Name: NOAH GABRIEL ABAJAR

Course & Year: BEED 2A

Course Facilitator: MARCELA C. BUENVENIDA, Ed.D
Subject Code: SPEC 108 (TEACHING MATH IN THE PRIMARY GRADES)
CAPIZ STATE UNIVERSITY PILAR SATELLITE COLLEGE
1ST SEMESTER A.Y. 2021-2022

MODULE 1: WHOLE NUMBERS

LESSON 1: PLACE VALUE

Let’s Practice
A. Give the place value and value of the digit 8 in each numeral.

Number Place Value Value

1. 395 HUNDREDS 8
2. 955 ONES 5
3. 8903 THOUSANDS 0
4. 5908 TENS 0
5. 2973 THOUSANDS 0
6. 1093 THOUSANDS 0
7. 492 TENS 9
8. 925 ONES 5
9. 9215 TENS 1
10. 7890 THOUSANDS 0

B. Write the following in words.

1. 591 - five hundred ninety-one

2. 408 - four hundred eight
3. 3450 - three thousand four hundred fifty
4. 9205 - nine thousand two hundred five
5. 156 - one hundred fifty-six
6. 5890 - five thousand eight hundred ninety
7. 568 - five hundred sixty-eight
8. 7480 - seven thousand four hundred eighty
9. 639 - six hundred thirty-nine
10. 1099 - one thousand ninety-nine

C. Write the following in symbols.

1. four hundred fifty - 450

2. two thirty-six - 236
3. four thousand, nine hundred eighty – 4,980
4. seven thousand, seven hundred fifty-seven – 7,757
5. five thousand, six – 5,006
6. one hundred, eight - 108
7. nine hundred, twenty-five - 925
8. three hundred, sixty - 360
9. five hundred, fifty-five - 555
10. nine thousand, six hundred two – 9,602

D. Answer the following.

1. A number has 5 tens and 2 more ones than tens. What is the number? - The number is 52.
2. A number has 8 ones and 2 fewer tens than ones. What is the number? - The number is
82.
3. Anumber has 6 tens and the same number of ones as tens.What is the number?The
number is 66.
4. A 4-digit number has a 6 in the thousands place, a 9 in the ones place and 0s
elsewhere. What is the number? - The number is 6,090.
5. What 3-digit number has the number 5 as its digit in the tens place and the digit in
the hundreds place twice as big as the digit in the ones place? - The number is 521.

LESSON 2 Addition of Whole Numbers

Let’s Practice
A. Speed Test
Answer the following basic addition facts as fast and as accurate as you can.
Time Started: ___10:47_pm_____ Time Ended: __10:50 pm_________
1. 3 + 3 = ___6__ 11. 9 + 6 = __15___ 21. 5 + 5 = __10___ 31. 15 + 8 = _23___
2. 4 + 6 = ___10__ 12. 11 + 8 = __18___ 22. 4 + 7 = __11___ 32. 5 + 6 = ___11_
3. 8 + 4 = ___12__ 13. 2 + 5 = ___7__ 23. 2 + 5 = __7___ 33. 3 + 8 = __11__
4. 7 + 3 = ___10__ 14. 4 + 7 = ___11__ 24. 3 + 6 = __9___ 34. 7 + 4 = __11__
5. 9 + 3 = ___11__ 15. 6 + 8 = ___14__ 25. 8 + 2 = ___10__ 35. 6 + 4 = __10__
6. 10 + 7 = __17___ 16. 5 + 7 = ___12__ 26. 5 + 7 = __12___ 36. 7 + 8 = __15__
7. 8 + 6 = ___14__ 17. 2 + 6 = __8___ 27. 7 + 8 = __15___ 37. 8 + 7 = __15__
8. 9 + 5 = ___14__ 18. 7 + 5 = ___12__ 28. 3 + 7 = __10___ 38. 6 + 5 = __11__
9. 7 + 7 = ___14__ 19. 5 + 7 = __12___ 29. 4 + 5 = __9___ 39. 6 + 6 = ___12_
10. 9 + 8 = __17___ 20. 5 + 6 = __11___ 30. 7 + 3 = __10___ 40. 7 + 5 = ___12_
B. Give the missing addend or sum. Then identify the property of addition shown in
each number. Write CPA, APA and IPA only.
1. 4 + 8 + 7 = __7__ + 8 + 4 __________CPA________________
2. (7 + 2) + __5___ = 7 + (2 + 5) _______APA___________________
3. __1___ + 9 = 10 __________IPA________________
4. 11 + 8 = 8 + __11___ ______CPA____________________
5. 56 + 0 = _56_____ ________IPA__________________
6. 5 + 6 + _5____ = 4 + 6 + 5 _________APA_________________
7. (9+3) + 4 = __4___ + (9+4) ___________APA_______________
8. 7 + ___4___ = 11 ___________IPA_______________
9. __6___ + 7 = 7 + 13 ___________CPA_______________
10. 98 + 2 = 100 ___________IPA_______________

C. Solve the following problems.

1. Elena has 24 eggs. Melba has 12 eggs more than Elena. How many eggs do the two
girls have in all? - The total number of eggs they have is 24 + 12 = 36 eggs.
2. At the mall, Lina spent $245 on the first store and $150 in the second store. After
which, he has $120 left. How much money did he start with? - Lina started with $245 + $150
+ $120 = $515.
3. Anarose and Annaluz each picked a number from a box. Anarose number is twice
as large as that of Annaluz. The sum of their numbers is 42. What is Anarose
number? Annaluz's number = x, Anarose's number = 2x. The equation becomes x + 2x =
42. Combining like terms, we have 3x = 42. Dividing both sides by 3, we get x = 14.
Therefore, Annaluz's number is 14, and Anarose's number is 2 * 14 = 28.
4. Nicol has 5 books. Czarina has 4 books more than Nicol. How many books do the
two girls have in all? The total number of books they have is 5 + 4 = 9 books.
5. Lina buy a dress worth of $250 and Shoes worth of $499. How much money did he
cost? Lina spent $250 + $499 = $749.

D. Use the properties of addition to solve the following.

1. 2 + 4 + 6 + … + 18 + 20 = 99
2. (39 + 73) + 61 = 173
3. 12 + 28 + 37 + 58 + 79 = 214
4. 888 + 888 + 888 + 888 + 888 = 4,440
5. 606 + 602 + 601 + 607 + 608 + 603 = 3,627
6. 3 + 6 + 9 + … + 27 + 30 = 165
7. (29 + 34) + 74 = 137
8. 17 + 29 + 39 + 63 + 82 = 230
9. 555 + 555 + 555 + 555 + 555 = 2775
10. 732 + 735 + 737 + 731 + 736 + 739 = 4410

Let’s Create
1. Peter sells ice cream for a living. On Monday his revenue was 150 dollars. On Tuesday,
his revenue was 100 dollars. Finally, on Wednesday, his revenue was 50 dollars. How
much is Peter’s revenue so far?

To find Peter's total revenue so far, we need to add up his revenues from Monday, Tuesday,
and Wednesday:
Total Revenue = Monday's revenue + Tuesday's revenue + Wednesday's revenue
Total Revenue = $150 + $100 + $50
Total Revenue = $300

Therefore, Peter's revenue so far is $300.

2. John has 800 dollars in his checking account. He received from his job a check for
1,200 dollars and deposit the amount in his checking account. How much money does
he have in his checking after the deposit?

To calculate John's balance in his checking account after the deposit, we need to add the
amount of the check to his current balance:
Checking Account Balance = Current balance + Deposit amount
Checking Account Balance = $800 + $1,200
Checking Account Balance = $2,000
Therefore, after the deposit, John will have $2,000 in his checking account.

LESSON 3 Subtraction of Whole Numbers

Let’s Practice

A. Speed Test.
Answer the following. Be sure to indicate the time you start and end.
Time Started: __1:47 AM________ Time Ended: ___1:52 AM________
1. 7 – 2 = __5__ 11. 13 – 6 = __7__ 21. 10 – 7 = __3__ 31. 14 – 7 = __7___
2. 5 – 4 = __1__ 12. 14 – 9 = __5__ 22. 20 – 8 = __12__ 32. 12 – 6 = __6___
3. 8 – 5 = __3_ 13. 17 – 9 = ___8_ 23. 12 – 8 = __4__ 33. 18 – 9 = __9___
4. 6 – 3 = __3__ 14. 18 – 8 = __10__ 24. 11 – 5 = __6__ 34. 10 – 5 = ___5__
5. 4 – 1 = __3_ 15. 11 – 9 = __2__ 25. 13 – 8 = __5__ 35. 16 – 8 = __8___
6. 9 – 6 = __3__ 16. 15 – 4 = __11__ 26. 14 – 3 = __11__ 36. 20 – 10 = __10__
7. 2 – 1 = __1__ 17. 19 – 7 = __12__ 27. 18 – 7 = __11__ 37. 11 – 9 = ___2__
8. 5 – 3 = __2__ 18. 7 – 5 = __2__ 28. 11 – 10 =__1__ 38. 13 – 7 = __6___
9. 6 – 5 = ___1_ 19. 16 – 6 = __10__ 29. 15 – 7 = __8__ 39. 19 – 6 = __13___
10.8 – 4 = __4__ 20. 13 – 8 = __5__ 30. 14 – 10 =__4__ 40. 15 – 8 = ___7__

B. Find the missing addend.

1. 6 + __7__ = 13 6. __9__ + 7= 16
2. 7 + __11__ = 18 7. __8__ + 11 = 19
3. 4 + __7__ = 11 8. __8__ + 5 = 13
4. 8 + __6__ = 14 9. __13__ + 2 = 15
5. 9 + __9__ = 18 10. __14__ + 3 = 17

C. Find the Difference

1. 45 - 18 = 27
2. 36 - 17 = 19
3. 356 - 84 = 272
4. 467 - 144 = 323
5. 875 - 389 = 486
6. 50 - 25 = 25
7. 76 - 36 = 40
8. 154 - 74 = 80
9. 256 - 154 = 102
10. 380 - 160 = 220
 D. Solve the following word problems.

1. Melvin harvested 179 mangoes. Christian harvested 59 mangoes less than Melvin.
How many mangoes did Christian harvest?

Melvin harvested 179 mangoes. Christian harvested 59 mangoes less than Melvin.
To find the number of mangoes Christian harvested, we subtract 59 from Melvin's harvest:
Christian's harvest = Melvin's harvest - 59
Christian's harvest = 179 - 59
Christian's harvest = 120

Therefore, Christian harvested 120 mangoes.

2. Tina and Clara have a total savings of $950. Clara saved $99 more than Tina. How
much did each student save?

Tina and Clara have a total savings of $950. Clara saved $99 more than Tina.
Let's assume Tina's savings as x dollars. Clara's savings would be x + $99.
We can set up the equation:
Tina's savings + Clara's savings = Total savings
x + (x + $99) = $950
Combining like terms:
2x + $99 = $950

Subtracting $99 from both sides:

2x = $950 - $99
2x = $851

Dividing both sides by 2:

x = $425.50

So, Tina saved $425.50 and Clara saved $425.50 + $99 = $524.50.

3. Ramon has $670. He spent $159 on food, $135 for his fare, $280 for his project and
saved the rest. How much did he save?

Ramon has $670. He spent $159 on food, $135 for his fare, $280 for his project, and saved
the rest.
To find how much Ramon saved, we need to subtract his expenses from his initial amount:
Amount saved = Ramon's initial amount - (food expenses + fare expenses + project expenses)
Amount saved = $670 - ($159 + $135 + $280)
Amount saved = $670 - $574
Amount saved = $96

Therefore, Ramon saved $96.

4. Catrina spent $250 for her cosmetics, $380 for her dress and $200 for her sandals.
How much did she spent?

Catrina spent $250 for her cosmetics, $380 for her dress, and $200 for her sandals.
To find the total amount Catrina spent, we need to add up her expenses:
Total amount spent = Cosmetics expenses + Dress expenses + Sandals expenses
Total amount spent = $250 + $380 + $200
Total amount spent = $830

Therefore, Catrina spent $830.

5. Shane buy 12 eggs. Jessa buy 6 eggs less than Shane. How many eggs did Jessa
buy?

Shane buys 12 eggs. Jessa buys 6 eggs less than Shane.

To find how many eggs Jessa bought, we subtract 6 from Shane's purchase:
Jessa's eggs = Shane's eggs - 6
Jessa's eggs = 12 - 6
Jessa's eggs = 6

Therefore, Jessa bought 6 eggs.

Let’s Create
1. Peter has 20 dollars in his pocket. He buys a 32 ounces vanilla ice cream for 8 dollars.
How much is Peter’s change?

Peter has 20 dollars in his pocket. He buys a 32-ounce vanilla ice cream for 8 dollars. To find
Peter's change, we subtract the cost of the ice cream from the amount he has in his pocket:
Change = Amount in pocket - Cost of ice cream
Change = $20 - $8
Change = $12

Therefore, Peter's change is $12.

2. Suppose that a car dealer has an inventory of 15,258 Honda Accord they have to sell
by the end of 2008. Suppose they don’t meet their goals and sell only 12456 Honda
Accord by the end of 2008. How many cars are left in the back yard?

The car dealer had an inventory of 15,258 Honda Accord cars. They sold only 12,456 Honda
Accord cars by the end of 2008. To find the number of cars left in the backyard, we subtract
the number of cars sold from the initial inventory:
Cars left = Initial inventory - Cars sold
Cars left = 15,258 - 12,456
Cars left = 2,802

Therefore, there are 2,802 cars left in the backyard.

3. At a local supermarket, a box of cereal usually costs 5.56 dollars. This week, the
supermarket sells the box of cereal for 3.42 dollars. How much money will you save if
you buy this cereal at this supermarket?

The box of cereal usually costs $5.56, but this week it is being sold for $3.42. To find the
amount of money saved, we subtract the discounted price from the regular price:
Money saved = Regular price - Discounted price
Money saved = $5.56 - $3.42
Money saved = $2.14
Therefore, you will save $2.14 if you buy the cereal at this supermarket.

LESSON 4 Multiplication of Whole Numbers

A. Speed Test:

Complete the multiplication grid.

X 4 9 8 2 0 7 5 3 1 6
2 8 18 16 4 0 14 10 6 2 12
5 20 45 40 10 0 35 25 15 5 30
8 32 72 64 16 0 56 40 24 8 48
0 0 0 0 0 0 0 0 0 0 0
1 4 9 8 2 0 7 5 3 1 6
7 28 63 56 14 0 49 35 21 7 42
6 24 54 48 12 0 42 30 18 6 36
3 12 27 24 6 0 21 15 9 3 18
4 16 36 32 8 0 28 20 12 4 24
9 36 81 72 18 0 63 45 27 9 54

B. Give the multiplication sentence and the product.

1. 6 + 6 + 6 = 6 x 3 = 18
2. 8 + 8 = 8 x 2 = 16
3. 1 + 1 + 1 + 1 + 1 + 1 + 1 = 1 x 7 = 7
4. 5 + 5 + 5 + 5 + 5 = 5 x 5 = 25
5. 3 + 3 + 3 + 3 + 3 + 3 + 3 + 3 = 3 x 8 = 24
6. 9 + 9 + 9 = 9 x 3 = 27
7. 10 + 10 = 10 x 2 = 20
8. 2 + 2 + 2 + 2 + 2 + 2 + 2 = 2 x 7 = 14
9. 7 + 7 + 7 + 7 + 7 = 7 x 5 = 35
10. 4 + 4 + 4 + 4 + 4 + 4 + 4 + 4 = 4 x 8 = 32

Express the following as repeated addition.

4x5=4+4+4+4+4
1. 4 x 5 = ________________________________________________________
6x6=6+6+6+6+6+6
2. 6 x 6 = ________________________________________________________
7x4=7+7+7+7
3. 7 x 4 = ________________________________________________________
8x2=8+8
4. 8 x 2 = ________________________________________________________
10 x 3 = 10 + 10 + 10
5. 10 x 3 = _______________________________________________________
1x9=1+1+1+1+1+1+1+1+1
6. 1 x 9 = ________________________________________________________
5x7=5+5+5+5+5+5+5
7. 5 x 7 = ________________________________________________________

Fill in the blank with the number that will make the number sentence correct, then
identify the property shown by each number sentence.

1. 0 x 9 = 0; Zero Property of Multiplication

2. 2 x 7 = 14; Unknown
3. 3 x 0 x 3 = 0; Zero Property of Multiplication
4. 4 x 2 = 2 x 4; Commutative Property of Multiplication
5. 7 x 8 x 5 = 5 x 8 x 7; Commutative Property of Multiplication
6. 6 x 0 = 0; Zero Property of Multiplication
7. 4 x 4 = 16; Unknown
8. 1 x 0 x 1 = 0; Zero Property of Multiplication
9. 3 x 4 = 4 x 3; Commutative Property of Multiplication
10. 9 x 2 x 3 = 3 x 2 x 9; Commutative Property of Multiplication
 E. Solve the following problems.

1. Jan has 7 bags. Two bags contain 8 balls, three bags contain 6 balls and the rest of
the bags contain 5 balls. How many balls in all does Jan have in his bags?

Jan has 7 bags. Two bags contain 8 balls, three bags contain 6 balls, and the remaining bags
contain 5 balls. To find the total number of balls, we can add the number of balls in each bag:
2 bags * 8 balls/bag = 16 balls
3 bags * 6 balls/bag = 18 balls
2 bags * 5 balls/bag = 10 balls

Total number of balls = 16 + 18 + 10 = 44 balls

Therefore, Jan has 44 balls in his bags.

2. Marice has twice as many marbles as Clarice while Clarice has thrice as many
marbles as Jhandy. If Jhandy has 5 marbles, how many marbles do the three girls
have in all?

Let's start by finding the number of marbles Jhandy has:

Jhandy = 5 marbles
Clarice has thrice as many marbles as Jhandy:
Clarice = 3 * Jhandy = 3 * 5 = 15 marbles

Marice has twice as many marbles as Clarice:

Marice = 2 * Clarice = 2 * 15 = 30 marbles

Total number of marbles = Jhandy + Clarice + Marice = 5 + 15 + 30 = 50 marbles

Therefore, the three girls have a total of 50 marbles.

3. Sylvia’s income is 500 dollars per week. How much does Sylvia makes every year?

Sylvia's income is 500 dollars per week. To calculate her yearly income, we need to multiply
her weekly income by the number of weeks in a year:
Yearly income = Weekly income * Number of weeks in a year

Since there are 52 weeks in a year, Sylvia's yearly income is:

Yearly income = 500 dollars/week * 52 weeks = 26,000 dollars

Therefore, Sylvia makes 26,000 dollars every year.

4. There are 60 minutes in 1 hour. How many minutes are there in 12 hours?

There are 60 minutes in 1 hour. To find the number of minutes in 12 hours, we need to
multiply the number of hours by 60:
Number of minutes = Number of hours * 60 minutes/hour

Number of minutes = 12 hours * 60 minutes/hour = 720 minutes

Therefore, there are 720 minutes in 12 hours.

5. An apartment has 4 bedrooms. Each bedroom has 3 bookcases. How many

bookcases are there in the apartment?

The apartment has 4 bedrooms, and each bedroom has 3 bookcases. To find the total number
of bookcases in the apartment, we need to multiply the number of bedrooms by the number of
bookcases in each bedroom:
Total number of bookcases = Number of bedrooms * Number of bookcases in each bedroom

Total number of bookcases = 4 bedrooms * 3 bookcases/bedroom = 12 bookcases

Therefore, there are 12 bookcases in the apartment.

Let’s Create

1. Use any one-digit number and any operation to have a result of 12.

6 ÷ 0.5 = 12

2. Continue the multiplication below. Look for the pattern and give the value of the n.

2x2=4
22 x 22 = 484
222 x 222 = 49284
.
.
222 222 222 x 222 222 222 = 4944484.

LESSON 5 Division of Whole Numbers

1. 12 ÷ 3 = 4
2. 21 ÷ 7 = 3
3. 27 ÷ 9 = 3
4. 4. 18 ÷ 2 = 9
5. 60 ÷ 3 = 20
Find the quotient by showing that division is repeated subtraction.
1. 32 ÷ 8 = 4
32 - 8 = 24 24 - 8 = 16 16 - 8 = 8 8 - 8 = 0
2. 49 ÷ 7 = 7
49 - 7 = 42 42 - 7 = 35 35 - 7 = 28 28 - 7 = 21 21 - 7 = 14 14 - 7 = 7 7 - 7 = 0
3. 44 ÷ 4 = 11
44 - 4 = 40 40 - 4 = 36 36 - 4 = 32 32 - 4 = 28 28 - 4 = 24 24 - 4 = 20 20 - 4 = 16 16 - 4 =
12 12 - 4 = 8 8 - 4 = 4 4 - 4 = 0
4. 56 ÷ 8 = 7
56 - 8 = 48 48 - 8 = 40 40 - 8 = 32 32 - 8 = 24 24 - 8 = 16 16 - 8 = 8 8 - 8 = 0
5. 60 ÷ 6 = 10
60 - 6 = 54 54 - 6 = 48 48 - 6 = 42 42 - 6 = 36 36 - 6 = 30 30 - 6 = 24 24 - 6 = 18 18 - 6 =
12 12 - 6 = 6 6 - 6 = 0

C. Find the missing number.

1. 9 x __4__ = 36
2. 7 x __7__ = 49
3. 8 x __10__ = 80
4. __6__ x 6 = 36
5. __7__ x 5 = 35

D. Solve the following problems.

1. Marcus had 700 marbles. He gave away 175 marbles and put the remaining marbles
equally into 5 bags. How many marbles were there in each bag?
There are 105 marbles in each bag.
2. If 9975 kg of wheat is packed in 95 bags, how much wheat will each bag contain?
Each bag contains 105 kg of wheat.
3. 89 people have been invited to a banquet. The caterer is arranging tables. Each table
can seat 12 people. How many tables are needed?
Since we cannot have a fraction of a table, we round up to the nearest whole number.
Therefore, 7 tables are needed to seat 89 people.
4. How many hours are there in 1200 minutes?
There are 20 hours in 1200 minutes.
5. A bus can hold 108 passengers. If there are 12 rows of seats on the bus, how many
seats are in each row?
There are 9 seats in each row.

Answer the following questions.

1. Tom had 63 apples. He divides all apples evenly among 9 friends. How many apples
did tom give to each of his friends?
Tom gave 7 apples to each of his friends.
2. Mark baked 195 cookies and divided them equally into 13 packs. How many cookies
did Mark put in each packet?
Mark put 15 cookies in each packet.
3. Nancy needs 5 lemons to make a glass of orange juice. If Nancy has 250 oranges, how
many glasses of orange juice can she make?
Nancy can make 50 glasses of orange juice with 250 oranges.

Module 1: Whole Numbers

Let’s Reflect
Make a Journal on How to Teach Whole Numbers the Easy Way.
Teaching whole numbers can be an exciting and engaging process for both teachers and
students. By using various strategies and techniques, we can simplify the learning experience
and make it enjoyable for everyone involved. In this journal, we will explore effective ways
to teach whole numbers in a straightforward and easy-to-understand manner.

Start with Concrete Manipulatives:

To introduce whole numbers, begin with hands-on activities using manipulatives like blocks,
counters, or number rods. Allow students to physically represent and manipulate numbers,
helping them develop a concrete understanding of quantity and place value.

Use Visual Representations:

Visual aids are powerful tools for teaching whole numbers. Utilize number lines, charts, or
grids to demonstrate the order and relationship between numbers. Encourage students to
identify patterns, count forwards and backwards, and visualize the magnitude of different
numbers.

Relate to Real-Life Examples:

Connect whole numbers to real-life scenarios to make the concept more relatable and
meaningful for students. Use examples like counting objects, money, or telling time. Engage
students by asking questions that require them to apply their knowledge of whole numbers in
practical situations.

Engage in Hands-On Activities:

Engage students in interactive activities that reinforce the understanding of whole numbers.
Incorporate games, puzzles, and group activities that involve counting, comparing, and
ordering numbers. This allows for active participation and promotes a deeper grasp of the
concepts.

Practice with Word Problems:

Introduce word problems that involve whole numbers to develop problem-solving skills.
Encourage students to analyze the question, identify relevant information, and select
appropriate mathematical operations. Provide ample opportunities for students to solve real-
world problems using whole numbers.
Differentiate Instruction:
Recognize that students have different learning styles and abilities. Differentiate instruction
by providing varied approaches, activities, and levels of challenge to cater to individual
needs. Offer additional support or extension tasks to ensure all students can progress at their
own pace.

Regularly Review and Reinforce:

Allocate time for regular review and reinforcement of whole number concepts. Use quick
warm-up activities, daily practice exercises, or interactive quizzes to reinforce learning. Offer
constructive feedback and identify areas for improvement to guide students towards mastery.
Teaching whole numbers can be made easy and enjoyable by employing a combination of
hands-on experiences, visual aids, real-life connections, and interactive activities. By catering
to diverse learning styles and providing ample practice, students can develop a strong
foundation in whole number understanding. Remember to foster a supportive learning
environment that encourages curiosity, exploration, and a growth mindset. With these
strategies in place, both teachers and students can embark on a successful journey of
mastering whole numbers.

Module 2: Fractions

Lesson 1
Let’s Practice
A. Identify the fraction shown by the shaded part.
B. Color of the part of the set to show the given fractions.

C. What fraction is shown by the colored part?

D. Identify the following as proper fraction, improper fraction, mixed number.

Maraaming
1. ½ = Proper Fraction
2. 58 = Proper Fraction
3. 14/13 = Improper Fraction
4. 5 1/4 = Mixed Number
5. 7/7 = Proper Fraction

E. Write the fraction being asked on the following problems.

1. Cherie scored 30 in a 40- item test. What fraction of the test did Cherie answer
incorrectly?
30/40 or 3/4
2. During the Liga, a friendly basketball competition among barangays, Team Bo-ok won
4 games out of 10 games that they played. What fraction of the total games played did
they lose?
6/10 or 3/5
3. The Grade 4 class of Badiangon Elementary school has 15 boys out of 26 learners.
What fraction of the class are girls?
11/26
4. In an aquarium with 13 fish, there are 6 gold fish. What fractions of the fish are gold
fish?
5. Girly found 15 books on underwater life and bought 7 of these to the table. What
fraction of the books on underwater life did she bring to the table?
7/15

Let’s Create
Show 1/3 in different ways.

LESSON 2 Equivalent FractionsLet’s Practice

A. Give five equivalent fractions from the given fraction
1. 8/20 = 4/10, 2/5, 16/40, 32/80 & 64/160
2. 3 7/12 = 3 14/24, 3 21/36, 3 28/48, 3 35/60 & 3 42/72
3. 4/24 = 2/12, 1/6, 8/48, 12/72 & 16/96
4. 7/12 = 14/24, 21/36, 28/48, 35/60, 42/72
5. 8/10 = 4/5, 16/20, 24/30, 32/40, 80/100

B. Find the missing numerator or denominator to make the fractions equivalent.

1. 5/7 = 15/21
2. 3/10 = 12/40
3. 4/6 = 16/24
4. 5/12 = 10/24
5. 1/3 = 5/15

C. Express in simplest form.

1. 112/16 = 7
2. 76/24 = 19/6 or 3 1/6
3. 78/39 = 2
4. 115/46 = 5/2 or 2 1/2
5. 132/48 = 11/4 or 2 3/4
D. Solve the following problems.
1. There are 8 red apples and 4 Orange in the basket. How do you write the fraction
of the fruits that are orange in simplest form?
4/8 or 1/2
2. There are 30 pupils from the school who participated in a Science and Technology
Camp 2019. Ten of them are girls and the rest are boys. What fraction of the
school’s delegation are boys? Express your answer in its simplest form.
20/30
3. Twenty- eight people went to the Robinson Movie World to watch movie. Seven
of them watch frozen 2 and the rest watch Marvel infinity war. How do you write
the fraction of the people who watch frozen 2 in simplest form?
7/28
4. Luke saw 9 books about the solar system and its 9 planets. These were thick books
and so he thought that 2 of these would be enough. What fraction of the solar system
books did he barrow.
2/9
5. On the 10 books on fairy tales, girly borrowed 3. What fraction of the books on the
fairy tales did she borrow?
3/10

Let’s Create
Show that 3/4 and 6/8 are equivalent fractions in as many ways as possible.
3/4 = 6/8, 9/12, 12/16,15/20, 18/24, 21/28, 24/32
6/8 = 12/16, 18/24, 24/32

LESSON 3 Comparing and Ordering Fractions

Let’s Practice
A. Write the fraction for the shaded part of each figure on the blank. Then, determine
whether they are similar fractions or dissimilar fractions.

B. Shade the parts of the figure based on the given fractions and compare them using
relation symbols by putting <, > or = in the circle.
C. Illustrate of the fraction in the given box and arrange them in increasing order by
putting 1 to 3 on the blank, 1 as the least 3 as the greatest

D. Solve the following problems.

1. Keiko has 3/5 of an apple. She has 3/10 of an orange. Does she have a larger portion
of the apple or the orange?
Keiko has a larger portion of the apple.
2. For homework, Rosa is supposed to read ¾ of a chapter of history and 1/3 of chapter
of science. Which fraction is larger?
3/4 is larger.
3. Roger dividing a bag of marbles. He give 2/9 of the marbles to Pedro, 1/3 to
Manuel, 2/27 to Marie, and he keeps 5/27 for himself. What are these fractions is
order from least to greatest?
2/27, 5/27, 2/9, 1/3
4. Emilio has completed 7/11 of his homework. Jenny has completed 5/8 of her
homework. Who has completed more homework?
Emilio has completed more homework.
5. Jenny had a pizza that was divided into 8 equal slices. She ate 3 of them. Danny
has a pizza that is the same size, but his divided into 4 equal slices. He ate 3 slices
of his pizza. Who ate more pizza?
Danny ate more pizza than Jenny.

Let’s Create
Create one problem on comparing fractions and one problem on ordering fractions.

Mia had a bag of candies. She gave 2/5 of the candies to her friend Lisa and 3/8 of the
candies to her friend Emma. Who received a larger portion of the candies, Lisa or Emma?

LESSON 4 Addition of Similar Fractions and Mixed Numbers

Let’s Create
Create a word problem involving addition of similar fractions and mixed numbers.
Emma went to the farmer's market and bought 3/4 of a watermelon and 2 1/2 pounds of
strawberries. How much fruit did Emma purchase in total?

Let’s Practice
A. Subtract the following fractions.

1. 5/6 - 2/6 = 3/6 OR 1/2

2. 2/8 - 1/8 = 1/8
3. 610 - 3/10 = 3/10
4. 8/12 - 2/12 = 6/12 or 1/2
5. 33/45 - 18/45 = 15/45 or 1/3
D. Solve the following problems.
1. Sherry loves to quilt, and she frequently buys fabric she likes when she sees it. She
purchased 5 yards of blue print fabric and decided to use 2 3/8 yards of it in a quilt.
How much of the blue print fabric will she have left over after making the quilt?
2 5/8 will be left to her
2. Pilar and Farouk are training for a marathon. On a recent Sunday, they both
completed a run. Farouk ran 12 7/8 miles and Pilar ran 14 3/4 miles. How many
more miles did Pilar run than Farouk?
14 3/4 - 12 7/8= 17/8
3. Mike and Jose are painting a room. Jose used 2/3 of a can of paint and Mike used
1/2 of a can of paint. How much more paint did Jose use? Write the answer as a
fraction of a can.
1/6

Let’s Reflect
Make a Journal on How to Teach Fractions the Easy Way.

Teaching fractions can be a challenging task for both educators and students. However, by
adopting effective strategies and making the learning process engaging, fractions can become
more accessible and enjoyable. In this journal, we will explore some key approaches to teach
fractions in an easy-to-understand manner.

Start with Concrete Manipulatives:

Introduce fractions using physical manipulatives such as fraction bars, fraction circles, or
even everyday objects like slices of pizza or cookies. Allow students to interact with these
manipulatives, enabling them to visualize and grasp the concept of fractions concretely.
Use Visual Representations:
Utilize visual aids like fraction strips, number lines, and diagrams to help students understand
the relationship between fractions and their position on a number line. Visual representations
provide a clear visual reference and facilitate a deeper understanding of fractions as parts of a
whole.

Relate to Real-Life Examples:

Connect fractions to real-life situations to make them more relatable. Use examples such as
dividing a pizza, sharing a candy bar, or measuring ingredients in a recipe. By applying
fractions in practical scenarios, students can see the relevance and utility of fractions in their
everyday lives.

Emphasize the Concept of Equivalence:

Highlight the concept of equivalent fractions by showing students different representations of
the same value. Use visual models and comparison exercises to demonstrate that fractions can
have different numerators and denominators but still represent the same quantity. Encourage
students to explore and discover equivalent fractions on their own.

Break Down Operations with Fractions:

When teaching operations with fractions (addition, subtraction, multiplication, division),
break down the steps into manageable parts. Use visual models or diagrams to guide students
through the process and highlight the significance of finding a common denominator in
addition and subtraction.

Provide Ample Practice Opportunities:

Offer plenty of practice exercises and activities that involve solving fraction problems. Mix a
variety of formats, including hands-on activities, worksheets, interactive games, and real-life
word problems. Regular practice will help solidify the concepts and build confidence in
working with fractions.

Differentiate Instruction:
Recognize that students have diverse learning styles and abilities. Differentiate instruction by
offering varied approaches and levels of challenge. Provide additional support or extension
tasks to accommodate individual needs, ensuring that every student can make progress and
experience success.

Use Technology and Interactive Tools:

Incorporate educational apps, online resources, and interactive tools that allow students to
explore fractions in a dynamic and engaging way. Virtual manipulatives, interactive tutorials,
and games can enhance understanding and provide opportunities for independent learning
and practice.

Foster a Positive Learning Environment:

Create a supportive and encouraging classroom atmosphere where students feel comfortable
asking questions, making mistakes, and sharing their thinking. Promote collaborative learning
through group discussions, peer tutoring, and cooperative activities that allow students to
learn from and support each other.

Regularly Review and Reinforce:

Allocate time for regular review and reinforcement of fraction concepts. Provide
opportunities for students to reflect on their learning, engage in self-assessment, and identify
areas that require further practice or clarification. Offer constructive feedback and celebrate
progress to motivate and inspire students.

Teaching fractions can be made easier and more effective by incorporating concrete
manipulatives, visual representations, real-life examples, and a variety of engaging activities.
By breaking down concepts, emphasizing equivalence, and providing ample practice
opportunities, students can develop a solid understanding of fractions. Remember to create a
supportive and inclusive learning environment that encourages exploration, critical thinking,
and a growth mindset. With these strategies in place, teaching fractions can become an
enjoyable and successful experience for both teachers and students.

Module 3: Geometry
LESSON 1 Simple Geometric Figures
Let’s Practice
A. Identify the following.
B. Connect each set of points. Name the line segments and the figure formed by the line
segments.

C. Draw the following.

1. Line PD
2. Line segment LD
3. Ray RT
4. Point S
5. Angle AXE
D. Solve the following problems.
1. What lines will never intersect?
Parallel lines
2. What geometric figure is more than 90 degrees but less than 180 degrees?
Obtuse
3. How many segment can be named?
●●●●
ABCD

4. How many angles are there in the figure below?

6 angles
5. How many rays are there in the figure below?

6 rays

Let’s Create
Sketch your dream house using the basic terms in geometry

LESSON 2 Two-Dimensional Objects

Let’s Practice
A. Identify the shapes represented by the following objects.

B. Who am I?
1. I have a two pairs of parallel, equal sides and four right angles, who am I?
square
2. I have three equal sides. Who am I?
triangle
3. I have a perfect round shape, who am I?
circle
4. I have four sided shape in which opposite insides are parallel and equal opposite
equal are also equal. Who am I?
rectangle
5. I have four sided shape in which two side are parallel, who am I?
Rectangle

C. Count me.

1. Count the number of the quarter circle

and half circles in the figure.

Half circles: 2
Quarter circles: 8
2. Count the number of the squares in
the figure.

16

Let’s Create
Using the cut outs of triangles, squares, rectangles, circles, half circles, and quarter
circles, make any figure that can be seen in your surroundings.

LESSON 3 Three-Dimensional Objects

A. Identify the solids represented by the following objects.

B. Cross out the two-dimensional shapes.

C. Draw the following.

1. Cylinder
2. Cube
3. Cone
4. Triangular prism
5. Rectangular prism

D. Who am I?
1. A box is representation of me. All my faces are rectangles. Who am I?
Rectangular Prism
2. I have more than 2 faces. None of them are circles. I have one square face and rests
are triangles. Who am I?
Pyramid
4. I look like a trash bin with two circular bases and one curved surface. Who am I?
Cylinder
5. I have 6 faces. All of them are squares. Who am I?
Cube
5. Container for Ice Cream is representation of me? Who am I?
Cone

Let’s Create
Identify the solid figures that can be formed by the following.

LESSON 4 Symmetry
Let’s Practice
A. Draw the line/s of symmetry on each figure

B. Tell how many lines of symmetry can be drawn on the following figures.

Let’s Create
Choose one object that has symmetry. Draw it on the illustration board. Fill it with
indigenous materials such as seeds to make it attractive.

LESSON 5 Tessellation

Let’s Practice
A. What shape/s is/are repeated in the figures shown below?

B. Write T if the following figures show tessellation and NT if not.

C. Make your own tessellation using the following shapes.

1. Square

3. Circle

4. Triangle

5. Rectangle

5. Hexagon and triangle

Let’s Create
Color the paper grid to make your own unique tessellation design.

Let’s Reflect
Make a Journal on How to Teach Geometry the Easy Way.

Teaching geometry can be an exciting and visually stimulating experience for both educators
and students. By employing effective strategies and making connections to the real world,
geometry can be taught in a way that is accessible and enjoyable. In this journal, we will
explore key approaches to teaching geometry in an easy-to-understand manner.
Start with Concrete Manipulatives:
Introduce geometry concepts using concrete manipulatives such as pattern blocks, geoboards,
or tangrams. These hands-on materials allow students to explore and manipulate shapes,
fostering a deeper understanding of their properties and relationships.
Use Visual Aids and Real-Life Examples:
Utilize visual aids such as diagrams, charts, and pictures to illustrate geometric concepts.
Relate geometry to real-life examples, such as architecture, nature, or everyday objects, to
help students understand the relevance and practical applications of geometry in their
surroundings.
Engage in Geometric Exploration:
Encourage students to explore geometric concepts through guided discovery activities.
Provide open-ended tasks that allow students to investigate properties of shapes, angles, and
symmetry independently or in groups. This fosters critical thinking, problem-solving, and a
deeper understanding of geometry.
Make Use of Technology:
Incorporate interactive geometry software, apps, or online resources that allow students to
explore and manipulate geometric figures in a virtual environment. These tools provide
dynamic visuals, simulations, and interactive activities, enhancing student engagement and
understanding.
Relate Geometry to Measurement and Patterns:
Highlight the connections between geometry and measurement, as well as geometry and
patterns. Explore how shapes can be measured, compared, and classified based on their
attributes. Connect geometric concepts to patterns and sequences, emphasizing the inherent
order and structure within geometry.
Scaffold Learning:
Break down complex geometric concepts into smaller, manageable parts. Start with simple
shapes and gradually introduce more complex figures. Provide clear explanations, step-by-
step instructions, and examples to scaffold learning and build a solid foundation of geometric
knowledge.
Encourage Communication and Visualization:
Promote mathematical discourse by encouraging students to explain and justify their
geometric reasoning using precise language. Foster visualization skills by asking students to
draw, sketch, or create mental images of geometric figures and transformations.
Provide Opportunities for Hands-On Construction:
Allow students to physically construct and manipulate geometric figures using tools like
rulers, compasses, and protractors. Engage them in activities that involve constructing
triangles, quadrilaterals, and other polygons, reinforcing the properties and relationships of
shapes.
Formative Assessment and Feedback:
Regularly assess student understanding through formative assessments like quizzes, exit
tickets, or brief written responses. Provide timely feedback to address misconceptions and
guide students towards a deeper understanding of geometry concepts.
Connect Geometry to Problem-Solving:
Integrate geometry into problem-solving activities that require students to apply their
knowledge in real-world scenarios. Encourage them to analyze, strategize, and use geometric
reasoning to solve problems, promoting critical thinking and the practical application of
geometry.
Teaching geometry can be made easier and more engaging by incorporating hands-on
materials, visual aids, real-life examples, and technology. By fostering exploration,
visualization, and problem-solving, students can develop a solid understanding of geometric
concepts. Remember to create a supportive learning environment that encourages
communication, critical thinking, and a growth mindset. With these strategies in place,
teaching geometry can become an enjoyable and successful experience for both teachers and
students.

Module 4: Measurement
LESSON 1 Time Measure

Let's Practice

A.Answer the following.

1.12 min =____sec
2.42 h =____day
3.5 h =____sec
4.90 min =____hours
5.120 sec =____min

B.Write the time below each clock.

C. Find the time or elapsed time.
1. 3 hrs 43 min after 7:15 a.m. ______
2. 9 hrs 4 min before 10:00 p.m. ______
3. 6 hrs 25 min after 10:35 a.m. ______
4. 4 hrs 56 min before 9:38 p.m. ______
5. Between 3:54 AM and 10:15 p.m. ______

D. Solve the following problems.

1.A bus leaves for Daegu at 4:30 p.m. It takes 1 h and 25 min to reach there. At what time
will the bus reach Daegu?

4:30 p.m. + 1 hour = 5:30 p.m.

5:30 p.m. + 25 minutes = 5:55 p.m.

Therefore, the bus will reach Daegu at 5:55 p.m.

2.The duration of a film show is 3 h and 15 min. It starts at 6:30 p.m. When will it end?
6:30 p.m. + 3 hours = 9:30 p.m.
9:30 p.m. + 15 minutes = 9:45 p.m.

Therefore, the film show will end at 9:45 p.m.

3.The Orient Express arrived at Busan at 11:55 a.m. The train was 1 h 25 min late. What was
the scheduled arrival time of the train?
11:55 a.m. - 1 hour = 10:55 a.m.
10:55 a.m. - 25 minutes = 10:30 a.m.

Therefore, the scheduled arrival time of the train was 10:30 a.m.
4.Joseph visited a fashion show. He stayed there for 2 h and 30 min and went back home. If
he reached the fashion show at 8:45 p.m., what time did he leave his house?
8:45 p.m. - 2 hours = 6:45 p.m.
6:45 p.m. - 30 minutes = 6:15 p.m.

Therefore, Joseph left his house at 6:15 p.m.

5.Joon travelled 2 h and 45 min by bus and 4 h 45 min by train. Calculate the time he spent
travelling.

2 hours + 4 hours = 6 hours

45 minutes + 45 minutes = 90 minutes

Since there are 60 minutes in an hour, we convert the 90 minutes to 1 hour and 30
minutes.

6 hours + 1 hour = 7 hours

30 minutes + 0 minutes = 30 minutes

Therefore, Joon spent 7 hours and 30 minutes traveling.

Let's Create
Answer the following questions as creatively as possible.

1. What if there is no concept of time?

In a world without the concept of time, life would be vastly different. Without the ability to
measure or track the passage of time, our sense of rhythm, structure, and order would be
greatly disrupted. Events would occur without any sense of sequence or duration, making it
challenging to plan, communicate, or coordinate activities.

The notion of schedules, deadlines, and appointments would be nonexistent. People would
live in a perpetual present, with no way to distinguish between past, present, or future. The
concept of age would lose its meaning, as there would be no way to measure the passing of
years or track one's lifespan.

Nature would operate purely based on its natural cycles, such as the rising and setting of the
sun or the changing of the seasons. Daily routines would be guided by natural cues rather
than time-specific schedules. People would rely heavily on their instincts and the natural
rhythms of their environment to determine when to sleep, eat, or engage in various activities.

While the absence of time might bring a sense of freedom from deadlines and constraints, it
would also pose significant challenges in terms of coordination, planning, and record-
keeping. Concepts like history, aging, and anticipation would take on entirely new meanings.
The human experience would be fundamentally altered, with a greater focus on the present
moment and a more intuitive connection to the natural world.
2. What if time was not categorized into years, months, hours, minutes and seconds?
If time was not categorized into specific units like years, months, hours, minutes, and
seconds, our understanding and measurement of time would be fundamentally different. The
way we organize and structure our lives would undergo significant changes.

Without these conventional units, our perception of time would likely be more fluid and
subjective. We would rely more on natural cycles, celestial events, and personal experiences
to gauge the passage of time. Seasons, lunar phases, and the movement of celestial bodies
might become the primary references for tracking time.

Daily routines would be based more on natural cues and personal needs rather than precise
measurements. People would have a greater sense of living in the moment, as the pressure of
adhering to rigid schedules or specific timeframes would diminish.

However, it's important to note that the absence of standardized time units could also present
challenges in terms of coordination and synchronization, particularly in a globalized world.
The ability to plan meetings, transportation schedules, or events would become more
complex as there would be no universally agreed-upon units for measuring time.

In such a scenario, individuals and societies might develop alternative ways to organize their
activities. They could adopt more flexible and context-dependent systems based on local
rhythms or communal agreements. Perhaps natural phenomena such as the position of the sun
or the migration patterns of animals would become more prominent reference points for
timekeeping.

Overall, the absence of conventional time categorization would drastically alter our
perception of time and how we structure our lives, leading to a more subjective and adaptable
experience of the passage of time.

LESSON 2 Length, Mass, and Volume

A. Give the equivalent measure.

Measure of Length Measure of Mass Measure of Volume
1. 1 km = _____m 1. 400 mg + 2 g=____g 1. 2.5 L = _____mL
2. 7 dm = _____m 2. 3 g + 7 g =____cg 2. ¼ L = _____mL
3. 30 mm = _____m 3. 2 kg + 8 hg =_____g 3. 3 ½ L = _____mL
4. 679 dm = _____m 4. 60 mg + 4 g=_____g 4. 2400 mL = _____L
5. 1738 cm = _____hm 5. 2 g + 100 mg =_____kg 5. 860 mL = _____L

B. Solve the following.

1.Sara bought 500 mL of mustard oil, 250 mL of coconut oil and 2 L of refined oil. What is
the total quantity of the 3 oils together?
To find the total quantity of the three oils together, we add the quantities of each oil:
500 mL + 250 mL + 2 L

First, we convert 2 L to mL since the other quantities are in mL:

2 L = 2,000 mL

Now we can add the quantities:

500 mL + 250 mL + 2,000 mL = 2,750 mL

Therefore, the total quantity of the three oils together is 2,750 mL.
2.A milkman sold 46 L 200 mL of milk on 3 days of a week and 53 L 195 mL of milk in next
2 days. What quantity of milk did he sell in 5 days?
46 L 200 mL + 46 L 200 mL + 46 L 200 mL + 53 L 195 mL + 53 L 195 mL
First, we convert mL to L in the given quantities:

46 L 200 mL = 46.2 L
53 L 195 mL = 53.195 L

Now we can add the quantities:

46.2 L + 46.2 L + 46.2 L + 53.195 L + 53.195 L = 245.99 L

Therefore, the milkman sold 245.99 L of milk in 5 days.

3. There are 26 bags of flour. If each bag is 5 kg, what is the total weight of the flour?
To find the total weight of the flour, we multiply the weight of each bag by the number of
bags:
5 kg/bag * 26 bags = 130 kg

Therefore, the total weight of the flour is 130 kg.

4. Making 3 dozen muffins requires 12 ounces of sugar. How much sugar is needed for
making one dozen muffins?
To find how much sugar is needed for making one dozen muffins, we divide the amount of
sugar needed for 3 dozen muffins by 3:
12 ounces / 3 = 4 ounces

Therefore, 4 ounces of sugar is needed for making one dozen muffins.

5. The capacity of the milk boiler is 2 L 500 mL of milk. If 1 L 200 mL of milk is put into the
vessel then how much more quantity of milk can be filled in the vessel?
To find how much more quantity of milk can be filled in the vessel, we subtract the quantity
already in the vessel from its total capacity:
2 L 500 mL - 1 L 200 mL

First, we convert mL to L in the given quantities:

2 L 500 mL = 2.5 L
1 L 200 mL = 1.2 L

Now we can subtract the quantities:

2.5 L - 1.2 L = 1.3 L

Therefore, 1.3 L more quantity of milk can be filled in the vessel.

Let's Create
From the given facts below, pose as many problems as you can.
Given Facts: A bottle of 500 mL alcohol costs ₱ 95
A bottle of 1 L alcohol costs ₱ 180
Example: How much will one save if he buys one Bottle of 1L alcohol than two bottles of
500 mL alcohol?

John wants to buy alcohol for a party. If he needs a total of 2 L of alcohol, which option
is more cost-effective: buying four bottles of 500 mL alcohol or two bottles of 1 L
alcohol?

Sarah wants to purchase alcohol for a gathering. She needs 1.5 L of alcohol. Should she
buy three bottles of 500 mL alcohol or one bottle of 1 L alcohol to save money?

Mark is planning to host a large event and needs 5 L of alcohol. Which option is more
economical: buying ten bottles of 500 mL alcohol or five bottles of 1 L alcohol?

Emily wants to buy alcohol for personal use. She needs 750 mL of alcohol. Should she
purchase one bottle of 1 L alcohol or one bottle of 500 mL alcohol to get the best value?

Alex wants to buy alcohol for a small gathering. He only needs 250 mL of alcohol.
Which is the better option: buying one bottle of 500 mL alcohol or purchasing a bottle
of 1 L alcohol and storing the remaining quantity for later use?

Olivia wants to buy alcohol for a picnic with friends. She needs 3.5 L of alcohol. Should
she buy seven bottles of 500 mL alcohol or four bottles of 1 L alcohol to get the best
deal?

David wants to buy alcohol for a long trip. He needs 1.2 L of alcohol. Which option is
more economical: buying two bottles of 500 mL alcohol or one bottle of 1 L alcohol?

Rachel wants to buy alcohol for a party. She needs 4.5 L of alcohol. Should she purchase
nine bottles of 500 mL alcohol or five bottles of 1 L alcohol to save money?
Michael is planning to buy alcohol for a small gathering. He needs 375 mL of alcohol.
Should he purchase one bottle of 500 mL alcohol or one bottle of 1 L alcohol to get the
best value?

Sophia wants to buy alcohol for a special occasion. She needs 2.3 L of alcohol. Which is
the better option: buying four bottles of 500 mL alcohol or two bottles of 1 L alcohol?

LESSON 3 Perimeter

A. Find the perimeter of the following figures

C. Find the perimeter of the following
1. a rectangle measuring 7 cm by 4 cm
Perimeter = 2(Length + Width) = 2(7 cm + 4 cm) = 2(11 cm) = 22 cm
The perimeter of the rectangle is 22 cm.
2. a square with side 8 cm
Perimeter = 4 × Side = 4 × 8 cm = 32 cm
The perimeter of the square is 32 cm.
3. a rectangle with sides 15 mm & 8 mm
Perimeter = 2(Length + Width) = 2(15 mm + 8 mm) = 2(23 mm) = 46 mm
The perimeter of the rectangle is 46 mm.
4. a square with sides of 2 1/2 cm
Perimeter = 4 × Side = 4 × 2.5 cm = 10 cm
The perimeter of the square is 10 cm.
5. a rectangle with sides 9 cm and 7 cm
Perimeter = 2(Length + Width) = 2(9 cm + 7 cm) = 2(16 cm) = 32 cm
The perimeter of the rectangle is 32 cm.

D. Solve the following problems.

1.The perimeter of a rectangle is 40 dm while its length is 15 dm. How wide is it?
Perimeter = 2(Length + Width)
40 dm = 2(15 dm + Width)

Simplifying the equation:

40 dm = 30 dm + 2Width
2Width = 40 dm - 30 dm
2Width = 10 dm
Width = 10 dm / 2
Width = 5 dm

Therefore, the width of the rectangle is 5 dm.

2.For his project in science, Alvin cut a piece of wood into five sides. The perimeter of the resulting
pentagonal board is 65 dm. If the measure of the four sides is 9 dm, 12 dm, 14 dm, and 15 dm, then
what is the length of the fifth side?
Perimeter = Sum of all side lengths
65 dm = 9 dm + 12 dm + 14 dm + 15 dm + Length of the fifth side

Simplifying the equation:

65 dm = 50 dm + Length of the fifth side
Length of the fifth side = 65 dm - 50 dm
Length of the fifth side = 15 dm

Therefore, the length of the fifth side is 15 dm.

3.How long is one side of the square if its perimeter is 100 cm?
Perimeter = 4 × Side
100 cm = 4 × Side

Simplifying the equation:

Side = 100 cm / 4
Side = 25 cm

Therefore, the length of one side of the square is 25 cm.

4.A rectangle has a perimeter of 70 cm. Its length is 3 cm more than its width. Find the width of the
rectangle.
Perimeter = 2(Length + Width)
70 cm = 2(Width + Width + 3 cm)

Simplifying the equation:

70 cm = 2(2Width + 3 cm)
70 cm = 4Width + 6 cm
4Width = 70 cm - 6 cm
4Width = 64 cm
Width = 64 cm / 4
Width = 16 cm

Therefore, the width of the rectangle is 16 cm.

5.A rectangular school yard is 120 m long and 90 m wide. How many complete runs around it must a
runner make to be sure he sure he has run 2 km?

Perimeter = 2(Length + Width)

Perimeter = 2(120 m + 90 m)
Perimeter = 2(210 m)
Perimeter = 420 m
Distance covered in one complete run = Perimeter
Distance covered in one complete run = 420 m

To convert 2 km to meters:
2 km = 2,000 m

Number of complete runs = Distance to cover / Distance covered in one complete run
Number of complete runs = 2,000 m / 420 m
Number of complete runs ≈ 4.76

Therefore, a runner must make approximately 4.76 complete runs around the schoolyard to be
sure they have run 2 km.

Let’s Create
Do the following:
1.Draw as many rectangles whose perimeter is 30 and whose length and width are both natural
numbers. Label the length and width. How many rectangles can you make?
2.Use rubber bands on geo boards to create shapes with the following perimeter:
a.a triangle with a perimeter of 16 units
b.a square with a perimeter of 18 units
c.a rectangle with a perimeter of 12 units
d.a figure with a perimeter of 9 units
C. Solve the following word problems.
1.A piece of plywood was cut so its length was 8 feet by 4 feet. What is the area of the wood?
Area = Length × Width
Area = 8 feet × 4 feet
Area = 32 square feet

Therefore, the area of the wood is 32 square feet.

2.A book had a length of 5 inches and a width of 10 inches. What is the area of the book?
Area = Length × Width
Area = 5 inches × 10 inches
Area = 50 square inches

Therefore, the area of the book is 50 square inches.

3.A rectangle swimming pool was 9 meters wide with a surface area of 90 square meters. What is
the length of the pool?
Length = Surface Area / Width
Length = 90 square meters / 9 meters
Length = 10 meters

Therefore, the length of the pool is 10 meters.

4.An envelope from the post office is 3 inches wide with a total area of 30 square inches. What is the
height of the envelope?
Height = Total Area / Width
Height = 30 square inches / 3 inches
Height = 10 inches

Therefore, the height of the envelope is 10 inches.

5.A book had a length of 5 inches and a width of 8 inches. What is the perimeter of the book?
Perimeter = 2 × (Length + Width)
Perimeter = 2 × (5 inches + 8 inches)
Perimeter = 2 × 13 inches
Perimeter = 26 inches

Therefore, the perimeter of the book is 26 inches.

Let’s Reflect
Make a Journal on How to Teach Measurement the Easy Way.

Teaching Measurement Made Easy

Teaching measurement can be an engaging and practical experience for students when approached
in a clear and hands-on manner. By incorporating real-world examples, interactive activities, and
visual aids, educators can make the concept of measurement easy for students to understand and
apply. In this journal, we will explore key strategies for teaching measurement in an accessible and
enjoyable way.

Start with Everyday Measurements:

Begin by introducing students to familiar measurements they encounter in their daily lives, such as
length (height, width), weight (mass), capacity (volume), and time. Relate these measurements to
objects or activities they are already familiar with, making connections between the concept of
measurement and their personal experiences.
Use Concrete Manipulatives:
Utilize hands-on materials and manipulatives to help students visualize and understand
measurement. For example, use rulers, measuring tapes, scales, measuring cups, and clocks to allow
students to physically interact with the objects being measured. This hands-on approach fosters a
deeper understanding of measurement concepts and enhances students' spatial awareness.

Provide Real-Life Contexts:

Introduce measurement concepts within real-life contexts to highlight the practical application of
measurement skills. For example, incorporate measurement activities related to cooking,
construction, sports, or even nature. This helps students see the relevance and importance of
measurement in various aspects of their lives.

Incorporate Visual Aids:

Utilize visual aids, such as charts, diagrams, and posters, to represent different units of
measurement. Display visual representations of measurement tools, conversion tables, and relevant
formulas to support students' understanding. Visual aids help students develop a mental image of
the concept being taught, making it easier for them to grasp measurement concepts.

Engage in Hands-On Activities:

Include a variety of hands-on activities that allow students to explore and practice measurement
skills. This can involve measuring objects in the classroom, estimating and comparing lengths or
weights, conducting experiments, and solving measurement-based problems. Hands-on activities
promote active learning and provide opportunities for students to develop their measurement skills
in a meaningful way.

Introduce Measurement Vocabulary:

Introduce and reinforce measurement vocabulary throughout the lessons. Teach students the names
of different measurement units, such as inches, centimeters, grams, liters, and seconds. Help
students understand the relationships between different units of measurement and how to convert
between them.

Encourage Estimation and Reasoning:

Encourage students to estimate measurements before making precise calculations. Emphasize the
importance of estimation as a valuable skill in everyday life. Encourage students to explain their
reasoning and justify their estimations, fostering critical thinking and problem-solving abilities.

Integrate Technology:
Incorporate technology tools, such as interactive measurement apps, online simulations, or
measurement-related games, to enhance students' learning experience. These tools can provide
interactive visualizations, virtual experiments, and instant feedback, making measurement concepts
more engaging and accessible.

Scaffold Learning:
Break down complex measurement concepts into smaller, more manageable parts. Start with basic
units and gradually introduce more advanced concepts. Provide clear explanations, step-by-step
instructions, and examples to scaffold learning and build a solid foundation of measurement
knowledge.

Assessment and Feedback:

Regularly assess students' understanding of measurement through formative assessments, quizzes,
or practical tasks. Provide timely feedback to address misconceptions, reinforce learning, and guide
students towards a deeper understanding of measurement concepts.

Teaching measurement in an easy and effective way involves connecting measurement concepts to
real-life experiences, incorporating hands-on activities, visual aids, and technology, and providing
opportunities for student engagement and practice. By making measurement meaningful and
relevant, students can develop a strong foundation in measurement skills and apply them
confidently in their everyday lives. Remember to create a supportive learning environment that
encourages exploration, curiosity, and collaboration. With these strategies in place, teaching
measurement can become an enjoyable and successful experience for both teachers and students.

Module 5: Introduction to Algebra

LESSON 1 Continuous and Repeating Pattern

Activity 1
Given square of different colors, form a pattern of blue, green and yellow squares.
Do this until all shapes given were used.
Activity 2
Draw two stars. Then, draw a diamond next to the stars. Draw again two stars and one
diamond. Continue drawing until you’ve drawn the fifth diamond.
Activity 3
Using the beads and string, make a bracelet with a pattern
Let’s Create
Create a pattern of your own like animal’s skin pattern by using colors, sizes and figures or
combination of any of these.
LESSON 2 Number Sentences

Let’s Do These
Conduct a group activity by three’s. Find the number that should be placed in the box to
make the number sentence correct.

Let’s Practice
A.What number should replace a in each number sentence to make it correct?
1.a – 54 = 81
To isolate 'a', we can add 54 to both sides of the equation:
a - 54 + 54 = 81 + 54
a = 135

Therefore, a = 135.
2.820 ÷ a = 820
To isolate 'a', we can divide both sides of the equation by 820:
(820 ÷ a) = (820 ÷ 820)
1=1

Since any number divided by itself equals 1, 'a' can take any value in this equation.
3.a × 7 = 875
To isolate 'a', we can divide both sides of the equation by 7:
(a × 7) ÷ 7 = 875 ÷ 7
a = 125

Therefore, a = 125.

4.a ÷ 16 = 16
To isolate 'a', we can multiply both sides of the equation by 16:
(a ÷ 16) × 16 = 16 × 16
a = 256

Therefore, a = 256.

5.136 + a = 381

To isolate 'a', we can subtract 136 from both sides of the equation:
(136 + a) - 136 = 381 - 136
a = 245

Therefore, a = 245.

A. Find the missing number in the number sentence.

1. N +3=15÷ 3
2. 7 × N =20+22
3. 45 − N=8 ×5
4. 9 × 4=N +21
5. 200 ÷ 25=4+ N

C.Translate into number sentences.

1. is the quotient when 35 is divided by 5.
35 ÷ 5 =
2.The sum of 7 and 7 is.
7+7=
3. is the product of 7 and 4.
7×4=
4.The difference between 48 and 16 is.
48 - 16 =
5.The quotient of 81 and is 9.
81 ÷ = 9
D.Read the following word problems. Write a number sentence and then solve.
1.Paul had 16 badges and he got 7 more badges. How many badges at all?
Number sentence: 16 + 7 =
Solution: 16 + 7 = 23
Paul has a total of 23 badges.
2.Sally had 16 blocks. She gave away 9 of them. How many does her now?
Number sentence: 16 - 9 =
Solution: 16 - 9 = 7
Sally has 7 blocks now.
3.I had 7 coins. I got 8 more coins. How many do I have now?
Number sentence: 7 + 8 =
Solution: 7 + 8 = 15
You have a total of 15 coins now.
4.Zue has 12 flowers. Mary gave her three more. Zue gave her mom five flowers.
Number sentence: 12 + 3 - 5 =
Solution: 12 + 3 - 5 = 10
Zue has 10 flowers now after giving five to her mom.
5.Martin has 14 erasers. He gave away two to his brother. His teacher gave him two more.
Number sentence: 14 - 2 + 2 =
Solution: 14 - 2 + 2 = 14
Martin still has 14 erasers after giving two to his brother and receiving two from his teacher.

Let’s Create
Write as many pairs of whole numbers as you can with a sum of 100. How many can you find?

1 + 99 = 100
2 + 98 = 100
3 + 97 = 100
4 + 96 = 100
5 + 95 = 100
6 + 94 = 100
7 + 93 = 100
8 + 92 = 100
9 + 91 = 100
10 + 90 = 100
11 + 89 = 100
12 + 88 = 100
13 + 87 = 100
14 + 86 = 100
15 + 85 = 100
16 + 84 = 100
17 + 83 = 100
18 + 82 = 100
19 + 81 = 100
20 + 80 = 100
21 + 79 = 100
22 + 78 = 100
23 + 77 = 100
24 + 76 = 100
25 + 75 = 100
26 + 74 = 100
27 + 73 = 100
28 + 72 = 100
29 + 71 = 100
30 + 70 = 100
31 + 69 = 100
32 + 68 = 100
33 + 67 = 100
34 + 66 = 100
35 + 65 = 100
36 + 64 = 100
37 + 63 = 100
38 + 62 = 100
39 + 61 = 100
40 + 60 = 100
41 + 59 = 100
42 + 58 = 100
43 + 57 = 100
44 + 56 = 100
45 + 55 = 100
46 + 54 = 100
47 + 53 = 100
48 + 52 = 100
49 + 51 = 100
50 + 50 = 100
51 + 49 = 100
52 + 48 = 100
53 + 47 = 100
54 + 46 = 100
55 + 45 = 100
56 + 44 = 100
57 + 43 = 100
58 + 42 = 100
59 + 41 = 100
60 + 40 = 100
61 + 39 = 100
62 + 38 = 100
63 + 37 = 100
64 + 36 = 100
65 + 35 = 100
66 + 34 = 100
67 + 33 = 100
68 + 32 = 100
69 + 31 = 100
70 + 30 = 100
71 + 29 = 100
72 + 28 = 100
73 + 27 = 100
74 + 26 = 100
75 + 25 = 100
76 + 24 = 100
77 + 23 = 100
78 + 22 = 100
79 + 21 = 100
80 + 20 = 100
81 + 19 = 100
82 + 18 = 100
83 + 17 = 100
84 + 16 = 100
85 + 15 = 100
86 + 14 = 100
87 + 13 = 100
88 + 12 = 100
89 + 11 = 100
90 + 10 = 100
91 + 9 = 100
92 + 8 = 100
93 + 7 = 100
94 + 6 = 100
95 + 5 = 100
96 + 4 = 100
97 + 3 = 100
98 + 2 = 100
99 + 1 = 100

Let’s Reflect
Make a Journal on How to Introduction to Algebra the Easy Way.

Introduction to Algebra Made Easy

Teaching algebra can be a challenging task, but with the right approach, it can become an accessible
and enjoyable subject for students. By breaking down complex concepts, providing real-life
examples, and emphasizing problem-solving skills, educators can make the introduction to algebra a
positive learning experience. In this journal, we will explore key strategies for introducing algebra in
an easy and engaging way.

Start with Concrete Examples:

Begin by using concrete objects or visuals to represent algebraic expressions. For example, use
blocks or symbols to represent numbers and variables. This hands-on approach helps students
understand the basic concept of algebra as a way to represent unknown quantities.

Relate to Real-Life Situations:

Connect algebraic expressions and equations to real-life situations. Use familiar scenarios like
sharing objects, dividing money, or solving everyday problems to demonstrate how algebra can be
applied. This relatable context helps students see the relevance and practicality of algebra in their
lives.

Introduce Key Terminology:

Introduce essential algebraic vocabulary, such as variables, constants, coefficients, and terms. Clearly
explain each term and provide examples to illustrate their usage. Encourage students to use the
correct terminology when discussing algebraic expressions and equations.

Emphasize Problem-Solving Skills:

Highlight the problem-solving aspect of algebra by presenting students with word problems and
puzzles. Encourage them to analyze the problem, identify the variables and unknowns, and develop
a plan to find the solution. Emphasize the importance of logical reasoning and step-by-step thinking.

Scaffold Learning:
Break down complex algebraic concepts into smaller, more manageable parts. Begin with simple
equations and gradually introduce more challenging problems. Provide clear explanations, examples,
and guided practice to help students build confidence and understanding.

Use Visual Representations:

Utilize visual aids such as charts, diagrams, and graphs to illustrate algebraic concepts. Visual
representations help students visualize relationships between variables and identify patterns and
trends. Use graphs to depict linear equations or illustrate algebraic expressions with diagrams.

Foster Collaboration:
Encourage collaborative learning by incorporating group activities and discussions. Assign group
tasks that require students to work together to solve algebraic problems or create their own
equations. Collaboration promotes peer-to-peer learning, strengthens communication skills, and
enhances problem-solving abilities.

Provide Multiple Approaches:

Present different problem-solving strategies and methods for solving equations. Encourage students
to explore various approaches and discuss the pros and cons of each method. This promotes critical
thinking and helps students develop a deeper understanding of algebraic concepts.

Use Technology Tools:

Incorporate technology tools such as interactive apps, online simulations, or algebraic software to
enhance learning. These tools can provide visualizations, interactive practice, and immediate
feedback, making algebra more engaging and accessible.

Assess Progress:
Regularly assess students' understanding of algebraic concepts through formative assessments,
quizzes, or problem-solving tasks. Provide timely feedback and opportunities for reflection. Identify
areas where students may be struggling and provide additional support as needed.

Introducing algebra in an easy and engaging way involves using concrete examples, real-life
contexts, and visual aids. By emphasizing problem-solving skills, scaffolding learning, fostering
collaboration, and utilizing technology tools, students can develop a strong foundation in algebra.
Remember to create a supportive learning environment that encourages exploration, critical
thinking, and perseverance. With these strategies in place, the introduction to algebra can become
an exciting and successful journey for both teachers and students.

Module 6 Statistics and Probability

LESSON 1
Let’s Practice
A. Study the table and answer the questions below.

Rank Country Population

1 China 1, 389, 618, 778
2 India 1, 311, 559, 204
3 United States 331, 883, 986
4 Indonesian 264, 935, 824
5 Pakistan 210, 797, 836

1. What is the title of the table?

2. What is the most populated country?
The most populated country is China, with a population of 1,389,618,778.
3. What is the total population in Pakistan?
The total population in Pakistan is 210,797,836.
4. What are the two countries that has a lower population?
The two countries with a lower population are Indonesia, with a population of 264,935,824, and
the United States, with a population of 331,883,986.
5. What is the total population in China?
The total population in China is 1,389,618,778.

B. Construct a table for a following data.

The following are five of the world’s smallest countries with their land area in sq km.
Monaco – 1.95; Tuvalu – 26; Vatican City – 0.44; San Marino – 61, and Nauro – 21.

Country Land Area (sq km)

Monaco 1.95

Tuvalu 26

Vatican City 0.44

San Marino 61
 Country Land Area (sq km)

Nauru 21

Let’s Create
Make an inventory of the classroom’s fixtures such as chairs, tables, etc. and present the
data you gather in a table.
Fixture Quantity

Chairs 32

Tables 8

Whiteboards 2

Projectors 1

Desks 32

Bookshelves 4

Cabinets 2

Clocks 1

Trash Bins 4

Wall Posters 10

LESSON 2 Pictographs
Let’s Practice
A. Study the pictograph and answer the questions that follow.
Amount of Donation of Five Barangays to the CoViD-19 Victims

Barangay Amount of Donation

Alegria
Costa Leona
Altagracia
Kampo Juan

Legend: = Php 1000 = Php 100

1.How much does a bill represent? A coin?

2.How many barangays are included in the pictograph?
3.Which barangay donated the least amount and how much was donated?
4.Which barangay donated the biggest amount?
5.How much did Altagracia donate?
6.What barangays donated more than Php 5000?
7.What is the difference between the amounts of donations of Costa Leona and Alegria?
8.What is the total donation of the four barangays?

B. Construct a pictograph using the following data. Make your own questions about the graph.
Title: LAS: Love Alarm’s Shop Delivery
Legend: small box = 50 pieces; big box = 20 boxes
Labels: Days Number of Pieces
Monday 70
Tuesday 120
Wednesday 100
Thursday 160
Friday 900
B. In groups of five, complete the pictograph below and answer the questions that follow.

Answer the following questions:

1.What can be a good title for the pictograph?
2.If the total number of students in Label A is 70, Label B is 12, Label C is 20, and Label D is 40, then
what would be the legend?
3.How many students go to school by Label A and Label C?
4.How many students go to school by Label B and Label D?
5.What is the total number of students?

Let’s Create
Make a survey on your favorite animals, then construct a pictograph using the data
collected.
Lesson 3 Bar Graphs

Let’s Practice
Use the Probability Scale to determine the chance of each event occurring by placing a check on the
appropriate column.

Event Impossible Unlikely Equally to Most Certain to

to happen to happen happen likely to happen
happen
1. How likely are you
to pick a ?

2. How likely are you

to pick a ?

3. How likely are you

to pick a ?

4. How likely are you

to pick a ?

5. The sun will rise in

the evening.
6. Friday will come
after Monday.
7. There are 7 days in
a week.
8. You blink today.

Let’s Create
Create a game or experiment on probability using dice, spinners, deck of cards, marbles, candies,
and even events such as making predictions on which team will win in sports such as basketball,
baseball, football, and so on.

Let’s Reflect
On How to teach Statistics and Probability for Primary Learners the Easy Way.

Teaching Statistics and Probability to Primary Learners Made Easy

Teaching statistics and probability to primary learners can be a rewarding experience when
approached in an engaging and accessible manner. By utilizing hands-on activities, real-life
examples, and visual representations, educators can help students develop a strong foundation in
statistical concepts and probability. In this reflection, we will explore key strategies for teaching
statistics and probability to primary learners in an easy and effective way.

Start with Concrete Examples:

Introduce statistics and probability concepts using familiar objects or situations. Use tangible
materials like counters, dice, or playing cards to engage students in hands-on activities. For example,
use counters to represent data and conduct simple surveys to collect information from classmates.

Visual Representations:
Utilize visual representations such as pictographs, bar graphs, and tally charts to help students
visualize and interpret data. Encourage students to create their own graphs using colored markers or
stickers, making the learning experience interactive and enjoyable.

Real-Life Connections:
Connect statistical concepts to real-life situations to emphasize their relevance. Use examples like
weather data, sports scores, or favorite food choices to introduce probability and statistics in a
context that is relatable and meaningful to students.

Games and Activities:

Incorporate games and activities that involve data collection, analysis, and prediction. For example,
have students toss a coin and record the outcomes to understand probability or play a dice game to
practice counting and comparing data.

Experimentation and Exploration:

Encourage students to conduct simple experiments and record data to develop their understanding
of probability. This could include rolling dice, flipping coins, or drawing colored balls from a bag.
Allow students to explore different outcomes and discuss the likelihood of each.

Relate to Graphing:
Introduce basic graphing skills alongside statistical concepts. Teach students how to label axes,
create scales, and plot data accurately. Incorporate activities where students interpret data from
graphs and make predictions based on the information presented.

Use Technology:
Integrate technology tools such as interactive websites, apps, or online simulations to enhance
students' understanding of statistics and probability. These resources can provide visualizations,
interactive games, and virtual experiments that make learning more engaging and interactive.

Collaborative Learning:
Encourage collaborative learning by incorporating group projects or data analysis tasks. Assign
students to work together in teams to collect and analyze data, then present their findings to the
class. This promotes teamwork, critical thinking, and communication skills.

Relate to Language Arts:

Integrate statistics and probability concepts into language arts activities. Have students analyze data
in reading passages, create surveys or polls based on books they read, or interpret data in news
articles. This interdisciplinary approach reinforces both math and language skills.

Assess Progress:
Regularly assess students' understanding of statistics and probability through formative
assessments, observations, and projects. Provide constructive feedback and offer opportunities for
students to reflect on their learning. Adjust teaching strategies as needed to address areas of
difficulty or challenge.

Teaching statistics and probability to primary learners can be made easy and enjoyable by using
hands-on activities, visual representations, real-life examples, and collaborative learning. By creating
a supportive and engaging learning environment, students can develop a solid foundation in these
essential mathematical concepts. Remember to provide opportunities for students to explore,
experiment, and apply their knowledge in real-world contexts. With these strategies in place,
teaching statistics and probability to primary learners can be an enriching and successful experience.