final draft In Workbook

104
The Vision of the University 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. The Mission of the University 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

description

.'',finally...

Transcript of final draft In Workbook

Page 1: final draft In Workbook

The Vision of the University

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.

The Mission of the University

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.

ii

The Goal of College of EducationIn pursuit of College Mission, the institute of

Education is committed to develop the full potentials of

Page 2: final draft In Workbook

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

The Objectives of College of Education

In view of the above, the University shall strive to implement programs and projects that shall:

Transmit and disseminate knowledge and skills relevant to emerging manpower needs;

Discover and disseminate new knowledge/technology needed by a developing community;

Establish model livelihood projects that will radiate through its service area;

Enhance, preserve, and disseminate national culture and sports;

Provide the disadvantaged members of society with equal opportunities for advancement;

Produce progressive leaders, professionals, skilled, and semi-skilled manpower for national development; and

Stress the development of a well rounded personality and a strong moral character and the cultivation of virtues.

iii

ACKNOWLEDGEMENTIn 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

Page 3: final draft In Workbook

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.

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.

To the Dean of Bachelor of Elementary of Education: Dean Lydia R. Chavez

To Mr. For-Ian Sandoval at LSPU- Siniloan Campus for his generous assistance.

To my workbook consultant, Mrs. Lolita L. Beato for suggesting some information to make this workbook be successful.

To Ms. Adelina O. Monteiro for guiding us in making this workbook.

To Mr. Floreson Flores for teaching me when I don’t know what will I do.

To Mr. Mark Dexter Reyes that does not tired for bringing our draft to meet our deadline.

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.

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.

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…

THE AUTHOR

v

PREFACE

Page 4: final draft In Workbook

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.

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.

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.

It is hoped that this workbook will help the learners to develop and improve their skills and understanding in mathematics.

THE AUTHOR

vi

Table of ContentsThe Vision and Mission of the University ii

Page 5: final draft In Workbook

The Goal and Objectives of College of Education iii

Forewords iv

Acknowledgement v

Preface vi

NUMBER SENSES AND NUMERATION 1

LESSON I Number 1 to 1000 2

LESSON II Place Value of Four-Digits numbers 9

LESSON III Numbers in Expanded Form 17

LESSON IV Reading and Writing Numbers 25

LESSON V Ordinal Numbers 31

LESSON VI Comparing Numbers 39

LESSON VII Ordering Numbers 45

LESSON VIII Rounding Off Numbers 54

LESSON IX Skip Counting by 2s, 3s, 4s, 5s, and 10s 61

LESSON X Roman numerals 71

References 79

Page 6: final draft In Workbook

GENERAL OBJECTIVES:

1. Read and write numbers through thousands.2. Give the place value and value of each digit of up to four-

digit number.3. Write numbers through thousands in expand form.4. Identify and use ordinal numbers through 30th.5. Compare and order numbers up to thousand.6. Round off numbers up to the nearest thousand.7. Skip count by 2s, 3s, 4s, 5s, and 10s.8. Read and write Roman numerals up to L

1

LESSON 1

Page 7: final draft In Workbook

Numbers 1 to 1 000

Look at the picture. Let us practice counting.

How many chairs are there? _________

How many plates are there? _________

How many balloons are there? _______

How many stars do you see? _________

How many circles are there? _________

2

Now let us count the candles inside the box.

Objectives:

At the end of the lesson, the students are able to:

1. Associate numbers with sets having up to 1 000 objects.2. Count from 1 to 1 000

Page 8: final draft In Workbook

1 tens 1 tens 1 tens

How many tens are there? 3 tens or 30 ones

So there are 30 candles in all.

Can you count all the balloons?

Page 9: final draft In Workbook

100

10 103

How many hundreds are there? 2 hundreds

How many tens are there? 2 tens

How many ones are there? 0 ones

There are 220 ballons in all.

Can you give the missing numbers?

85, __, __, 88, __, 90, __, __, 93, 94, __, __, __, 98, __, 100

The missing number are 86, 87, 89, 91, 92, 95, 96, 97, and 99.

LOOK BACK

10 ones are equal to 1 ten.

10 tens are equal to 1 hundred.

10 hundreds are equal to 1 thousand.

Page 10: final draft In Workbook

4

Name: _________________________________ Date: _____________

Grade/ Section: __________________________ Teacher: _________

Score: ____________

ACTIVITY I

I. Fill in the blanks.

1. Crayons

10 7

____tens and ___ ones = ____

Page 11: final draft In Workbook

2. Pencils

100 100 0

10 10 3

____ tens, and ____ ones = _____

5

3. Books

10 10 10

Page 12: final draft In Workbook

10 10 3

____ tens, and ____ ones = _____

6

II. Complete each set of numbers.

1. 81, ___, 83, ___, ___, ___, 87, 88, ___, ___.

2. ___, 101, ___, ___, 104, ___, 106, ___, 108, ___.

3. 216, ___, ___, 219, ___, 221, 222, ___, ____, 225.

4. ___, 991, 992, ___, ____, 995, ___, 997, ___, ___.

5. ___, 589, ___, ___, ___, 593, ___, ___.

III. Fill in the blanks with the missing numbers.

Page 13: final draft In Workbook

1. 135, ___, ___ 6. ___, 999, ___

2. 195, ___, ___ 7. ___, ___, 795

3. 501, ___, ___ 8. 569, ___, ___

4. 254, ___, ___ 9. ___, 651, ___

5. 975, ___, ___ 10. 999, ___, ___

7

IV. Give the numbers asked for in proper order.

1. from 520 to 530

2. from 392 to 402

3. from 745 to 755

4. from 938 to 948

5. from 565 to 575

6. from 899 to 909

7. from 120 to 135

8. from 95 to 105

9. from 79 to 89

10. from 603 to 613

Page 14: final draft In Workbook

V. Write the missing numbers.

1. 567, ___, ___, 570

2. 297, ___, 299, ___

3. ___, 712, ___, 714

4. 978, ___, ___, 981

5. ___, 998, ___, 10008

LESSON II

Place Value of Four- Digit Numbers

Look at the picture. The pupils grouped the used plastic cups this way:

Objectives:

At the end of the lesson, the students are able to:

1. Identify the place value of each digit of two-to four-digit numbers.2. Give the value of each digit of two-to four-digit numbers.

Page 15: final draft In Workbook

1 000 1 000 100

100 22

How many thousand, hundreds, tens, and ones are there in all?

There are 2 thousand, 2 hundreds, 2 tens, and 2 ones.

They have collected 2, 222 used plastic cups in all.

9

Look at the number 2 222 .How many 2s do you see? Do you know that each 2 has a different meaning

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?

Look at the place value chart. Let us write the number 2 222 in the chart.

Thousands

1000s

Hundreds

100s

Tens

10s

Ones

1s

Page 16: final draft In Workbook

2 2 2 2

Do the digits 2 stay in the same place? Can we therefore repeat the same digit in number?

Study the place value chart.

What is the place value of the digit 2 on the right? _________

What is the place value of the digit 2 second from the right? _________

What is the place value of the digit 2 third from the right? _________

What is the place value of the digit 2 on the left? _________

Since digits occupy different place values, they also have different value.

2 in the thousands place means 2000

2 in the hundreds place means 200

2 in the tens place means 20

2 in the ones place means 2

10

What are the place value and the value of each digit n the number 258?

Numeral 2 5 8

Place value hundreds tens ones

Value 200 50 8

How many ball pens are there in all?

Page 17: final draft In Workbook

1000 100 100

10 10

___thousands, ___ hundreds, ___ tens, ___, ones = ___

What is the digit in the ones place? _________

What is the digit in the tens place? _________

What is the digit in the hundreds place? _____

What is the digit in the thousands place? _____

11

What is the value of the first digit? _______

What is the value of the second digit? ____

What is the value of the third digit? ______

What is the value of the fourth digit? _____

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

Page 18: final draft In Workbook

12

Name: _________________________________ Date: _____________

Grade/ Section: __________________________ Teacher: __________

Score: ____________

ACTIVITY 2

I. Identify the place values represented by the circles. Color the thousands red, the hundreds green, the tens yellow, and the ones green.

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

Page 20: final draft In Workbook

2. 1091 1000

3. 374 70

4. 1287

5. 3189

14

III. Give the digit for each place value. The first one is done for you.

1. 89 have 8 tens and 9 ones.

2. 79 have ___ tens and ___ ones.

3. 574 have ___ hundreds, ___, tens, and ___ ones.

4. 219 have ___ hundreds, ___, tens, and ___ ones.

5. 796 have ___ hundreds, ___, tens, and ___ ones.

Page 21: final draft In Workbook

6. 495 have ___ hundreds, ___, tens, and ___ ones.

7. 1814 have ___ thousands, ___, hundreds, ___ tens, and ___ ones.

8. 6994 have ___ thousands, ___, hundreds, ___ tens, and ___ ones.

9. 9517 have ___ thousands, ___, hundreds, ___ tens, and ___ ones.

10. 1642 have ___ thousands, ___, hundreds, ___ tens, and ___ ones.

15

IV. Match the items in A with those in B. Write the letter of the correct answer in the blank.

A B

__ 1. 679 a. 3 tens, 9 ones

__ 2. 2596 b. 9 hundreds, 7 tens, 5 ones

__ 3. 715 c. 6 hundreds, 7 tens, 9 ones

__ 4. 39 d. 9 hundreds, 2 tens, 4 ones

__ 5. 975 e. 1 thousand, 4 hundreds, 9 tens, 6 ones

Page 22: final draft In Workbook

__ 6. 5799 f. 9 thousand, 1 hundreds, 2 tens, 9 ones

__ 7. 924 g. 7 hundreds, 1 ten, 5 ones

__ 8.1097 h. 6 thousand, 2 hundreds, 1 tens, 0 ones

__ 9. 9129 i. 5 thousand, 7 hundreds, 9 tens, 9 ones

__ 10. 6210 j. 1 thousand, 0 hundreds, 9 tens, 7 ones

16

LESSON III

Numbers in Expanded Form

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.

Page 23: final draft In Workbook

Look at the picture.

What numbers are formed by the digits in the candies? _____

How many digits are there in the numbers? ____

What digit is in the ones place? in the tens place? in the hundreds place? in the thousands place?

Thousands Hundreds Tens Ones

6 2 4 1

17

The value of 6 is 6000.

The value of 2 is 200.

The value of 4 is 40.

The value of 1 is 1.

Let us put all the values of the digits together starting with the thousands digit.

6 241= 6000+ 200+ 40+ 1

6000+ 200+ 40+ 1 is another way of writing the number 6 241. This is called the expanded form of a number.

Page 24: final draft In Workbook

Study this chart.

Thousands Hundreds Tens Ones

6 Thousands 2 Hundreds 3 Tens 0 Ones

6000 200 30 0

Standard form Expanded form

6230 = 6000+ 200+ 30+ 0

18

Find the missing numbers.

Standard form Expanded form

1. 798 = 700+ 90+8

2. 128 = 100+ ___+___

3. 89 = ___+ ___

4.958 = 900+ ___+___

5. 580 = ___+ 80 + ___

Page 25: final draft In Workbook

19

Name: _________________________________ Date: _____________

Grade/ Section: __________________________ Teacher: _________

Score: ____________

ACTIVITY 3

I. Write the numbers in expanded form.

1.990 =____________________________________________________________

2. 524=____________________________________________________________

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.

Page 26: final draft In Workbook

3. 624=____________________________________________________________

4. 459=____________________________________________________________

5. 52 =____________________________________________________________

6. 598=____________________________________________________________

7. 895=____________________________________________________________

8. 92 =____________________________________________________________

9. 125=____________________________________________________________

10. 426=____________________________________________________________

20

II. Give the standard form of the following:

1. 4 000+ 200+ 6 = ______________

2. 90+ 5 = ______________

3. 8 000+ 500+ 9 = ______________

4. 500+ 60+ 8 = ______________

5. 7 000+ 500+ 60+4 = ______________

6. 300+ 90+ 8 = ______________

7. 50+ 9 = ______________

Page 27: final draft In Workbook

8. 6 000+ 800+ 90+ 6 = ______________

9. 1 000+ 500+ 90+ 2 = ______________

10. 400+ 50+ 6 = ______________

III. Using the objects shown, write a number in different way. Number 1 is done for you.

1.

Thousands Hundreds Tens Ones

200 60

Standard form: 264

Expanded form: 200+ 60+ 4

21

2.

Thousands Hundreds Tens Ones

300 20

Page 31: final draft In Workbook

Reading and Writing Numbers

Let us try to count.

We write We read We write We read

20 twenty 30 thirty

21 twenty- one 40 forty

22 twenty-two 50 fifty

23 twenty-three 60 sixty

24 twenty-four 70 seventy

25 twenty-five 80 eighty

26 twenty-six 90 ninety

27 twenty-seven 100 one hundred

28 twenty-eight 200 two hundred

29 twenty-nine 300 three hundred

25

Let’s try another.

Objectives:

At the end of the lesson, the students are able to:

1. Read two-to four- digit numbers in symbols and in words.2. Write two-to four- digit numbers in symbols and in words.

Page 32: final draft In Workbook

We write We read

910 nine hundred ten920 nine hundred twenty930 nine hundred thirty940 nine hundred forty950 nine hundred fifty960 nine hundred sixty970 nine hundred seventy980 nine hundred eighty990 nine hundred ninety1000 one thousand

How do we read and write the number for this set of objectives?

100 20 2

__________hundreds, ________ tens, and ones = 122

26

Each digit has this value:

Page 33: final draft In Workbook

1- 100, read as “one hundred”

2- 20, read as “twenty”

2- 2, read as “two”

We read a number starting with the leftmost digits. The number 122 is read as “one hundred twenty-two”

Another example:

Standard form: 6 586

Expanded form: 6 000+ 500+ 80+ 6

Number word: six thousand, five hundred eighty-six

27

Name: _________________________________ Date: _____________

LOOK BACK

To 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.

Page 34: final draft In Workbook

Grade/ Section: __________________________ Teacher: _________

Score: ____________

ACTIVITY 4

I. Read the numbers orally.

1. 46 11. 9 550

2. 162 12. 580

3. 589 13. 1 008

4. 469 14. 675

5. 720 15. 27

6. 59 16. 999

7. 3 540 17. 8 080

8. 264 18. 7 432

9. 259 19. 664

10. 5 429 20. 6 786

28

II. Match each number word in A with correct numeral in B. Write the letter of the correct answer in the blank.

Page 35: final draft In Workbook

A B

___1. One thousand, nine hundred a. 293

___2. Nine hundred, fifty-one b. 555

___3. Seventy-three c. 610

___4. Seven thousand, six hundred d. 33,050

___5. Three thousand, nine hundred, fifty-one e. 29,555

___6. Twenty-nine thousand, five hundred, ninety-five f. 7, 600

___7. Thirty-three thousand, fifty g. 3,951

___8. Six hundred ten h. 951

___9. Five hundred, fifty-five i. 73

___10. Two hundred, ninety-three j.1, 900

29

III. Write each numeral in a word form.

Page 36: final draft In Workbook

1. 165 ____________________________________________________________________________________________________________

2. 2,654 ____________________________________________________________________________________________________________

3. 498 ____________________________________________________________________________________________________________

4. 572 ____________________________________________________________________________________________________________

5. 4,982 ____________________________________________________________________________________________________________

6. 2,654 ____________________________________________________________________________________________________________

7. 7,954 ____________________________________________________________________________________________________________

8. 326 ____________________________________________________________________________________________________________

9. 258 ____________________________________________________________________________________________________________

10.163 ___________________________________________________________________________________________________________

30

LESSSON V

Page 37: final draft In Workbook

Ordinal Numbers

Read and study the following ordinal numbers.

Ordinal Number Symbols

First

Second

Third

Fourth

Fifth

Sixth

Seventh

Eighth

Ninth

Tenth

Eleventh

Twelfth

1st

2nd

3rd

4th

5th

6th

7th

8th

9th

10th

11th

12th

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.

Page 38: final draft In Workbook

Thirteenth

Fourteenth

Fifteenth

Sixteenth

Seventeenth

Eighteenth

Nineteenth

Twentieth

Twenty-first

Twenty-second

Twenty-third

Twenty-fourth

Twenty-fifth

Twenty-sixth

Twenty-seventh

Twenty-eighth

Twenty-ninth

Thirtieth

13th

14th

15th

16th

17th

18th

9th

20th

21st

22nd

23rd

24th

25th

26th

27th

28th

29th

30th

32

Other example:

Page 39: final draft In Workbook

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

What ordinal number represents the position of each of these letters?

1. H- Eighth (8th) 6. E- Fifth (5th)

2. J- Tenth (10th) 7. O- Fifteenth (15th)

3. N- Fourteenth (14th) 8. S- Nineteenth (19th)

4. Y- Twenty-fifth (25th) 9. K- Eleventh (11th)

5. C- Third (3rd) 10. W-Twenty-third (23rd)

JANUARY 2010

SUN MON TUES WED THURS FRI SAT

1 2

3 4 5 6 7 8 9

10 11 12 13 14 15 16

17 18 19 20 21 22 23

24 25 26 27 28 29 30

31

Look at the calendar. Name the days for the following dates.

1.2nd of January Saturday

2.11th of January Monday

3.22nd of January Friday 33

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.

Page 40: final draft In Workbook

34

Name: _________________________________ Date: _____________

Grade/ Section: __________________________ Teacher: _________

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.

Page 41: final draft In Workbook

Score: ____________

ACTIVITY 5

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.

1. fifth .2 Ω _____5 th _______

Ω

Ω

Ω

. 3. _____ .4 @ _________ ____

@

@

&

35

5. _____ 6. $ _________ ____

Page 43: final draft In Workbook

II. Match the ordinal with its correct symbols. Write the letter of the correct answer in the blank.

A B

___1.Twentieth a. 5th

___2.Twenty-first b. 8th

___3.Twenty-second c. 19th

___4.Twenty-third d. 15th

___5. Fifteenth e. 24th

___6. Nineteenth f. 20th

___7. Twenty-seventh g.23rd

___8. Twenty-fourth h. 21st

___9. Eighth i. 22nd

___10. Fifth j. 27th 37

Page 44: final draft In Workbook

III. Box the object that is described by the given ordinal. Begin counting from the left.

1. nineteenth

2. fifth

3. second

4. sixth

♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥5. twentieth

Ω Ω Ω Ω Ω Ω Ω Ω Ω Ω Ω Ω Ω Ω Ω Ω Ω Ω Ω Ω Ω Ω

38

Page 45: final draft In Workbook

LESSON VI

Comparing Numbers

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.

Look at the picture given.

Kate Leann’s pillow Kim Lei Jan’s pillow

Who collected more pillows? ____________________

Who collected fewer pillows? _____________________

We say “6 are greater than 4”.

We write 6>4.

We can also say “4 is less than 6”.

We write 4<6.

39

Objectives:

At the end of the lesson, the students are able to:

1. Compare two numbers with up to four digits.2. Use the symbols >, <, and = in comparing numbers.

Page 46: final draft In Workbook

Study these examples:

A B

How many smileys’ are there in picture A? __________

How many smileys’ are there in picture B? __________

We say “18 are equal to 18”.

In symbols, we write 18=18.

Another example:

A B

©©©©©© ©©©©©©

©©©©©© ©©©©©©

©©© ©©©©

How many circles are there in picture A? _____________

How many circles are there in picture B? _____________

Which picture shows fewer circles? _________________

Which picture shows more circles? _________________

40

Page 47: final draft In Workbook

We write 15<16.

We can read this as “15 is less than 16”.

We also write 16>15.

We can read this as “16 are greater than 15”.

41

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”

Page 48: final draft In Workbook

Name: _________________________________ Date: _____________

Grade/ Section: __________________________ Teacher: __________

Score: ____________

ACTIVITY 6

I. Compare the numbers. Write >, <, or = in the box.

1. 1 587 5 872 2. 5 248 2 684

3. 2 540 2 569 4. 7 850 2 401

5. 463 463 6. 298 389

7. 254 258 8. 258 258

9. 5 819 1 234 10. 2 548 2 649

42

Page 49: final draft In Workbook

II. Encircle the number that will make the sentence correct.

1. 3456 < 3546 2546 8459

2. 5621 > 1254 2654 8549

3. 2549 < 2451 2653 5487

4. 4529 > 1254 5628 982

5. 25 = 25 65 85

6. 257 > 485 227 984

7. 548 < 458 548 5869

8. 231 = 231 351 284

9. 54 > 526 58 49

10. 25 < 52 458 10

43

Page 51: final draft In Workbook

LESSON VII

Ordering Numbers

Did you know that there are four stages when the frog fully developed?

First are the eggs.

Second are the tadpoles.

Third are the young frogs.

Four are the adult frog.

45

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.

Page 52: final draft In Workbook

The numbers 1, 2, 3, 4 are arranged from the least to the greatest or in ascending order.

The numbers 4, 3, 2, 1 are arranged from the greatest to the least or in descending order.

For example we have a simple calculator:

Calculator A 265

Calculator B 598

Calculator C 358

What number is shown in calculator A? ______ in calculator B? ________ in calculator C?__________

Which number has the greatest hundreds digit? ________ the next? _________ the last? _______

Therefore, the numbers 596, 358, 265 are arranged in descending order or from the greatest to the least.

46

Page 53: final draft In Workbook

For example:

Arrange the numbers 987, 598, 264, 759 from the least to the greatest.

The hundreds digits are the same, so we compare the tens digits.

987 598 264 759

↑ ↑ ↑ ↑

--------------------------------↓------------------------------

9 > 8 > 6 > 5

In ascending or least to greatest order, the numbers should be arranged this way:

264,598, 759,987

47

Page 54: final draft In Workbook

48

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.

Page 55: final draft In Workbook

Name: _________________________________ Date: _____________

Grade/ Section: __________________________ Teacher: __________

Score: ___________

ACTIVITY 7

I. Arrange each set of numbers from the least to the greatest.

1. 258 458 596 759

___ ___ ___ ___

2. 8549 5482 9654 2654

___ ___ ___ ___

3. 459 426 358 776

___ ___ ___ ___

4. 2698 2654 8455 5792

___ ___ ___ ___

5. 598 684 295 264

___ ___ ___ ___

6. 5698 5698 5849 4598

___ ___ ___ ___

49

Page 56: final draft In Workbook

7. 2548 4598 3654 1892

___ ___ ___ ___

8. 106 562 854 254

___ ___ ___ ___

9. 120 125 254 487

___ ___ ___ ___

10. 1580 2458 3548 2548

___ ___ ___ ___

II. Arrange each set of numbers from the greatest to the least.

1. 258 458 596 759

___ ___ ___ ___

2. 8549 5482 9654 2654

___ ___ ___ ___

3. 459 426 358 776

___ ___ ___ ___

50

Page 57: final draft In Workbook

4. 2698 2654 8455 5792

___ ___ ___ ___

5. 598 684 295 264

___ ___ ___ ___

6. 5698 5698 5849 4598

___ ___ ___ ___

7. 2548 4598 3654 1892

___ ___ ___ ___

8. 106 562 854 254

___ ___ ___ ___

9. 120 125 254 487

___ ___ ___ ___

10. 1580 2458 3548 2548

___ ___ ___ ___

51

Page 59: final draft In Workbook

IV. Give the number that comes before and last of the given number.

1. _____255 _____

2. _____298 _____

3. _____589 _____

4. _____965 _____

5. _____698 _____

6. _____ 524 _____

7. _____ 924 _____

8. _____ 318 _____

9. _____ 349 _____

10. _____ 987 _____

53

Page 60: final draft In Workbook

LESSON VIII

Rounding Off Numbers

This number line will help us in rounding off a number to the nearest ten.

←-----30------31------32----33----34----35---36-----37----38-----39-----40-----→

Round off 36 to the nearest ten.

Is the number 36 closer to 30 or to 40? _______

Therefore, 36 when rounded off to the nearest ten become 40.

Another example

1. Round off 520 to the nearest hundred.

----500----- 520----530-----540----550----560----570----- 580---590---600

Where are 520 closer to, 500 or 600? _________

Therefore, we round off 520 to 500.

54

Objective:

At the end of the lesson, the students are able to:

Round off numbers to the nearest ten, hundred, or thousand.

Page 61: final draft In Workbook

2. Round off 1 500 to the nearest thousand.

---1 000---1 100---1 200---1 300---1 400---1 500--- 1 600---1 700---1 800---1 900---2 000

Where is 1500 closer to, 1 000 or 2 000? _______

It is exactly halfway between 1 000 and 2 000.

So we get the bigger number which is 2 000.

This means that 1 500 rounds off to 2 000.

55

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.

Page 62: final draft In Workbook

Name: _________________________________ Date: _____________

Grade/ Section: __________________________ Teacher: __________

Score: ____________

ACTIVITY 8

I. Using the number line, round off the following numbers to the nearest ten.

1. 15 are rounded off to ________.

<----12----13----14----15----16----17----18----19----20---->

2.45 are rounded off to _______.

<----40----41----42----43----44----45----46----47----48---->

3.63 are rounded off to _______.

<----62----63----64----65----66----67----68----69----70---->

4.29 are rounded off to _______.

<----25----26----27----28----29----30----31----32----33---->

5. 91 are rounded off to _______.

<----90----91----92----93----94----95----96----97----98---->

56

Page 63: final draft In Workbook

6. 56 are rounded off to _______.

<----52----53----54----55----56----57----58----59----60---->

7. 95 are rounded off to _______.

<----90----91----92----93----94----95----96----97----98---->

8. 17 are rounded off to ______.

<----12----13----14----15----16----17----18----19----20---->

9. 24 are rounded off to ______.

<----22----23----24----25----26----27----28----29----30---->

10. 27 are rounded off to _____.

<----25----26----27----28----29----30----31----32----33---->

57

Page 64: final draft In Workbook

II. Using the number line, round off the following numbers to the nearest thousand.

1. 150 are rounded off to ________.

<----120----130----140----150----160----170----180----190----200---->

2.450 are rounded off to _______.

<----400----410----420----430----440----450----460----470----480---->

3.630 are rounded off to _______.

<----620----630----640----650----660----670----680----690----700---->

4.290are rounded off to _______.

<----250----260----270----280----290----300----310----320----330---->

5. 910 are rounded off to _______.

<----900----910----920----930----940----950----960----970----980---->

6. 560 are rounded off to _______.

<----520----530----540----550----560----570----580----590----600---->

7. 950 are rounded off to _______.

<----900----910----920----930----940----950----960----970----980---->

58

Page 65: final draft In Workbook

8. 170 are rounded off to ______.

<----120----130----140----150----160----170----180----190----200---->

9. 240 are rounded off to ______.

<----220----230----240----250---260----270----280----290----300---->

10. 270 are rounded off to _____.

<----250----260----270----280----290----300----310----320----330---->

III. Round off each number to the given place value.

1. 25 (tens) ____________

2. 85 (tens) ____________

3. 95 (tens) ____________

4.250 (hundreds) ____________

5. 354(hundreds) ____________

59

Page 66: final draft In Workbook

6. 695(hundreds) ____________

7. 529(hundreds) ____________

8. 1 520 (thousands) ____________

9. 2 254 (thousands) ____________

10. 2 548(thousands) ____________

IV. Box the number to which the given number is closer.

1.50 45 or 53

2. 36 30 or 40

3. 69 65 or 70

4. 650 648 or 655

5. 859 855 or 890

60

Page 67: final draft In Workbook

LESSON IX

Skip Counting by 2s, 3s, 4s, 5s, and 10s

Look at the chart.

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70

70 72 73 74 75 76 77 78 79 80

81 82 83 84 85 86 87 88 89 90

91 92 93 94 95 96 97 98 99 100

We count: 2, 4, 6, 8, 10, 12, 14, 16, 18, 20, 22…

61

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.

Page 68: final draft In Workbook

This kind of counting is called skip counting.

We just did skip counting by 2s.

Just like in 3s, 4s, 5s, and 10s

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70

70 72 73 74 75 76 77 78 79 80

81 82 83 84 85 86 87 88 89 90

91 92 93 94 95 96 97 98 99 100

In 3s: 3, 6, 9, 12, 15, 18, 21….

We just did skip counting by 3s.

62

Page 69: final draft In Workbook

Skip counting by 4s.

Look at the chart.

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70

70 72 73 74 75 76 77 78 79 80

81 82 83 84 85 86 87 88 89 90

91 92 93 94 95 96 97 98 99 100

In 4s: 4, 8, 12, 16, 20, 24, 28….

We just did skip counting by 4s.

63

Skip counting by 5s.

Page 70: final draft In Workbook

Look at the chart.

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70

70 72 73 74 75 76 77 78 79 80

81 82 83 84 85 86 87 88 89 90

91 92 93 94 95 96 97 98 99 100

In 5s: 5, 10, 15, 20, 25, 30, 35….

We just did skip counting by 5s.

64

Skip counting by 10s.

Look at the chart.

Page 71: final draft In Workbook

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70

70 72 73 74 75 76 77 78 79 80

81 82 83 84 85 86 87 88 89 90

91 92 93 94 95 96 97 98 99 100

In 10s: 10, 20, 30, 40, 50, 60, 70…

We just did skip counting by 10s.

65

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 …

Page 72: final draft In Workbook

66

Name: _________________________________ Date: _____________

Grade/ Section: __________________________ Teacher: __________

Score: ____________

ACTIVITY 9

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 …

Page 74: final draft In Workbook

412 420

428 436

7-8

Skip counting 5s

500 510 520

530 540

9-10

Skip counting 10s

100 120

140 160 180

68

II. Fill in the blanks with the missing numbers.

1. Skip counting by 2s

2 ___ 6 ___ 8 ___ 12 ___ 16 ___ 20 ___ 24 ___ 28 ___ 32 ___ 36 ___ 40

Page 75: final draft In Workbook

2. Skip counting by 3s

3 ___ 9 ___ 15 ___ 21 ___ 27 ___ 33 ___ 39 ___ 45 ___ 51 ___ 57 ___ 63

3. Skip counting by 4s

4 ___ 12 ___ 20 ___ 28 ___ 36 ___ 44 ___ 52 ___ 60 ___ 68 ___ 76 ___ 84

4. Skip counting by 5s

5 ___ 15 ___ 25 __ 35 ___ 45 ___ 55 ___ 65 ___ 75 ___ 85 ___ 95 ___ 105

5. Skip counting by 10s

10 __ 30 __ 50 __ 70 __ 90 ___ 110 ___ 130 __ 150 __ 170 __ 190 ___ 200

69

III. Give the next two numbers in each sequence. Then identify the number by which you did skip counting.

Page 76: final draft In Workbook

1. 92, 94, 96, ___, ___ skip counting by ____

2. 33, 36, 39, ___, ___ skip counting by ____

3. 55, 60, 65, ___, ___ skip counting by ____

4. 95, 100, 105, ___, ___ skip counting by ____

5. 120, 130, 140, ___, ___ skip counting by ____

6. 40, 44, 48, ___, ___ skip counting by ____

7. 124, 128, 132, ___, ___ skip counting by ____

8. 106, 109, 112, ___, ___ skip counting by ____

9. 200, 210, 220, ___, ___ skip counting by ____

10. 12, 14, 16, ___, ___ skip counting by ____

70

LESSON X

Roman Numerals

Page 77: final draft In Workbook

Basic Roman Numerals Hindu- Arabic Numerals

I is equal to 1

V is equal to 5

X is equal to 10

L is equal to 50

Roman numerals can be formed by combining the basic numerals with some rules to remember. Study the following rules and some examples.

Rule 1: Numerals I and X may be repeated at most three times. Their values are simply added.

Examples:

II = 1 + 1 = 2

III = 1 + 1 + 1 = 3

XX = 10 + 10 = 20

XXX = 10 + 10 + 10 = 30 71

Rules 2: when a symbol with a lesser value comes before a symbol with a greater value, subtract their values.

Examples:

In IV, 1 comes before 5. We subtract: 5- 1 = 4 = IV

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.

Page 78: final draft In Workbook

In IX, 1 comes before 10. We subtract: 10- 1 = 9 = IX

In XL, 10 come before 50. We subtract: 50- 10 = 40 = XL

Rules 3: When a symbol with a greater value comes before a symbol with a lesser value, add their values.

Examples:

In VI, 5 come before 1. We add: 5 + 1 = 6 = VI

In XI, 10 come before 1. We add: 10+ 1 = 11 = XI

In LX, 50 come before 10. We add: 50 + 10 = 60 = LX

In VIII, 5 come before 3. We add: 5 + 3 = 9 = VIII

Basic Roman Numerals Hindu- Arabic Numerals

I 1

II 2

III 3

IV 4

V 5

VI 6

VII 7

72

VII 7

VIII 8

IX 9

X 10

Page 79: final draft In Workbook

XI 11

XIV 14

XV 15

XVI 16

XIX 19

XX 20

XV 25

XXX 30

XL 40

XLV 45

L 50

73

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.

Page 80: final draft In Workbook

74

Name: _________________________________ Date: _____________

Grade/ Section: __________________________ Teacher: __________

Score: ____________

ACTIVITY 10

I. Complete the table.

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.

Page 81: final draft In Workbook

Number Word Hindu- Arabic Numeral Roman Numeral

1.Ten

2. 12

3. XVI

4. 18

5. Eleven

75

II. Express these Roman numerals as Hindu- Arabic numerals.

1. VII = ____________________________ = _________

2. XVI = ____________________________ = _________

Page 82: final draft In Workbook

3. LVI = ____________________________ = _________

4. XVV = ____________________________ = _________

5. LXV = ____________________________ = _________

6. XXX = ____________________________ = _________

7. VIII = ____________________________ = _________

8. LLV = ____________________________ = _________

9. XXV = ____________________________ = _________

10. LXX = ____________________________ = _________

76

III. Change these Hindu- Arabic numerals to Roman numerals.

1. 18 = ________________________ = _____________

2. 25 = ________________________ = _____________

Page 83: final draft In Workbook

3. 12 = ________________________ = _____________

4. 16 = ________________________ = _____________

5. 60 = ________________________ = _____________

6. 54 = ________________________ = _____________

7. 65 = ________________________ = _____________

8. 74 = ________________________ = _____________

9. 68 = ________________________ = _____________

10. 30 = ________________________ = _____________

77

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.

A B

___ 1.80 a. LXVII