Grade 4 Math SILAK-Third Quarter

4
MATHEMATICS
SELF-INSTRUCTIONAL LEARNING
ACTIVITY KIT
(SILAK)
Department of Education - MIMAROPA Region

Self-Instructional Learning Activity Kit (SILAK)
Mathematics Grade 4
First to Fourth Quarters
First Edition, 2020
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Published by the Department of Education, MIMAROPA Region

Director: Benjamin D. Paragas, CESO V
OIC, Asst. Regional Director: Atty. Suzzette T. Gannaban-Medina
Development Team of the Material

Authors: Jennifer V. Castañeda, Naida Reig Quinto, Babylyn B. Regio,
Freddie M. Malabayabas, Arlene A. Selda, Evelyn F. Plata, Gemma A. Abrea,
Marilyn M. Milambiling, Mildred R. Oliva
Editors: Evelyn C. Joya, Jay P. Pena, PhD, Gemma A. Abrea, Margie Jane R. Maňibo
Reviewers: Evelyn C. Joya, Jay P. Pena, PhD, Jerome De la Cruz,
Gemma A. Abrea, Margie Jane R. Maňibo
Illustrator: Hazel Esplana and Vincent Maderazo
Layout Artist: Fritzie Pearl M. Paras, Division of Puerto Princesa
Arianne Kaye N. Sager
Cover Design Artist: Jefferson Repizo, Louie J. Cortez
Management Team:
Benjamin D. Paragas, CESO V, Atty. Suzette T. Gannaban- Medina,
Mariflor B. Musa, Danilo C. Padilla, Freddie Rey Ramirez, Elsa M. Lim,
Johnna Tajonera, Astrid N. Agbanlog, Elmar Alzate, Nestor Rualo,
Marie Vic Cabrera-Velasco, Rogelio B. Candido, Elizabeth T. Dela Alas,
Elmer P. Concepcion, Marian B. Rivamonte, Ronald S. Brillantes,
Allyn Gonda, Ruben R. Dela Vega, Norman Magsino,
Arianne Kaye N. Sager
Printed in the Philippines by:

Department of Education, MIMAROPA Region
Office Address: Meralco Avenue, cor. St. Paul Road, Pasig City
E-mail Address: mimaropa.region@deped.gov.ph
4
Self-Instructional
Learning Activity Kit
(SILAK)
Mathematics
QUARTER 3
This instructional material was collaboratively developed and reviewed

by educators from the public elementary schools from the seven Schools
Division Offices of MIMAROPA Region. We encourage teachers and other
education stakeholders to email their feedback, comments, and
recommendations to the Department of Education, MIMAROPA Region at
mimaropa.region@deped.gov.ph.
We value your feedback and recommendations.
Department of Education • MIMAROPA Region

Table of Contents
Quarter 3 Pages
Week 1
Lesson 1: Describing and Drawing Parallel, Intersecting, 1-5
and Perpendicular Lines Using Ruler and Set Square.
M4GE-IIIa-13
Jennifer V. Castañeda, Division of Palawan
Week 2:
Lesson 1: Describing and Illustrating Different Angles 6-10
(Right, Acute, And Obtuse) Using Models M4GE-Iiib-14
Jennifer V. Castañeda, Division of Palawan
Lesson 2: Describing the Attributes/Properties of Triangles 11-14
and Quadrilaterals Using Concrete Objects or Models
M4GE-Iiib-15
Week 3:
Lesson 1: Identifying and Describing Triangles According to 15-19
Sides and Angles (M4GE-Iiic-16)
Naida Reig Quinto, Division of Marinduque
Lesson 2: Identifying and Describing Quadrilaterals 20-23
(M4GE-Iiic-16)
Naida Reig Quinto, Division of Marinduque
Jennifer V. Castañeda, Division of Palawan)
Week 4:
Lesson 1: Relating Triangles to Quadrilaterals and 24-26
Quadrilateral to Another Quadrilateral
M4GE-Iiid-18.1 & M4GE-Iiid-18.2
Freddie M. Malabayabas, Division of Marinduque
Week 5:
Lesson 1: Determining the Missing Term/S in 27-31
a Sequence of Numbers. M4AL-Iiie-5
Babylyn B. Regio, Division of Marinduque
Lesson 2: Finding the Missing Number In An Equation 32-35
Involving Properties of Operations. M4AL-Iiie-13
Babylyn B. Regio, Division of Marinduque
Week 6:
Lesson 1: Finding the Elapsed Time in Minutes and Seconds 36-42
M4ME- Iiif-11
Arlene A. Selda, Division of Marinduque
Lesson 2: Estimating the Duration of Time in Minutes 43-46
M4ME- Iiif-12
Lesson 3: Solving Problems Involving Elapsed Time. 47-52

M4ME-Iiig-13
Week 7:
Lesson 1: Visualizing the Perimeter of any Given Figures 53-58
in Different Situations. M4ME-Iiig-48
Gemma Abrea, SDO Calapan City
Lesson 2: Measuring the Perimeter of Any Given Figure 59-62

Using Appropriate Tools. M4ME-Iiih-49
Gemma Abrea
Lesson 3: Finding the Perimeter of Triangles, Square, 63-67

Rectangle, Rhombus, Parallelograms and Trapezoids
M4ME-Iiig-51
Evelyn F. Plata, Division of Marinduque
Week 8:
Lesson 1: Solving Routine and Non-Routine Problems 68-74
in Real – Life Situations Involving Perimeter of
Squares and Rectangles, Triangles, Parallelograms
and Trapezoids M4ME – Iiii-52
Marilyn M. Milambiling, Division of Marinduque
Week 9:
Lesson 1: Differentiating Perimeter from Area 75-79
M4ME-Iiij-53
Lesson 2: Converting Sq. cm to Sq. m And Vice Versa. 80-84

M4ME-Iiij-54
Mildred R. Oliva, Division of Marinduque
ANSWER KEY 85-96

REFERENCES 97 -98
Grade Quarter 3 Week 1 Lesson 1
IV Describing and Drawing Parallel, Intersecting, and
Perpendicular Lines Using Ruler and Set Square
A line is a set of points that extends infinitely in two directions and

follows a straight path. It has one dimension, length.
Example: read as: line YA

Y A
Parallel lines never intersect or cross each other and these lines have the
same distance apart. Parallel line can be horizontal, vertical, or diagonal.
Examples:
horizontal vertical diagonal
Lines that cross each other are called intersecting lines. They share one
point which is called point of intersection. If two lines cross at a point they are
considered intersecting lines; it does not matter what angles are formed when the
lines meet.
Example:
Page 1 of 103
A line is considered perpendicular to another line if it crosses at the line
at a right angle or 90 degrees, or if it forms square corners at the point of
intersection.
Examples:
A FIRST LOOK
Activity No. 1
A. Directions: Classify whether the pair of lines are parallel, intersecting

or perpendicular. Do this in your test notebook.
1. ________ 2. ________ 3. ________
4. _________ 5. _________
Page 2 of 103
B. Directions: Read and analyze the questions below. Write True if the
statement is correct and False if it is not. Write your answer in your test
notebook.
1. line JC intersects with line ZY
Z C
J Y
2. line AV is parallel to line JC
J V C
3. The figure is an example of perpendicular line.
4. Pair of lines are example of intersecting lines.
5. Line FG is perpendicular to line SU.

S
Page 3 of 103
A DIFFERENT WAY
Activity No. 2
A. Directions: Study the figure and answer each question. Write your
answer in your notebook.
E F
B A
1. Which line is parallel to side EB? ____________
2. Which line in the figure represents diagonal line? _________
3. Name a line that intersects DC. ______________
4. Name two lines that are perpendicular to side BA. ________
5. Which line is parallel to side EF? ________
B. Directions: Study and analyze the figure. Write Yes if the statement is
correct and No if it is not. Write your answer in your test notebook.
C A
B Y D
Page 4 of 103
1. CY and YA are perpendicular lines. _______________
2. Lines CA and BD are parallel lines. ____________
3. There are three lines intersecting at point Y. __________
4. Line AM is perpendicular to line CS. ___________
5. Line BD and AY form square corners at the intersection. ___
BRAIN – COMPATIBLE
Activity No. 2
Directions: Identify the Parallel, Perpendicular, and Intersecting Lines in the
figure below. Write your answer in your test notebook.
L R P
J
X W
H D
O
T F Z
1.Lines XW and RF are ______ 6.Lines HD and LT are _____
2.Lines LT and PZ are _______ 7.Lines XW and LT are _____

3.Lines HD and PZ are _______ 8.Lines PZ and JO are _____
4.Lines XW and JO are _______ 9.Lines XW and PZ are _____
5.Lines LT and RF are _______ 10.Lines JO and RF are ______
Page 5 of 103
IV Describing and Illustrating Different Angles
(Right, Acute, and Obtuse) Using Models
In geometry, two rays with the same endpoint always create two angles.
We use capital letters to name angles. One letter is for the vertex and the other
two for the side of the angle.
The endpoint or vertex is always at the middle.
sid B
B
vertex
C
side
Type of Angle Description Example
An angle that is less than 90˚

Acute Angle
or 1˚ to 89˚ 49˚
An angle that is exactly 90˚

Right Angle
90˚
An angle that is greater than 90˚

Obtuse Angle but less than 180˚
140˚
or 91˚ to 179˚
Page 6 of 103
A FIRST LOOK
Activity No. 1
A. Directions: Identify the angles by writing right, acute, and obtuse on the
line. Write your answer in your notebook.
1. 2. 3.
___________ ____________ ___________
4. 5.
_______________ _____________
B. Directions: Study the figure and tell what kind of angle is formed. Write
acute, right, or obtuse on each blank. Write your answer in your notebook.
U
1. KQS ___________ K
F
2. UQE ___________
E S
Q
3. LQF ___________
4. EQL ___________
5. FQS ___________ L
Page 7 of 103
A DIFFERENT WAY
Activity No. 2
A. Directions: Tell whether each angle is acute, right, or obtuse. Write your
answer in your test notebook.
1. Pentagon 2. Rectangle 3. Triangle
G N
T E
L Y
U D
B H N C
LBH_____ ECN_______ UND______
4. Octagon 5. Trapezoid
C
K R
B D
A E
H F
G A J
BCD__________ KRJ___________
B. Directions: Find the following words in the puzzle either horizontal, vertical,
or diagonal by answering the following questions. Write your answer in your
notebook.
E D L N W L D R E T
V F C O G L O T B R
E S P M B I I O M I
R I A H R T B P I G
T A C U T E U H A H
E N E J D G A S U T
X R Y K A B Y E E S
E T X O Z A N G L E
Page 8 of 103
Questions:
1. I am an angle that measures exactly 90˚. Who am I?
2. I am always at the middle. Who am I?
3. What do you call an angle that is less than 90˚?
4. Two rays with the same endpoint is called______.
5. I am an angle that measures greater than 90˚. Who am I? in the ones
Activity No. 3
A. Directions: Write the correct word to complete the crossword puzzle below.
Write your answer in your notebook.
Across
2. an angle less than 90˚
3. an angle that measures exactly 90˚
4. an angle that measures greater than 90˚
Down
1. always at the middle
5. two rays with same endpoint always create
1 5
Page 9 of 103
B. Directions: Tell whether the angle shown by the clock is acute, right, or
obtuse. Write your answer in your notebook.
1 12
2
3
9 9 3
1. 2.
6 6
_________________ _________________
12
9 3
3.
_________________
1 1
2 2
9 3 9 3
4. 5.
6 6
_________________ ________________
Page 10 of 103
IV Describing the Attributes/Properties of Triangles and

Quadrilaterals Using Concrete Objects or Models
Let’s explore!
Get a piece of cardboard. Then, divide and cut like this in the
illustrations below.
What shapes are formed?
What are attributes?

The term attributes in the context of mathematics is used to describe
a characteristic or feature of an object that allows for grouping of it with
other similar objects.
What is a triangle?
A triangle is one of the basic shapes of geometry. It is a polygon
with three angles and three sides which are straight line segments.
The line segments, also known as sides, do not cross with each
other. There are exactly two sides that meet at a point.
What is a quadrilateral?
A quadrilateral is a polygon with four sides and four angles.
Page 11 of 103
A FIRSL LOOK
Activity No. 1
Directions: Tell whether the following figures are triangle or
quadrilateral. Write your answers in your notebook.
1. ______________
2. __________
3. _________
4. __________
5. __________
Page 12 of 103
A DIFFERENT WAY
Activity No. 2
Directions: Draw figures that can be found in your locality that resemble
triangle and quadrilateral. Do this in your notebook.
A. TRIANGLE (5)
B. QUADRILATERAL (5)
Page 13 of 103
Activity No. 2
Directions: Using the figure below, describe/tell whether the
numbered figure is a triangle or a quadrilateral. Write
your answers in your notebook.
_____5.
_____6.
________ 7. 1. ________
______8.
2. __________
_________9.
3. _________
_________10. 4._________
Page 14 of 103
IV Identifying and Describing Triangles
According to Sides and Angles
Triangles are plane figures with three sides and three angles.
They are of various kinds.
Let us classify them to better understand each kind.
Here, triangles are classified according to the length of their sides:
a. Scalene Triangle is a kind of triangle

that has no congruent sides.
b. Isosceles Triangle is a kind of triangle with

two equal sides.
c. Equilateral Triangle is a kind of triangle with

three equal sides.
Page 15 of 103
Here, triangles are classified according to the measure of their angles:
a. Right Triangle is a triangle that has one

right angle (an angle equal to 900) and has
either two equal angles or two acute angles.
b. Obtuse Triangle is a triangle that has one

obtuse angle (an angle greater than 900)
and two acute angles.
c. Acute Triangle is a triangle with three angles

whose measures are less than 900 each.
Remember:
When you add the angles in a triangle, the sum is 180 degrees.
A FIRST LOOK
Activity No. 1
Directions: Identify the kinds of triangles and quadrilaterals being
described. Then, use the code to unlock the message.
_______ ______ ______ _______ ______ ______ ______ ______

1 2 3 4 5 6 7 8
----------- ---------- ---------- -----------

9 10 11 12
Page 16 of 103
M C F
180 degrees acute triangle square
A A K
angles 90 degrees triangle
R S W
scalene triangle obtuse triangle equilateral triangle
A E E
sides right triangle isosceles triangle
____________________1. It is a triangle with 3 equal sides.

____________________2. It is a triangle that has a right angle which
measures 900.
____________________3. Right triangle, obtuse triangle and acute triangle are
kinds of triangle according to _______.
____________________4. It is a triangle that has no equal sides.
____________________5. In a right triangle, this is the small shape used in one
of its angles to emphasize that it is a right angle?
___________________ 6. Equilateral triangle, scalene triangle and isosceles
triangle are kinds of triangle according to ________.
___________________ 7. It is a triangle that has three acute angles.
___________________ 8. A triangle that has 2 equal sides is called _____.
___________________ 9. It is the sum of all three angles of a triangle.
___________________ 10. A right triangle has one angle which measures _____.
___________________ 11. A triangle with one angle that is more than 90 degrees
but less than 180 degrees is called _____.
___________________ 12. It is a polygon with three sides and three angles.
Page 17 of 103
A DIFFERENT WAY
Activity No. 2
Directions: Piggy is out of the barn! Answer the questions to create a path.
Color the path yellow. Do this in your notebook.
Math Maze
two no ninety
five sixty six three
angle right equal one
obtuse acute straight Forty-five
maybe unequal yes
1. How many equal sides does an isosceles triangle have?

2. How many right angles does a right triangle have?
3. How many degrees is the largest angle of the right triangle?
4. How many equal sides does an equilateral triangle have?
5. What can you say about the two sides of an isosceles triangle?
6. Is it possible that an obtuse triangle can be a scalene triangle?
7. What kind of angle does a right triangle have?
8. Besides obtuse angle, what is the other kind of angle that an obtuse triangle
has?
9. Describe the sides of the scalene triangle.
10. Is it possible that an acute triangle can have an angle more than 90 degrees?
Page 18 of 103
Activity No. 3
Directions: Draw the triangle that is being described in each number. On the
first line, write equilateral, isosceles or scalene. Then, on the second line, tell
whether the triangle is right, acute or obtuse.
Materials Needed: ruler and protractor
1. A triangle which has three acute angles and two equal sides.
______________________
______________________
2. A triangle which has one obtuse angle and no equal sides.
______________________
______________________
3. A triangle which has one right angle and all sides are equal.
______________________
______________________
Page 19 of 103
IV Identifying and Describing the Different
Kinds of Quadrilaterals
Quadrilaterals is a polygon with 4 sides and 4 angles.

The following are different quadrilaterals.
A parallelogram has 2 pairs of parallel sides
and its opposite sides are equal.
A rhombus is a quadrilateral (plane figure, closed

shape, four sides) with four equal-length sides and
opposite sides parallel. Its opposite angles are also
equal.
A rectangle has 4 right angles. Its opposite sides

are equal and parallel.
A square has 4 equal sides and 4 right angles. Its

opposite sides are also parallel.
A trapezoid has only one pair of opposite sides

that are parallel.
Page 20 of 103
A FIRST LOOK
Activity No. 1
Directions: Match each shape to its name. Each shape can only be matched to
one name. Write your answer in your notebook.
1.
rectangle
2. parallelogram
3. rhombus
4. square
5.
trapezoid
Page 21 of 103
A DIFFERENT WAY
Activity No. 2
Directions: Check the boxes that apply to each quadrilateral. Write your answer
in your notebook.
Quadrilateral Parallelogram Square Rectangle Trapezoid Rhombus
Page 22 of 103
Activity No. 3
Directions: Read each item carefully and connect each shape to its properties.
Do this in your notebook.
I have 4 sides
1. Square a
I have 1 pair of parallel sides
I have 4 equal sides
2. Parallelogram b
I have 4 angles, but not always right
I have 4 sides
c
3. Rectangle All my sides are equal
All my angles are equal which are
all right angles
I have 4 sides
d
4. Rhombus I have 2 pair of parallel sides
I have 4 right angles
I have 4 sides
e
5. Trapezoid My opposite angles are equal
I have 2 pairs of parallel sides
Page 23 of 103
IV Relating Triangles to Quadrilaterals and One Quadrilateral
to Another Quadrilateral (e.g. Square to Rhombus)
How are triangles and quadrilaterals related?

➢ Both triangles and quadrilaterals are polygons. They are
closed plane figures made of straight lines.
➢ A triangle is half of a quadrilateral.
Therefore, there are two triangles in all quadrilaterals when

divided diagonally.
How are quadrilaterals related to one another?

All quadrilaterals have relationships to one another. For example:
• Rectangles, rhombuses and squares are all parallelograms.

• A square is always a rectangle and type of rhombus.
• Trapezoids are not parallelograms.
• A rectangle and rhombus could be square.
Page 24 of 103
A FIRST LOOK
Activity No. 2
Directions: Identify and draw the figure that is being described in each number.
1. If this rectangle is cut diagonally, what kind of

triangle according to its angles will be formed?
2.
If this equilateral triangle is doubled and the
other one is connected to its one side, what kind
of quadrilateral will be formed?
3.
If this parallelogram is cut diagonally, what
kind of triangle according to its sides will be
formed?
4.
If this square above is cut diagonally, what kind
of triangle according to its sides will be
formed?
5.
If this right triangle is doubled, and the other
one is connected to its one side, what kind of
quadrilateral will be formed?
Page 25 of 103
A DIFFERENT LOOK
Activity No. 2
Directions. Tell whether the information given is True or False.
______1. A rhombus is always a square.
______2. A rectangle is a parallelogram.
______3. A square is always a rectangle.
______4. Rectangles are all parallelogram.
______5. Triangles can be a quadrilateral.
______6. Trapezoids are also parallelogram.
______7. Triangles are half of quadrilaterals.
______8. Rhombus and square are exactly the same.
______9. Quadrilaterals have an interior angle of 3600.
______10. Triangles and quadrilaterals are both polygons.
Activity No. 3
Directions: Make a one sentence statement to prove your answer in each

of the following questions.
1. Is a parallelogram a rectangle? Yes or No? Why?
2. Is a trapezoid a parallelogram? Yes or No? Why?
3. Is a square a rectangle? Yes or No? Why?
4. Is a rhombus a square? Yes or No? Why?
5. Is a rectangle a parallelogram? Yes or No? Why?
Page 26 of 103
IV Determining the Missing Terms
in a Sequence of Number
A pattern consists of a set of numbers or shapes that appear from one term
to another according to a specific rule. If the pattern consists of numbers,
then it is called a number pattern.
In determining the missing terms, you have to:

a. know if the numbers are ascending or descending, odd or even,
multiples of a number or factors of a number; and
b. use the difference between terms.
Illustrative Examples:
1. 2, 4, 8, 16, 32
Rule: Multiply by 2 to the next number
2. 3, 7, 11, 15, 19
Rule: Add 4 to the next number
3. 31 29 27 25 23
Rule: Subtract 2
4. 2, 7, 22, 67
Rule: multiply by 3, then add 1
Page 27 of 103
A FIRST LOOK
Activity No. 1
Directions. Study the pattern and determine the missing term. Choose the
letter of the correct answer.
1. 90, 75, 60, 45, _______

a. 40 b. 30 c. 20 d. 10
2. 2, 8, 14, 20, _____, 32
a. 28, b. 26 c. 24 d. 22
3. 57, 49, 41, 33, ____
a. 25 b. 27, c. 29 d. 31
4. 53, 57, 61, ____, 69

a. 63 b. 65, c.67 d. 69
5. 12, 13, 15, 18, ______, 27

a. 22 b. 23 c. 24 d. 25
6. 1, 4, 16, 64, 256, _____

a. 1, 024 b. 2,048 c. 4,096 d. 8, 192
7. 6, 12, 18, ____, 30

a. 20 b. 22 c. 24 d. 26
8. 9, 11, 15, 21, 29, _____

a. 39 b. 37 c. 35 d. 33
9. 79, 78, 76, 73, _____,

a. 61 b. 63 c. 65 d. 69
10. 1, 4, 9, 16, 25, ____

a. 36 b. 30 c. 27 d. 2
Page 28 of 103
A DIFFERENT WAY
Activity No. 2
A. Directions: Write the missing numbers in each number sequence.
Page 29 of 103
B. Directions: Write the missing number in each number sequence.
Page 30 of 103
Activity No. 3
Directions: Determine the missing term and write the correct answer on the box
on the train. Choose your answer from the choices inside the cart below the
train.
Page 31 of 103
CARTS:
60
Page 32 of 103
IV Finding the Missing Number in an Equation
Involving Properties of Operations
An equation states quality of two expressions separated by an equal sign.

It is a statement that two expressions are equal. The properties of operations will
help us find the missing numbers in an equation.
The following are examples of each property of operations:

A. Properties of Addition
1. 10 + 0 = 10 Identity Property
2. 4 + 5 = 5 + 4 Commutative Property
3. 2 x (4 x 8) = (2 x 4) x 8 Associative Property
B. Properties of Multiplication
1. 0 x 5 = 0 Zero Property
2. 10 x 1 = 10 Identity Property
3. 4 x 5 = 5 x 4 Commutative Property
4. 2 + (4 + 8) = (2 + 4) + 8 Associative Property
5. 4 x ( 3 + 5) = (4 x 3) + (4 X 5) Distributive Property of
Multiplication over Addition
Page 33 of 103
A FIRST LOOK
Activity No. 1
A. Directions: Find the missing number to make the equation true.
Page 34 of 103
A DIFFERENT WAY
Activity No. 2
Directions: Find the mystery word by answering the equation and look for the
letter that bears the correct answer to the puzzle. Write the letter in each box
below the puzzle to form the mystery word.
1. 5 x __ = 6 x 5 6. (45 + 13) + __ =45 + (13+26)

2. (__ + 3) x 5 = (21x5)+ (3x5) 7. 25 + 3 = 3 + ____
3. 5 x 3 = __ x 5 8. 1 x 50 = _______
4. (12 x 3) x 2 = __ x ( 3 x 2) 9. (86 +17) x 0 =_____
5. ___ x 1 = 15 10. (10 + 19) x 5 = (10 x 5) + (__ + 5)
Page 35 of 103
Activity No. 3
Directions: Give the property used in each equation. Then, write the missing
number.
1. (5+12) + (7+8) = (7 + ___) + ( ___ + 12) : _______________________
2. (10 x 6 ) x 4 = ____ ( 6 x 4) : _______________________
3. 20 + _____ = 35 + ______ : _______________________
4. 14 + ( 16 + 5) = ( ____ + _____) + 5 : _______________________
5. 15 x ______ = 0 : _______________________
Page 36 of 103
IV Finding the Elapsed Time in Minutes and Seconds
• Elapsed time is the length of time when an event happened, from the
start to the end.
• To find the elapsed time you can do the following.
1. Subtract the time when the event started from the time the event ended.
Example 1
Rico and his friends started playing tennis at 8:10 am and ended at 8:55
am. How long did they play?
Subtract 8:10 from 8:55

Time Ended – 8:55 am (Think of 8:55 as 8 hours and 55 minutes)
Time Started – 8:10 am (Think of 8:10 as 8 hours and 10 minutes
0: 45
So, Rico and his friends played tennis for 45 minutes. The length of time
they spent in playing tennis is called elapsed time.
Example 2
Time Ended - 7:25
Time Started - 6:30 -
Since we cannot subtract 30 from 25 so we have to rename 7:25.

Rename 1 hour as 60 minutes, so 7 will become 6:60 +25 = 6:85
Time Ended - 7:25 6:60 + 25 = 6:85

Time Started - 6:30 - -6:30
0: 55
So, the lapsed time is 55 minutes
Page 37 of 103
2. By using a number line
45 minutes
8:00 8:10 8:30 8:55

9:00
Started Ended
You noticed that from 8:10 to 8:55 is 45 minutes

55 minutes
6:30 time started 7:00 7:25 Time

ended
You noticed that from 6:30 to 7:25 is 55 minutes
3. By counting the number of seconds or minutes from the time the event started
to the time the event ended
Page 38 of 103
A FIRST LOOK
Activity No. 1
Directions: Find the elapsed time shown by each number line. Write the answer
in your notebook.
1.
0 sec 5 sec 55 sec

Time Started Time Ended
2.
0 sec 10sec 55 sec

3.
5:30 PM 6:20 P.M.

4.
6:15A.M. 6:55 A.M.
Page 39 of 103
5.
3:05 P.M. 3:50 P.M

6.
5:04 P.M. 5:59

P.M,
7.
1:05 P. M. 1:54 P.M.

8.
2:55 P.M. 3:25 P.M.

9.
4:45 AA.M. 5:30

A.M. Time Started Time Ended
Page 40 of 103
10.
7:30 A.M. 8:12 A.M.

A DIFFERENT WAY
Activity No. 2
Directions: Fill in the puzzle by finding the elapsed time.
1 2
3 4 5
6 7
9 10
Page 41 of 103
Across
Time Time Ended
Started
1 1:05 a.m. 1: 50 a. m.
4 2: 15 p.m. 2: 40 p.m.
6 12:55 p.m. 1:10 p. m.
9 3: 12 p.m. 3: 55 p.m.
8 4:20 a.m. 5:10 a.m.
Down
2 11:02 p.m. 11: 54 p.m.
3 10:19 a.m. 10: 50 a. m.
5 5.05 p.m. 6:03 p.m.
7 9:05 a.m. 9: 59 a.m.
10 7.20 a.m. 7:55 a.m.
Activity No. 3
Directions: Find the elapsed time to crack the code.
Crack the Code
10 55 38 25 15 40 35 45 20 30
Page 42 of 103
Time Started Time Ended Time started Time Ended
M 5:55 6: 15 P 2:50 3: 15
E 8:40 9:20 L 11:05 12:00
E 6:55 7:05 A 9: 52 10:30
T 12:45 1:20 I 7:25 8:10
S 4: 52 5:07 E 3:45 4: 15
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IV Estimating the Duration of Time in Minutes
To estimate the elapsed time, round the minutes in the time ended and time
started to tens. Then find the difference.
Example 1
Read the problem.
The ground of Castro Elementary School is planted with mangoes. Lorena and
her group mates started to clean the ground at exactly 6:40 a.m. They finished
cleaning at around 7:19 am. About how many minutes did they spend cleaning
the school yard?
• In this problem, you are asked to give the estimated length of time
because of the clue word about.
• The given in the problems are 6:40 a. m. and 7:19 a.m.
• The operation to be used is subtraction.
• The number sentence is 7:19- 6:40 = N
Let us solve the answer to the problem
Time Ended : 7:19 7:20 6:80
( Think of 7 hours 20 minutes as 6 hours and 80 minutes)
Time Started 6:40 6:40 -6:40
0.40
The estimated elapsed time is 40 minutes
Let’s find out the actual elapsed time
7:19 6:79(Think of 7 hours 19minutes as 6 hours and 79 minutes
6:40 - 6:40
0: 37
The actual elapsed time is 37 minutes
Page 44 of 103
Example 2
Actual Time T Estimated time
6:48 6:50
- 6:12 6:10
0: 36 0: 40
Answer Answer
36 minutes 40 minutes
A FIRST LOOK
Activity No. 1
Directions: Deal or No Deal. On your notebook, write Deal if the estimated

elapsed time is correct and No Deal if it is wrong.
Time Started Time Ended Estimated Elapsed Time
1 8:05 am 8:53 am 40 minutes
2 7:16 pm 7:44 pm 20 minutes
3 3:21 pm 3: 53 pm 40 minutes
4 11: 15 am 11: 26 am 10 minutes
5 1:01pm 1: 54 pm 50 minutes
6 5:19 am 5:46 am 40 minutes
7 12:12 pm 12: 26 pm 20 minutes
8 9: 17 am 9: 47am 30 minutes
9 2: 32 pm 2: 45 pm 10minutes
10 10: 08 am 10: 49 am 40 minutes
Page 45 of 103
A DIFFERENT WAY
Activity No. 2
Directions: Find the message by determining the estimated elapsed time of the
following:
Time 6:12 9:15 1: 04 11:09 2:05 3:03 5:46 8:55 10:25 8:04
Started am am pm am pm pm pm am am pm
Time 6: 39 9:43 1: 41 11:23 2:52 3:51 6:10 9:12 11:02 8:49

am am pm am pm pm pm am am pm
Ended
Estimated
Elapsed
Time
Letter
Assigned
AJ EM IT ON HY
10 minutes 20 minutes 30 minutes 40 minutes 50 minutes
Activity No. 3
Directions: Solve the following problems. Write your answer in your notebook.
1. Rafael arrived home at 5:55 in the afternoon. If he left school at 5:28 pm,
about how many minutes did it take him to reach home?
________________________________________________________________
2. Jimmy started encoding his project in Science at 7:05 am and finished at 7:56
am. About how long did he encode his project?
________________________________________________________________
Page 46 of 103
3. The class began to rearrange the furniture inside the library at 9:35 am. They
finalized the arrangement at 10:49 am. About how long did it take them to
arrange the furniture?
_______________________________________________________________
4. Lian served as an assistant in the library. He started to work at 6:15 in the
morning. He left the library to attend his Math class at 8:50am. About how long
did he assist in the library?
________________________________________________________________
5. Amado began his breakfast at 7:08 am and finished eating at 7:39 am. About
how long did it take him to eat?
________________________________________________________________
6. Rafael arrived late on his Math class. He entered the class at 9:18 am. If the
class started at 9:00 am, about how many minutes was he late?
________________________________________________________________
6. Gwen walks to school every morning. She leaves her house at 6:28 and
arrives at school at 7:05. About how long does she walk going to school?
________________________________________________________________
7. Marco went to the Rural Health Center to undergo COVID rapid test. He
arrived at the center at 8:25am and was tested at 9: 17 am. About how long did
he wait?
________________________________________________________________
8. Marie went to a drugstore to buy medicine for her father. She arrived at Bahi
check point to get the Municipal Quarantine Pass at 10: 47 am and was able to
get the pass at 11: 32 am. About how long did she wait for the quarantine pass?
________________________________________________________________
9. Marie arrived at the drugstore at 12: 28 pm and was allowed to enter at 1: 12
pm. About how long did she stay outside the store?
________________________________________________________________
10. Social distancing is observed in any grocery store. Only few can enter the
store. I stayed outside the store from 3: 51 pm to 4: 35 pm. About how long did
I stay outside the store?
Page 47 of 103
IV Solving Problems Involving Elapsed Time
To solve word problems, we use these steps:

A. Understand
- What is asked in the problem?
- What are given?
B. Plan
- What operation will you use?
- What is the mathematical sentence?
C. Solve
- How is the solution done?
D. Check and Look Back
- What will you do to check if your answer is correct?
- What is the answer to the problem?
Example 1
Alma started working on her project at 9:10 pm. Upon finishing her
project, she looked at her digital watch and the time was already 9:56 p.m. How
long did she work on her project?
Let us analyze and solve the problem following these steps.
Steps Answer
Understand
- What is asked in the problem? The length of time Alma spent to
finish her project
- What are given? 9:10 p.m. and 9:56 p.m.
Plan
- What operation will you use? Subtraction
- What is the number sentence? 9:56- 9:10 = N
Solve
Page 48 of 103
- How is the operation done? 9:56
-9:10
0:46
Check and Look Back
- What will you do to check if Add the difference to the subtrahend
your answer is correct? 9:10
+ 0: 46
9: 56
- What is the correct answer? Alma spent 46 minutes to finish her
project
Example 2
During the Enhanced Community Quarantine, there is a need to get a
Municipal Quarantine Pass in order to go to another town. Mrs. Sevilla arrived at
the Mayor’s office at 11: 25 am and waited for the pass for 20 minutes. At what
time did Mrs. Sevilla get the pass?
Let us analyze and solve the problem following the steps.
Steps Answer
Understand
- What is asked in the problem? The time that Mrs. Sevilla got the
pass
- What are given? 11:45 a.m. and 28 minutes
Plan
- What operation will you use? Addition
- What is the number sentence? 11:45 am+ 28 minutes = N
Solve
5. How is the operation done? 11:25
+ 20
11: 45 a.m.
Check and Look Back
6. What will you do to check if your Add the sum to the first addend
answer is correct? 11: 45a.m.
-11: 25 a.m
0 :20
Answer: 20 minutes
7. What is the correct answer? Mrs. Sevilla got her municipal pass at
11: 45 a.m.
Page 49 of 103
A FIRST LOOK
Activity No. 1
Directions: Read each problem. Then, write the letter of the correct answer in
your notebook.
Lennuel started watching his favorite tv program at 8:05 a.m. His favorite tv
program was finished at 8: 58 a.m. How long did he watch the television?
1. What is asked in the problem?

A. The time Lennuel started to watch his favorite TV program
B. The time Lennuel finished watching his favorite TV program
C. The activity Lennuel did at 8:05 am
D. The length of time he spent in watching his favorite TV program
2. What are given in the problem?
A. 8:05 am and 8:58 p.m. C. 8:05 p. m and 8:58 a.m.
B. 8:05 am and 8:58 a.m. D. 8:05 pm and 8:58 p.m.
3. What operation will be used to solve the problem?
A. addition B. division C. multiplication D. subtraction
4. What is the number sentence?
A. 8:58 ÷ 8:05 = N C. 8:58 + 8:05 = N
B. 8:58 - 8:05 = N D. 8:58 x 8:05 = N
5. What is the correct answer to the problem?
A. Lennuel watched his favorite TV program for 53 minutes
B. Lennuel started to watch his favorite TV program at 8:05 a.m.
c. Lennuel stopped watching his favorite TV program at 8:58 a.m.
D. Lennuel enjoyed watching his favorite TV program that morning.
Page 50 of 103
My mother begins watering her plants in the garden at 4:12 p.m. She
stops watering at 4:55 p.m. How long does she water her plants?
6. What is asked in the problem?

A. What mother does in her garden
B. The time she begins to water her plants
C The time she stops watering her plants.
D The length of time she spends in watering the plants.
7. What are given?
A. 4:12 p.m. and 4:55 p.m. C. 4:12 p. m. and 4:55 a.m.
B. 4:12 a.m. and 4:55 p.m. D. 4:12 a.m. and 4:55 a.m.
8. What operation will be used to solve the problem?
A. Division B. Multiplication
C. Addition D. Subtraction
9. What is the mathematical sentence?
A. 4:55 + 4:12 = N C. 4:55 - 4:12 = N
B. 4:55 x 4:12 = N D. 4:55 ÷ 4:12 = N
10. What is the correct answer to the problem?
A. Mother begins to water the plants at 4:12 p.m.
B. Mother stops to water the plants at 4: 55 p.m.
C. Mother waters her plants for 43 minutes
D. Mother waters her plants for 1 hour and 7 minutes
Page 51 of 103
A DIFFERENT WAY
Activity No. 2
Directions: Solve the following problems. Write your answer in your notebook.
A. Riza arrived at school at 6:57 a.m. She left her home 35 minutes earlier.
What time did Riza leave home?
1. What is asked in the problem?________________________________
2. What are the given facts? ___________________________________
3. What operation is needed? __________________________________
4. What is the number sentence?_________________________________
5. What is the correct answer? __________________________________
B. The Grade 4 pupils of Mrs. Selda cleaned their area after class in the
afternoon. They started cleaning at 4: 15 p. m. and ended at 4: 27 p.m. How
long did they clean their area?
1. What is asked in the problem?_______________________________
2. What are the given facts? ___________________________________
3. What operation is needed? __________________________________
4. What is the number sentence?________________________________
5. What is the correct answer? __________________________________
Activity No. 3
Directions: Solve the following problems.
1. Doleta began creating a model of the layers of the earth using coconut at 5:30
in the afternoon. She was able to make her model at 6:05 p.m. How long did
it take her to finish creating the model?
2. The Grade 4 pupils spent 33 minutes doing their Science activity. IF they
finished the activity at 9:54 a.m., what time did they start the activity?
Page 52 of 103
3. Rod and Ian were assigned to clean the industrial room today. They began
cleaning at 6:45 a.m. They agreed to work fast. At 7:05 a.m., they were able to
finish cleaning. For how many minutes did they clean the room?
4. Before the opening of the program, the school choir had their rehearsals at
2:05 p.m. in school. If the program started at 2:30 p.m., how many minutes
did they rehearse?
5. The Medes family members have their daily exercise every morning. Today,
they started walking around the municipal plaza at 4:30 a.m. They stopped at
5:10 a.m. How long did they spend in today’s exercise?
6. The pupils of Mr. Arce arrived at the school gymnasium for a dance practice
at 9:18 a.m. If the practice started at exactly 9:30 a.m., how many minutes
were they ahead of the schedule?
7. Mang Abe started to cut the grass in the lawn at 3:40 in the afternoon. He
stopped at 4:12 p.m. because the grass cutter broke. For how many minutes
did he work?
8. Liana and Jayne had a race in going to school. From the same starting point,
Liana spent 22 minutes and 35 seconds to reach the gate of the school, while
Jayne reached the school in 19 minutes and 45 seconds. If they started the
race at 7:05 a.m., what time did Liana reach the school? How about Jayne?
9. The school bus left the school at 4:55 p.m. and traveled for 35 minutes to the
house of Isagani. What time did the bus arrive at Isagani’s house?
10. A tourist bus takes 35 minutes and 50 seconds to travel around Vigan City. If
the bus starts to travel at 12:45 p.m., at what time will the bus finish roving
the city?
Page 53 of 103
IV Visualizing the Perimeter of Any Given Figures
in Different Situations.
What is a perimeter?
How are we going to visualize the perimeter of any given figure?
Study the figures in a geoboard below.
Source: https://apps.mathlearningcenter.org/geoboard/
➢ When we measure the length or distance around any

given figures, we get its perimeter.
➢ To visualize the perimeter, count the number of lines
drawn between the dots around the given figure.
➢ Each dot or line is equal to 1 unit.
Examples:
a. Figure A has 16 dots or 16 lines between the dots.
Therefore, the perimeter of Figure A is 16 units.
b. Figure B has 16 dots or 16 lines between the dots.
Page 54 of 103
Therefore, the perimeter of Figure B is 16 units.
c. Figure C has 14 dots or 14 lines between the dots.

Therefore, the perimeter of Figure C is 14 units.
d. Figure D has 20 dots or 20 lines between the dots.

Therefore, the perimeter of Figure D is 20 units.
e. Figure E has 14 dots or 14 lines between the dots.

Therefore, the perimeter of Figure E is 14 units.
A FIRST LOOK
Activity No. 1
Directions: Visualize the perimeter of the following figures by counting the

number of small squares inside each.
Write only the letter of the correct answer.
1. A. 18 units C. 24 units
B. 15 units D. 16 units
4. 4. A. 12 units C. 16 units
Page 55 of 103
B. Directions: Write the perimeter of each given figure below. Write your
answer in your notebook.
1 unit = 1 cm
6. _______ cm
7.
________ cm
8.
________ cm
9.
_________ cm
Page 56 of 103
10.
_ _________ cm
A DIFFERENT WAY
Activity No. 2
Directions: Visualize the perimeter of each part of the following figures.
Choose your answer from the data inside the box.
1 unit = 1 meter
A. House 18 8 28
12 24
roof
window
B. Playground
wall
door Plant box
B. School Ground 18 52 30
flag
14 6
bench
pole
field
pathway
Page 57 of 103
BRAIN - COMPATIBLE
Activity No. 3
Directions: Connect the dots below each number to form a four – letter word.
Then, visualize the perimeter of each.
= 1 unit
What word was formed? _____ ______ _____ ______

1 2 3 4
1. perimeter of 1st letter = ________
2. perimeter of 2nd letter = ________
3. perimeter of 3rd letter = ________
4. perimeter of 4th letter = ________
Page 58 of 103
IV
Measuring the Perimeter of Any Given Figure
Using Appropriate Tools
Always remember that the perimeter of all polygons can be

determined by adding the lengths of their sides or edges.
To measure the perimeter of an object, we use appropriate tools such
as the following:
Ruler Tape measure
Meter Stick
Remember:
A ruler is used in measuring small objects such as paper, box, books

or picture frames; centimeters or inches are used as units of measure.
A tape measure or a meter stick is used in measuring big or large

objects such as door, window, floor or even a room; meter is used as
units of measure.
Page 59 of 103
For irregular objects, a string of thread or yarn can be used by
placing them around the objects. Then, using a tape measure, get the
total length of the string or yarn used around the object. The total
length of the string or yarn is the perimeter of the irregular objects.
Example: Measure the rectangle using a ruler and find the perimeter.
Figure 2:
The length
Figure 1: We of right side
can see that of rectangle
the length of is 3 cm.
left side of
rectangle is 3
cm.
Figure 3:
The length
of the top
side of
rectangle is 6
cm.
Figure 4:
The length
of the
bottom side
of rectangle
Now that you already have the measure of all the sides of theisrectangle,
6 cm. you must
add all the sides to get the perimeter.
Perimeter = 3cm +3 cm + 6 cm + 6 cm
Perimeter = 18 cm
Page 60 of 103
A FIRST LOOK
Activity No. 1
A. Directions: Using a ruler (cm), measure the perimeter of the following
objects. Show your solutions.
1. notebook: P = _____________
2. Math LM: P = _____________
3. Grade 4 pad paper: P = _____________
B. Directions: Using a meter stick or tape measure (m), determine the
perimeter of the following objects. Show your solutions.
1. window: P = _____________
2. door: P = _____________
3. table: P = _____________
A DIFFERENT WAY
Activity No. 2
Directions: Using a ruler (cm), measure the perimeter of each figure below.
Choose the letter of the correct answer inside the box.
1. 2. 3.
P = ________ P = _________ P = ________
4. 5.
P = __________ P = ___________
Page 61 of 103
14 cm 9 cm 6 cm
8 cm 10 cm
Activity No. 3
Directions: Follow the directions. Do this in your notebook.
1. Measure the sides of any of the following rectangular furniture in your home.
a. dining table
b. center table
c. computer table
2. If the rectangular furniture enumerated above are not available, get a manila
paper and draw a six-sided figure. Measure its side. Then, write the measurements
on its corresponding side.
3. Write a formula to find the perimeter of the figure you drew.
4. Find the perimeter.
Page 62 of 103
IV
Finding the Perimeter of Triangles, Squares,
Rectangles, Parallelograms and Trapezoids
. . . A Review
• A triangle is a polygon with three edges and three vertices.
• A square is a four-sided figure whose sides are all the same length
and whose angles are all right measuring 90 degrees
• A rectangle is a quadrilateral with four right angles
• A parallelogram is a special type of quadrilateral that has equal and
parallel opposite sides.
• A trapezoid is a quadrilateral with exactly one pair of parallel side.
• Perimeter can be defined as the path or the boundary that
surrounds a shape. It can also be defined as the length of the
outline of a shape.
Let’s explore!
Example 1:
Find the perimeter of a square.
25 cm
1. What is the length of each side?

By definition, a square is a four-sided figure whose sides are all of
the same length. Therefore, all sides measure 25 cm.
2. How to find the perimeter of a square?

By definition, perimeter is defined as the length of the outline of a
shape. Therefore, add the measurements of all sides.
Page 63 of 103
1. What is the perimeter of the square?
25 cm + 25 cm + 25 cm + 25 cm = 100 cm
2. There is another way of solving the perimeter of a square.

P= 4xS
P= 4 x 25 cm
P = 100 cm
Example 2: Find the perimeter of the following geometric figures:

A. perimeter of a triangle = (Side + side + side) or 3S
P = side + side + side

4 cm P = 2 cm + 3 cm + 4 cm
2 cm
P = 9 cm
3 cm
P = 3S
P = 3(4cm)
P = 12 cm
4 cm
B. Perimeter of rectangle = 2 (length + width) or 2(L + W)

P = 2(length + width)
P = 2 (5 cm + 2 cm)
2 cm
P = 10 cm + 4 cm)
5 cm P = 14 cm
C. Perimeter of Parallelogram = 2(b +h) where b is the length of the

bases and h is the height of the side.
.
P = 2 (b + h)
P = 2 (4 cm + 5cm)
P = 8 cm + 10 cm
P = 18 cm
Page 64 of 103
D. Perimeter of a Trapezoid = (side1 + side2 + side3 + side4)
P= (side1 + side2 + side3 + side4)

P = (10 + 5 + 6 + 7)= 28
A FIRST LOOK
Activity No. 1
Directions: Solve for the perimeter of the given figures below. Show all
your computations. Write your answers in your notebook.
1). 2). 3).
11 m
25 m
12 cm 25 ft.
4). 5). 6 cm
3 cm 4 cm 4 cm
7 cm
8 cm
Page 65 of 103
A DIFFERENT WAY
Activity No. 2
Directions: Solve the following problems. Show and write all your
solutions and answers in your notebook.
1. Mark draws a triangle whose sides measure 24 cm, 34 cm, and 52 cm.
What is the perimeter of the triangle?
_______________________________________________________
_______________________________________________________
2. The Municipal Government of San Pedro wants to develop a park
shaped like a rectangle. It has a length of 24 meters and a width of 18
meters. If the mahogany trees will be planted on its sides with gaps of
2 meters between them, how many mahogany trees are needed?
_______________________________________________________
_______________________________________________________
3. The sides of a trapezoid measure 90 cm, 73 cm, 44 cm, and 55 cm.
What is the perimeter of the trapezoid?
______________________________________________________
______________________________________________________
4. A businessman bought a piece of land shaped like a parallelogram.
The lengths of the adjacent sides of the lot are 21 meters and 39
meters. What is its perimeter?
_______________________________________________________
_______________________________________________________
5. A carpenter constructed a square center table having a side length of
4 feet. What is the perimeter of the center table?
_______________________________________________________
_______________________________________________________
Page 66 of 103
Activity No. 3
Directions: The problems are on each step of the stairs. Each step has a
corresponding amount of money as a
prize if you can solve the problem. If not,
the amount of money on the step will be
subtracted from your accumulated
amount.
Congratulations!
If the perimeter of a
square is 92 cm, find its
side.
₱2500.00
Find the perimeter of a square
whose side is 5 cm.
₱ 800.00
Teacher Kim puts a border around a 5-
foot by 6-foot rectangular bulletin board.
How many feet of border lines did
Teacher Kim use? ₱ 1,200.00
Find the perimeter of a parallelogram whose
length is 15 cm and width of 12 cm.
₱ 1, 850.00
What is the perimeter?
₱ ₱ 1,000.00
Hajii constructed a flower garden. It has a length of 15 m and a

width of 6 meters. Find the perimeter of Hajji’s flower garden.
₱1,500.00
A softball diamond of RWCS is 20 meters long on each side. How many meters
does a player will run, if he makes a homerun? ₱2,000.00
Page 67 of 103
IV
Solving Routine and Non – routine Problems in Real – life
Situations Involving Perimeter of Squares and Rectangles, Triangles,
Parallelograms, and Trapezoids
TheThis
skillsection provides
of finding a brief discussion/review
the perimeter is needed when youofsolve
the lesson. Thisnon-
routine and aims
to help
routine you remember
problems in real-lifeand understanding
situations involvingthe concepts
perimeter and skills
of squares andpreviously
rectangles,
discussed.
triangles, parallelograms, and trapezoids.
You have learned in your previous lesson that perimeter is the distance around
the polygon meaning you may just simply add the measurement of its sides. Hence,
there are formulas to be followed to make problem solving easier.
Now, let us recall the formulas in finding the perimeter of polygons mentioned above:
1. The perimeter of a square is P = 4s, where s is the length of one side.

2. The perimeter of a rectangle is P = 2 x (l + w), where l is the length and w is
the width.
3. The perimeter of an equilateral triangle is P = 3 x s, where s is the length of one
side.
But if a triangle has different sides, just add the measurement of all 3 sides.
4. The perimeter of parallelogram is P = 2 x (b + s), where b is the base and s is
the side.
5. The perimeter of a trapezoid is the sum of the lengths of its four sides so,
P=s+s+s+s
Let’s have an example:
Marinduque Hot Spring Resort has a

rectangular pool for children. It is 6 meters long
and 4 meters wide. If one walks around the
pool, how long is the distance.
Page 68 of 103
Follow the four-step plan to solve the problem.
• Understand the problem.
What is asked? The distance around the pool
What are given? 6 m long, 4 m wide

• Plan. 6m
Draw the figure
4m
Write the formula

• Solve. P = 2 x (l + w)
Substitute the given to the = 2 x (6 m + 4 m)
formula. = 2 x 10 m
P = 20 m
• Check P = (6 + 6 + 4 + 4) m
Add the measures of the sides. = 20 m
The answer is correct.
Answer: The distance around the pool is 20 meters.

P = 2 x (l + w)
A FIRST LOOK
Activity No. 2
Directions: Find the hidden message. Solve the problem in the first column.
Then, match the corresponding letter with the answer in the boxes below. Write
the letter in the box above each answer.
A rectangular yard has a length of 16 Find the perimeter of parallelogram

meters and a width of 3 meters. What A whose base is 8 cm and the other side I
is the perimeter of the yard? is 12 cm.
A square centerpiece has lace border

What is the perimeter of a table that around it. How long is the border if U
is 3 meters long and 1 meter wide? V each side of the centerpiece is 20 cm
long?
Page 69 of 103
The perimeter of an equilateral tri- The Gonzalez family has a rect-
angle is 60 cm. How long is each F angular pool with the dimension of M
side? 20 meters by 10 meters. What is the
distance around the pool?
Jay enclosed a vegetable garden with

a fence. The four sides of the garden Adrian drew a parallelogram. The
measure 10 m, 9 m, 5 m and 8 m. T length measures 12 cm while the H
How long is the fence? width is 6 cm. What is the perimeter
of his drawing?
A triangle has sides measuring 10cm,

14cm, and 15cm. What is its peri-
N
meter?
Hidden Message:
36 38 8 29 20 80 39 40 39 60 38 32 36
cm m m cm cm cm cm cm cm m m m cm
Page 70 of 103
A DIFFERENT WAY
Activity No. 2
Directions: The problems are on each step of the ladder. Each step has a
corresponding point if you get the correct answer. If not, the points will be
subtracted from your total score.
100
points
90 points
80 points
70 points
60 points
50 points
40 points
30 points
20 points
10 points
What is your total score?
Page 71 of 103
Activity No. 2
Directions: Find your way out of the woods. To find your way out, solve first
each problem below which is represented by a number in the path. Write your
final answer in the rectangular step.
①
③
④
②
⑤ ⑥
⑧ ⑦
⑨ ⑩
① Brother built a fence around a rectangular garden which is 7m long and 4m

wide. How long in cm is the fence built?
Page 72 of 103
② If the perimeter of the trapezoid below is 28 units, how long is the other
side?
3
?
8
③ The perimeter of an equilateral triangle is twice the perimeter of a square.

How long is the side of an equilateral triangle if the side of a square is 18
cm?
④ A rectangle is three times as long as its width. If the perimeter is 64 cm,

what is the length?
⑤ The width of a rectangle is 6 cm less than the length. If the perimeter is 24

cm, what is the width?
⑥ The perimeter of the figure below is 44 units. What is the length of sides EF?
⑦ Spencer laid 5 encyclopedias end to end. Each book has a width of 20 cm

and a length of 28 cm. What is the total perimeter around all 5
encyclopedias?
Page 73 of 103
⑧ Patty purchased a new flat screen TV. The width of the TV is 56 inches. The
height of the TV is 37 inches. Her older TV had a perimeter of 160 inches.
How much larger is the new TV’s perimeter?
⑨ Three squares are placed together to form a rectangle, if each square has a
perimeter of 12 cm, what is the perimeter of the rectangle formed?
⑩ Given the dimension of the interior rectangle, find the perimeter of the
exterior rectangle.
2m
18 m
3m 3m
14 m
4m
Page 74 of 103
IV Differentiating Perimeter from Area
A Review
The Perimeter and the Area
• Perimeter can be defined as the path or the boundary that surrounds a
shape. It can also be defined as the length of the outline of a shape.
• Perimeter measures the distance around the outside of the shape.
• The area can be defined as the space occupied by a flat shape or the surface
of an object
• Area measures the number of square units that can fit on the inside of a
shape.
•
Let’s compare!
Example 1
Perimeter of a Trapezoid = (side1 + side2 + side3 + side4)
P= (side1 + side2 + side3 + side4)

P = (10+ 5 + 6 + 7)= 28 units
Area of a Trapezoid =
Page 75 of 103
1
A= (10 + 5)4
2
1
A= (15)4
2
1
A= (60)
2
60
A=
2
A = 30 sq. unit
The perimeter of a trapezoid is 28 units while the area is 30 sq. units.
Example 2: Differentiate the area and the perimeter

6
1 2 3 4 5 6
12 11 10 9 8 7
6 13 14 15 16 17 18 6
24 23 22 21 20 19
25 26 27 28 29 30
36 35 34 33 32 31
6
The side length of the square = 6 units

The perimeter of the square = 24 units
P = 6 + 6 + 6 +6 = 24
Area of the square = S x S or S2
= 62 or 6 x 6
= 36
Example 3: Differentiate the area and the perimeter
The side length of the rectangle = 7 +4 + 7 +4 = 22

The perimeter of the rectangle = P = 2(L +W)
P = 2(7 + 4)
P = 14 + 8 = 22
Area of the rectangle = length x width
= 7 x 4 = 28
Page 76 of 103
A FIRST LOOK
Activity No. 2
Directions: Differentiate the area and the perimeter of the given figures. Show
your solutions. Write your answers in your notebook.
1.
Perimeter = _____ Area = ______
2.
Perimeter = _____ Area = _____
3.
Perimeter = ______ Area = _____
Page 77 of 103
4.
Perimeter=_____ Area = ______
5.
Perimeter= _____Area = ______
A DIFFERENT WAY
Activity No. 2
Directions: Write P if the given measure is the perimeter and A if it is the

area.
1. 24 meters. = ______________________
2. 36 square meters = __________________
3. 100 centimeters = ___________________
4. 64 squarer centimeters = _____________
5. 128 meters = ________________________
Page 78 of 103
Activity No. 2
Directions: Differentiate the area and the perimeter of the shaded regions.
Write your answers in your notebook.
2 3
4
5
Page 79 of 103
IV Converting Square Centimeter to Square
Meter and Vice-Versa
A Review
• We convert from one unit of measurement to another by means of a
conversion factor.
How to convert square centimeters to square meters?

Let us study this:
10 000 sq. cm = 1 sq. m
540 000 sq. cm = _____ sq. m
Solution: 540 000 sq. m = 540 000 sq. cm x 1 sq. m

10 000 sq. m
= 540 000 sq. m

10 000
= 64 sq. m
How to convert square meters to square centimeters?
The example below is the process to convert bigger square units to smaller
square units.
1 sq m = 10 000 sq cm
12 sq m = _____ sq m
Solution: 12 sq m = 12 sq m x 10 000 sq cm
1 sq m
= 12 x 10 000 sq cm
= 120 000 sq cm
Page 80 of 103
A FIRST LOOK
Activity No. 1
Directions: Change the units below as indicated. Crack the code to get
the hidden message.
1 2 3 4 5
6 7 8 9 10
Questions:
1. 220 000 sq. cm = ____ sq. m
2. 30 000 sq. cm = sq. m
3. 50 000 sq. cm = sq. m
4. 120 000 sq. cm = sq. m
5. 500 000 sq. cm = sq. m
6. 5 sq. m = sq. cm
7. 15 sq. m = sq. cm
8. 25 sq. m = sq. cm
9. 30 sq. m = sq. cm
10.100 sq. m = sq. cm
P A Y V L
22 sq m 50 sq m 12 sq m 9 sq m 50 000 sq
cm
M Z K Y B
17 sq m 1 sq m 2 sq m 300 000 sq 99 sq m
cm
R A A W S
3 sq m 5 sq m 250 000 150 000 sq 1 000 000
sq cm cm sq cm
Page 81 of 103
A DIFFERENT WAY
Activity No. 2
Directions: Show Kitty the way to the house. Answer the questions to
create a path. Shade the box with your favorite color.
790 000 900 000 12.5
650 000 25 125 45
8 900 890 000 670 000 32
90 430 000 810 000
Convert the following to the indicated units.

1. 65 sq m = sq cm
2. 79 sq m = sq cm
3. 90 sq m = sq cm
4. 125 000 sq cm = sq m
5. 450 000 sq cm = sq m
6. 320 000 sq cm = sq m
7. 67 sq m = sq cm
8. 89 sq m = sq cm
9. 43 sq m = sq cm
10.10. 81 sq m = sq cm
Page 82 of 103
Activity No. 3
Directions: Fill out the table with the correct unit of square measures needed.
Area in Square Centimeters Area in Square Meters

1
45 000
640 000
15
9
560 000
2
130 000
5
10
Page 83 of 103
MATHEMATICS 4
SELF-INSTRUCTIONAL
LEARNING ACTIVITY
KIT
(SILAK)
QUARTER 3
Page 84 of 103
Activity 1 Activity No. 2 Activity No. 3
A. A. A.
1. intersecting 1. FA 1. Perpendicular
2. parallel 2. FB 2. Parallel
3. perpendicular 3. NONE 3. Perpendicular
4. parallel 4. EB, and FA 4. Intersecting
5. intersecting 5. BA 5. Parallel
6. Perpendicular
B. B. 7. Perpendicular
1. True 1. No 8. Intersecting
2. False 2. Yes 9. Perpendicular
3. False 3. Yes 10. Intersecting
4. True 4. No
5. True 5. Yes
Activity No. 1 Activity No. 2 Activity No. 3

A. A. A.
1. acute 1. obtuse 1. vertex
2. obtuse 2. right 2. acute
3. right 3. acute 3. right
4. obtuse 4. acute 4. obtuse
5. acute 5. obtuse 5. angle
B. B. B.
1. obtuse 1. right 1 right
2. right 2. vertex 2. obtuse
3. obtuse 3. acute 3. acute
4. right 4. angle 4. acute
5. acute 5. obtuse 5. obtuse
Page 85 of 103
RUBRICS 1. Triangle
1. Triangles 10 pts – drew 10 correct 2. Quadrilateral
2. Quadrilateral objects 3. Quadrilateral
3. Quadrilateral 9 – drew 9 correct objects 4. Quadrilateral
4. Triangle 8 - drew 8 correct objects 5. Triangle
5. Triangle 7 - drew 7 correct objects 6. Quadrilateral
6 - drew 6 correct objects 7. Triangle
5 - drew 5 correct objects 8. Quadrilateral
2 - drew 2 correct objects
1 - drew 1 correct object
0 – no correct object drew
A DIFFERENT WAY
Activity No. 1
1. equilateral triangle
2. right triangle
3. angle(s)
4. scalene triangle
5. square
6. sides
7. acute triangle
8. isosceles triangle
9. 180 degree
10. 90 degree
11. obtuse triangle
12. Triangle
Page 86 of 103
Message: W E A R F A C E M A S K
1 2 3 4 5 6 7 8 9 10 11 12
A DIFFERENT WAY
Activity No. 2
Two No ninety
five Sixty six three
angles Right equal one
obtuse Acute straight Forty - five
maybe Unequal yes
Activity No. 3
1. Sides: Isosceles Triangle
Angles: Acute Triangles
2. Sides: Scalene Triangle
Angles: Obtuse Triangles
3.
Sides: Equilateral Triangle
Angles: Right Triangles
Page 87 of 103
A FIRST LOOK
Activity No. 1
1. parallelogram
2. square
3. trapezoid
4. rectangle
5. rhombus
A DIFFERENT LOOK
Activity No. 2
QUADRILATERALS Parallelogram Square Rectangle Trapezoid Rhombus
Rhombus / x x x /
Square / / / x /
Parallelogram / x x x x
Trapezoid x x x / x
Rectangle / x / x x
Activity No. 3
1. c
2. e
3. d
4. b
5. a
A FIRST LOOK
Activity No. 1
1. Right Triangle 4. Isosceles Traingle
2.
Rhombus 5.
Rectangle
3. Scalene Triangle
Page 88 of 103
A DIFFERENT LOOK
Activity No. 2
1.False 4.True 7.True

2.True 5.False 8.False
3.True 6.False 9.True 10.True
BRAIN - COMPATIBLE
Activity No. 3
1. No, a rectangle has 4 right angles

2. No, a parallelogram has 2 pairs of parallel sides
3. Yes, a rectangle and a square have both 2 parallel sides and 4 right angles
4. No, a square has 4 right angles
5. Yes, both rectangles and parallelogram have 2 pairs of parallel sides
A FIRST LOOK A DIFFERENT WAY BRAIN – COMPATIBLE

1. B A. 1. 192
2. B 1. 21, 24 2. 15,360
2. 60, 68
3. A 3. 184,320
3. 12,16
4. B 4. 81,84 4. 67
5. 82,91,94
5. A 5. 52
B.
6. A 6. 40
1. 26, 30
7. C 7. 60
2. 30, 57
8. A 3. 56,57,71 8. 85
4. 60,42
9. D 5. 78, 74 9. 1024
10. A 10. 16384
Page 89 of 103
A FIRST LOOK A DIFFERENT BRAIN – COMPATIBLE
Activity No. 1 WAY Activity No. 3
1. 30 Activity No. 2
2. 36 1. B 6 1. (5+12)+(7+8) = (7+8) + (5 +12)
3. 24 2. I 21 2. (10x6) x 4 = 10 x (6 x 4)
4.18 3. N 3
5. 10 3. 20 + 35 = 35 + 20
4. O 12
6. 15 5. C 15 4. 14 + (16+5) = (14+16) + 5
7. 70 6. U 26 5. 15 x 0 = 0
8.27 7. L 25
9.35 8. A 50
10. 15 9. R 0
10. S 19
A FIRST LOOK
Activity No. 1
1. 50 seconds 2. 45 seconds 3. 50 minutes 4. 40 minutes 5. 45 minutes
6. 55 minutes 7. 49 minutes 8. 30 minutes 9. 45 minutes 10. 42 minutes
A DIFFERENT WAY Activity 2

1 2
4 5
3 4 5
3 2 5
6 7
1 5 8
9 10
4 3
8
5 0
Page 90 of 103
Activity No. 3
E L A P S E T I M E
10 55 38 25 15 40 35 45 20 30
A FIRST LOOK
Activity No. 1
1. Deal 2.Deal 3. No Deal 4. Deal 5. Deal
6. No Deal 7. Deal 8. Deal 9. No Deal 10 Deal
A DIFFERENT WAY
Activity No. 2
Estimated
Elapsed 30 20 40 10 40 50 20 10 30 50
Time min min min min min min min min min min
Letter I E N J O Y M A T H
Assigned
Activity No. 3
1. 30 minutes 2. 50 minutes 3. 70 minutes 4. 150 5. 30 minutes
or 1 hour and minutes or 2
10 minutes hours and 30
minutes
6. 40 minutes 7. 50 minutes 8. 40 minutes 9. 40 minutes 10. 50
minutes
A FIRST LOOK
Activity No. 1
1. D 2. B 3. D 4. B 5. A
6. D 7. A 8. D 9. C 10. C
Page 91 of 103
A DIFFERENT WAY
Activity No. 2
1.The time Riza left home 6. The length of time they
cleaned their area
2. 6:57 a.m. and 35 minutes 7. 4:15 pm and 4:27 p.m.
3. Subtraction 8. subtraction
4. 6:57 – 35 = N 9. 4:27- 4:15 = N
5. 6:22 a.m. 10. 12 minutes
Activity No. 3
1. 35 minutes- time spent in creating model
2. 9:21 a.m. – the time they started the activity
3. 20 minutes- time spent in cleaning the room
4. 25 minutes – time spent for the rehearsal
5. 40 minutes- time spent for the exercise
6. 12 minutes- number of minutes ahead of the schedule
7. 32 minutes – number of minutes Mang Abe worked
8. 7:27: 35 a.m.- the time Liana reached the school
7: 24: 45 a.m. – the time Jayne reached the school
9. 5:30 p.m. – the time the bus arrived at Isagani’s house
10. 1:25 :50 a.m.- the time the bus will stop
A FIRST LOOK
Activity No. 1
1. A
2. C
3. B
4. B
5. A
6. 12 cm
7. 12 cm
8. 28 cm
9. 16 cm
10. 18 cm
A DIFFERENT WAY
Activity No. 2
A B
1. 24 1. 6
2. 8 2. 18
3. 12 3. 30
4. 28 4. 16
5. 18 5. 52
Page 92 of 103
BRAIN - COMPATIBLE
Activity No. 3
Word: LIFE
1. 20 units
2. 16 units
3. 22 units
4. 26 units
A FIRST LOOK
Activity No. 1 A and B use this rubric.
3 – All questions are answered accurately and completely
2 – Answer deals correctly but something is missing. Have minor errors.
1 – Address item but only partially correct.
0 – Does not address task. Nothing is correct.
A DIIFFERENT WAY
Activity No. 2
1. 6 cm 2. 8 cm 3. 9 cm 4. 10 cm 5. 14 cm
Activity No. 3
Use this rubric.
3 – All tasks are answered accurately and completely
2 – Answer deals correctly but something is missing. Have minor
errors.
1 – Address item but only partially correct.
0 – Does not address task. Nothing is correct.
Page 93 of 103
A FIRST LOOK
Activity No. 1
1. 36 cm
2. 100 ft
3. 72 cm
4. 20 cm
5. 22 cm
A DIFFERENT WAY
Activity No. 2
1. P = S1 + S2 + S3 3. P = S1 + S2 + S3 + S4 5. P = 4S
P = 24 + 34 + 52 P = 90 + 73 + 44 + 55 P = 4(4)
P = 110 cm P = 262 cm P = 16 ft
2. P = 2L + 2W 4. P = 2L + 2 W
P = 2(24) + 2 (18) P = 2(21) + 2 (39)
P = 48 + 36 P = 120 m
P = 84 m
Activity No. 3
1. 80 m
2. 42 m
3. 24 cm
4. 54 cm
5. 22 ft
6. 20 cm
7. 23 cm
Page 94 of 103
A FIRSLT LOOK
Activity No. 1
H A V E F U N I N M A T H
36 38 8m 29 20 80 39 40 39 60 m 38 32 36 m
cm cm cm cm cm cm cm
m m m
A DIFFERENT WAY
Activity No. 2
BRAIN - COMPATIBLE
1. 36 m 2. 138 cm 3. 180 m 4. 150 m 5. 15 m
Activity No. 3
1. 26.200
42cmcm 2. 10
7. units
20 inches 3. 48 8.
cm2 m 4. 9.2454
cmm 10.5. 316cm
m
6. 4 units 7. 256 cm 8. 26 inches 9. 24 cm 10. 88 m
A FIRSLT LOOK A DIFFERENT WAY

Activity No. 1 Activity No. 2
1. P = 24 units A = 45 sq. units 1. P

2. P = 18 units A = 20 sq. units 2. A
4. P = 31 units A = 26 sq. units 4. A
A DIFFERENT WAY
Activity No. 2
1. P = 48 units A = 74 sq. units

3. P = 40 units A = 54sq. units
Page 95 of 103
A DIFFERENT WAY
A FIRST LOOK Activity No. 2

Activity No. 1
Code:
P R A Y
1 2 3 4
A L W A Y S
5 6 7 8 9 10
Activity No. 3
Area in sq cm Area in sq m
10 000 1
45 000 4.5
640 000 64
150 000 15
90 000 9
560 000 56
20 000 2
130 000 13
50 000 5
100 000 10
Page 96 of 103
REFERENCES
Alma R. Tabilang et. Al. Mathematics 4 Learner’s Material, Pasig City, Lexicon Press , Inc,
pages 162-165
Carmelita C. Coronel et al., Mathematics for a Better Life 4, Quezon City, SD Publications,
Inc. 2010 pages 206 – 209
Debbie Y. Grafil et. al., Transformative Mathematics 4.Quezon City, Phoenix Publishing
House, Inc. 2003 pages 318-320
Bacolod, Jennelyn and Cahinusayan, Krizzia Angela. “Global Mathematics 5” (2016): 396-
402
Orosco, Alfred. “Growing Up with Math 5” (2012): 281-283
Department of Education. “K to 12 Mathematics Curriculum Guide” May 2016: page 98
Department of Education.“ Most Essential Learning Competencies in Mathematics 4” May

2020 pages 213 -214
Department of Education. “Mathematics 4 Learner’s Material” 2015: Page 188-191
Department of Education. “Mathematics for a Better Life 4” 2010: Page 224-225
Department of Education. “Regional Training of Teachers on Critical Content of Mathematics

4, Worksheet #5 on Measurement
Department of Education. “Most Essential Learning Competencies Matrix”

May 2020 Page 177
Department of Education. “ Most Essential Learning Competencies Matrix” May 2020: Page
214
Department of Education Mathematics 4 Learner’s Material pp.174-184

Department of Education Mathematics 4 Teacher’s Guide pp 232- 243
Page 97 of 103
For inquiries or feedback, please write or call:
Department of Education – MIMAROPA Region
Meralco Avenue, corner St. Paul Road,

Pasig City, Philippines 1600
Telephone No: (02) 6314070
Email Address: mimaropa.region@deped.gov.ph
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Lesson 3: Solving Problems Involving Elapsed Time. 47-52

Lesson 2: Measuring the Perimeter of Any Given Figure 59-62

Lesson 3: Finding the Perimeter of Triangles, Square, 63-67

Lesson 2: Converting Sq. cm to Sq. m And Vice Versa. 80-84

ANSWER KEY 85-96

A line is a set of points that extends infinitely in two directions and

Example: read as: line YA

horizontal vertical diagonal

A. Directions: Classify whether the pair of lines are parallel, intersecting

1. ________ 2. ________ 3. ________

1. line JC intersects with line ZY

3. The figure is an example of perpendicular line.

4. Pair of lines are example of intersecting lines.

5. Line FG is perpendicular to line SU.

2. Which line in the figure represents diagonal line? _________

3. Name a line that intersects DC. ______________

4. Name two lines that are perpendicular to side BA. ________

5. Which line is parallel to side EF? ________

2. Lines CA and BD are parallel lines. ____________

3. There are three lines intersecting at point Y. __________

4. Line AM is perpendicular to line CS. ___________

5. Line BD and AY form square corners at the intersection. ___

1.Lines XW and RF are ______ 6.Lines HD and LT are _____

2.Lines LT and PZ are _______ 7.Lines XW and LT are _____

5.Lines LT and RF are _______ 10.Lines JO and RF are ______

Type of Angle Description Example

An angle that is less than 90˚

An angle that is exactly 90˚

An angle that is greater than 90˚

___________ ____________ ___________

1. Pentagon 2. Rectangle 3. Triangle

IV Describing the Attributes/Properties of Triangles and

What shapes are formed?

What are attributes?

Here, triangles are classified according to the length of their sides:

a. Scalene Triangle is a kind of triangle

b. Isosceles Triangle is a kind of triangle with

c. Equilateral Triangle is a kind of triangle with

a. Right Triangle is a triangle that has one

b. Obtuse Triangle is a triangle that has one

c. Acute Triangle is a triangle with three angles

_______ ______ ______ _______ ______ ______ ______ ______

----------- ---------- ---------- -----------

____________________1. It is a triangle with 3 equal sides.

five sixty six three

angle right equal one

obtuse acute straight Forty-five

maybe unequal yes

1. 2. 3.

1.Lines XW and RF are __ 6.Lines HD and LT are _

2.Lines LT and PZ are ___ 7.Lines XW and LT are _

5.Lines LT and RF are _ 10.Lines JO and RF are

_ _

___ _ __

1. 5 x = 6 x 5 6. (45 + 13) + =45 + (13+26)

1. (5+12) + (7+8) = (7 + _) + ( _ + 12) : _______________________

2. (10 x 6 ) x 4 = ( 6 x 4) : ___________________

3. 20 + _ = 35 + : _____________________

4. 14 + ( 16 + 5) = ( __ + _) + 5 : _____________________