LESSON GUIDE

MATHEMATICS
QUARTER II – WEEK 1

I. Attributes, Curriculum Content, Standards, and Lesson Competencies

A. Attributes: Key Lifelong Learner: (Be able to develop their skills

Stage Outcome and abilities and recognize their aspirations.
(Indicator) (Explores practical life skills (basic farming,
fishing, plumbing, carpentry, cooking, etc.)
Critical Thinker and Articulate:( Be able to
process information and express ideas clearly.
(Elaborates simple and complex idea)
B. Content Standard The learners should have knowledge and
understanding of Multiplication of whole
numbers with products-up to 1 000 000,
division of up to 4-digit numbers by up to 2-
digit numbers, and the MDAS rules.
C. Performance By the end of the quarter, the learners are able
Standard to
● perform multiplication of whole numbers with
products up to 1 000 000.

D. Learning Multiply numbers with and without regrouping:

Competency and
Objectives a. 3- to 4-digit numbers by a 1-digit number,
and

b. 2- to 3-digit numbers by 2-digit numbers,

with products up to 1 000 000. MT4Q2LC1-
A6KS216

2. Estimate the result of multiplying two

numbers where the product is less than 1 000
000.MT4Q2LC2-A5KS2I1
E. Content A. Multiplying Whole Numbers
B. Estimating Products
F. Learning Resources Activity sheets
G. References • MATATAG Curriculum Guide
• Bangsamoro Basic Education Curriculum
Framework
• MATATAG Lesson Exemplars
• Soriano, G.A. , Conceptual Math and

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Beyond 4 Learner’s Material , Brlilliant
Creations Publishing, Inc. Novaliches,
Quezon City, Philippines, Ministry of
 Basic, Higher and Technical Education p.
95-96, p. 119
• Tabilang,A.R. , et al,2015 Mathematics 4
Learner’s Material. Pasig City, Philippines,
Department of Education p. 44

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II. Teaching and Learning Procedures

A. Preliminaries
Prayer
Drill

Give the product of each equation below.

1) 5 x 1 = ____
2) 3 x 6 = ____
3) 3 x 7 = ____
4) 4 x 9 = ____
5) 7 x 5 = ____
6) 3 x 4 = ____
7) 8 x 3 = ____
8) 5 x 2= _____
9) 4 x 4= ______
10) 5 x 7=______

Review

Recall basic terms in multiplication by answering the

following questions:
1. In multiplication, what do you call the number to be multiplied?
2. In multiplication, what do you call the number that tells us how many
times a number is to be multiplied?
3. In multiplication, what do you call the answer?

Horizontal Multiplication

multiplication equal
sign sign

3 x 15 = 45 product

factor factor
( multiplier) ( multiplicand)

Vertical Multiplication

15 multiplicand
x 3 multiplier
45 product

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 B. Lesson Proper (4As + E Approach)
Activity

Activity 1
Read, analyze, and solve the given problem.

Abdul and Hasim harvested mangoes from their farm. They put it in a huge
box to be delivered in the market. Each box contains 3 212 mangoes. If they
have 3 boxes full of mangoes, what is the total number of mangoes to be
delivered?
Instruction :
1. Read and analyze the word problem carefully.
2. Find out what is asked.
3. Identify the needed given facts/information to solve the problem.
4. Determine the operation to be used.
5. Use the given facts and the operation to be used to form a number
sentence.
6. Write vertically the multiplicand and multiplier.
7. Solve for the answer.
8. Multiply the ones digit of the multiplicand by the multiplier. Put the
partial product below the ones digit.
9. Multiply the tens digit of the multiplicand by the multiplier. Put the
partial product below the tens digit.
10.Multiply the hundreds digit of the multiplicand by the multiplier.
Put the partial product below the hundreds digit.
11.Multiply the thousands digit of the multiplicand by the multiplier. Put
Partial product below the thousands place.

Activity 2
Read, analyze, and solve the given problem.

Fahad and his co-workers can deliver 231 coconuts in a day. How many
coconuts can they deliver in 23 days?

Instruction :
1. Read and analyze the word problem carefully.
2. Find out what is asked?
3. Identify the given or information needed to solve the problem.
4. Determine the operation to be used in solving the problem.
5. Use the given facts and the operation to be used to form a number
sentence.
6. Write vertically the multiplicand and multiplier.
7. Solve for the answer.
8. Multiply the ones digit of the multiplicand by the ones digit of the
multiplier. Put the partial product below the ones digit.
9. Multiply the tens digit of the multiplicand by the ones digit of the
multiplier. Put the partial product below the tens digit.
10.Multiply the hundreds digit of the multiplicand by ones digit of the
multiplier. Put the partial product below the hundreds digit.

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 11.Label the product of the one’s digit of the multiplier and the
multiplicand as first partial product.
12.Repeat the steps in multiplying the multiplicand by the tens digit of
the multiplier. Put the first digit of the second partial product below
the tens place of the first partial product.
13.Add the first and second partial products according to the alignment
of each digit.
14. Label the sum of the first and second partial products as the
final product.

Activity 3
Read, analyze, and solve the given problem.

The Garden Club is selling Waling-waling orchid at Php 7,645 a pot for fund
raising. If 123 pots were sold, about how much money did the Club get?

Instruction :

1. Read and analyze the word problem carefully.

2. Find out what is asked.
3. Identify the given facts or information needed to solve the problem.
4. Determine the operation to be used in solving the problem.
5. Use the given facts and the operation to be used to form a number
sentence.
6. Round off the multiplicand and multiplier to the highest place value.
7. Write vertically the multiplicand and the multiplier.
8. Solve for the estimated product.

Analysis
The teacher will ask the following questions to process the 3 activities :

1. What was being asked in Activity 1?

2. Did you come up with the right answer? How did you do it?
3. What are the given facts or information needed to solve the problem?
4. What mathematical operation did you apply?
5. Did you follow the instructions properly?
6. What is the number sentence?
7. How about in Activity 2, what was being asked?
8. What are the given facts or information necessary to solve the
problem?
9. What mathematical operation did you used to come up with the right
answer?
10. What was the number sentence?
11. How many coconuts could they deliver in 23 days?
12. What was being asked in Activity 3?
13. What are the given facts or information needed to solve
the problem?
14. What mathematical operation did you used to come up with
the right answer?

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 15. Why there is a need to round off the factors to the highest
place value?
16. What was the number sentence?
17. How shall we multiply rounded multiplicand and multiplier
or factors?
18. What was the estimated amount of money that the Club raised?

Abstraction

Abstraction 1:
How did you solve the given problem ?
What is the operation to be used in solving the problem?
Ask the learners to observe the steps in solving the problem in
multiplying 3-to 4-digit number by a 1 digit number without
regrouping.
Steps:
1. Write vertically the numbers aligning the digits by place value.
2. Multiply each digit by the 1-digit number, moving from right to left.
3. Write down each product directly without any carrying over.
4. Continue until all digits have been multiplied.
5. Write down the final product.

3 212 multiplicand
x 3 multiplier
9 636 final product

Abstraction 2:
1. What are the steps in solving the word problem?
2. What are the steps in multiplying 2-to-3-digit numbers by 1-to-2
multiplier?
Steps in Multiplying 2-to-3 by 1-to-2 Digit without Regrouping
1. Multiply the ones. 231
3x1=3 x 23
Write 3 under the ones column. 3

2. Multiply the tens. 231

3x 3 ten = 9 ten x 23
Write 9 under the tens column. 93

3. Multiply the hundreds. 231

3 x 2 hundred = 6 hundred x 23
693

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 4. Multiply the ones by two tens . 231
2 tens x 1= 2 tens x 23
Write the 2 under the tens column. 693
2

5. Multiply the tens by two tens . 231

2 tens x 3= 6 hundreds x 23
Write the 6 under the hundreds column. 693
62

6. Multiply the hundreds by two tens . 231

2 tens x 2= 4 thousands x 23
Write the 4 under the thousands column. 693
462

7. Finally, add all the partial products 231

to find the final product. x 23
693
+ 462__
5313

Abstraction 3:
1. How do we solve the given problem ?
2. What phrase in the problem indicates that an estimated product is
being asked for?
3. How do we estimate products?
4. What are the steps in estimating the product?
Steps in Estimating Product of 2-to-3 digit number by 1-to-2 digit
number without regrouping.
1. To estimate products, round the given numbers to their highest
place values then multiply.
2. To check if the estimate is reasonable, find the exact product of
the given numbers, then compare it with the estimated product.

Number Sentence- is a mathematical sentence made up of

numbers, mathematical operations and symbols.

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Application
A. Directions: Use a sheet of paper and find the products.

1. 3 304 2. 4 213 3. 7 231

x 2 x 33 x 54

III. Solve the problem.

The affected families of the Inter Tropical Convergence Zone (ITCZ)

in Bangsamoro Autonomous Region in Muslim Mindanao (BARMM)
initiated to plant trees along the riverbanks and other areas in the
Region. They decided to plant 26 rows of trees containing 120 trees per
row. How many trees will they plant in total?

1. If you were one of the residents of BARMM, would you like to participate
in the said activity? Why?
2. As a Grade 4 learner, what will you do to make sure that all the planted
trees will grow bigger and stronger?
3. As a Grade 4 learner, how can you help in preserving our forest land?
4. Is there a need to plant more trees? Why?

IV. Direction: Estimate the products.

1. 2 436 2. 6 604 3. 1 989

x 23 x 13 x 37

Evaluation
Answer the following questions:
A.
1. What number will you get when you multiply 3 324 by 2?
2. What is 2 346 times 4?
3. Multiply 4 322 by 21. What is the result?
4. What number will you get when 25 is multiplied by 4 332?
5. When 1 495 is multiplied by 38, the product is_____.

V. Solve the problem.

Mang Tony harvested 12 500 ears of corn from each of the 12 plots of
his farm, while Mang Ambo harvested 8 540 ears of corn from each of
the 18 plots of his farm. Who harvested more ears of corn?

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VI. Estimate each product.

1. 4 368 2. 6 124 3. 1 287

x 15 x 26 x 34

4. 9 368 5. 6 756
x 25 x 34