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final draft In Workbook

  1. 1. The Vision of the University<br />A premier university in CALABARZON, offering academic programs and related services designed to respond to the requirements of the Philippines and the global economy, particularly, Asian countries. <br />The Mission of the University<br />The University shall primarily provide advanced education, professional, technological and vocational instruction in agriculture, fisheries, forestry, science, engineering, industrial technologies, teacher education, medicine, law, arts and sciences, information technology and other related fields. It shall also undertake research and extension services, and provide a progressive leadership in its areas of specialization. <br />ii<br />The Goal of College of Education<br />In pursuit of College Mission, the institute of Education is committed to develop the full potentials of the individuals and equipped them with the necessary knowledge, skills and attitudes in the teachers’ education and the hospitality industry programs and allied fields to effectively respond to the increased demands, challenges, and opportunities of changing times for global competitiveness<br />The Objectives of College of Education<br />In view of the above, the University shall strive to implement programs and projects that shall: <br />Transmit and disseminate knowledge and skills relevant to emerging manpower needs; <br />Discover and disseminate new knowledge/technology needed by a developing community; <br />Establish model livelihood projects that will radiate through its service area; <br />Enhance, preserve, and disseminate national culture and sports;<br />Provide the disadvantaged members of society with equal opportunities for advancement; <br />Produce progressive leaders, professionals, skilled, and semi-skilled manpower for national development; and <br />Stress the development of a well rounded personality and a strong moral character and the cultivation of virtues.<br />iii<br />ACKNOWLEDGEMENT<br />In everything that people do, there are person/s who always behind and beside them. They are open-arms and fully-hearted to help and assist without any expecting anything rewards or exchange. That is the reason why the author grabs this opportunity to pay gratitude and be grateful to the following people to make this workbook successfully.<br />First and above all, the author wishes to express her biggest THANKS to the ALMIGHTY GOD, the constant provider and plentiful source of wisdom, for all the blessings, healthy body and mind, loving family and good friends, and for the strength to go on whenever challenge seem to weaken the author. <br />To the Dean of Bachelor of Elementary of Education: Dean Lydia R. Chavez<br />To Mr. For-Ian Sandoval at LSPU- Siniloan Campus for his generous assistance.<br />To my workbook consultant, Mrs. Lolita L. Beato for suggesting some information to make this workbook be successful.<br />To Ms. Adelina O. Monteiro for guiding us in making this workbook.<br />To Mr. Floreson Flores for teaching me when I don’t know what will I do.<br />To Mr. Mark Dexter Reyes that does not tired for bringing our draft to meet our deadline.<br />Profound gratitude is also given to very supportive relatives namely: Nanay Flor, Nanay Lina, Nanay Fe, Mommy Alice, Tito Glor for their tireless support and inspiring encouragement.<br />Special thanks are also given to my “FLIRTY BARKADAS” namely Mamy Love, Lea, Jobel, for their help, for being my “barkadas in crime”, for all their “kakulitan”, and for their shoulder to cry on every time I am so pressured in making this workbook.<br />And lastly, to the author family: the Placente- Royo family: Mr. Marcelino, Mrs. Yolanda, Harold, Harvey and Henry for financial and moral support, for their undying love, patience and understanding, and for always being there whenever the author need them. Thanks for always being there… <br />THE AUTHOR<br />v<br />PREFACE<br />This workbook in mathematics entitled “Exploring the Numbers by Number Senses and Numeration” will help the young learners to develop their skills and knowledge that they need to know about the numbers. It is designed to develop the understanding of mathematical skills which are related to daily activities at home and in school.<br />Mathematical concepts and skills are presented and developed through interesting lessons and exciting activities. The lessons are presented in a clear and systematic manner that involves the higher cognitive levels.<br /> <br />This workbook has the following features. Lesson Introduction that presents a discussion of the lesson. Look Back which gives the important rules and concepts discussed in each lesson. Activities that contains challenging activities that motivates the interest and enhance the learner’s ability.<br />It is hoped that this workbook will help the learners to develop and improve their skills and understanding in mathematics.<br />THE AUTHOR<br />vi<br />Table of Contents<br />The Vision and Mission of the Universityii<br />The Goal and Objectives of College of Educationiii<br />Forewordsiv<br />Acknowledgementv<br />Prefacevi<br />NUMBER SENSES AND NUMERATION1<br />LESSON INumber 1 to 10002<br />LESSON II Place Value of Four-Digits numbers9<br />LESSON III Numbers in Expanded Form17<br />LESSON IV Reading and Writing Numbers25<br />LESSON V Ordinal Numbers31<br />LESSON VI Comparing Numbers39<br />LESSON VII Ordering Numbers45<br />LESSON VIIIRounding Off Numbers54<br />LESSON IXSkip Counting by 2s, 3s, 4s, 5s, and 10s61<br />LESSON X Roman numerals71<br />References 79<br />1634301528077<br />GENERAL OBJECTIVES:<br />Read and write numbers through thousands.<br />Give the place value and value of each digit of up to four-digit number.<br />Write numbers through thousands in expand form.<br />Identify and use ordinal numbers through 30th.<br />Compare and order numbers up to thousand.<br />Round off numbers up to the nearest thousand.<br />Skip count by 2s, 3s, 4s, 5s, and 10s.<br />Read and write Roman numerals up to L<br />1<br />LESSON 1<br />Numbers 1 to 1 00Objectives:At the end of the lesson, the students are able to:Associate numbers with sets having up to 1 000 objects.Count from 1 to 1 0000<br />Look at the picture. Let us practice counting.<br />How many chairs are there? _________<br />How many plates are there? _________<br />How many balloons are there? _______<br />How many stars do you see? _________<br />How many circles are there? _________<br />2<br />Now let us count the candles inside the box.<br />51435002333625042576750<br /> <br />1 tens 1 tens 1 tens<br />How many tens are there? 3 tens or 30 ones<br />So there are 30 candles in all.<br />50869851370330Can you count all the balloons?<br />37541202409190563799109451435033655981710977265409511597726530829259772651993900977265456184010160035502851016002538730101600152717533655 100<br />10103 <br />How many hundreds are there? 2 hundreds<br />How many tens are there? 2 tens<br />How many ones are there? 0 ones<br />There are 220 ballons in all.<br />Can you give the missing numbers?<br />85, __, __, 88, __, 90, __, __, 93, 94, __, __, __, 98, __, 100<br />The missing number are 86, 87, 89, 91, 92, 95, 96, 97, and 99.<br />LOOK BACK10 ones are equal to 1 ten.10 tens are equal to 1 hundred.10 hundreds are equal to 1 thousand.<br />148660618697<br />4<br />Name: _________________________________Date: _____________<br />Grade/ Section: __________________________Teacher: _________<br />Score: ____________<br />ACTIVITY I<br />I. Fill in the blanks.<br />19026222942884762502901951. Crayons <br />452247044450<br />107<br />____tens and ___ ones = ____<br />21355053409954737103409952. Pencils<br />4162425252095<br />1001000<br />10103<br />____ tens, and ____ ones = _____<br />5<br />43281603009903. Books<br />23342602667026162026670<br />43284038853523342341053261620635<br />101010<br />398429992492256411186798<br />441833085725<br />2256155247650398429160628<br />10 10 3<br />____ tens, and ____ ones = _____<br />-457200692156<br />II. Complete each set of numbers.<br />81, ___, 83, ___, ___, ___, 87, 88, ___, ___.<br />___, 101, ___, ___, 104, ___, 106, ___, 108, ___.<br />216, ___, ___, 219, ___, 221, 222, ___, ____, 225.<br />___, 991, 992, ___, ____, 995, ___, 997, ___, ___.<br />___, 589, ___, ___, ___, 593, ___, ___.<br />III. Fill in the blanks with the missing numbers.<br />135, ___, ___6. ___, 999, ___<br />195, ___, ___7. ___, ___, 795<br />501, ___, ___8. 569, ___, ___<br />254, ___, ___9. ___, 651, ___<br />975, ___, ___10. 999, ___, ___<br />-457200206375<br />7<br />IV. Give the numbers asked for in proper order.<br />from 520 to 530<br />from 392 to 402<br />from 745 to 755<br />from 938 to 948<br />from 565 to 575<br />from 899 to 909<br />from 120 to 135<br />from 95 to 105<br />from 79 to 89<br />from 603 to 613<br />V. Write the missing numbers.<br />567, ___, ___, 570<br />297, ___, 299, ___<br />___, 712, ___, 714<br />978, ___, ___, 981<br />___, 998, ___, 1000<br />-480695723908<br />LESSON II<br />Objectives:At the end of the lesson, the students are able to:Identify the place value of each digit of two-to four-digit numbers.Give the value of each digit of two-to four-digit numbers.Place Value of Four- Digit Numbers<br />2207895246380501015257810Look at the picture. The pupils grouped the used plastic cups this way:<br />428331926615<br />34435915159447423155149851 000 1 000 100<br />10022<br />How many thousand, hundreds, tens, and ones are there in all?<br />There are 2 thousand, 2 hundreds, 2 tens, and 2 ones.<br />They have collected 2, 222 used plastic cups in all.<br />9<br />Look at the number 2 222 .How many 2s do you see? Do you know that each 2 has a different meaning<br />Our numeration system is called the Hindu Arabic system. There are 10 symbols in the numeration system, namely, 0, 1, 2, 3, 4, 5, 6, 7, 8, and 9.Each of this symbol is called a digit. A digit or a group of digits forms a numbers. Do you know why digits maybe repeated many times?<br />Look at the place value chart. Let us write the number 2 222 in the chart.<br />Thousands1000sHundreds100sTens10sOnes1s2222<br />Do the digits 2 stay in the same place? Can we therefore repeat the same digit in number?<br />Study the place value chart.<br />What is the place value of the digit 2 on the right? _________<br />What is the place value of the digit 2 second from the right? _________<br />What is the place value of the digit 2 third from the right? _________<br />What is the place value of the digit 2 on the left? _________<br />Since digits occupy different place values, they also have different value.<br />2in thethousands placemeans 2000<br />2in thehundreds placemeans 200<br />2in thetens placemeans 20<br />2in theones placemeans 2<br />10<br />What are the place value and the value of each digit n the number 258?<br />Numeral258Place valuehundredstensonesValue200508<br />How many ball pens are there in all?<br />884555151130456565151130-1986015167023729951511304123690151130<br />45656529845029373472985764567952532391000100100<br />3725545444512446004445<br />1010<br />___thousands, ___ hundreds, ___ tens, ___, ones = ___<br />What is the digit in the ones place? _________<br />What is the digit in the tens place? _________<br />What is the digit in the hundreds place? _____<br />What is the digit in the thousands place? _____<br />11<br />What is the value of the first digit? _______<br />What is the value of the second digit? ____<br />What is the value of the third digit? ______<br />What is the value of the fourth digit? _____<br />LOOK BACK Every digit in a given number has its own place value. Starting from the right, the place values of four-digit number are the ones, tens, hundreds, and thousands. The value of a digit depends on its place or position in a given number.<br />1485900115570<br />12<br />Name: _________________________________Date: _____________<br />Grade/ Section: __________________________Teacher: __________<br />Score: ____________<br />ACTIVITY 2<br />I. Identify the place values represented by the circles. Color the thousands red, the hundreds green, the tens yellow, and the ones green.<br />3.<br />4.<br />5.<br />-45720022098013<br />II. Fill in the chart with the value of each digit. Observe how numbers 1, 2, and 3 have been done.<br />NumberThousandsHundredsTensOnes1. 9179002. 109110003. 374704. 12875. 3189<br />-455295216535<br />14<br />III. Give the digit for each place value. The first one is done for you.<br /><ul><li>89 have 8 tens and 9 ones.
  2. 2. 79 have ___ tens and ___ ones.
  3. 3. 574 have ___ hundreds, ___, tens, and ___ ones.
  4. 4. 219 have ___ hundreds, ___, tens, and ___ ones.
  5. 5. 796 have ___ hundreds, ___, tens, and ___ ones.
  6. 6. 495 have ___ hundreds, ___, tens, and ___ ones.
  7. 7. 1814 have ___ thousands, ___, hundreds, ___ tens, and ___ ones.
  8. 8. 6994 have ___ thousands, ___, hundreds, ___ tens, and ___ ones.
  9. 9. 9517 have ___ thousands, ___, hundreds, ___ tens, and ___ ones.</li></ul>10. 1642 have ___ thousands, ___, hundreds, ___ tens, and ___ ones.<br />-46637228412715<br />IV. Match the items in A with those in B. Write the letter of the correct answer in the blank.<br />AB<br />__ 1. 679a. 3 tens, 9 ones<br />__ 2. 2596b. 9 hundreds, 7 tens, 5 ones<br />__ 3. 715c. 6 hundreds, 7 tens, 9 ones<br />__ 4. 39d. 9 hundreds, 2 tens, 4 ones<br />__ 5. 975e. 1 thousand, 4 hundreds, 9 tens, 6 ones<br />__ 6. 5799f. 9 thousand, 1 hundreds, 2 tens, 9 ones<br />__ 7. 924g. 7 hundreds, 1 ten, 5 ones<br />__ 8.1097h. 6 thousand, 2 hundreds, 1 tens, 0 ones<br />__ 9. 9129i. 5 thousand, 7 hundreds, 9 tens, 9 ones<br />__ 10. 6210j. 1 thousand, 0 hundreds, 9 tens, 7 ones<br />-4781552857516<br />LESSON III <br />Numbers in Expanded Form<br />Objectives:At the end of the lesson, the students are able to:1. Express two-to four-digit numbers in expanded form.2. Write the standard form of a number expressed in expanded form.<br />Look at the picture.<br />What numbers are formed by the digits in the candies? _____<br />How many digits are there in the numbers? ____<br />What digit is in the ones place? in the tens place? in the hundreds place? in the thousands place?<br />3425190288925153635127738109220208280<br />5107285113407<br /> <br /> Thousands Hundreds Tens Ones <br /> 6 2 4 1<br />17<br />The value of 6 is 6000.<br />The value of 2 is 200.<br />The value of 4 is 40.<br />The value of 1 is 1.<br />Let us put all the values of the digits together starting with the thousands digit.<br />6 241= 6000+ 200+ 40+ 1<br />6000+ 200+ 40+ 1 is another way of writing the number 6 241. This is called the expanded form of a number.<br />Study this chart. <br />ThousandsHundredsTensOnes-22293999656 Thousands70171964152 Hundreds6351866903 Tens0 Ones6000200300<br />Standard formExpanded form<br />6230=6000+ 200+ 30+ 0<br />18<br />Find the missing numbers.<br />Standard formExpanded form<br />1. 798=700+ 90+8<br />2. 128= 100+ ___+___<br />3. 89=___+ ___<br />4.958=900+ ___+___<br />5. 580=___+ 80 + ___<br />LOOK BACK Another way of writing a Hindu- Arabic number is using expanded form, wherein the value of the digits are combined from left to right.<br />1497330256540<br />19<br />Name: _________________________________Date: _____________<br />Grade/ Section: __________________________Teacher: _________<br />Score: ____________<br />ACTIVITY 3<br />I. Write the numbers in expanded form.<br />1.990=____________________________________________________________<br />2. 524=____________________________________________________________<br />3. 624=____________________________________________________________<br />4. 459=____________________________________________________________<br />5. 52 =____________________________________________________________<br />6. 598=____________________________________________________________<br />7. 895=____________________________________________________________<br />8. 92=____________________________________________________________<br />9. 125=____________________________________________________________<br />10. 426=____________________________________________________________<br />-47815519748520<br />II. Give the standard form of the following:<br />1. 4 000+ 200+ 6=______________<br />2. 90+ 5=______________<br />3. 8 000+ 500+ 9=______________<br />4. 500+ 60+ 8=______________<br />5. 7 000+ 500+ 60+4=______________<br />6. 300+ 90+ 8=______________<br />7. 50+ 9=______________<br />8. 6 000+ 800+ 90+ 6=______________<br />9. 1 000+ 500+ 90+ 2=______________<br />10. 400+ 50+ 6=______________<br />III. Using the objects shown, write a number in different way. Number 1 is done for you.<br />1.<br />ThousandsHundredsTensOnes-3429088265200317590805608318590805<br />Standard form: 264<br />-45720097155Expanded form: 200+ 60+ 4<br />21<br />2. <br />ThousandsHundredsTensOnes555292152655 000 -79441323643003006477079078202012556879078 4<br />Standard form: _____<br />Expanded form: ______________<br />-5454657239022<br />3.<br />ThousandsHundredsTensOnes<br />-4267201790701053465142875 1 00010018415317520 31940595252<br />Standard form: ____<br />Expanded form: _______________ <br />4.<br />ThousandsHundredsTensOnes-303317620 30762037691<br />-443795224437Standard form: _____<br />Expanded form: _______________<br />23<br />5.<br />ThousandsHundredsTensOnes-44450-571520-1312113157 8<br />Standard form: ____<br />Expanded form: _______________ <br />-413385176530<br />24<br />LESSON IV<br />Reading and Writing Numbers<br />Objectives:At the end of the lesson, the students are able to:Read two-to four- digit numbers in symbols and in words.Write two-to four- digit numbers in symbols and in words.<br />Let us try to count.<br />We writeWe readWe writeWe read<br />20twenty30thirty<br />21twenty- one40forty<br />22twenty-two50fifty<br />23twenty-three60sixty<br />24twenty-four70seventy<br />25twenty-five80eighty<br />26twenty-six90ninety<br />27twenty-seven100one hundred<br />28twenty-eight200two hundred<br />29twenty-nine300three hundred<br />25<br />Let’s try another.<br />We writeWe read<br />nine hundred ten<br />nine hundred twenty<br />nine hundred thirty<br />nine hundred forty<br />nine hundred fifty<br />nine hundred sixty<br />nine hundred seventy<br />nine hundred eighty<br />nine hundred ninety<br />one thousand<br />How do we read and write the number for this set of objectives?<br />163344113800 <br />100202<br />__________hundreds, ________ tens, and ones = 122<br />26<br />Each digit has this value:<br />1- 100, read as “one hundred”<br />2- 20, read as “twenty”<br />2- 2, read as “two”<br />We read a number starting with the leftmost digits. The number 122 is read as “one hundred twenty-two” <br />Another example:<br />Standard form: 6 586<br />Expanded form: 6 000+ 500+ 80+ 6<br />Number word: six thousand, five hundred eighty-six<br />LOOK BACKTo write numbers in words:1. Give the value of each digit starting from the leftmost digit.2. Separate the thousand from the hundred with a comma.Number words, such as twenty-one, thirty-nine, forty-six, and so on are written with hyphen.<br />1371195223534<br />27<br />Name: _________________________________Date: _____________<br />Grade/ Section: __________________________Teacher: _________<br />Score: ____________<br />ACTIVITY 4<br />Read the numbers orally.<br />4611. 9 550<br />16212. 580<br />58913. 1 008<br />46914. 675<br />72015. 27<br />5916. 999<br />3 54017. 8 080<br />26418. 7 432<br />25919. 664<br />5 42920. 6 786<br />-47815524828528<br />II. Match each number word in A with correct numeral in B. Write the letter of the correct answer in the blank.<br />A B<br />___1. One thousand, nine hundreda. 293<br />___2. Nine hundred, fifty-oneb. 555<br />___3. Seventy-threec. 610<br />___4. Seven thousand, six hundredd. 33,050<br />___5. Three thousand, nine hundred, fifty-onee. 29,555<br />___6. Twenty-nine thousand, five hundred, ninety-fivef. 7, 600<br />___7. Thirty-three thousand, fiftyg. 3,951<br />___8. Six hundred tenh. 951<br />___9. Five hundred, fifty-fivei. 73<br />___10. Two hundred, ninety-three j.1, 900<br />-46990021463029<br /><ul><li>Write each numeral in a word form.</li></ul>165 ____________________________________________________________________________________________________________<br />2,654 ____________________________________________________________________________________________________________<br />498 ____________________________________________________________________________________________________________<br />572 ____________________________________________________________________________________________________________<br />4,982 ____________________________________________________________________________________________________________<br />2,654 ____________________________________________________________________________________________________________<br />7,954 ____________________________________________________________________________________________________________<br />326 ____________________________________________________________________________________________________________<br />258 ____________________________________________________________________________________________________________<br />163 ___________________________________________________________________________________________________________<br />-443865134620<br />30<br />LESSSON V<br />Ordinal Numbers<br />Objectives:At the end of the lesson, the students are able to:1. Read and write ordinal numbers through 30th in symbols and in words.2. Give the positions of objects in a set using ordinal numbers.<br />Read and study the following ordinal numbers.<br />Ordinal NumberSymbolsFirstSecondThirdFourthFifthSixthSeventhEighthNinthTenthEleventhTwelfthThirteenthFourteenthFifteenthSixteenthSeventeenthEighteenthNineteenthTwentiethTwenty-firstTwenty-secondTwenty-thirdTwenty-fourthTwenty-fifthTwenty-sixthTwenty-seventhTwenty-eighthTwenty-ninthThirtieth1st2nd3rd4th5th6th 7th8th9th10th11th12th13th14th15th16th17th18th9th20th21st22nd23rd24th25th26th27th28th29th30th<br />32<br />Other example:<br />A B C D E F G H I J K L M N O P Q R S T U V W X Y Z<br />What ordinal number represents the position of each of these letters?<br />1. H- Eighth (8th)6. E- Fifth(5th)<br />2. J- Tenth(10th)7. O- Fifteenth(15th)<br />3. N- Fourteenth(14th)8. S- Nineteenth(19th)<br />4. Y- Twenty-fifth(25th)9. K- Eleventh(11th)<br />5. C- Third(3rd)10. W-Twenty-third(23rd)<br />JANUARY 2010<br />SUNMONTUESWEDTHURSFRISAT12345678910111213141516171819202122232425262728293031<br />Look at the calendar. Name the days for the following dates.<br />1.2nd of JanuarySaturday <br />2.11th of JanuaryMonday<br />3.22nd of JanuaryFriday 33<br />LOOK BACK An ordinal number is used to tell the place or position of a person or a person or an object in a set. To write an ordinal number in symbols, write the numeral then append the last two letters of the ordinal.<br />13716001270<br />34<br />Name: _________________________________Date: _____________<br />Grade/ Section: __________________________Teacher: _________<br />Score: ____________<br />ACTIVITY 5<br />I. Write in two ways the ordinal number of the symbols that is different in each set. Begin counting from the top. The first one is done for you.<br />۝fifth.2Ω_____<br />5th _______<br />۝℅<br />۝Ω<br />۝Ω<br />۞Ω<br />۞ . 3._____.4@____<br />_________<br />۞@<br />۞@<br />۩ -498475321310&<br /> 35 <br />5. ♀_____6. $____<br />_________<br />♀&<br />♂$<br />♀$<br />♀$<br />7. ♥_____8. █____<br />_________<br />♠█<br />♥▄<br />♥█<br />♥█<br />-455295108585<br />36<br /> II. Match the ordinal with its correct symbols. Write the letter of the correct answer in the blank.<br />AB<br />___1.Twentietha. 5th <br />___2.Twenty-firstb. 8th <br />___3.Twenty-secondc. 19th <br />___4.Twenty-thirdd. 15th <br />___5. Fifteenthe. 24th <br />___6. Nineteenthf. 20th <br />___7. Twenty-seventhg.23rd <br />___8. Twenty-fourthh. 21st <br />___9. Eighthi. 22nd <br />-443794626956___10. Fifthj. 27th 37<br />III. Box the object that is described by the given ordinal. Begin counting from the left.<br />nineteenth<br />▼ ▼ ▼ ▼ ▼ ▼ ▼ ▼ ▼ ▼ ▼ ▼ ▼ ▼ ▼ ▼ ▼ ▼ ▼ ▼<br />fifth <br />● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●<br />second<br />☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺<br />sixth<br />♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥<br />twentieth<br />Ω Ω Ω Ω Ω Ω Ω Ω Ω Ω Ω Ω Ω Ω Ω Ω Ω Ω Ω Ω Ω Ω <br />-45529511112538<br />LESSON VI<br />Comparing Numbers<br />Objectives:At the end of the lesson, the students are able to:Compare two numbers with up to four digits.Use the symbols >, <, and = in comparing numbers.<br />Kate Leann and Kim Lei Jan had a collection of pillows. Kate Leann had 6 pillows while Kim Lei Jan had 4 pillows. Let us find out who collect more pillows.<br />2108202438403371849312338Look at the picture given.<br />Kate Leann’s pillowKim Lei Jan’s pillow<br />Who collected more pillows? ____________________<br />Who collected fewer pillows? _____________________<br />We say “6 are greater than 4”.<br />We write 6>4. <br />We can also say “4 is less than 6”.<br />We write 4<6. <br />39<br />Study these examples:<br />AB<br />☺☺☺☺☺☺☺☺☺☺☺☺<br />☺☺☺☺☺☺☺☺☺☺☺☺<br />☺☺☺☺☺☺☺☺☺☺☺☺<br />How many smileys’ are there in picture A? __________ <br />How many smileys’ are there in picture B? __________ <br />We say “18 are equal to 18”.<br />In symbols, we write 18=18.<br />Another example:<br />AB<br />©©©©©©©©©©©©<br />©©©©©©©©©©©©<br />©©© ©©©©<br />How many circles are there in picture A? _____________<br />How many circles are there in picture B? _____________<br />Which picture shows fewer circles? _________________<br />Which picture shows more circles? _________________<br />40<br />We write 15<16.<br />We can read this as “15 is less than 16”.<br />We also write 16>15.<br />We can read this as “16 are greater than 15”.<br />LOOK BACK Begin comparing the digits in the highest place value. Use these symbols to compare numbers. > means “greater than” < means “less than” = means “equal to” or “equals”<br />1219200330835<br />41<br />Name: _________________________________Date: _____________<br />Grade/ Section: __________________________Teacher: __________<br />Score: ____________<br />ACTIVITY 6<br />I. Compare the numbers. Write >, <, or = in the box.<br />1. 1 587 5 8722. 5 248 2 684<br />3. 2 540 2 5694. 7 850 2 401<br />5. 463 4636. 298 389<br />7. 254 2588. 258 258<br />9. 5 819 1 23410. 2 548 2 649<br />-439420202565<br />42<br />II. Encircle the number that will make the sentence correct.<br />1. 3456<354625468459<br />2. 5621>125426548549<br />3. 2549<245126535487<br />4. 4529>12545628982<br />5. 25=256585<br />6. 257>485227984<br />7. 548<4585485869<br />8. 231=231351284<br />9. 54>5265849<br />10. 25<5245810<br />-446405251460<br />43<br />III. Compare the sets by writing >, <, or = in the square.<br />1. ΦΦΦΦΦΦΦΦΦΦΦΦΦ<br />2. ♣♣♣♣♣♣♣♣♣♣<br />3. ♫♫♫♫♫♫♫♫♫♫♫♫♫<br />4. ♀♀♀♀♀♀♀♀♀♀♀♀<br />5. ◄◄◄◄◄◄◄◄◄◄◄◄<br />6. ۝۝۝۝۝۝۝۝۝۝۝۝۝۝<br />7. ☼☼☼☼☼☼☼☼☼☼☼<br />8. ¶ ¶ ¶ ¶ ¶ ¶ ¶ ¶<br />9.۩ ۩ ۩ ۩ ۩ ۩ ۩ ۩ ۩ ۩<br />10. ۞۞۞۞۞ ۞۞۞۞۞۞۞ <br />-45529514859044<br />LESSON VII<br />Ordering Numbers<br />Objectives:At the end of the lesson, the students are able to:1. Arrange the set of two-to four- digit numbers in ascending or descending order.2. Tell the number that comes before, between, or after a given number or numbers.<br />Did you know that there are four stages when the frog fully developed?<br />First are the eggs.<br />Second are the tadpoles.<br />Third are the young frogs.<br />Four are the adult frog.<br />45<br />The numbers 1, 2, 3, 4 are arranged from the least to the greatest or in ascending order.<br />The numbers 4, 3, 2, 1 are arranged from the greatest to the least or in descending order.<br />For example we have a simple calculator:<br />Calculator A265Calculator B598Calculator C358<br />What number is shown in calculator A? ______ in calculator B? ________ in calculator C?__________<br />Which number has the greatest hundreds digit? ________ the next? _________ the last? _______<br />Therefore, the numbers 596, 358, 265 are arranged in descending order or from the greatest to the least.<br />46<br />For example:<br />Arrange the numbers 987, 598, 264, 759 from the least to the greatest.<br />The hundreds digits are the same, so we compare the tens digits.<br /> 987 598 264 759<br /> ↑ ↑ ↑ ↑<br />--------------------------------↓------------------------------<br />9 > 8 > 6 > 5<br />In ascending or least to greatest order, the numbers should be arranged this way:<br />264,598, 759,987<br />47<br />LOOK BACK To arrange a set of numbers in ascending or descending order, compare the digits found in the same place value starting from the highest place value. The higher the digit, the greater the number.<br />1571625169545<br />48<br />Name: _________________________________Date: _____________<br />Grade/ Section: __________________________Teacher: __________<br />Score: ___________<br />ACTIVITY 7<br />I. Arrange each set of numbers from the least to the greatest.<br />1. 258458596759<br />____________<br />2.8549548296542654<br />____________<br />3.459426358776<br />____________<br />4. 2698265484555792<br />____________<br />5.598684295264<br />____________<br />6.5698569858494598<br />____________<br />-46672519621549<br />7.2548459836541892<br />____________<br />8.106562854254<br />____________<br />9. 120125254487<br />____________<br />10.1580245835482548<br />____________ <br /> <br />II. Arrange each set of numbers from the greatest to the least.<br />1. 258458596759<br />____________<br />2.8549548296542654<br />____________<br />3.459426358776<br />____________<br />-4864103429050<br />4. 2698265484555792<br />____________<br />5.598684295264<br />____________<br />6.5698569858494598<br />____________<br />7.2548459836541892<br />____________<br />8.106562854254<br />____________<br />9. 120125254487<br />____________<br />10.1580245835482548<br />____________<br />-440690262890<br />51<br /><ul><li>Give the number that comes before the given number.</li></ul>1. _____255<br />2. _____298<br />3. _____589<br />4. _____965<br />5. _____698<br />6. _____759<br />7. _____245<br />8. _____597<br />9. _____659<br />10. _____248 <br />-466725310515<br />52<br />IV. Give the number that comes before and last of the given number.<br />1. _____255_____<br />2. _____298_____<br />3. _____589_____<br />4. _____965_____<br />5. _____698_____<br />6. _____ 524 _____<br />7. _____ 924 _____<br />8._____ 318_____<br />9. _____ 349 _____<br />10. _____ 987_____<br />-46736020955053<br />LESSON VIII<br />Rounding Off Numbers<br />Objective:At the end of the lesson, the students are able to: Round off numbers to the nearest ten, hundred, or thousand.<br />This number line will help us in rounding off a number to the nearest ten.<br /> ←-----30------31------32----33----34----35---36-----37----38-----39-----40------><br />Round off 36 to the nearest ten.<br />Is the number 36 closer to 30 or to 40? _______<br />Therefore, 36 when rounded off to the nearest ten become 40.<br />Another example<br />1. Round off 520 to the nearest hundred.<br />----500-----520----530-----540----550----560----570-----580---590---600<br />Where are 520 closer to, 500 or 600? _________<br />Therefore, we round off 520 to 500.<br />54<br />2. Round off 1 500 to the nearest thousand.<br />---1 000---1 100---1 200---1 300---1 400---1 500--- 1 600---1 700---1 800---1 900---2 000<br />Where is 1500 closer to, 1 000 or 2 000? _______<br />It is exactly halfway between 1 000 and 2 000.<br />So we get the bigger number which is 2 000.<br />This means that 1 500 rounds off to 2 000.<br />LOOK BACK Rounding off a number to the nearest ten, hundred, or thousand means choosing a multiple of 10, 100, or 1 000 that is closest to the given number. If the given number is exactly halfway between two multiples of 10, 100, 1 000, round off the number to the greater multiple.<br />1371600161290<br />55<br />Name: _________________________________Date: _____________<br />Grade/ Section: __________________________Teacher: __________<br />Score: ____________<br />ACTIVITY 8<br /><ul><li>Using the number line, round off the following numbers to the nearest ten.</li></ul>1. 15 are rounded off to ________.<br /><----12----13----14----15----16----17----18----19----20----><br />2.45 are rounded off to _______.<br /><----40----41----42----43----44----45----46----47----48----><br />3.63 are rounded off to _______.<br /><----62----63----64----65----66----67----68----69----70----><br />4.29 are rounded off to _______.<br /><----25----26----27----28----29----30----31----32----33----><br />5. 91 are rounded off to _______.<br /><----90----91----92----93----94----95----96----97----98----><br />-485775313690<br />56<br />6. 56 are rounded off to _______.<br /><----52----53----54----55----56----57----58----59----60----><br />7. 95 are rounded off to _______.<br /><----90----91----92----93----94----95----96----97----98----><br />8. 17 are rounded off to ______.<br /><----12----13----14----15----16----17----18----19----20----><br />9. 24 are rounded off to ______.<br /><----22----23----24----25----26----27----28----29----30----><br />10. 27 are rounded off to _____.<br /><----25----26----27----28----29----30----31----32----33----><br />-44767531051557<br />II. Using the number line, round off the following numbers to the nearest thousand.<br />1. 150 are rounded off to ________.<br /><----120----130----140----150----160----170----180----190----200----><br />2.450 are rounded off to _______.<br /><----400----410----420----430----440----450----460----470----480----><br />3.630 are rounded off to _______.<br /><----620----630----640----650----660----670----680----690----700----><br />4.290are rounded off to _______.<br />-2952755170805<----250----260----270----280----290----300----310----320----330----><br />5. 910 are rounded off to _______.<br /><----900----910----920----930----940----950----960----970----980----><br />6. 560 are rounded off to _______.<br /><----520----530----540----550----560----570----580----590----600----><br />7. 950 are rounded off to _______.<br /><----900----910----920----930----940----950----960----970----980----><br />-29527530099058<br />8. 170 are rounded off to ______.<br /><----120----130----140----150----160----170----180----190----200----><br />9. 240 are rounded off to ______.<br /><----220----230----240----250---260----270----280----290----300----><br />10. 270 are rounded off to _____.<br /><----250----260----270----280----290----300----310----320----330----><br />III. Round off each number to the given place value.<br />1. 25(tens)____________<br />2. 85(tens)____________<br />3. 95(tens)____________<br />4.250(hundreds)____________<br />5. 354(hundreds)____________<br />-476250177165<br />59<br />6. 695(hundreds)____________<br />7. 529(hundreds)____________<br />8. 1 520 (thousands)____________<br />9. 2 254 (thousands)____________<br />10. 2 548(thousands)____________<br />IV. Box the number to which the given number is closer.<br />45 or 53<br />2. 3630 or 40<br />3. 6965 or 70<br />4. 650648 or 655<br />5. 859855 or 890<br />-466725325755<br />60<br />LESSON IX<br />Skip Counting by 2s, 3s, 4s, 5s, and 10s<br />Objectives:At the end of the lesson, the students are able to:1. Skip count by 2s, 3s, 4s, 5s, and 10s.2. Identify the pattern in a series of numbers.3. Give the next number in a given series of numbers following a pattern.<br />Look at the chart.<br />123456789101112131415161718192021222324252627282930313233343536373839404142434445464748495051525354555657585960616263646566676869707072737475767778798081828384858687888990919293949596979899100<br />We count: 2, 4, 6, 8, 10, 12, 14, 16, 18, 20, 22…<br />61<br />This kind of counting is called skip counting.<br />We just did skip counting by 2s.<br />Just like in 3s, 4s, 5s, and 10s<br />123456789101112131415161718192021222324252627282930313233343536373839404142434445464748495051525354555657585960616263646566676869707072737475767778798081828384858687888990919293949596979899100<br />In 3s: 3, 6, 9, 12, 15, 18, 21….<br />We just did skip counting by 3s.<br />62<br />Skip counting by 4s. <br />Look at the chart.<br />123456789101112131415161718192021222324252627282930313233343536373839404142434445464748495051525354555657585960616263646566676869707072737475767778798081828384858687888990919293949596979899100<br />In 4s: 4, 8, 12, 16, 20, 24, 28….<br />We just did skip counting by 4s.<br />63<br />Skip counting by 5s. <br />Look at the chart.<br />123456789101112131415161718192021222324252627282930313233343536373839404142434445464748495051525354555657585960616263646566676869707072737475767778798081828384858687888990919293949596979899100<br />In 5s: 5, 10, 15, 20, 25, 30, 35….<br />We just did skip counting by 5s.<br />64<br />Skip counting by 10s. <br />Look at the chart.<br />123456789101112131415161718192021222324252627282930313233343536373839404142434445464748495051525354555657585960616263646566676869707072737475767778798081828384858687888990919293949596979899100<br />In 10s: 10, 20, 30, 40, 50, 60, 70… <br />We just did skip counting by 10s.<br />65<br />LOOK BACK When we skip count by 2s, we get 2, 4, 6, 8, 70, 12, 14, 16, 18, 20 … When we skip count by 3s, we get 3, 6, 9, 12, 15, 18, 21, 24, 27, 30 …When we skip count by 4s, we get 4, 8, 12, 16, 18, 20, 24, 28, 32, 36, 40 … When we skip count by 5s, we get 5, 10, 15, 20, 25, 30, 35, 40, 45, 50 …When we skip count by 10s, we get 10, 20, 30, 40, 50, 60, 70, 80, 90, 100 … <br />1543050207010<br />66<br />Name: _________________________________Date: _____________<br />Grade/ Section: __________________________Teacher: __________<br />Score: ____________<br />ACTIVITY 9<br />I. Write the missing numbers in each sequence.<br />1-2<br />Skip counting by 2s<br /> <br />210214218<br />222226<br />3-4<br />Skip counting by 3s<br />306312<br />318324330<br />-457200181610<br />67<br />5-6<br />Skip counting by 4s<br />412420<br />428436<br />7-8<br />Skip counting 5s<br />500510520<br />530540<br />9-10<br />Skip counting 10s<br />100120<br />140160180<br />-457200269875<br />68<br />II. Fill in the blanks with the missing numbers.<br />1. Skip counting by 2s<br />2 ___ 6 ___ 8 ___ 12 ___ 16 ___ 20 ___ 24 ___ 28 ___ 32 ___ 36 ___ 40 <br />2. Skip counting by 3s<br />3 ___ 9 ___ 15 ___ 21 ___ 27 ___ 33 ___ 39 ___ 45 ___ 51 ___ 57 ___ 63<br />3. Skip counting by 4s<br />4 ___ 12 ___ 20 ___ 28 ___ 36 ___ 44 ___ 52 ___ 60 ___ 68 ___ 76 ___ 84<br />4. Skip counting by 5s<br />5 ___ 15 ___ 25 __ 35 ___ 45 ___ 55 ___ 65 ___ 75 ___ 85 ___ 95 ___ 105<br />5. Skip counting by 10s<br />10 __ 30 __ 50 __ 70 __ 90 ___ 110 ___ 130 __ 150 __ 170 __ 190 ___ 200 <br />-474345215265<br />69<br />III. Give the next two numbers in each sequence. Then identify the number by which you did skip counting.<br />1. 92, 94, 96, ___, ___skip counting by ____<br />2. 33, 36, 39, ___, ___skip counting by ____<br />3. 55, 60, 65, ___, ___skip counting by ____<br />4. 95, 100, 105, ___, ___skip counting by ____<br />5. 120, 130, 140, ___, ___skip counting by ____<br />6. 40, 44, 48, ___, ___skip counting by ____<br />7. 124, 128, 132, ___, ___skip counting by ____<br />8. 106, 109, 112, ___, ___skip counting by ____<br />9. 200, 210, 220, ___, ___skip counting by ____<br />10. 12, 14, 16, ___, ___skip counting by ____<br />-44767523749070<br />LESSON X<br />Roman Numerals <br />Objectives:At the end of the lesson, the students are able to:1. Read and write Roman numeral up to L (50).2. Change Roman Numerals to Hindu-Arabic numerals, and vice-versa.<br />Basic Roman NumeralsHindu- Arabic Numerals<br />Iis equal to1<br />Vis equal to5<br />Xis equal to10<br />Lis equal to50<br />Roman numerals can be formed by combining the basic numerals with some rules to remember. Study the following rules and some examples.<br />Rule 1: Numerals I and X may be repeated at most three times. Their values are simply added.<br />Examples: <br />II = 1 + 1 = 2<br />III = 1 + 1 + 1 = 3<br />XX = 10 + 10 = 20<br />XXX = 10 + 10 + 10 = 3071<br />Rules 2: when a symbol with a lesser value comes before a symbol with a greater value, subtract their values.<br />Examples:<br />In IV, 1 comes before 5. We subtract: 5- 1 = 4 = IV<br />In IX, 1 comes before 10. We subtract: 10- 1 = 9 = IX<br />In XL, 10 come before 50. We subtract: 50- 10 = 40 = XL<br />Rules 3: When a symbol with a greater value comes before a symbol with a lesser value, add their values.<br />Examples: <br />In VI, 5 come before 1. We add: 5 + 1 = 6 = VI<br />In XI, 10 come before 1. We add: 10+ 1 = 11 = XI<br />In LX, 50 come before 10. We add: 50 + 10 = 60 = LX<br />In VIII, 5 come before 3. We add: 5 + 3 = 9 = VIII<br />Basic Roman NumeralsHindu- Arabic NumeralsI1II2III3IV4V5VI6VII7<br />72<br />VII7VIII8IX9X10XI11XIV14XV15XVI16XIX19XX20XV25XXX30XL40XLV45L50<br />73<br />LOOK BACK Numerals V and L are never repeated. Numerals I and X may be repeated at most three times. When a symbol with a lesser value comes before a symbol with a greater value, subtract their values. When a symbol with a greater value comes before a symbol with a lesser value, add their values.<br />1533525235585<br />74<br />Name: _________________________________Date: _____________<br />Grade/ Section: __________________________Teacher: __________<br />Score: ____________<br />ACTIVITY 10<br />I. Complete the table.<br />Number WordHindu- Arabic NumeralRoman Numeral1.Ten2.123.XVI4.185. Eleven<br />-455295256540<br />75<br />II. Express these Roman numerals as Hindu- Arabic numerals.<br />1. VII= ____________________________ = _________<br />2. XVI= ____________________________ = _________<br />3. LVI= ____________________________ = _________<br />4. XVV= ____________________________ = _________<br />5. LXV= ____________________________ = _________<br />6. XXX= ____________________________ = _________<br />7. VIII= ____________________________ = _________<br />8. LLV= ____________________________ = _________<br />9. XXV= ____________________________ = _________<br />10. LXX= ____________________________ = _________<br />76<br />-457200101600<br />III. Change these Hindu- Arabic numerals to Roman numerals.<br />1. 18 = ________________________ = _____________<br />2. 25= ________________________ = _____________<br />3. 12= ________________________ = _____________<br />4. 16= ________________________ = _____________<br />5. 60= ________________________ = _____________<br />6. 54= ________________________ = _____________<br />7. 65= ________________________ = _____________<br />8. 74= ________________________ = _____________<br />9. 68= ________________________ = _____________<br />10. 30= ________________________ = _____________<br />-45720031432577<br />IV. Match the Hindu- Arabic numerals in A with the correct Roman numerals in B. Write the letter of the correct answer in the blank.<br />AB<br />___ 1.80a. LXVII<br />___ 2.65b. XXV<br />___ 3.16c. LXXX<br />___ 4.15d. LXV<br />___ 5. 23e. XVI<br />___6. 19f. V<br />___7. 21g. XXI<br />___ 8. 5h. XIX<br />___ 9.25i. XXIII<br />-457200114300___ 10. 47j XV78<br />

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