MATH 4 - Q2 - Week2

MATH
QUARTER 2
4
WEEK 2
Learning Competencies
and Objectives
1. Solve multi-step problems
involving one or more of the four
operations with results of
calculations up to 1,000,000,
including problems involving
money.
2. Divide two numbers with and
without regrouping 3- to 4-digit
numbers by 1-digit numbers
Content
A. Problem Solving
on Multiplication
B. Dividing Whole
Numbers
DAY 1
Short Review
What do you call a natural calamity brought
by strong winds with heavy rains that may cause
flood, landslide, and destruction of structures?
Write on the line the letter corresponding to the
quotient to decode the word.
1) 25 ÷ 5 = ____ N 2) 9 ÷ 3 = ____ T
3) 20 ÷ 2 = ____ O 4) 16 ÷ 4 = ____ H
5) 7 ÷ 1 = ____ Y 6) 18 ÷ 9 = ____ P
7) 4 ÷ 4 = ____ O
Sarah saves a portion of her daily
allowance. She saves 15 pesos every day
for Christmas.
1) How much will she save in 40 days?
2) How will you get the total savings?
3) From the responses, which will give you
the answer easily? Why?
• Today we will be solving word problems

on multiplication.
A. Let us recall the steps in problem
U P solving:
A C or Think – Plan – Solve – Look Back
1. Understand the problem (Think). Identify
what are the given and what is asked.
2. Devise a Plan (Plan). Choose an appropriate
strategy in solving the problem.
3. Answer or Carry out the plan (Solve). After
identifying a strategy to use, solve, and answer the
problem
4. Check (Look Back). Have time to reflect and
look back on what you have done. What worked
and what did not work?
What words imply
multiplication?
B. Recall the parts of a division
sentence.
SUB-TOPIC 1:
Problem Solving on
Multiplication
Let us solve the
following multiplication
story.
After a typhoon, 1 200 people were
brought to an evacuation center. The
local government provided 3 meals a
day for each evacuee for 12 days. How
any meals did the local government
provided in all?
Solution:
Step 1: (Think).
What are given in the problem?
a. How many evacuees were there?
b. How many meals a day per
person did the government prepare?
c. For how many days?
What is asked in the problem?
Step 2: (Plan).
a. How will you solve the problem?
b. What operations will you carry
out?
c. What strategy will you use?
d. Is there a hidden question? If yes,
what is the hidden question?
e. What is the number sentence?
Step 3: (Solve).
Carry out the operation(s).
Step 4: (Look Back).
Check your answer if it is correct.
Have time to reflect and look back
on what you have done. What
worked and what did not work?
Let us solve another problem.
Example: Adelle bought 4 sets of uniforms. She
paid 640 pesos for each set. She gave 3 000 pesos
to the cashier. How much change did she get?
Step 1: (Think).
Given: 4 sets of uniform; 640 pesos each
set; 3 000 pesos payment Asked: How
much change did she get?
Step 2: (Plan).
Hidden Question: What is the total cost of
the uniforms? Number sentence: 3 000 –
(640 × 4) = n
Step 3: (Solve).
640 × 4 = 2 560
3 000 – 2 560 = 440
Answer: She got a change of 440 pesos.
Step 4: (Look Back).
Review your answer. Is it correct?
Solve on you own. Follow the steps in
problem solving.
1. How many legs are there in 6 cows and 4
chickens?
2. In a cheer dance competition, the required
number of cheer dancers is 25 and the required
number of spotters is 8. There were 12 participating
teams. Altogether, how many participants joined the
competition?
3. A florist buys 20 bundles of roses to be used for
wedding decorations. Each bundle has 48 red and
white roses. In each bundle there are 30 red roses
and the rest are white. How many white roses are
there in all?
4. A two-day musical event sold 1 000 tickets on the
first day and 935 on the second day. If each ticket
costs 700 pesos, how much does the musical event
earn from the ticket sales?
DAY 2
SUB-TOPIC 2:
Dividing 3 to 4-
Digit by 1-Digit
Numbers Without
Regrouping
Divide using pictorial representation
(place value discs)
Divide using Long Division
Recall: DMBS (Divide – Multiply – Subtract – Bring
Down)
In long division, we write the dividend inside the
division house and the divisor outside the division
house. To easily remember the division process, we
think of the members of the family who lives in the
house.
Representation: DMSB (Dad – Mom – Sis – Bro)
Lesson Activity
Find the quotient of the following
numbers using the corresponding
methods.
1) 664 ÷ 6 (pictorial)
2) 8 480 ÷ 4 (long division)
3) 704 ÷ 7 (long division)
DAY
3
SUB-TOPIC 3:
Dividing 1-Digit by
1-Digit Number
With Regrouping
Divide using pictorial
representation
Divide using Long Division
Recall: DMBS (Divide – Multiply –
Subtract – Bring Down)
In long division, we write the dividend
inside the division house and the divisor
outside the division house. To easily
remember the division process, we think
of the members of the family who lives in
the house.
Representation: DMSB (Dad – Mom – Sis
A. The long division exercise below shows
different types of errors. Find the errors and
explain each type of errors.
B. Find the quotient of the following numbers
using the suggested method. Use the back
page if needed for your solutions.
1) 984 ÷ 7 (pictorial)
3) 580 ÷ 9 (long division)
DAY 4
Learners’ Takeaways
• Which strategy do you find
easy to perform?
• In what situations can you use
division?
• What values did you learn
from the lesson?
Reflection on Learning
• Perform the task as presented in the
illustration.
DAY 5
Formative Assessment
A. Solve the problem below (on

Multiplication):
Chad buys a table at 20 000 pesos
and sells it for 22 500 pesos. If he sells
15 computers, how much profit does he
make?
Formative Assessment
B. Find the quotient by division without
regrouping:
1) 632 ÷ 3
2) 4 082 ÷ 2
C. Find the quotient by division with
regrouping:
1) 5 824 ÷ 8
2) 467 ÷ 5

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• Today we will be solving word problems

A. Solve the problem below (on

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