Unit 2

WHOLE NUMBERS

Lesson 1 Place Value

Learning Outcomes

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

 Identify the place value and value of a digit in numeral;

 Read and write numbers through 9 000 in symbols and in words; and
 Solve word problems involving place value.

LET’S LEARN THIS

Our numeration system is called Hindu-Arabic or Decimal System. Unlike other

numeration systems such as the Roman Numeration, the Hindu-Arabic system uses
place value which makes it easier to read numbers.

Place Value Chart

Thousands Hundreds Tens Ones
1000 100 10 1

In a four-digit number, the place value of each digit from left to right are:
thousands, hundreds, tens, ones.
The place value chart below shows the number 4,728.

Place Value Chart

Place Value in Words Thousands Hundreds Tens Ones

Place Value in Figures 1000 100 10 1

Given Number 4 7 2 8

The number 4 728 is read as “four thousand, seven hundred twenty-eight”.

The table below shows the place value and value of each digit in the number
4 728. Observe that the value is simply the product of the digit and its place value.

Digit Place Value Value

Word Figure
8 Ones 1 8x1=8
2 Tens 10 2 x 10 = 20
 7 Hundreds 100 7 x 100 = 700
4 Thousands 1 000 4 x 1 000 = 4 000

Learning Activities

Activity 1: Let’s Practice

A. Direction: Give the place value and value of the digit 8 in each numeral.

Number Place Value Value

1. 485
2. 825
3. 8 032
4. 7 908
5. 1 873

B. Direction: Write the following in words.

1. 461 ____________________________________________________________
2. 809 ____________________________________________________________
3. 4 045 ____________________________________________________________
4. 7 908 ____________________________________________________________
5. 1 873 ____________________________________________________________

C. Direction: Write the following in symbols.

1. Five hundred eight = ______________

2. Two hundred forty-six = ______________
3. Three thousand, eight hundred seventy = ______________
4. Eight thousand, nine hundred thirty-seven = ______________
5. Six thousand, two = ______________

D. Direction: Answer the following.

1. What is the digit with the biggest value in 1 459?

2. What is the sum of the digits in the tens and thousands place in the numeral 9
087?
3. What is the sum of the values of the digits in the ones and hundreds place in
the numeral 9837?
4. Which digit has the smallest value in the numeral 1 089?
5. I am a three-digit number. My tens digit is 3 more than my ones digit. My
hundreds digit is an odd number less than 3. What number am I?

Activity 2: Let’s Create

Direction: Find all possible numbers that satisfy the following conditions:

1. The number has three digits.

2. The ones digit is twice the hundreds digit.
3. The tens digit is one more than ones digit.
Lesson 2: Addition of Whole Numbers

Learning Outcomes

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

o Visualize the concept of addition;

o Add one to three-digit numbers; and
o Solve word problems involving addition.

LET’S LEARN THIS

Originally, the Philippines has a total of 7 107 islands. Lately, 534 new islands are
added which makes our total number of islands as 7 641. It means that 7 107 + 534 =
7 641.

In addition sentence 7 107 + 534 = 7641, 7 107 and 534 are called ADDENDS
while 7 641 is called SUM. Addends are the numbers being added while sum is the
result in addition.

Addition is the process of putting two or more numbers or things together. For
instance, let us illustrate the following: 3 mangoes added by 4 mangoes 7 total
mangoes.

+ =

The illustration above clearly shows that to find the total number of mangoes,
we can simply count them from left to right the addition sentence would be 4 + 3 = 7.

Another way to illustrate addition is through block model which is shown below.

4 3

7
Properties of Addition

1. Commutative Property of Addition (CPA)

You learned above that 4 = 3 = 7. What would the answer be if we change the
order of the addends into 3 = 4 =?
It shows that 4 + 3 = 3 + 4 = 7. This is called Commutative Property of Addition. It
says that the order of the addends does affect the sum.

2. Associative Property of Addition (APA)

Another property of addition is Associative Property. It says that changing the
grouping of the addends does not affect the sum. For example, the sum of (8 + 7) +
2 is equal to the sum of 8 + (7 + 2).
 (8 + 7) + 2 = 8 + (7 + 2)
15 + 2 = 8 + 9
17 = 17

3. Identity Property of Addition (IPA)

The Identify Property states that the sum of a number and zero is the same
number.

Examples: 8+0=0 0 + 35 = 35 1+0=1

Adding Two-to Three-Digit Numbers

To add two- to three- digit number, follow the steps below.

Step 1: Arrange the numbers in column so that digits of the same place value are
aligned. For example, let’s find the sum of 74 and 162.

Hundreds Place Tens Place Ones Place

7 4
+ 1 6 2

Step 2: Add the digits in the ones place, tens place then the hundreds place.

Hundreds Place Tens Place Ones Place

7 4
+ 1 6 2
6

In the tens place, since 7 tens plus 6 tens total 13 tens, the rename 13 tens as 1
hundreds and three tens; write the 3 tens in the tens digit of the sum and regroup the
1 hundred with the hundreds digits of the addends, then add.

Hundreds Place Tens Place Ones Place

1
7 4
+ 1 6 2
2 3 6

The sum of 74 and 162 is 236.

Learning Activities

Activity 1: Let’s Practice

A. Direction: Give the missing addends or sum, then identify the property of
addition shown in each number. Write CPA, APA, and IPA only.
 1. 3 + 9 + 6 = ____ + 9 + 3 ___________________
2. (8 + 3) + ____ =8 + (3 + 6) ___________________
3. ___ + 8 = ___________________
4. 12 + 9 = 9 + ___ ___________________
5. 76 + 0 ___ ___________________

B. Direction: Solve the following problems.

1. Ryza has 24 marbles. Melba has 8 marbles more than Ryza. How many
marbles do the two girls have in all?
2. At the mall, Karl spent Php145 on the first store and Php248 in the second
STORE. After which, he has Php120 left. How much money did he start with?
3. Michael and Nicko each picked a number from a box. Nicko’s number is
twice as large as that of Michael’s. The sum of their numbers is 42. What is
Nicko’s number?

C. Direction: Use the properties of addition to solve the following.

1. 1 + 2 + 3 + … + 9 + 10 =
2. (49 + 63) + 51 =
3. 15 + 38 + 47 + 62 + 53 =
4. 999 + 999 + 999 + 999 + 999 =
5. 809 + 803 + 806 + 801 + 807 + 804 =

Activity 2: Let’s Create

Direction: Read the problem below and answer the questions that follow.

Jonalyn has five discs, each with a different counting number printed on one
face. However, she lost three discs and all she can remember is that the sum of the
five numbers is 50 and the numbers in the two remaining discs are 12 and 9.

1. What is the greatest possible value of one of the numbers?

2. What can be the possible values of the three other numbers?
Lesson 3 Subtraction of Whole Numbers

Learning Outcomes

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

o Visualize the concept of subtraction;
o Relate subtraction with addition;
o Subtract one to three-digit numbers; and
o Solve word problems involving subtraction.

Let’s Learn This

Subtraction is another operation we need to learn as it is very useful in daily

life. Subtraction is the process of taking away one number from another. For
instance, if an older saltwater crocodile has a length of 6 meters while the younger
has a length of 4 meter, then what is the difference in their lengths?

To find the difference, we subtract 4 from 6. Let us represent this situation

using an illustration.

A way to show this is by using the inverse operation of subtraction which is

addition. That is 4 + ___ = 6. So what should be added to a 4 to get a sum of 6? This
show that subtraction is like finding the missing addend.

In 6 – 4 = 2, 6 is called minuend. It is the number being subtracted from. The

number 4 is called the subtrahend or the number used to subtract. Then, 2 is called
difference or remainder, which is the answer in subtraction.

Subtraction is the inverse operation of addition. It means that 6 – 4 = 2 may be

translated into an addition sentence which is:

Subtraction Sentence Addition Sentence

6–4=2 2+4=6
or 4+2=6

Subtraction of Two- to Three-Digit Numbers

Problem 1: James has Php79. He bought a piece of sandwich at Php25. How

much money does he have left?
To solve the problem, we subtract 25 from 79.

To subtract two- digit numbers, we may use the following steps:

Step 1: Arrange the numbers so that digits of the same place value fall on the
same column.

Tens Place Ones Place

7 9
 - 2 5

Step 2: Subtract the ones digits.

Since the ones digits of the minuend is 9, which is greater than that of
the subtrahend, which is 5, then we can proceed to subtract right
away.

Tens Place Ones Place

7 9
- 2 5
4

Set 3: Subtract the tens digits.

Tens Place Ones Place

7 9
- 2 5
5 4

Therefore, 79 – 25 =54 or James had Php54 left.

Problem 2: Enya has a collection of 342 key chains. Of these, 157 are foreign and
the rest are Philippine made. How many of her key chains are
Philippines made?

To find the answer, subtract 157 from 342.

Step 1: Arrange the numbers in column.

Hundreds Place Ten Place Ones Place

3 4 2
- 1 5 7

Step 2: Subtract the digits in the ones place.

Observe that 2 ones of the minuend is less than 7 ones of the
subtrahend. In this case, rename 4 tens of the minuend as 3 tens and
10 ones, then regroup the 10 ones with 2 ones to make 12 ones to
make 12 ones. Now subtract 7 from 12.

Hundreds Place Ten Place Ones Place

3 12
3 4 2
- 1 5 7
5
Step 3: Subtract the tens.
Since 3 tens of the minuend is again smaller than 5 tens of the
subtrahend, then rename 3 hundreds of the minuend as 2 hundreds
and 10 tens, then regroup10 tens with 3 tens to make 13 tens. Subtract
the tens digits.
Hundreds Place Ten Place Ones Place
2 13 12
3 4 2
- 1 5 7
1 8 5
Step 4: Subtract the hundreds digits.

Therefore, Enya has 185 Philippine-made key chains.

Learning Activities

Activity 1: Let’s Practice

A. Direction: Find the missing addend.

1. 8 + ____ = 16 6. ___ + 9 = 17
2. 7 + ____ = 12 7. ___ + 7 = 13
3. 4 = ____ = 13 8. ___ + 6 = 12
4. 6 + ____ = 13 9. ___ + 5 = 12
5. 5 + ____ = 14 10. ___ + 8 = 15

B. Direction: Find the difference.

1. 25 2. 59 3. 126 4. 458 5.
625
- 18 - 37 - 49 - 273 -
286

C. Direction: Solve the following word problems.

1. JM harvested 378 mangoes. Mia Joy harvested 89 mangoes less than JM.
How many mangoes did Mia Joy harvest?
2. Roice and Chat have a total savings of Php874. Chat saved Php86 more than
Roice. How much di each student save?
3. Ralph ha Php750. He spent Php256 on food, Php125 for his fare, PhP345 for his
project and saved the rest. How much did he save?

Activity 2: Let’s Create

Direction: Solve this as many ways as possible.

1. The sum of two numbers is 48 while their difference is 8. What are the
numbers?
Lesson 4: Multiplication of Whole Numbers

Learning Outcomes

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

 Express multiplication as repeated addition;

 Identify the properties of multiplication;
 Master the basic multiplication facts; and
 Solve multi-step word problems involving addition, subtraction and
multiplication.

Let’s Learn This

The average weight of the male giraffe is around twice that of the female. The
word “twice” means double or multiply by 2. Since the average weight of a female is
830 kg, then that of the male is around 830 x 2 which s 1 660 kg.

Multiplication as Repeated Addition

In the multiplication sentence 830 x 2 = 1 660, 830 and 2 are called factors while 1
660 is called product.

Find the sum of the following.

1. 4 + 4 + 4 + 4 + 4 + 4 + 4 =
2. 3 + 3 + 3 + 3 + 3 + 3 + 3 + 3 =
3. 8 + 8 + 8 + 8 + 8 + 8 =

In the exercises above, observe that the same numbers are being added
repeatedly. In this case, we can find the answer using another operation which is
multiplication.
Multiplication is called repeated addition since adding the same number
repeatedly may be expressed as multiplication instead. Let’s take a look at the
following examples.

Addition Multiplication Answer

1. 4+4+4+4+4+4+4 7 groups of 4 or 7 x 4 28
2. 3+3+3+3+3+3+3 +3 8 groups of 3 or 8 x 3 24
3. 8+8+8+8+8+8 5 groups of 8 or 5 x 8 40

Basic Multiplication Facts

The basic multiplication facts are easy to memorize by using the Multiplication
Table, skip counting or the concept of multiples. Use the flashcards would be of great
help to. The multiples of 2, 3 and 4 are as follows.
Properties of Multiplication

1. Commutative Property of Multiplication (CPM)

When the order of the factors is changed, the product is still the same.

Example: 3x5=5x3
15 = 15

2. Associative Property of Multiplication (APM)

The grouping of the factors does not affect the product.

Example: (2 x 8) x 5 = 2 x (8 x 5)
16 x 5 = 2 x 40
80 = 80

3. Identify Property of Multiplication (IPM)

When a number is multiplied by 1, the product is the number itself.

Example: 10 x 1 = 10 1x6=6

4. Zero Property of Multiplication (ZPM)

Any number multiplied by zero is zero.

Example: 0x9=0 15 x 0 = 0

Learning Activities:

Activity 1: Lets’ Practice

A. Direction: Give the multiplication sentence and the product.

 1. 5+5+5= ___________________________________________
2. 7+7= ___________________________________________
3. 3 + 3 + 3 + 3 +3 + 3 + 3 = ___________________________________________
4. 4+4+4+4+4= ___________________________________________
5. 2+2+2+2+2+2+2+2= ___________________________________________

B. Direction: Express the following as repeated addition.

1. 3 x 4 = ____________________________________________________________
2. 5 x 6 = ____________________________________________________________
3. 8 x 2 = ____________________________________________________________
4. 7 X 3 = ____________________________________________________________
5. 9 X 4 = ____________________________________________________________

C. Direction: Supply the missing number.

1. 3 x ___ = 21
2. ___ x 8 = 40
3. ___ x 4 = 36
4. 5 x ___ = 45
5. 6 x ___ = 48

Activity 2: Let’s Solve

Direction: Solve the following problems.

1. Ian has 9 bags. Four bags contain 9 balls, 3 bags contain 8 balls and the rest of
the bags contains 6 balls. How many balls in all does Ian have in his bags?
2. Myrine has twice as many marbles as Mirel while Mirel has thrice as many
marbles as Machel. If Machel has 8 marbles, how many marbles do the three
girls have in all?
Lesson 5: Division of Whole Numbers

Learning Outcomes

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

 Relate division as repeated subtraction;
 Express divisions as inverse operation of multiplication;
 Find the quotients of basic division facts; and
 Solve multi-step word problems involving division and the other operations.

Let’s Learn This

The process of division can be expressed as:

10
10 ÷ 2 = 5 or =5
2
Where,
10 is called the dividend or the number being dividend;
2 is called the divisor or the number that divides; and
5 is called quotient or the answer in the division.

Division as Repeated Subtraction

Division is called repeated subtraction. To answer the question, “How many

2s are in 10?”, we may either subtract 2 from ten repeatedly or simply divide.
To find the number of 2s in 10 using repeated subtraction, we subtract 2 from
10 repeatedly until the difference is 0.

10 – 2 = 8
8–2=6
6–2=4
4–2=2
2–2=0
The process above shows that there are five 2s in 10.

Division as Inverse Operation of Multiplication

Division is inverse operation of multiplication. For instance, 10 ÷ 2 = 5 may be

written as 5 x 2 = 10 or 2 x 5 = 10. It means that

Dividend ÷ divisor = quotient may be written as

Divisor x quotient = dividend.

If you can master the basic multiplication facts, then division would also be
easy. Let’s have the following examples.

Division Sentence Multiplication Sentence Answer

 72 ÷ 8 = ____ 8 x ___ = 72 Since 8 x 9 = 72, then 72 ÷ 8 = 9.
56 ÷ 7 = ____ 7 x ___ = 56 Since 7 x 8 = 56, then 56 ÷ 7 = 8.

Basic Division Facts

The division table of 2, 5, and 8 are shown below.

Table of 2 Table of 5 Table of 8

Let us now apply the operations we have learned by solving the following
word problem.

Machel ha Php100. She gav Php35 to each of her two friends. She then spent
a thirds of the amount left. How much does she have now?

Let’s solve the problem usingthe following illustration:

100

35 35

The illustration clearly shows that to find the amount left after Machel gave
Php35 each to her two friends, we simply subtract 2 X 35 or 70 from 100, which is Php30.
Since she spent a thrid of the remaining amount, then our next illustration would be
100

35 35

It shows that the amount left, which is Php30, is to be divided into three equal
parts. So, 30 ÷ 3 = 10. Since she spent a third of the remaining amount or Php10, then
what she has left is 30 – 10 = 20. Therefore, Machel has Php20 left.

Learning Activities

Activity 1: Let’s Practice

 A. Direction: Find the quotient by showing that division is repeated subtraction.
1. 24 ÷ 8
2. 42 ÷ 7
3. 36 ÷ 4
4. 56 ÷ 8
5. 48 ÷ 6

B. Direction: Find the missing number.

1. 3 x ___ = 27 6. 32 ÷ ___ = 8
2. 6 x ___ = 42 7. 18 ÷ ___ = 2
3. 9 x ___ = 81 8. 45 ÷ ___ = 5
4. ___ x 8 = 32 9. ___ ÷ 7 = 4
5. ___ x 7 = 28 10. __ ÷ 6 = 9

C. Direction: Solve the following problems.

1. The dividend is 48 and the quotient is 6,. What is the divisor?

2. When Melchor divided a number by 7, the quotient is 9. What is the number?
3. A vendor has 40 eggs which she arranged in trays, each containing 6 eggs.
How many trays did she use? How many eggs are in the last tray?
4. 58 children and 6 teachers went to a fieldtrip. They took private cars which can
carry 8 passengers. How many cars did they use? Are all the cars filled up with
8 passengers?
5. Ramon saves from his daily allowance Ph50 every Monday, Php40 on Tuesdays,
Php30 on Wednesdays, Php20 on Thursdays and Php10 on Fridays. From the
amount he saved after four weeks, he deposited Php500, gave Php60 to his
church ad spent the rest for an ice cream?

Activity 2: Let’s Create

Direction: Answer the following.

1. How can you divide a square cake into eight equal parts with three straight
cuts? Illustrate your solution.
2. Some dividends cannot be exactly divided by the divisor. The amount which
remains after division is completed is called remainder. For instance, when you
divide 20 by 6, the answer is 3 (since 6 x 3 = 18), but there is a remainder of 2
(20 – 18 = 2). To check, 6 x 3 + 2 = 18 + 2 = 20.
What is the sum of the possible remainders if the divisor is 20?