REPUBLIC OF THE PHILIPPINES DEPARTMENT OF EDUCATION LEARNING GUIDE

GRADE IV - MATHEMATICS

WHOLE NUMBERS

MODULE 2: COMPREHENSION OF ADDITION

impose as a condition the payment of royalties.

Mind Map

The Mind Map displays the organization and relationship between the concepts and activities in this Learning Guide in a visual form. It is included to provide visual clues on the structure of the guide and to provide an opportunity for you, the teacher, to reorganize the guide to suit your particular context.

Stages of Learning

The following stages have been identified as optimal in this unit. It should be noted that the stages do not represent individual lessons. Rather, they are a series of stages over one or more lessons and indicate the suggested steps in the development of the targeted competencies and in the achievement of the stated objectives.

Assessment

1. Activating Prior Learning

This stage aims to engage or focus the learners by asking them to call to mind what they know about the topic and connect it with their past learning. Activities could involve making personal connections.

Background or purpose

In this stage, students will add four to five-digit numbers.

Strategy

DECODING. A strategy used to translate data or a message from a code into the original language or form. In the context of this activity, students will answer the problems and use the mystery key in order to find the hidden message.

Material

• activity sheet (refer to Student Activity 1, What's the Message?, on page 10-11)

Activity 1: What's the Message?

Instructions:

1. Prior to the activity, ask them about planets and describe the size of each. Then, unlock the words radius/radii and equator.

2. Organize them by five or as desired and distribute the activity sheet. 3. Instruct them to perform the activity at a given time.

4. Ask at least 3 representatives to present their outputs for comparison and discussion.

Formative Assessment

Ensure that all group members participate in the activity to come up with the expected output. Check their outputs.

Roundup

Students would have added four to five-digit numbers.

2. Setting the Context

This stage introduces the students to what will happen in the lessons. The teacher sets the objectives/expectations for the learning experience and an overview how the learning experience will fit into the larger scheme.

Background or purpose

In this stage, the students will arrange the ideas about comprehension of addition of whole numbers.

Strategy

FISH BONE. It is sometimes called a herringbone map. This strategy is used to explore the many aspects or effects of a complex topic, helping the student to organize their thoughts in a simple, visual way. The use of color helps make a fish bone map clearer and easier to interpret.

• strips (Teacher Resource Sheet 2, Strips, on page 13-14)

• manila paper

• masking tape

Activity 2: What a bone?

Instructions:

1. Organize the class into 5 groups or as desired. 2. Provide each group with the materials.

3. Let them arrange the strips on the appropriate “bone” in the diagram at a set time.

4. Ask them to post their outputs on the board and present it. Note the misconceptions if there are any and address them in the succeeding activities.

Formative Assessment

Ensure that all the students participate actively in the activity.

Roundup

Students would have arranged the ideas about comprehension of addition of whole numbers.

3. Learning Activity Sequence

This stage provides the information about the topic and the activities for the students. Students should be encouraged to discover their own information.

Background or purpose

• add six or more digit numbers with four or more addends with sums through billions with and without regrouping in any two or more places;

• estimate the sum of six or more digit addends;

• solve word problems involving addition of whole numbers including money with sums through millions and billions without and with regrouping following the steps in problem solving;

• add mentally two to three-digit numbers with sums up to 300 without regrouping;and • solve mentally one-step word problems involving addition with sums up to 300 without

regrouping.

Strategies

BUZZ SESSION. This is a strategy where students work in small groups within a determined time limit and without a leader, to answer a question, or solve a problem and come up to some kind of conclusion.

PROBLEM SOLVING. This will let the students find out the solution and answer, choose what strategy would be effective to find the answer and then, check it with another method. Problem solving model, such as the Working Mathematically Model, breaks problem solving into a step by step process.

CHOOSE What tools would be effective for solving the problem?

USE Use the tools to gain an answer to the problem.

INTERPRET Is this answer reasonable? Can you check it using another method?

COMMUNICATE Depending on your audience, communicate the answer. This may be in a simple _{form (e.g. A written sentence) or a more complex form (e.g. Writing a report)}

Materials

• activity sheet (refer to Student Activity 3, Exploring Time 1, on pages 15-19) Activity 4

• cards (refer to Teacher Resource Sheet 2, Exploring Time 2, on page 20)

Activity 3: Exploring Time 1

Instructions:

1. Organize the students into groups of 5 or as desired. 2. Distribute the activity sheet to each group.

3. Ask them to perform the tasks one at a time.

4. Let them choose a representative to present their outputs to the whole class for comparison and discussion.

Activity 4: Exploring Time 2

Instructions:

1. Organize students into groups of 4.

2. Post each problem and let them answer it mentally one at time. 3. Ask them to raise their answers written on a sheet of paper. 4. Call a volunteer to justify their answer.

Formative Assessment

Supervise the students while they are doing the activity and see to it that everybody participates to ensure that they will come up with the expected outputs.

Check their outputs.

Roundup

4. Check for Understanding of the Topic or Skill

This stage is for teachers to find out how much students have understood before they apply it to other learning experiences.

Background or purpose

The activity in this stage will enhance and check the students' learning on comprehension of addition of whole numbers.

Strategy

PUZZLE. This strategy aims to exercise one's mind. Usually, a problem is given to test one's skill or ingenuity. The end results mirror the performance of the individual member as they

enthusiastically contribute to their group answers.

Materials

• puzzle (refer to Teacher Resource Sheet 3, Let's Check, on page 21)

• envelopes

• masking tape • marking pen

• manila paper

Activity 5: Let's Check

Instructions:

1. Organize the class into 5 groups or as desired. 2. Distribute the materials to each group. 3. Instruct them to:

• assemble the puzzle correctly,

• answer the problems in the puzzle, and

• write their solutions on the manila paper.

4. Request 3 group volunteers to present their outputs for comparison and discussion.

Formative Assessment

Make sure that all members of the groups contribute ideas in the discussion to come up with the correct outputs.

Check their outputs.

Roundup

Students would have enhanced and checked their learning on comprehension of addition of whole numbers.

5. Practice and Application

Background or purpose

In this stage, students will apply their learning on comprehension of addition of whole numbers by solving problems involving real-life situations.

Strategy

TASK CARDS. This strategy specifies a task or activity for students to complete individually, in pairs or as a small group. Task cards can be used across the curriculum areas. Making tasks “real-life” tasks make them more meaningful.

Materials

• task cards (refer to Teacher Resource Sheet 4, Challenge Me, on page 22)

• manila paper

• marking pen

• masking tape

Activity 6: Challenge Me

Instructions:

1. Organize the class into 6 groups. 2. Provide the materials to each group.

3. Instruct them to perform all the tasks at a given time.

4. Ask 3 representatives to present their outputs for comparison and discussion.

Formative Assessment

Ensure the involvement of all students during the group activity and discussions to come up with the expected outputs.

Check their outputs.

Roundup

Students would have applied their learning on comprehension of addition of whole numbers by solving problems involving real-life situations.

6. Closure

This stage brings the series of lessons to a formal conclusion. Teachers may refocus the objectives and summarize the learning gained. Teachers can also foreshadow the next set of learning

experiences and make the relevant links.

Background or purpose

In this stage, students will consolidate their learning on comprehension of addition of whole numbers through a reflection journal.

Strategy

Materials

• diagram used in stage 2

• marking pen

• masking tape

Activity 7: What a bone?

Instructions:

1. Use the same grouping as in stage 2. 2. Provide the materials to each group.

3. Ask them to check their ideas in the diagram based on their learning in the preceding activities.

4. Set a time for the activity.

5. Call 3 volunteers to present their outputs for comparison and discussion.

Formative Assessment

Make sure that all students share their ideas in doing the activity.

Roundup

Students would have consolidated their learning on comprehension of addition of whole numbers.

Teacher Evaluation

(To be completed by the teacher using this Teacher’s Guide) The ways I will evaluate the success of my teaching this unit are: 1.

STUDENT ACTIVITY 1

WHAT'S THE MESSAGE?

Objective:

Add four to five digit numbers.

Directions: Read and analyze the situation, then perform what is asked.

Planets' Equatorial Table

Mercury

Venus

Earth

Mars

Jupiter

Saturn

Uranus

Neptune

PLANET

ESTIMATED EQUATORIAL RADIUS

Mr. D encourages everyone to do good in school, at home

and in the community where he/she belongs. In every good thing

that everyone does, he sends a message. To find out what the

message is, complete the statements by considering the given

data in the Planets' Equatorial Table. Then, find the letter in

the mystery key that corresponds to your answer. Write the

letters on Mr. D's note.

2 440 km

6 052 km

6 378 km

3 397 km

71 492 km

60 268 km

25 559 km

24 764 km

O

B

O

O

J

G

D

9 449 km

8 818 km

11 889 km

83 922 km

71 492 km

11 258 km

110 591 km

Dear ________________,

____ ____ ____ ____ ____ ____ ____ !

Mr. D

CONTINUATION

1. Earth's equatorial radius

added to Mercury's is _______.

2. Venus' equatorial radius plus

Mars' equals __________.

3. The equatorial radius of Jupiter

is ________.

4. The sum of Earth and Venus'

equatorial radii plus that of

Jupiter's is ______.

5. The sum of the equatorial radii

of Mercury, Mars and Venus

is ________.

6. Uranus and Neptune's

equatorial radii when combined

with Saturn's is ________.

7. Twice of Mercury's equatorial

radius plus that of

the Earth is _______.

TEACHER RESOURCE SHEET 1

FISH BONE DIAGRAM

Directions: Reproduce the fish bone diagram and provide a copy to each group.

Comp

reh

ens

ion

of A

ddit

ion

of

Wh

ole

TEACHER RESOURCE SHEET 2

STRIPS

Directions: Reproduce and cut each strip. Then, place a set in an envelope for each

group.

Add six or more digit numbers with

four or more addends with sums through

billions without regrouping in any

two or more places.

Add six or more digit numbers with

four or more addends with sums

through billions with regrouping in

any two or more places.

Estimate the sum of six or more

digit addends.

Add mentally two to three-digit

numbers with sums up to 100

CONTINUATION.

Solve word problems involving addition of whole

numbers including money with sums through

millions and billions without and with

regrouping following the steps in

problem solving.

Solve mentally one-step word problems

involving addition with sums up to 300

STUDENT ACTIVITY 3

EXPLORING TIME 1

Objectives:

1. Add six or more digit numbers with four or more addends with sums through

billions without and with regrouping in any two or more places.

2. Estimate the sum of six or more digit addends

.

3. Solve word problems involving addition of whole numbers including money with

sums through millions and billions without and with regrouping following the

steps in problem solving.

Directions: Add the given numbers in the table. Then, answer the question or

complete the statement that follow.

Work It Out 1

☑

What is the sum of 112 034, 425 120, 210 312 and 101 323? ________________

☑

To add whole numbers without regrouping,

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________.

HTh TTh Th

H

T

0

1

1

2

0

3

4

4

2

5

1

2

0

2

1

0

3

1

2

1

0

1

3

2

3

Adding without Regrouping

•

Give the sum of the five highest populated countries. ____________________

•

What is the sum of the populations of Russia, Japan, Pakistan, and Nigeria?

_____________________

☑

To add whole numbers with regrouping,

____________________________________________________________________

____________________________________________________________________

Work This Out 2

Adding with

Regrouping

It

Top Ten Countries with the Highest Population

Rank

_Country

2008 Population

1

China

1 330 044 605

2

India

1 147 995 898

3

United States

303 824 646

4

Indonesia

237 512 355

5

Brazil

191 908 598

6

Pakistan

167 762 040

7

Bangladesh

153 546 901

8

Russia

140 702 094

9

Nigeria

138 283 240

10

Japan

127 288 419

•

Now, choose four countries in the above table. Write their populations and

round them to their respective highest place value. Then, give the actual and

estimated sums to complete the table.

☑

To estimate the sum, ______________________________________________

___________________________________________________________________

___________________________________________________________________.

Make a Move!

Work It Out 3

Estima ting Time

Country Population Rounded to the Highest Place value

1. The problem asks ________________________________________________

2. The given facts are ______________________________________________

3. The operation to be used is _______________________________________

4. The number sentence is __________________________________________

5. The solution is

Work It

Out 4

Solving Word

Problem

Continuation..

☑

To solve word problems involving addition of whole numbers including money

with sums through millions and billions without and with regrouping,

______________________________________________________________________

______________________________________________________________________

_____________________________________________________________________.

Solving Word

Problems

(With Regrouping)

Work It

Out 5

Mr. Cruz monitored the monthly sales of

his construction supply. He found out that

he had sales of 15 614 783.00 on week 1,

13 547 056.00 on week 2, 12 023 125.00 on

week 3 and 17 118 126.00 on week 4. How

much was his sales for the month?

1. The problem asks ___________________

__________________________________.

2. The given facts are __________________

__________________________________.

3. The operation to be used is __________.

4. The number sentence is _____________.

5. The solution is

TEACHER RESOURCE SHEET 3: CARDS

Directions: Enlarge these cards.

Answer

?

+

+

+

36

12

121

110

?

+

+

+

102

43

50

104

Three boxes with old

clothes were donated to

the fire victims. Box A

weighed 120 kilograms,

box B weighed106

kilograms and box C

weighed 73 kilograms.

What was the total weight

of the three boxes?

Answer

The grade four classes

in our school joined the

Oplan Tulong for the victims

of the typoon in one

province. Section Kindness

donated 102 kilograms of

rice, Section Thoughtfulness

104 kilograms and Section

Perseverance 93 kilograms.

How many kilograms of rice

were donated by the three

sections in grade four?

TEACHER RESOURCE SHEET 4

PUZZLE

Directions:

Reproduce and cut the puzzle pieces along its lines/marks. Then, place

each set in an envelope.

Note: You may enlarge it on a card board.

1 442 502 413

3 023 114 250

1 202 011 025

2 130 260 210

1 102 110 100

+

32 728 432 491

89 462 173 103

56 367 813 245

79 801 352 634

87 192 474 617

98 276 613 726

+

Estimate the

sum of the

given above.

The gross national

product by industrial

origin in the four quarters

of 2008 are P 370 642,

P 397 573, P 388 008 and

P 437 918 respectively.

How much is the total

GNP of 2008?

Source: NSO(National Accounts)

1

1

1.

TEACHER RESOURCE SHEET 5

TASK CARDS

Directions: Reproduce the task cards according to the number of groups and cut.

Mr. Villa Rosa worked

abroad as a manager in a big

company. In 2002, he has an

annual income of 278 790 360.00,

280 425 210.00 in 2003,

302 120 800.00 in 2004 and

318 002 120.00 in 2005.

How much was his

income in four years?

Task

1

Task 2

Top Five Most Populated

Regions in the Philippines

August 1, 2007

http://www.census.gov.ph/data/census2007

1. Calabalarzon 11 743 110

2. National Capital Region 11 553 427

3. Region III - Central Luzon 9 720 982 4. Region VI – Western Visayas 6 843 643 5. Region VII – Central Visayas 6 398 628

● Find the actual and estimated sums of the

data above. ____________ ____________

(actual sum) (estimated sum)

For the Teacher:

Translate the information in this Learning Guide into the following matrix to help you prepare your lesson plans.

Stage

_1.

Activating Prior

Learning

2.

Setting the

Context

3.

Learning

Activity Sequence

4.

Check for

Understanding

5.

Practice and

Application

6.

Closure

Strategies

Activities from the Learning Guide

Extra activities you may wish to include

Materials and planning needed

Estimated time for this Stage