle
that costed 80 kina each. How much is the
change did he receive back?
- x
5. A pencil that costed 90 toea each and eraser
that costed 50 toea each make on set.
There are 15 sets . how much is the total
cost? ( + ) x 15
6. calculate the following

(a) 8 + 12 x 3 (b) 40 – 12 ÷ (6 ÷2 )
(c) 40 x 8 – 5 x 24 (d) 36 ÷ 6 x 8 ÷ 12
7. make math stories from the following

expressions.
(a) ( 1000+ 2000 ) x 4 (b) ( 3500 – 350 ) ÷ 3
92 GRADE 4
Strand: Quantity of Measurement Topic: Units of Area
Content standards: 4.2.1 Understand the meaning of the units of area and represent areas with numbers
Teacher’s Notes
displayed by the students after learning this topic on Area.
The students will be able to:
Attitude
Share ideas with friends on how to find area using the formula.
Appreciate the usefulness of calculating area in real live situations.
Skills
Explore ways to determine the area of squares and rectangles.

Draw various shapes with same area.
Comparing quantities using arbitrary units.
Knowledge
Meaning of the units and measurement of area and determine the area by calculation.
Relationship of quantity and mathematical expression to find area.
Think about how to find the area of a rectangle and square.

Think about how to compare area and to express the area using arbitrary units.

Background
The size is the amount of space surrounde by a line. This size is expressed as a number
is called area.
Area is expressed as the numbers of sets of a unit size.
The area of a square with 1 m sides is one square meter and is written a m². m² is a unit
of area just like cm²
94 GRADE 4
L89. Area (1) L89. Area (1)
Study the pictures below and compare each

one and answer the question.
Which one is larger?
1. What rectangles can we make other than a,

b, c and d?
2. Which one has the largest area?
Compare the areas of (c) and (d) .

Think of how to make a and rectangle and
square flower bed with 20 blocks around the Expected ideas
edges.
(1)
(2)

L89. Area (1) L90. Area (2)

1. Measure the areas of various things by
There are two sheets of coloured paper (a) and placing some squares with an area of 1 cm²,
(b). which one is larger and how much larger is
it? Check by drawing squares with 1 cm sides
2. What is the area in cm² of these shapes ?
3. What is area in cm² of the coloured figures

below?
4. What is the area in cm² of coloured figures

below?
5. Draw different figures, each with an area of 12

cm².
96 GRADE 4
L91. A
rea of rectangles and L91. Area of rectangles and
square square
Think about how to find the area of a rectangle In the mathematical sentence below 4 represents
on the right cm². the length and 5 represents the width.
1. The length is 4 cm. How many 1 cm² squares
are line up vertically?
2.The width is 5 cm² squares are lined up

horizontally.
3. How many 1cm² square are there in this

rectangle? And what is the area in cm² of the
Rectangle?

L92. Area of rectangles and L93. Area of Figures composed

square of Rectangles and Squares
(60 min)
There are two sheets of coloured paper (a) and 1. What is the area in cm² of the following
(b). which one is larger and how much larger is figures? Think about how to find the area.
it? Check by drawing squares with 1 cm sides
Expected ideas
1. Count the number of cm² squares as shown
1. Find the area of the following rectangles and

squares
2. Calculate the area by dividing the figure
2. Draw a rectangle with
into 2 rectangles as shown
40 cm² area and 8 cm width.
What is its length in cm?
hink about how to find the answer using the
T
formula for the area of a rectangle. 3. Imagine this as large rectangle and then
subtract the missing section
4. Calculate the area by dividing the figure into 2

3. Make a rectangle with an area of 50 cm² .
rectangles as shown
If its width is 10 cm. what is its length in
length in cm?
Compare the 4 ideas and discuss how each of

them is used for the figure above.
Find the area of the give shape
12 cm
2 cm
6 cm
4 cm
98 GRADE 4
L94. A
rea of rectangles and L95. U
nits for Large Areas
square
Make a newspaper poster with a length of 80

1. Let’s make a square with 1m sides. How cm and with of 2 m. what is the area of the
many children can stand on this square? newspaper in cm²? to find the area, we need to
The area of square with 1m sides is called one square
express all the lengths using the same unit.
meter and is written as 1m². m² I a unit of area just
80 x 200 = .
like cm².
There is a rectangular field with a length of 30 m
and a width of 40 m.
2. What is the area in m² of a flower bed with a 1. How many m² is the field?
length of 3 m and width of 6 m? 2. How many 10 m squares can be place in the
field?
There area 10 square meter is called one are,

and is written a 1 a. a is used to show area of
paddy fields.
3. How many 1 m² square can be placed in the
flower bed?
4. Calculate the area of these figures
2. What is the area in m² of the rectangular plaza

with a length of 60 m and a width of 80 m.
And what is this in a?
3. What is the area in a of the field?
Draw a square with an area of 1a on the
ground.

L96. Units for Large Areas

L97. Exercise
(60 min)
There is a square 1. Which of the units should you use to
farm with 600 m represent the following areas? cm². m², a, ha
sides. km².
What is the area (a) The area of a school yard
in m² of the
(b) The area of a notebook
farm?
How many (c) The area of Papua New Guinea
squares with (d) The area of a ruby field
100 m sides can 2. Find the area of the following figures
Be place in the farm?
he area of 100 square meter is called one hectare,

T (a) (b) (c)
and is written as 1 ha. Ha is used to show the area
of a farm and forest
he area of a square with 1km sides is called one

T
square kilometre and is written as 1km².
km² is used to show large areas such as islands,
provinces and countries.
(d) (e)
what is the area in ha of the farm?
3. Draw a rectangle with an area of 60 cm² by

determining its length and width.
4. Find the area of the following figures.
(a) (b) (c)
What is ha in a?
5. Answer the following questions.

(a) Im2 is equal to 10000 cm2. Let’s explain the
reason.
(b) The area of rectangle with a length of 3 cm
and a width of 5 cm can be found by 3 x 5.
Let’s explain the reason.
(c) Compare the 4 ideas and discuss how each
of them is used for the figure above.
Find the area of the given shape
100 GRADE 4
Strand: Number and Operation Topic: Introduction of decimal number

Content Standard: 4.1.6 Understand the meaning of decimals, add and subtract numbers with one
decimal place.
Teacher’s Notes
the students after learning this topic on Decimal Numbers.
Attitude
• Enjoy and appreciate recognizing situations of division problems and represent the given situations
using figures and expressions.
• Appreciate and apply different ways of calculations based on 56÷4 and enjoy calculating.
Skills
• Use rule of division to identify relationship the between two mathematical sentences.
• Use rule of division in dividing by ten and hundred.
• Apply rules of division using multiplication table to solve division problems.
• How to calculate when the division is 1-digit number and the dividends is a 2-digit number such as
80 ÷ 4.
• To find and apply the rules of division to calculate when the dividends and divisors are the same and
the quotient is unknown.
• To recognize and make sense of the given situation using a math expression and relate it to their
everyday life.
Knowledge
• Understand the rules of division and its usefulness in solving division problems.
• To understand division in relation to rules and relationships between mathematical sentences in
division.
• Understand the relationships between division and multiplication.
• To understand Tens and Hundreds ÷ by 1 digit number can be calculated as 1 digit number divide by 1
digit number by making a unit of ten and hundred.
• To Appreciate and use rules of division and calculations for distributing things equally to divide tens
and hundreds as dividend equally to one digit number.
• Think about a problem and identify rules and process to use in solving the problem.
• To be able to think about a given situation and make math expression and calculate.

Back ground Notes
The meaning of decimal

A decimal 0.342 is a proper fraction, which is a number less than 1. It is part of number 1.
Since our numbering system is based on the powers of 10, it is called a decimal system decem in Latin
means 10. In previous lessons we learn about whole numbers which are repeated addition of 1 : 1,2 ,3 ,4
and so on. In the topic of decimal we learn about numbers that are less than 1. They are the numbers we
create when we divide 1 into equal parts. These parts of 1 will have the ordinal names of powers of 10.
Tenths, hundredths, thousandths and so on. First we have to divide one into ten equal part and each part
is called a tenth such 1set of 0.1 = 1 or 2 sets of 0.1 = 2
10 10
The decimal point separates the whole number on the left from the decimal digit on the right. Each
decimal digit then indicates the number of tenths, hundredths, thousandths and so on. On the left of the
decimal is a whole number such as ( 2) 2.13 . As we move further left every place gets 10 times bigger.
10 times bigger 2.13
The first digit on the right means tenths ( ) such as 1. As we move further right, every place gets 10 times
smaller 2.13 (10 times smaller) and so on, as shown in the example :
In order for students to understand the concept of decimal well it is important to teach using unit quantity
such liters, meters and kilometers and so on. Eg: l liter, how cups of 0.1L would fill the 1 liter container.
The markings on the containers and the different sizes of containers used will help student understand
the concept of decimals and the unit idea.
102 GRADE 4
L98. H
ow to Represent Decimal L98. How to Represent Decimal
Numbers Numbers
Observation
Read the problem given and think about how to 1. Measure the part over 1L by using a 0.1L
solve it. measure
Raka bought some oranges at the super market 2. There is the remaining part smaller than 0.1.
weighing 1kg 264 g. How many kilograms was How can that be represented?
the weight o the oranges? Measure the remaining part of the amount of
water that is less than 0.1L through making
the smaller scale by dividing 0.1L into 10
equal parts as shown
1kg 264g
Represent the amount of Raka’s water.

Study the diagram below of the experiment
done by two student to find the volume of water
contain by two kettles.
Asa Raka he amount that is obtained by dividing 0.1L

T
into 10 equal parts is written as 0.01L and
is read as one hundredth litre or “ zero point
zero one litre”.
How many litres is the amount of 1 small unit

Asa and Raka each poured this much water. ‘ scale?
How many liters is in each kettle?
Expect ideas
he amount of Asa’s water is

T
1 L and the remaining part.
ince the part over 1L is 7 sets of

S The amount of Raka’s water is 1.36 L and is
0.1L…….. read as “ one point three six litres”.
1 of 1L is 1L
The amount of Asa’s water is L. 3 of 0.0.1L is 0.3 L
The amount of Raka’s water is also 1L and 6 of 0.01L is 0.06
remaining part. How can Raka’s water be Total 1.36L
expressed in Liters?

L99. H
ow to Represent the L99. How to Represent the
Remaining Part Remaining Part
(60 min)
Read the following situation and solve it Represent 1kg 264 g by using kilograms as unit.
Kip jumped 2 m 83 cm in a long jump.

Write this length by using only meters as the
unit.
Exercise
Do the following exercise
1. How many litres are the following amount of
water?
Represent the amount of water that Asa poured
into a kettle by using litre as the unit. (a) (b)
Read the following numbers marked by .
Measure the remaining part of the amount of

water that is less than 0.01L through making
the smaller unit scale by dividing 0.01L into 10 Represent the following quantities by using the
equal parts. unit (I) .
1. 1435 mm (m) 2. 42195 m (km) 3. 875 g (kg)
104 GRADE 4
L100. S
tructure of Decimal L98. How to Represent Decimal
Numbers Numbers
What is the number 10 times 0.039?

Investigate the relationship among 1, 0.1, 0.01
and 0.001
1. Let’s look at the relationship among 1, 0.1,
0.01 and 0.001
What is the number 1 of 0.58?

10
Every number multiplied by 10 moves to the

1
next higher place, and 10 of every number
2. Lets investigate the number 2.386. moves to the next lower place.
Exercise
1. Complete the following exercise.
(a) Write thhe number that the sum of 7 sets of

1, 3 sets of 0.1, and 5 sets of 0.001. how
many sets of 0.001 make this number?
(b) Multiply the following numbers by 10 and
1
find 10 of them.
(i) 0.74 (ii) 1.58 (iii) 26. 95
Key ideas: dividing by 10 moves every digit one

place to the RIGHT
1 1 1
1 10 100 100
0 5 8
0 0 5 8
3. Let’s investigate the number 3.254. 0.58 ÷ 10 = 0.058

Move the decimal point one step to the
(a) 3.254 is the sum of sets of 1. Sets of
left (10 has one zero)
0.1 Sets of 0.01 and sets of 0.001.
(b) 3.254 is the sum of sets of 0.001. The entire number moves one place to the right
on the place value
4. Arrange the following numbers in decending
order The place value does not change, the number
(a) 0.5 , (b) 5, (c) 0.005, (d) 0, (e) 0.05 changes. Each number divided by 10 moves to
the next.

L101. Addition of Decimal Numbers L101. Addition of Decimal Numbers
(60 min)
Read a problem given and think about how to 3. Add the following in vertical form.
solve.
There is 2-25 L of water in a tank. When 1.34
L of water is poured in to the tank how much
water is there altogether?
1. Write an expression.
2. Think about how to add.

Let’s calculate
(a) 6.27 + 3.51 (b) 8.46 + 0.32
(c) 1.54 + 2.38 (d) 4.72 + 3.49
(e) 9.62 + 0.18 (f) 4.25 + 2.75
(g) 3.21 + 2.51 (h) 8. 2.8 + 0.54
dd the numbers according to their place value.

A
If there is no decimal point, it’s the same as whole
numbers
or adding decimal numbers in vertical form we line

F
up the numbers according to their place values in the
same way as the whole numbers.
106 GRADE 4
L102. S
ubtraction of Decimal L102. Subtraction of Decimal
Numbers Numbers
1. Let’s read the problem and solve. 6. Read the problem and ten try to solve it.
Peter’s older brother jumped 3.46m and There is a 2.15 m tape cut off 85 cm length of
Peter jumped 2.14 in the long jump. How long the tape. How much tape is tape?
(a) Write an expression Exercise

(a) 0.54 – 0.34 (b) 1.96 – 0.56 (c) 7.28 – 2.4
2. Let’s think about how to subtract decimal
(d) 9.15- 8.6 (e) 4 – 1.26 (f) 3.4 – 1.84
numbers.
(g) 7.08 – 0. 29 (h) 4.07- 1.98 (i) 2.03 – 1.65
7. Explain the rules of calculations in decimals

and why the following method is appropriate,
for example
Important point
For subtracting decimal numbers in
vertical form, we line up the numbers
according to their place value in the
same way as the whole numbers.
3. Let’s think about how to subtract 1.25 – 0.67

and solve.
4. Practice
Do these exercises
(a) 5.78 – 3.44 (b) 1.54 – 0.23 (c) 8.37 – 2.09
(d) 6.48 – 1.92
5.Let’s think about how to subtract the following

L103. Exercise L104. Addition of Decimal Numbers
(60 min)
1. L
et’s read the following amounts of water, 1. Read the problem given and think about how
lengths and weights to solve it.
(a) 3. 92 L (b) 5.17 m (c) 0.05 L There are 3 bottles of juice that contain L
each. How many liters are altogether?
(d) 8. 004kg
2. How much is the amount of water?
If we enter 2 L, then 2 x 3 = 6(L)

If we enter 3 L, then 3 x 3 = 9
3. W
rite the sum of 6 sets of 1, 4 sets of 0.1, 9 So, if is a whole number.
sets of 0.01 and 3 sets of 0.001
4. Multiply the following numbers by 10 and find (a) Put various numbers in for finding the
of them. amounts.
(a) 0.46 (b) 2.79 (c) 18. 83 (b) Write the an expression for this situation,
when 1. 2 L is in each bottle.
5. Add and subtract these decimal numbers
(a) 2.56 + 2.42 (b) 5. 76 + 4. 28
(c) 10.8 + 3.45 (d) 0.87 – 0.17
(e) 5.34 – 2. 9 (f) 3.4 – 1.84 (c) We can write an expression by using amount
of one bottle x Number of bottles
Select perpendicular lines and parallel line the
diagram below 2. Think about how to calculate the answer by
using what you have learned.
If we measure the amount. We can easily get the

answer. How can we find the answer by calculation?
108 GRADE 4
L104. A
ddition of Decimal L105. Decimal Numbers ÷ Whole
Numbers Numbers
3. Read the ideas below and confirm with your 1. When we divide L of juice into 3
students ideas. bottles equally, how many litres will each
bottle contain?
Idea .1
If we change L to dL, we get 1.2L = 12dL.
12 × 3 = 36
36 dL = L
2. Put various numbers in for finding the

amount.
hen we put in 6 L, the amount in each bottle is equal
W
to 6 ÷ 3 = 2(L)
When we put in 9L, the amount in each bottle is equal
9÷ 3= 3 (L). But if we put in 5.4 L, how can we
calculate the answer.
3. Write an expression when we put 5.4L in the

blank.
4. Calculate the amount of one by

Amount of juice ÷ Number of bottles
Let’s think about how to calculate by using
what we have learned.
5. How can we calculate the answer if we

convert L to dL?
Can we calculate the answer by using the
division of whole numbers
Expected ideas

teaching
TEACHINGcontent
CONTENT - SAMPLE GUIDED LESSONS
L105. D
ecimal Numbers ÷ Whole
Numbers
All three of these calculations of decimal

numbers are done by changing into whole
numbers. Can you explain these ideas.
5. R
efer to activity 3, when the amount of juice
is 5.1L, how many liters are in each bottle?
110 GRADE 4
Strand: Data and Mathematical Relations Topic: Arrangement of Data
Content Standard: 4.4.3 Explore how to draw and read multi variable data by dimensional tables.
Teacher’s Notes
the students after learning this topic on Arrangement of Data.
Students will be able to
Attitude
• Appreciate the usefulness of tabulated information as a tool to link ideas and make decisions.
Skills
• Draw frequency distribution tables and label the columns.

• Abstract information from the table and draw meaningful conclusions.
• Use the table information to draw graphical representation of data to compare and contrast.
Knowledge
• Grasp the idea of tabulating information in order to make reasonable assumptions.

• Develop awareness of the use of table in data arrangement and form relationships.
• Familiar with the components of the frequency distribution table.
• Use the table information to link to environmental developments.
• Logical thinking to draw conclusions and linkages from table information.
Background
In teaching and learning of this topic, students are expected to acquire sound knowledge on how to
interpret data by exploratory data analysis, develop and evaluate opinions formed from given information
(inferences), predictions and arguments that are based on data.

L106. Arrangement of Table (1) L106. Arrangement of Table (1)
(60 min)
Read the situation given and find solution to the Follow the steps below to arrange the data on a
problem. table.
Below is a record of Masashi’s injuries at school 1. Make a table to see the location and types
for 3 days. He wants to make a poster to help of injuries
other student to be more careful. What are 2. Arrange the data in the above table and
some things he should do? check the injuries at the school.
Some things to consider 3. Where most injuries does happened.
1. What should we write on the poster? 4. What is the common injury?
2. What should we investigate? 5. What type of events happened most fre-
3. I cannot make a poster if I do not know what we quently?
should be more careful of. 6. Draw a table and check.
4. We may see some important things if we From the table drawn explain what you have
investigate the types of injury and where the noticed
injuries took place
Record of Injuries
112 GRADE 4
L107. Arrangement of Table (2) L108. Arrangement of Data
Study the injuries table and draw a table as Study the table below. Vagi asked his class
shown. Fill in the table with a number for mates to draw a circle (O) to see if they have
location and the type of injuries. any gold fish or birds at home. Answer the
questions about the graph.
(a) What is the most frequent injury by location

and type?
(b) W
here did the largest number of injuries
happen? 1. What kind of groups can they make from the
way the O are marked?
(c) W
hat can you calculate from the above
table? (a) How many children drew 2 O and what kind
of group is this?
(b) How many children drew 1 O and what kind
of group is this?
2. Make a bar or column graph from the (c) Divide the children who drew 1 O into those
information from the above table and explain who have gold fish and those who have
to others. birds. How many children are there each?
(d) How many chidren drew nothing and what
Bar graph column graph kind of group is this?
2. Complete the table on the right.
3. How many children have only birds?
4. How many children have gold fish?
Summary
The O represents who has gold fish or bird or
both gold fish and bird at home?

L109. Exercise
1. Study the table of injuries below and make a

table of grades and types of injuries.
Example of table;
2. We can make different tables from the data.

Let’s make different tables.
114 GRADE 4
Strand: Number and Operation Topic: Multiplication and Division of Decimal Number
Content Standard: 4.1.8 Extend learned multiplication and division to multiply and divide decimal
numbers by whole number .
Teacher’s Notes
Listed below are the expected Attitude, Knowledge, Skills and mathematical thinking to be displayed
by the students after learning this topic on division in vertical form.
Attitude
Share ideas with other children on how to divide decimal and
Knowledge
• Understand how to calculate (Decimal number) × (Whole number) in vertical form.

• Decimal number.
• Multiplication of whole number (2-digit) × (1-digit).
• Addition and subtraction of decimal number.
• Division of whole number (2-digit) × (1-digit).
Skills
• Understand the meaning of (Decimal number) × (Whole number) based on a number line and table.
• Recognize the meaning of multiplication and division of decimal number.
• Calculate multiplication and division when multiplicand or dividend is decimal number.
• Think about how to calculate (Decimal number) × (Whole number) in vertical form.
• Think about how to calculate (Decimal number) × (Whole number.

L110. C
alculation of (Decimal L111. Calculation of (Decimal
Number)×(Whole Number) (1) Number)×(Whole Number) (2)
(60 min)
1. Read the problem and solve it. There is a Read problem and solve the problem.
1 m wire that weigh 2.3 g. how many grams 1. What is the area of a flower bed that is 2.6 m
does 4 m of this wire weight? wide and 3m long in m2 ?
(a) Write an expression and multiply in Vertical
form.
How to multiple 2.3 x 4 in vertical form.
(a) Let’s write an expression. (b) Practice multiplying vertical form.
(b) Approximately how many grams does it

weigh? Let’s think about how to calculate.
Exercise
Do the following exercise in vertical form.
(a) 3.2 x 3 (b) 3.3 x 3 (c) 2.8 x 2 (d) 1.4 x 3
(c) Let’s think about how to multiply in vertical (e) 2.4 x 4 (f) 4.3 x 6 (g) 0.7 x 6 (h) 0.8 x 4
form.
116 GRADE 4
L112. C
alculation of (Decimal
L113. Arrangement of Data
Number)×(Whole Number) (3)
1. Think about how to multiply in vertical form Read the given problem and solve.
and solve the given problem. There is a 2.35 km long path around a park. You
(a) (b) go around a park 3 times by bicycle. How many
kilometres did you cycle altogether?
Write an expression.
2. Read the given situation and solve. Think about how to multiply.
There are 13 bottles with 1.2 L of orange
juice. How many litres are there altogether?
(a) Write an expression.

(b) Multiply in vertical form.
3. Do the following in vertical form. Practice multiplying the following.

(a) (b) (c) (a) (b)
Exercise
1. Multiply in vertical form.
(a) 1.5 x 6 (b) 3.6 x 5 (c) 4.5x4 (d) 2.5 x 8

Exercise
(e) 0.6 x 5 (f) 0.8 x 5 (g) 0.5 x 6 (h) 0.2x15
1. Do the following exercise
(i) 2.2x12 (j) 1.2 x31 (k) 1.9 x 14 (l) 1.7 x 15
(m) 3.4 x 12 (n) 4.8 x 21 (o) 3.5 x 18 (p) 2.9 x30 (a) 1.87 x 2 (b) 0.63 x 5 (c) 0.23 x 4
(d) 0.12 x 7 (e) 0.08 x 5 (f) 0.15 x 6
There is a 1 m bar that weighs 1.25 kg. What is

the weight of 4 m of this bar in kg?

L114. C
alculation of (Decimal L115. Calculation of (Decimal
Number)÷(Whole Number) (1) Number)×(Whole Number) (2)
(60 min)
Divide a 5.7m ribbon equally among 3 children. 1. Solve the problem below.
How many meters will each one receive? The width of the rectangle with an area of
38.4 cm2 and a length of 12 cm.
(a) Write an expression.
(b) Think about how to

divide in vertical form
Write an expression and solve the problem in
Vertical form. Example;

Approximately how many meters is this? Think
about how to divide.
Exercise
Think about how to divide in vertical form Do the following exercise in Vertical Form
(a) 7. 5 ÷ 5 (b) 6.4 ÷ 4 (c) 6.8 ÷ 2
(d) 52.9 ÷ 23 (e) 61.2 ÷ 18 (f) 58.8 ÷ 42
Example of How to Divide 5.7 ÷ in Vertical Form
118 GRADE 4
L116. C
alculation of (Decimal L117. Dividing Continuously
Number)÷(Whole Number) (3)
Read the problem and think about how to solve Read the problem and think about how to solve
the problem. it.
When we divide a 4.5m ribbon equally among 9 1. When we divide a 7.3 m ribbon equally
children, how many meter will each one among 5 children. How many meters will
receive? each one receive?
4.5 ÷ 9 7.3 ÷ 5
Explain: 1. we put the decimal point of the
quotient in the same place as the the decimal Show this example and explain
point of the dividend and write 0 in ones place
of the quotient because 4 is smaller than 9.
2. since 4.5 is 45 sets of o.1 we can calculate by
using the same method that we used for whole
numbers.
2. P
ractice dividing 1.61 ÷ 7and
explain how you divide. Division that is continued until the remainder is
0 and is called dividing continuously”.
Practice how to divide 6 ÷ 8 in vertical form.
Exercise
Divide the following in vertical form.
Exercise (a) 9.4 ÷ 4 (b) 8. 6 ÷ 5 (c) 7 ÷ 5
Do the following exercise
(d) 5 ÷ 8
1. Divide in Vertical Form
(a) 3.5 ÷ 5 (b) 4.8 ÷ 6 (c) 5.4 ÷ 9

(d) 1.62 ÷ 3 (e) 2.45 ÷ 5 (f) 3.96 ÷ 4

L118. Division Problem (1)

L119. Division Problem (2)

Solve the given given problem. Solve this problem

1. There is a 13.5 m tape. Kila makes a floral 1. We divide a 2.3 L of juice equally among 6
decoration by using 2 m tape. Then, how children. How many liters does each one
many foral decoration does she make, and receive?
how may are left. Use the diagram to explain. (a) Write an expression.
(b) Study the division below. How can you read

(a) Write an expression. the answer
(c) Round the quotient to thehundredths place

The calculation is shown here and give the answer to the nearet tenths
Remember
When the numerator is not divisible
by the denominator, or when
the number of places become too
(a) What is the remainder in meters? long, the quotient is rounded
(b) What is 15?
(c) Where should we put the decimal point of the
remainder? Exercise
Show and explain
1. Round the quotient to the hundredths place,
and give answer to the tenths.
(a) 5. 5 ÷ 8 (b) 9.9 ÷ 7 (c) 67. 8 ÷ 79
(d) 42. 9 ÷ 14
2. Divide a 16.3m tape equally into 3 sections,
how many meters is one section? Round the
Remember
quotient to the hundredths place, and give
In division of decimal numbers, the decimal point of
the answer to the tenths.
the remainder is put at the same place as the original
decimal point of the dividend.
Exercise
Solve the given problem
There is a 47.6 m of ribbon. If we cut it into 3 m
each, how many 3 m ribbon are there?
120 GRADE 4
L120. what kind of expression L121. Exercise
1. Calculate the following in vertical form

Solve the problem given. (a) 5.3 x 7 (b) 9.2 x 49 (c) 70.5 x 73
1. There are 3 bottles of juice, each bottle (d) 6.52 x 4 (e) 0.26 x 8 (f) 0.46 x 5
contains 1.5 L of juice. How many litres are (g) 6.5 ÷ 5 (h) 12.6 ÷ 7 (i) 8.1 ÷ 9
there altogether? Use the diagram to help you
explain. (j) 49.4 ÷19 (k) 65.61 ÷ 27 (l) 15.36 ÷ 32
2. Find the quotient and round to the

hundredths place and give the answer to
tenths.
(a) 2.63 ÷ 3 (b) 40.4 ÷ 6 (c) 30.42 ÷ 14
(d) 5.6 ÷ 39
3. Read and solve
2. There are plates with the same weight. The (a) There is a rectangular flowerbed with an
total weight is 5.1 kg. how many kg does area of 17,1 m2. The length is 3m. find the
each plate weight? width of this flowerbed.
(a) What is known? (b) There is 9L of rice that weight 8kg. how
(b) What do you want to know? many kg does 1 L of this rice weight?
(c) Write what is know in a diagram and find the Round
answer. The quotient to the hundredths place, and
give the answer to the tenths.
(c) There are 25 books, each book weighs 14
kg. how many kg are there altogether?
4. Draw the following shapes,
(a) a parallelogram (b) a rhombus
3. Divide a 9 m rope equally into 5 sections,

how many meters is each section? Draw a
diagram and find the answer.

L122. Revision
1. Calculate the following in vertical form.

(a) 874 x 346 (b) 769 x 430 (c) 351 x 205
(d) 460 x 3022 (e) 1976 ÷ 52 (f) 5216 ÷32
(g) 1680 ÷48 (h) 2852 ÷ 28
place value indicated below.
(a) 92861 (hundreds place)
(b) 50765 ( Thousands place)
(c) 894720 ( ten Thousand place )
(d) 387400 ( Ten thousand place )
3. Develop an expression for the situation given

and find the answer.
You buy 6 pencils that costs 80 toea each
and pay ten kina. How much change from
the 10 Kina?
4. Find the area of the following shapes.
(a) (b) (c)
5. Calculate the following.
(a) 0.18 + 0.34 (b) 5.22 + 0.008 (c) 2.63-1.57

(d) 8.5-4.65 (e) 2.8 x 7 (f) 0.006 x 15
(g) 1.34 ÷ 2 (h) 13.6 ÷ 17 (i) 9 ÷ 4
122 GRADE 4
Strand: Number and Operation Topic: Fractions
Content Standard: 4.1.9 Extend the understanding of Addition and subtraction to add and subtract
fractions larger than one with same denominator.
Teacher’s Notes
students after learning this topic on addition and subtraction of Fractions.
Attitude
Share ideas with other children on fraction larger than 1.
Skills
• Recognize the meaning of multiplication and division of decimal number.
• Calculate multiplication and division when multiplicand or dividend is decimal number.
Knowledge
• Understand how to calculate (Decimal number) × (Whole number) in vertical form.

• Decimal number
• Multiplication of whole number (2-digit) × (1-digit)
• Addition and subtraction of decimal number.
• Division of whole number (2-digit) × (1-digit)
• Think about how to calculate (Decimal number) × (Whole number) in vertical form.
• Think about how to calculate (Decimal number) × (Whole number

Back ground
Proper fractions are smaller than 1, mixed fractions are larger than 1, and improper fraction are equal to 1
or more than 1.
1. When the denominators are the same, a fraction becomes larger as the numerato increases
2. When the numerator are the same, a fraction becomes smaller as the denominator increases
3. Some fraction have the same value even though both their denominators and numerators are different.
When subtracting of numerators canot be done in subtraction of mixed fractions calculate by borrowing1
from whole number part of the subtraction number.
When adding mixed fractions add the sum of whole number parts and the sum of denominator parts.
When the sum of the denominator parts becomes improper fractions, carry up a whole number part
1 1
The sum of 1L and 1 is written as 1 L and is read as “ one and one third liters”. It is also written as L
3 3
and is read a “ four thirds liters”.
124 GRADE 4
L124. Fractions Larger than

L123. what kind of expression
one (3)
Read and understand the given situation and Think about how to express fractions larger than
give descriptions. 1.
1. Study the water in each glass and answer the 1. How many meters is the length of the tape
questions below?
(a) 1 m and how many meter more?
(b) By looking at the figure below,

Raka
Raka Vagi How many 1 m are there in the tape?
4
Vagi
2. write the following lengths and amounts of

water as mixed fractions.
(a) (b)
(c)
(a) What are the amount of water in Raka’s
bottle and Vagi’s bottle in litres?
(d)
(b) There are 4 sets of 1/3 L in Vagi’s bottle.
What do we say when it is more the 1 L?
2. What is the amount of water is in Raka’s

bottle and Vagi’s bottle?
3. Write 5 sets of, 6 sets of, 7 sets of and 8 sets
(a) 1 L and how many litres more?
of as improper fractions.
(b) by looking at the figure on the right
How many 1/3 L can we say?

L125. Fractions Larger than One (3)

L126. Equivalent Fractions

Think about how to change improper fraction to 1. Study the following number line.
mixed fraction and vice versa.
1. Write these fractions as mixed fractions and
improper fractions.
(a) (b)
4
2. Change 2 to an improper fraction by
5
marking on the figure below
(a) Read out the following fractions and from
smallest to largest.
(b) Replace the numerators in activity 1 with
2 and read them again from smallest to
largest.
By looking at the fraction whose denominator is Hint: when the numerator is the same and the
denominators becomes larger, its fraction
4 5 5 4 become smaller.
5, 2 is , and .
5 5 5 5
1 1 2. Write fractions for that are equivalent to the
If a unit is , we get sets of by 5 x 2 +4. following fractions.
5 5
4 1 (a)
2 =
5 5
(a) Change to a mixed fraction. is divided into (b)
and
(c)
Because 4/4 is equal to 1. We get 7/4 =
3. Let’s look at the number line and find other
3. Change 15/5 to a whole number. fractions that are equal to the fractions in 2.
Exercise 4. Let’s talk about what you have learned and
Change mixed fractions to improper fraction, summarize the results.
improper fraction to mixed fraction or whole Exercise
numbers. Which is larger? Let’s fill the with equality or
inequality.
(a)
126 GRADE 4
L127. Addition of Fraction (1) L128. Addition of Fraction
Read the situation given and think about how to 1. Calculate using diagrams and
solve it. explain how to find the sum.
Asa and Kip made coffee milk by mixing coffee
and milk. How many liters did each one make ?
1
Think about how many sets of 5 this is.
Kip
(a)
Asa 2. Calculate the

(b)
Exercise
Do the following exerise.
(a) (b) (c)
(d) (e) (f)

Exercise
(a) (b) (c) (g) (h) (i)
(d) (e) (f) (j) (l) (m)

L129. Subtraction of Fraction L130. Subtraction of Fractions
Think about how to solve

7 4 1. Calculate using diagrams and
1.How many litres is L of juice than L of
milk ? 8 8 explain.
Think about how to calculate the answer.
2.C
alculate , using diagrams and
explain.
Calculate
Exercise
Exercise Do the following exercises
Calculate the following. (a) (b) (c)
(a) (b) (c)
(d) (e) (f)
(d) (e) (f)
128 GRADE 4
L131.Exercise
1. Let’s represent the following length as mixed

fractions and improper fraction.
2. Let’s answer the following fractions
(a) Divide these fractions into proper fraction,

improper fraction and mixed fractions.
(b) Let’s change mixed fractions to improper
fractions and change improper fractions to
mixed fractions or whole numbers.
3. Let’s arrange the fractions in ( ) from
largest to smallles.
4. Let’s Calculate
Hioroko ran 1 2/5 km on sunday morning and

14/5km in the evening. How many kilometers
did she run altogether? And What is the
difference in km?

Strand: Geometrical Figures Topic: Rectangular prism and cubes
Content Standard: 4.3.2 Investigate and understand the properties of rectangular prisms and cubes in
terms of faces and edges and make models of them.
Teacher’s Notes
the students after learning this topic on rectangular prisms and cubes.
Attitude
• Appreciates shape in daily lives
• Enjoy constructing and identifying the different characteristics of prisms.
Knowledge
Rectangular prism
• characteristics of rectangular prism and Cubes, Edges, faces and vertex.
• understand that pair of two numbers are needed to express the position on two dimension.
• understand that pair of three numbers are needed to express the position in three dimension.
Skills
• Make modes of rectangular prisms and cubes.

• Make nets.
• Make sketches.
• Expres how to make a rectangular prism or cube.
• Think about how to position.

• Think about the characteristic of the prism and make models.
130 GRADE 4
Back ground Notes
A shape covered only by rectangles or by squares and rectangles is called

Rectangular prism.
A shape covered by only squares is called a cube
A flat face like the face of a rectangular prism and cube is called plane.
A Figure drawn on a paper by cutting the edges of a box and unfolding its flat is called net or
development

L132. R
ectangular prism and cube L133. Nets of Rectangular prism
Duration: 60 minutes and cube (1)
Look for various types of solids figures in our 1. A rectangular prism is shown on the right.
daily lives and categorize them by investigating Roll and trace it along with its edges
the faces of solid shapes. respectively.
• Measure all the sides of the rectangular
1. Study the shapes below and explain why they
prism.
are cate this way.
• Trace all faces by rolling the box.
• Use the figure on the right. Make the
rectangular prism.
2. Fill in the blanks with numbers and words

words
Important points
• A Figure drawn on a paper by cutting the
edges of a box and unfolding its flat is called
net or development
Summary
A shape covered only by rectangles or by
squares and rectangles is called rectangular
prism. A shape covered only by Squares cubel.
2. Let’s make a rectangular prism box for storing

cards.
(a) Draw six faces and arrange them for folding.

(b) Let’s fold the shape.
(c) Which is the appropriate net?
132 GRADE 4
L134. N
ets of Rectangular prism L135. Nets of Rectangular prism
and cube (2) and cube (3)
1. Let’s fold the net as sown on the right. Let’s draw a net that can be folded to make a
cube with 5 cm edge.
(a) Color the face opposite to the blue face
BGJM. 1. Which net can be folded to make a cube?
(b) Circle the points that overlap point L.
(c) Color the side that overlaps with the edge EF
2. Let’s draw different nets that make cubes.
2. Let’s make a rectangular prism box as shown

on the right?
(a) Draw the rest of the net as show below.
3. Copy the net on a sheet of paper and fold.

L136. N
ets of rectangular Prism L137. Relationships between faces
and cubes (4) and faces, Edges and Edges
Think about how to find pairs of parallel faces.
1. Take off the top of rectagular prism and put
the right angle of a set-square against the inner 1. Let’s find the pairs of parallel faces.
faces. The figure on the right shows a rectangular
prism box.
(a) Which edges are perpendicular to edges

AB?
2. Place a tool to measure the right angles on the

outer faces of a cube as shown on the right.
(b) Which edges are parallel to edges AB?
2. Let’s check the cubes in the same as you did

Important point in 3, 4, and 5.
Any adjacent two faces of a rectangular prism and Exercise

cube are perpendicular to each other.
Look for the following in the classroom.
(a) Faces that is parallel to the floor.
3. Look at a rectangular prism box on the right. (b) Faces that is perpendicular to the floor.
(a) Which faces are perpendicular to one

another?
(b) Which faces are not

perpendicular to one
another?
Summary
Two faces are parallel when they never intersect
each other such as b) and d),c and e
134 GRADE 4
L138. R
elationships between
L139. sketch
faces and faces, Edges and
Edges Teaching and learning activities (60 min)
Teaching and learning activities (60 min) Think about how to sketch a diagram.
1. Think about how to find perpendicular edges
from a rectangular prism on the right.The 1. Draw a picture so that you can see the whole
figure on the right shows a rectangular prism. rectangular prism at once.
(a) is the edge BF perpendicular to face EFGH?
(b) What other edges are perpendicular to face

EFGH?
(a) From what angle can you see the most

faces?
(b) How do the faces look?
2. The figure on the right shows a rectangular Draw the edges that you cannot see as dotted
prism lines.
(a) Is edge AB parallel to face EFGH?
(b) What other edges are parallel to face EFGH?
A picture that is drawn to give a quick view of

the whole shape is called sketch.
Parallel edges are drawn parallel in the sketch.
Exercise
Look for edges that are perpendicular to the
floor in your classroom.
And look for edges that are parallel to the floor.
The size of a rectangular prism is represented

by the width, the length and the height of 3
edges that meet at the same vertex.
The size of cube is represented by the length of
an edge.

L140. How to Represent Position L140. How to Represent Position

Study the diagrams below and think about how

to represent position.
1. There are stones as in A.
(a) Remove 2 stones and design a symbol of 8.
The position of the stones that have been

removed are represented as
(2 and 2 ), ( 2 and 4).
(b) R
emove stone at (1 and 2) on B, what
symbol do the stone show?
(c) Which stone on B can you remove to design 3. Based on the standing position of the flag,
the symbol 0? represent the position of animals using
(d) D esign the different symbols to show numbers.
different numbers
2. On the grid paper, the vertical and horizontal

axis’s are numbered as follows. Point A is
represented das ( 6 and 20 ). Put the points
below in order and correct them with lines.
Every position in the space is represented by a
list of three numbers. The position of the
monkey is 3 width, 1 length and 2 height. We
represent it by ( 3, 1,2) .
(a) Represent the position of the animals.
(b) What animal is at position ( 4, 1, 3) ?
136 GRADE 4
L141. R
elationships between
faces and faces, Edges and
Edges
1. Fill in with the correct words for each

sentence.
(a) Rectangular prisms and cubes are
categorized by the shape of .
(b) Rectangular prism are covered only by
or only by rectangles and squares.
Cubes are covered only by .
(c) T
he number of edges for both rectangular
prism and cube is . The number of
vertices for both rectangular prism and cube
is .
2. Draw the nets of a rectangular prism on the

right.
3. Read, think about the problem and solve.

There are number of sheets of paper of
different sizes shown below. Make a
Rectangular prisms and cubes by using them.
How many sheets of papers of each size are
there in each shape?
(a) (b)
(c) (d)

Strand: Data and Mathematical Relation

Topic: Two Quantities Changing Together
Content Standa 4.4.1 Explore quantities changing together and find patterns and explain the
patterns by sum, difference, product, quotient and represent it by mathematical sentence with
box ( ) and circle ( ) rd:
Teacher’s Notes
displayed by the students after learning this topic on two quantities changing together (ratio).
Attitudes
• Participate collaboratively in the lesson activities.

• Share ideas on the changing quantities, and help each other draw up tables and graphs and present
collaboratively.
• Find out more about changing quantities in everyday life and make mathematical expressions that they
can easily find their solutions.
• Enjoy practicing their understanding and skills in everyday situations and contexts.
Skills
• Explain the 2 quantities that are changing- how and why?

• Demonstrate by showing the activity of changing quantities to others.
• Represent on table form – record of the changing quantities.
• Present on graph form to represent their relationship as direct proportions.
• Explain meaning of direct proportions.
• Write and read the expressions as mathematical sentences.
Knowledge
• Understand that there are quantities that change at various degrees and times through
investigations in concrete situations.
• That when one quantity increases, another quantity may decrease at the same time e.g. Length and
width of a rectangle.
• Understand these through the representation on tables and graphs.
• Apply these understanding in various situations and context.
• Investigate the two changing quantities;

• Increase/decrease in quantities e.g. length of rectangle increases while width of decreases.
• The quantities that do not change e.g. perimeter of the rectangle.
• Emphasize that as the width of the rectangle increases, the length of the rectangle made by the same
rope decreases at the same time while the perimeter remains unchanged.
• Think about changing quantities in time and distance, base and height of parallelogram in shape of
figures.
• Investigate in time and height, base and area of parallelogram, cost and length of materials,
• Think about changing quantities in various situations and context.
138 GRADE 4
Background
Quantities are the numbers such as water, time, and amount of water weight, angles and area that you
have learnt
In our surroundings, there are some quantities that change as another quantity changes
When we look for the rules on how 2 quantities change together, we draw the table for finding the rule
easily .
Two changing quantities means 2 quantities changing at the same time e.g. number of mangoes in a box
and number of mangoes in the basket. When recorded in a table the quantities can either change by
increase or decrease at the same time.
The term for this mathematical expression is called “proportions”

If the 2 quantities (A and B) change, two times, three times and so on at the same time, then we can say B
is proportional to A.
Direct Proportion
For another example, if 1 lolly cost 20t, 2 lollies cost 40t, and 6 lollies cost K1.20 then cost of lollies is
proportional to the number of lollies. As number of lollies increase the cost of lollies increase too. This is
called direct proportion
The proportions can be calculated from the base units e.g. in the case of base and the area of a
parallelogram, when base changes by 2 times (3 cm x 2 times), the area increases and changes by 2 times
and so on, the height stays the same. Then we can say area of the parallelogram is in proportion to the
base. When represented on the graph, it will show a direct proportion.

L142. two quantities which change L142. two quantities which

together change together
3. Make Equilateral triangles that are lined up
1. Find the relationship of 2 quantities changing horizontally by using straws of the same .
together. length
(a)
(b)
4. Look for two quantities which change

together from the above. Study how to
change the number of equilateral triangles
(c) and straws.
(d) 5. When the number of Equilateral Triangles

increase by 1, by how many does the number
of straws increase?
6. When we make 10 Equilateral Triangles, how
many straws do we need
Look or quantities that change together in A, B,

C, and D.
How are they changing together? Write in the
table below.
Things that change How they change

together
(a) and
(b) and
(c) and
(d) and
140 GRADE 4
L144. Mathematical
L143. C
hanging Quantities and
Sentence Using and
Graphs
Teaching and learning activities (60 min) Read and think about how to calculate the
following.
1. The table below shows how the amount of
water and time change as a bathtub is fill. 1. When the number of steps is and its
height is , express mathematical sentence
by using and .
height of each steps x number of steps
= height ( find the height when there are 40
steps
(a) Write points on the graph by using the 15 x =
numbers on the table. Raka’s classroom was on the third floor. The
(b) Connect the points with a line children decided to use the stairs to measure
(c) What is the amount of water in L 7minutes the height from the floor on the first floor to the
after starting to fill the both tubs? floor on the third floor.
(d) How many litres of water will there be after As the number of stairs increases, how does the
20 minutes? height of the first floor change?
There are 40 steps between the first and third
floors. Write the number of steps and the height
of the first floor in the table.
2. A
nother bath tub was filled with water as
shown on the table below.

L145. Mathematical L146. Exercise

Sentence Using and
Look at the relationships between the 2
Arrange a square paper with 1cm side and quantities written below.
make the following. 1. In which one is “both quantities are increas-
ing” and in which one is “ one increasing
and one decreasing”.
(a) The distance that a car travels and the
quantity of fuel used.
(b) The time that you are riding on the train that
started at one station and the distance
from the train to the next station
(c) The quantity of orange juice consumed and
(a) How long cm are the length around 1 stair the remaining amount
and 2 stairs?
2. the children are going to connect 10cm tapes
(b) Study how the number of stairs and the
as shown in the figure below.
length around the stairs change.
The length of each section overlapping is 1cm.
(c) When the number of stairs increase by 1,

(a) if we connect 2 pieces of tape in this way,
how long does the length around the stairs
What is the total length in cm?
increase?
(d) When the number of stairs is and the
length of around stairs is , show the
relationship by mathematical sentence.
(b)Write the number in the table below
(e) W hen the number of stairs is 8, how many
Number of Pieces of Tape and the total
cm is the length around the stairs? And when
Length
the length around stairs is 40 cm, what is the
number of stairs?
Exercise
I buy sheets of drawing paper at 20 toea each.
When the number of sheets I buy is and 3. Calculate the following
the cost is , express the relationship between
and as mathematical sentence.
142 GRADE 4
Assessment, Reporting and Recording
Assessment
There are 3 types of assessments that teachers are expected to use when they are teaching the lessons.
These are;
1. Assessment for Learning

2. Assessment as/in Learning
3. Assessment of Learning
1. Assessment for Learning
‘Assessment for learning’ is also known as classroom assessment. It is an ongoing process that arises out
of the interaction between teaching and learning. It is not used to evaluate learning but to help learners
learn better. It does so by helping both students and teachers to see:
• the lesson objective and the criteria for the lesson

• the progress of the student as a learner in relation to the lesson objective
• where they need to link to the next lesson
Sample of Assessment
Below are two different approaches the teacher can choose and prepare for each lesson.
a. Ask oral questions in reference to the lesson.

For example, teacher posing a revision problem referring to addition with 2 digit numbers and
asking the following questions directly to the students to get their responses.
1. How many marbles are there from 13 red marbles and 24 yellow marbles? 38 marbles
altogether.
2. How did you get the answer?
3. Can you show the mathematical expression on the blackboard? Student should show hands and
teacher selects one male and female to show their work on the blackboard.
4. Teacher and students agree with the process of addition with 2 digit numbers in vertical form.
5. Can we be able to do addition with 3 digit numbers?
b. Peer group discussions

For example, the activity on “let’s think about addition with 3 digit numbers” Teacher write the
problem on paper rings “For the party decoration, we made 215 paper rings yesterday and today we
made 143 paper rings”
1. Students represent the problem on the tape diagram correctly

2. Write the expression and show on blackboard
3. Add in vertical form to find the solution
4. Teacher check their work to for addition of 3 digit numbers in vertical form
5. Teacher evaluate and link addition of 2 digit numbers to 3 digit numbers

144 GRADE 4
Assessment Recording Tools
• criterion reference
• checklist
• oral presentation
Assessment Methods
• group work • observations
work samples
Assessment• Methods
• observations
• portfolios
• work samples
• Tests
• portfolios• Assignments
• Tests • Projects
• Assignments
• Investigations
• Projects
• Investigations
Sample - Individual Assessment Record Sheet
Assessment Total Student % Achievement Content Evaluation/Comments

Score Score Level Standard
1 3 2 67 SA 3.1.2 Achieved Standard Statement

and pass benchmark
Total
Sample Students Assessment Record Sheet
Std. Name A Ass2 Ass 3 Ass 4 Ass 5 Ass 6 Ass 7 TOTAL % ACH. Comments/
ss Eva
(22) LEVEL
1
3 3 3 2 1 6 4
John 2 1 2 3 2 3 1 14 64 SA Above 50%
SCORE 9
TOTAL 6
% 6
7
AC.LEVEL S
A
Comments

National Achievement Levels - Benchmark
% Mark Achievement Level Explanation

A Above 85% Very High A grade indicating excellent achievement in the course.
Achievement The student has an extensive knowledge and
(VHA) understanding of the course content and can
readily apply this knowledge. In addition, the student
has achieved a high level of competence in the
processes and skills of the course and can apply these
skills to new situations.
B 70 - 84% High Achievement A grade indicating a high level of achievement in the
(HA) course. The student has a thorough knowledge and
understanding of the course content and competence
in the processes and skills of the course. In addition,
the student is able to apply their knowledge and skills
to most new situations.
C 50 - 69% Satisfactory A grade indicating substantial achievement in the
Achievement course. The student has demonstrated attainment of
(SA) the main knowledge and skills of the subject and has
achieved a sound level of competence in the process-
es and skills of the course.
D 20 - 49% Low A grade indicating satisfactory achievement in the
Achievement course. The student has demonstrated an acceptable
(LA) level of knowledge and understanding of the course
content and has achieved a basic level of competence
in the processes and skills of the course.
E 0-19% Below Minimum A grade indicating elementary achievement in the

Standard course. The student has an elementary knowledge and
(BMS) understanding of the course content and has achieved
limited competence in some of the processes and
skills of the course.
146 GRADE 4
Assessment Processing

Resources
Check each lesson for the resources that are needed and prepare them in advance before you
teach the lessons. Good quality resources can enhance learning environment in many ways such
as;
• Making learning interesting

• Supporting a range of student ability
• Supporting a range of learning styles and therefore not relying on one way of teaching and
learning
• Supporting explanations and understanding
• Reinforcing new ways of working or new concepts
• Supporting a positive learning environment
• Making students think
• help students use correct mathematics words and terms
Resources can be obtained in two ways;
• R eady-made and provided in kits or by the school

E.g. Clocks, timers, phones, computers and standard geometrical figures such as cones, and
other shapes
• Resources and how to make them
Cards – can be made from cardboards or bark of trees etc., place value cards
Sticks – in bundles and make them available
Posters – make number charts, or make patterns of charts
Geometrical figures – tins, boxes, cut out timber in rectangles, squares etc.
Balances – can be made from sticks, strings and cans
148 GRADE 4
Abbreviations
ASK - Attitude, Skills and Knowledge
cm - centimetres
dL - decilitres
DM - Data and Mathematics Relations
g - grams
GF - Geometrical Figures
kg - kilograms
km - kilometres
L - Litres
m - metres
mL - millilitres
mm - millimetres
MT Mathematical Thinking
NO Number and Operations
QM Quantities and Measurements
T/L Teaching and Learning
t tonnes

Glossary
Words Definitions
analysing Studying something very closely, breaking something into components, examin-
ing a structure, expressing something using mathematical terms
Bench Marks Set criteria of the content standards that have to be achieved by the end of each
grade level, grade 2,5,8,10,12
commutative In reference to exchange or substitution e.g. x+y=10 when x is 7 as in addition;
addition and multiplication are commutative processes while subtraction and
division are not.
Inferring Coming to a conclusion or forming an opinion about something on the basis of
evidence or reasoning.
inequality signs State of being unequal; less then < and more than> are unequal signs
Math Syllabus Contains the policy on Mathematics content that has to be implemented in all
schools and grades that is subjected.
Math Teacher Guide The teaching and learning organised guide that will help the teacher to
implement the content from the syllabus so that mathematics content is taught
and assessed for each grade.
Quotient Result of the divisions e.g. 10 ÷2=5,5 is the quotient of the division
Standard Based The structure of the education system is to be standard and of quality
Education expectations from the global and vision 2050
Standard Based Curriculum is of standard and quality as stipulated in the content standards and
Curriculum to be taught, implemented and achieved by each grade across Papua New
Guinea.
Synthesising Combining of various components into a whole – to combine different ideas,
influence or objects into new whole
validating To confirm something and find its proof
Verifying To prove that something is true by examination, investigation or comparison
Tessellation To fit together something without leaving any spaces,e.g. geometric figures
Addend A number that is added to another in an addition problem
Example: 2 + 3 = 5. The addends are 2 and 3.
Congruent figures Figures that have the same size and shape
Composite number A whole number that has more than two factors
Eg; 9 is a composite number since its factors are 1, 3, and 9.
Place value A place value number system based on grouping by tens; each place has a value
10 times the value of the place at its right.
decimal point A symbol used to separate dollars from cents in money and to separate the ones
place from the tenths place in decimals. Eg
dividend The number that is to be divided in a division problem
Eg: 35 ÷ 5 = 7. The dividend is 35.
Divisible Capable of being divided so that the quotient is a whole number and the remain-
der is zero. Eg: 21 is divisible by 3.
divisor The number that divides the dividend .Eg: 18 ÷ 3 = 6
The divisor is 3.
150 GRADE 4
References
NDOE 2016, Mathematics Junior Primary SBC Syllabus, NDOE, Waigani
NDOE 2004, Mathematics Lower Primary Syllabus, NDOE, Waigani
NDOE 2004, Mathematics Lower Primary Teacher Guide, NDOE, Waigani
Elementary School Teaching Guide for the Japanese Course of Study (grade 1-6), 2010,
CRICED, University of Tsukuba
Study with your Friends Mathematics for Elementary School, © Gakkohtosho Co. LTD,
Taheshi Nara, Tosho Printing Co., LTD Japan
NSW Department of School Education © 1989, Mathematics K-6, reprinted 1994 by Board of Studies with
permission

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Mathematics

‘FREE ISSUE Papua New Guinea

Papua New Guinea

Published in 2017 by the Department of Education

© Copyright 2017, Department of Education, Papua New Guinea

All rights reserved. No part of this publication may be reproduced, stored

Graphic Design & Layout by David Kuki Gerega

Special acknowledgement is extended to Teacher Colleges Lecturers,

Special acknowledgement to Professor Masami ISODA of Tsukuba

MATHEMATICS TEACHER GUIDE iii

The importance of mathematics curriculum is to ensure that all students will

Teachers are encouraged to read this teacher guide carefully to become

I commend and approve this Grade 4 Mathematics Teacher Guide to be used

How to Use the Teacher Guide

• how the lesson will be delivered,

Links with other grade

The content of Grade 4 Mathematics is a build-up of what is covered at the

MATHEMATICS TEACHER GUIDE 1

Mathematics has two aspects, a body of knowledge and a set of processes.

Processes of Mathematical thinking include:

Analyzing, classifying, comparing, counting, inferring, explaining, estimat-

Ways of teaching Mathematics lesson (T/L Approaches)

• Presenting of the Mathematical Problem

Teaching and Learning content

The Teaching and Learning content contains the mathematical activities to

This teacher’s guide highlights Topics, subtopics, ASK, Mathematical

• R ead and understand the teaching and learning activities (contents)

MATHEMATICS TEACHER GUIDE 3

Teaching and Learning Activities

Key Concept (KAS)

Write 8 600, 12 407, 50,000, and 9700 on the board.

Million Hundred Ten Thousand Hundred Tens Units/ones

Million Hundred Ten Thousand Hundred Tens Units/ones

Prepartion of Board Plan

Todays lesson Practice

MATHEMATICS TEACHER GUIDE 5

Grade 4 Mathematical Activities

Performance a. Pose questions for larger numbers and decimal numbers.

Enjoy posing questions on line graphs

Performance a. Use rules of division to find easier ways of dividing

Assessment 1. Appreciate ways of calculating using the rule of division.

MATHEMATICS TEACHER GUIDE 7

2. How to Plan and Program

Below is a sample of how mathematics can timetabled.

Time Monday Tuesday Wednesday Thursday Friday

12:00 - 1:00 LUNCH

1:30 - 2:00 Health Health Health Arts Arts

2:00 - 2:30 Arts Block Time PE PE Sport

2:30 - 3:00 PE Arts Block/Time

Strand Topics Lsn # Lesson titles

6 Calculating Large Numbers

Quantities and Sizes of Angles 17 Identifying Sizes of Angles

MATHEMATICS TEACHER GUIDE 9

Strand Topics Lsn # Lesson titles

45 Making Shapes by connecting Points

Strand Topics Lsn # Lesson titles

Number and Rule and order of 88 Calculation of Whole numbers (2)

MATHEMATICS TEACHER GUIDE 11

Strand Topics Lsn # Lesson titles

• R ead and understand the teaching and learning activities (contents)

1. Read and write the of population the

2. Write the population figures of the provinces

1. Let’s practices reading larger numbers from

2. Give the value of the number that is

Answers 4. Write the number that is the sum of 9

5. The number that is the sum of

(a) The number that is 20 set of 1million and 345 (e)

L6. Calculating Large Numbers L6. Calculating Large Numbers

2. Think about how to calculate

(a) What is the difference between the cost of

(a) The sum of 1 billion, 700million and 2

4. The National library of Papua New

(b) Write the math expression and calculate the

(a) The number that is the sum of 46 sets of 1

(a) 38 billion and 300 million + 42 billion and 900

L8. rules of division L9. rules between divisor and

1. There are cakes. If each child receive 3

(b) What rules are there for dividend and the

L10. relationship between L10. relationship between

1. There is a 24 m length of tape. If this is cut

5. Use the rules of division to find the correct

2. Write this as a division sentence using the (b) 14 ÷ 2 = ÷8

4. Write these mathematical sentences

3. Write an expression by using groups of 10

4. Identify the number of groups made when 80

5. If you were to divide 800 colored papers