Secondary math 1 module 2 answer key

Mathematics

Quarter 1 – Module 2:

Whole Numbers Up to 100 000

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Mathematics – Grade 4 Alternative Delivery Mode Quarter 1 - Module 2: Whole Numbers Up to 100 000 First Edition, 2020

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Borrowed materials (i., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio

Printed in the Philippines by ________________________

Department of Education - Region V

Office Address: Regional Center Site, Rawis, Legazpi City 4500 Telefax: 0917 -178- E-mail Address: `

Development Team of the Module Writer: Ireneo D. Dechavez Editor: Elena D. Hubilla Reviewer: Annavi M. Maravilla Illustrator: Jason C. Borabo Layout Artist: Teresa Vissia B. Suñga Management Team: Regional Director: Gilbert T. Sadsad CLMD Chief: Francisco B. Bulalacao Jr. Regional EPS In Charge of LRMS: Grace U. Rabelas Regional EPS In Charge of Math: Loyd H. Botor Regional ADM Coordinator: Ma. Leilani R. Lorico CID Chief: Monserat D. Guemo Division EPS In Charge of LRMS: Florena M. Deuna

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Introductory Message

For the facilitator:

Welcome to Mathematics Grade 4 Alternative Delivery Mode (ADM) Module on Whole Numbers Up to 100 000!

This module was collaboratively designed, developed and reviewed by educators both from public and private institutions to assist you, the teacher or facilitator in helping the learners meet the standards set by the K to 12 Curriculum while overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent learning activities at their own pace and time. Furthermore, this also aims to help learners acquire the needed 21st century skills while taking into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of the module:

As a facilitator, you are expected to orient the learners on how to use this module. You also need to keep track of the learners' progress while allowing them to manage their own learning. Furthermore, you are expected to encourage and assist the learners as they do the tasks included in the module.

Notes to the Teacher This contains helpful tips or strategies that will help you in guiding the learners.

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For the learner:

Welcome to the Mathematics 4 Alternative Delivery Mode (ADM) Module on Whole Numbers Up to 100 000!

This module was designed to provide you with fun and meaningful opportunities for guided and independent learning at your own pace and time. You will be enabled to process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or competencies you are expected to learn in the module. What I Know This part includes an activity that aims to check what you already know about the lesson to take. If you get all the answers correct (100%), you may decide to skip this module. What’s In This is a brief drill or review to help you link the current lesson with the previous one. What’s New In this portion, the new lesson will be introduced to you in various ways; a story, a song, a poem, a problem opener, an activity or a situation. What is It This section provides a brief discussion of the lesson. This aims to help you discover and understand new concepts and skills. What’s More This comprises activities for independent practice to solidify your understanding and skills of the topic. You may check the answers to the exercises using the Answer Key at the end of the module. What I Have Learned This includes questions or fill on the blank sentence/paragraph to be filled in to process what you learned from the lesson. What I Can Do This section provides an activity which will help you transfer your new knowledge or skill into real life situations or concerns. Assessment This is a task which aims to evaluate your level of mastery in achieving the learning competency. Additional Activities In this portion, another activity will be given to you to enrich your knowledge or skill of the lesson learned. Answer Key This contains answers to all activities in the module.

What I Need to Know

Good day learner! You already know how to read and write numbers up to ten thousand. This time let’s make it bigger. In this module, you will learn how to give the place value and value of a digit in numbers up to 100 000. You will also read and write numbers up to hundred thousand. I know you will feel great after doing the activities in this module.

After going through this module, you are expected to:

1. give the place value and value of a digit in numbers up to 100 000; and
2. read and write numbers up to hundred thousand in symbols and in words.

What I Know

Draw if the statement is correct and if it is incorrect.

1. The place value of 8 in 65 875 is hundreds.

2. The value of the underlined digit in 57 329 is 7 000.

3. 64 231 means sixty-four thousand, two hundred thirty-one.

4. Eighty-four thousand, six hundred nine when written in symbol is 84 906.

5. 6 ten thousand, 4 thousands, 2 hundreds, 9 tens, 5 ones when written as one number is 64 295.

6. There are two ten thousands in 82 654.

7. In nine thousand, six hundred twenty-eight , the digit in the tens place is 2.

8. If 6 thousands, 4 ten thousands, 8 tens, 5 ones and 3 hundreds are arranged in their right places, the resulting number is 64 583.

9. In the number eighty-one thousand, seven hundred thirty-five , if the digit in the hundreds place is removed, the resulting number is 81

10. The digit 6 has a higher value in 86 432 than in 61 345.

What’s In

Do you remember how to read and write numbers up to 10 000? Let us have a review.

A. Copy the numbers that are less than the number indicated in the circle.

Are you done answering? If yes, time to check. Please go to page 13 for the Answer Key.

What is It

You can answer the questions by giving the place value and the value of each digit and reading and writing the numbers in symbols and in words.

Let us see if we have the same answer. Read and follow the presentation. Then, let us check if you were able to read and write the numbers in symbols and in words correctly. Let us also find out if you were able to give the correct place value and value of each digit.

Study how 62 453 is written in the Place Value Chart.

PERIODS THOUSANDS UNITS

Place Value

Hundred Thousands

Ten Thousands Thousands

Hundred s Tens Ones Digits 6 2 4 5 3

The place value of 3 is ones. The value is 3.

The place value of 5 is tens. The value is 50. The place value of 4 is hundreds. The value is 400. The place value of 2 is thousands. The value is 2 000. The place value of 6 is ten thousands. The value is 60 000. The value of a digit is determined by multiplying that digit by its place value.

62 453 is made up of 6 ten thousands , 2 thousands , 4 hundreds , 5 tens and 3 ones. So, 62 453 = 60 000 + 2 000 + 400 + 50 + 3.

To read numbers up to hundred thousand: 1. Separate the digits into periods (thousands and units). 2. From the left, read the number formed by the digits in the thousands period followed by the name of the period ( thousand ).

3. Do the same with the units period without saying the name of the period.

62 453 is read as “sixty-two thousand, four hundred fifty-three”.

Let’s read these examples.

72 512 – Seventy-two thousand, five hundred twelve 14 926 – Fourteen thousand, nine hundred twenty-six 10 748 – Ten thousand, seven hundred forty-eight

To write numbers up to hundred thousand in symbols, we use space to separate the digits into periods or groups of three starting from the right.

 Thousands have two periods (thousands and units) – the units period should always be composed of three digits.  Use zero as a place value holder of the missing digits in the units. They are written but not read.

Let’s study these examples. Ninety-two thousand, three hundred eighteen – 92 318 Forty-eight thousand, fifty-two – 48 052 Seventeen thousand, six – 17 006 Fifty-three thousand, one hundred two – 53 102

To write numbers in words, write them as they are read and use a comma to separate the thousands and units period. Examples: 21 890 – Twenty-one thousand, eight hundred ninety 75 326 – Seventy-five thousand, three hundred twenty-six 49 013 – Forty-nine thousand, thirteen

Now, you already learned the place value and value of a digit in numbers up to 100000 and how to read numbers up to hundred thousand. This time you are now ready for the activities. LET’S GO!

Zeros are not read when they are used to hold the place value of non-zero digits. Examples: 43 023 – Forty-three thousand, twenty-three 80 701 – Eighty thousand, seven hundred one

Activity 2

A. Read and then write the following numbers in words.

1. 29 610 _______________________________2. 12 045 _______________________________3. 71 327 _______________________________4. 83 183 _______________________________5. 11 876 _______________________________

B. Read and then write the following numbers in symbols.

1. Fifty-one thousand, two hundred forty-two ____________
2. Eleven thousand, sixty-nine ____________
3. Thirty-eight thousand, seven hundred fifty ____________
4. Fourteen thousand, eighteen ____________
5. Ninety thousand, nine hundred ____________

Are you done answering? If yes, time to check. Please go to page 13 for the Answer Key.

Are you done answering? If yes, time to check. Please go to page 13 for the Answer Key.

Assessment 2

WHAT IS THE MESSAGE?

Directions. Complete each statement below. Write your answer in the second column of the table. Then, find the corresponding letter of your answer in the letter key and record it in the last column.

Statement Answer Letter

1. The place value of 5 in 67 953 is ______.
2. 12 412 means 1 ten thousand, 2 thousands, 4 ______, 1 ten, 2 ones.
3. In 98 356, 8 is in _______ place.
4. The place value of 2 in 27 391 is ___
5. The smallest place value of any whole number is _____.
6. S eventy-three thousand, eight hundred fifty-four” when written in symbol is ______.
7. The value of the underlined digit in 52 071 is __.
8. In “twenty-eight thousand, four hundred ,” the value of “eight” is ___.
9. There are 3 ____ in 59 381.
10. The place value of 4 in 49 106 is __________.
11. The value of 2 in 13 528 is 20, its place value is ___.
12. When written in symbol “ninety-five thousand, three hundred seventy-four” is ______.
13. The place value of 7 in 38 710 is ____.
14. In the number 32 901, the place value of 3 is __.
15. 64 015 when written in words is ______.
16. When value of a digit in a number is 50 000, its place value is ____.
17. The place value of 3 in the numbers 12 378 ; 45 309 ; and 62 381 is ____.

N - Ones F - Tens E - Ten Thousands V - Sixty-four D - 73 854 I - Thousands thousand, fifteen A - 8 000 S - 50 000 O - 95 374 R - Hundreds

What I Can Do

A. Use the digits 2, 3, 4, 5, and 6 only once for problems 1 to 2.

1. Write the highest5-digit number.
2. Write the least number possible with 3 in the thousands place.

B. In which amount does 3 have the greater value?

1. ₱ 37 509 or ₱ 83 999

2. ₱ 53 009 or ₱ 95 318

3. There were “forty-two thousand, three hundred twenty-one” ampalayas harvested in Barangay San Pascual. Write the number in symbol.

4. During the typhoon, 24 172 families were rescued. Write the number in words.

Assessment

A. Complete the table by giving the place value and value of the underlined digit.

Number Place Value Value 72 537 1. 2. 94 281 3. 4. 69 852 5. 6.

Are you done answering? If yes, time to check. Please go to page 13 for the Answer Key.

B. Read the following number words and write in symbols.

1. Thirteen thousand, four hundred seventy-nine __________
2. Fifty-three thousand, one hundred sixty __________

C. Read and write the following numbers in words.

9. 29 904 ____________________________10. 58 031 ____________________________Additional Activities

A. Choose all the numbers inside the box that satisfy the given conditions.

1. 5 thousands

2. 7 ten thousands

B. Find the value of the underlined number. Write the letter of the correct answer.

1. 37 6 98 a. 6 000 b. 600 c. 60 000
2. 8 3 912 a. 800 b. 8 000 c. 80 000
3. 7 4 215 a. 4 000 b. 400 c. 40 000

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83 710, 70 538, 72 932, 83 791, 71 38265 892, 98 547, 15 049, 58 923, 45 291

Are you done answering? If yes, time to check. Please go to page 13 for the Answer Key.

Answer Key

Score update: (What’s More- Assessment 2)

 17 WOW! GREAT JOB!

 13-16 VERY NICE!

 9-12 NICE!

 5-8 OOOPPPS! Let us review and go over with the

test again.

 0-4 Don’t worry. Take time to go over the lesson

again. Kindly approach your teacher or facilitator if you need help. Have fun!

Score update: (What I Can Do)

 6 WOW! GREAT JOB!

 5 VERY NICE!

 3-4 NICE!

 0-2 OOOPPPS! Don’t worry. Take time to go over the

lesson again. Kindly approach your teacher or facilitator if you need help. Have fun!

Score update: (What’s More- Assessment 1)

 10 WOW! GREAT JOB!

 8-9 VERY NICE!

 6-7 NICE!

 4-5 OOOPPPS! Let us review and go over with the

test again.

 0-3 Don’t worry. Take time to go over the lesson again.

Kindly approach your teacher or facilitator if you need help. Have fun!