Workbook 1, Fourth Grade Mathematics of Basic Education

Workbook 1, Fourth Grade Mathematics of Basic Education, It is owned by the Secretary of

State in the Office of Education, it was prepared by teachers from the Departmental

Departments of Education, in the framework of the national emergency COVID-19, in

response to the needs of monitoring the teaching-learning process in government

educational centers from Honduras, CA

Presidency of the Republic

Secretary of State in the Office of Education

Secretariat for Administrative and Financial Affairs

Undersecretary for Technical Pedagogical Affairs

General Directorate of Curriculo and Evaluation

General Sub-Directorate for Basic Education

Departmental Directorate of Education of Cortés

General Directorate of Educational Modalities

Subdirección General de Educación para Pueblos Indígenas y Afrohondureños

Adaptation

Departmental Directorate of Education of Cortés

Valle de Sula Regional Permanent Training Center

Ana Cristina Padilla Gutiérrez

Oneyda Beyorith Estéves Zuniga

Curriculo Review

General Sub-Directorate for Basic Education

Riccy Barrientos

Lilian Elizabeth Gradiz

Technical-graphic and pedagogical review

General Directorate for Technological and Educational Innovation

Desing and Diagramming

Arlen Adalixi Llanos Hernández

Eleazar Tomé Escobar

© Secretary of Education

1st street, between 2nd and 4th avenue of Comayagüela, MDC,

Honduras, CA

www.se.gob.hn

Workbook 1 - Mathematics, Fourth Grade

2020 single edition

FREE DISTRIBUTION - SALE FORBIDDEN

http://www.se.gob.hn/

Presentation

In the face of the national emergency generated by Covid-19, boys, girls,

adolescents, youth, fathers, mothers and guardians, the Ministry of

Education makes this study and work tool available for the I, II and III cycle

of Basic Education (1st to 9th grade) that will allow you to continue your

studies on a regular basis, guaranteeing that you can stay at home and at

the same time can achieve the relevant knowledge and develop skills in

the area of Mathematics.

Dad, mom, tutor and teacher will help you review each lesson and clarify

any doubts you may have. His job is to develop the activities, exercises and

problems that arise in the workbook, in an orderly, creative and clean way,

to later present it to his teachers when they return to the Educational

Center.

Secretary of State in the Office of Education

1

Mathematics/ Fourth Grade

ICONS:

Icon Indicator

Remember the knowledge already acquired in previous years.

Indicates solving the exercises that are proposed.

It indicates a very important point to consider.

Indicates getting comfortable to work on the exercises.

Indicates the definition of the concept under study.

Used to find a definition in a dictionary.

Point out an important concept.

2


UNIT 2 EXPECTATION OF ACHIEVEMENT CONTENTS

Angles

• They identify angles and their

elements.

• They read and know angles

in different positions and

trajectories

• They recognize opposite

angles by their vertex

• Identify adjacent angles.

• Concept of angles

and its elements

• Angle unit: degree

• Use of conveyor

• Sharp and obtuse

angles

• Opposite and

adjacent angles.

UNIT 3 EXPECTATION OF

ACHIEVEMENT CONTENTS

Multiplication

• They solve real-life

problems that involve

multiplying numbers.

• They use the calculator

or computer to check

the result of the

multiplications.

• Let's multiply by U

(all products are less

than 10)

• Multiplication by U

(there are products

greater than 9)

• Associative property

of multiplication

• Multiplication by 10

and 100

• Multiplication by D0

and C00

• CDU x CDU

multiplication

• Short form of

multiplication

• Short form in the

multiplier (when

there is 0 in the

multiplier)

• Changing the order

of the factors

• Exercises

3


SOLVE ADDITION, SUBTRACTION, MULTIPLICATION AND DIVISION

PROBLEMS

Objectives:

1. Confirm what they have learned by solving the exercises.

Solve real-life exercises using subtraction, addition, multiplication, and

division.

Exercises

one. According to statistics, in the year 2,001 the population of the

department of

Ocotepeque was 108, 029 inhabitants and that of Copán was 288,766.

How many people live in these two apartments?

How many more people have the department of Copán than that of

Ocotepeque?

2. If José receives 5 Lempiras a day from his parents.

How many lempiras will José have in 5 months? _______

If after a while José has 120 Lempiras

How many days have passed to have that amount of money? _______

3. 2 trucks go, each truck carries 4 tanks with water and each tank contains

37 liters of water.

How many liters of water are there in total?

4


UNIT 2

THE ANGLES

Objectives:

1. Know the concept of angle, comparing and verifying

2. Experiment the change in the opening (amplitude) of the angles by

the rotation of one of the rays.

Let's remember:

Lesson 1: Let's Know Angles

The four angles formed by two lines that intersect

perpendicularly are right angles. The corners of

squares and rectangles are right angles.

The opening formed by two angles with a

common vertex is called Angle

5


A. Compare the angle opening between the brackets.

B. We are going to superimpose two circles of cardboard paper of

different color as in the drawing and we will form several angles by

rotating one of the two circles.

1. Build a 180 degree angle

In the angle of the drawing (5), the OB side and the OA side form a line.

This angle is called the flat angle.

Each angle does not depend on the length of its sides, but depends

on the opening of its sides

6


C. The protractor is used to measure angles.

We will investigate the protractor graduations.

When representing the measure of an angle, apart from the way

"Many times, the unit called degree is used. 1 degree” is written

with the symbol “1 °”

This angle can be represented in

symbols, as an "AOB" angle.

Or also for a letter. Angle "X"

7


D. How to measure an angle:

1. Place and hold protractor with center at

vertex O of angle.

2. Rotate the 0 ° mark to the OB side of the

angle.

3. Locate on the conveyor the graduation

through which the other side passes, OA.

That number is the measure of the AOB

angle.

E. Measure the angle of the brackets with the protractor

F. Let's look at the following drawings.

What are the differences between the groups?

Like the angles in GROUP 1, an angle that measures less than the right

angle (90 °) is called the acute angle.

Like GROUP 2 angles, an angle that measures more than the right angle

(90 °), and less than the flat angle (180 °), is called the obtuse angle.

8


G. Answer what each angle is called.

H. Read and construct the following angles and say the name of each

one.

(1) 70 ° (2) 180 ° (3) 90 ° (4) 160 °

I. Let's compare the (opposite) angles "a" and "b"

1. Find the angles "a" and "b".

2. Find the angles "a" and "b" by calculating.

✓ Both angles "a" and "b" can be found. subtracting 50 ° from 180 °

✓ Angle "a" and "b" measure 130 °.

9


J. Find the measure of the angles "a", "b", "c", "d", "e", "f", "g", "h", "i"

Supplementary exercises

1. Say the name of each angle

Angle "a" and angle "b" are opposite angles for the vertex.

Consecutive angles whose uncommon sides are in a straight line,

such as the angle "a" and the angle measuring 50 °, are called

adjacent angles.

The sum of the adjacent angles is 180 °

10


2. Measure angles "a" and "b".

3. Find the angles "a", "b", "c".

4. Construct angles that measure 72 °, 110 °, 165 °, and 260 °.

11


We had fun.

The fish are saying something. To find out, you have to order the letters of

each bubble.

We are going to measure the angles of the mouths and order them from

least to greatest.

What do the fish say?

Its time to start

12


UNIT 3

MULTIPLICATION

Objective: Calculate using the vertical calculation mechanism in the case

of UMCDU by U

Let's remember:

Lesson 1: Multiply by U

A. There is a ship that carries 1,321 people

on each trip.

How many people can you take on two

trips?

1. Write the approach of the operation.

✓ PO: 1321 x 2

✓ Let's think about the form of the vertical calculation with the

number cards.

1. Calculate 324x 2 325 x 3 239 x 6 748 x 7

2. 2x3 and 3x2 are equal because they

are both 6. Does it always matter

when the order of the two factors is

changed in multiplication? Why?

13


The multiplication of 1321 x 2 is calculated like this (as in the DU x U and CDU x

U cases): Place the two numbers so that the digits of the same place value

are in a vertical line.

1. Calculate the units: 4x2 = 8 and write 8 in the units.

In this case, it is recommended to calculate 2x4 to use a single

multiplication table.

2. Calculate the tens: 2x2 = 4 and write the 4 in the tens.

3. Calculate the hundreds: 2x3 = 6 and write the 6 in the hundreds.

4. Calculate the thousand units: 2x1 = 2 and write the 2 in the thousand

units.

Lets think about the form of the vertical calculation with the number

cards.

14


1. Calculate:

2. Calculate:

3. Calculate:

15


Lesson 2: Multiply by D0 AND C00

Objective: Know that if it is multiplied by 10 (or by 100), 0 (00) is added to

the multiplying.

A. Apples are sold in a bag. There are 3 apples in each bag. If there are

10 bags, how many apples are there in total?

✓ PO: 3X10

We will find the answer by consulting the following drawing.

B. Rules are sold for 23 lempiras each. If 10 rules are bought. How many

lempiras do you need?

✓ PO: 23X10

We will find the answer using the number cards.

If multiplied by 1, the numbers of the multiplicand change value

and move one position to the left, that is, the product obtained

by adding 0 to the right side of the multiplicand.

10 apples

10 apples

10 apples

30 apples

Apples

16


1. Calculate:

2. Calculate:

3. Calculate:

4. Calculate:

17


Lesson 3: Multiply by DU

Objective: Calculate DU x DU in the vertical form

A. Erasers are sold at 13 lempiras each.

A box contains 20 erasers.

Professor Rubén Darío bought a box and a draft for his 21 students.

How much does the teacher pay?

✓ PO: 13x21

We will find the answer by consulting the drawing.

✓ The price of those in the box 13x20 = 260

✓ The price that is outside the box 13x 1 = 13

A: 273 lempiras Total 273

B. We are going to calculate 13x21 in the vertical form

1. Calculate.

2. Calculate vertically.

calculated Is calculated

Add

Vertical calculation of 13 X 21

18



4. Calculate.

5. Calculate.

C. Let's compare the two calculations.

19


Calculate as above

Write 0 in the units and start calculating 34x2 to your left.

6. Find in form (b) if you can. If you have difficulty do it in (a)

Lesson 4: Multiply by CDU

Objective: Calculate CDU x CDU in the vertical form.

A. Shirts are sold at 112 lempiras each with tax

included.

If each of the 231 students at the school

buys a shirt,

How many lempiras are paid in total?

✓ PO: 112x321

✓ Let's think about how to calculate in vertical form.

20



2. Calculate (If you can't calculate by omitting multiplication by zero,

write it down)

Exercises

Objective: Confirm what they have learned by solving the exercises.

1. Solve the following problems.

✓ There is a vehicle that consumes 19

liters of gasoline per month.

How many liters of gasoline do you

consume in a year?

✓ Shirts of various prices are sold. there

are 72 of 243 lempiras, 47 of 195 lempiras and 65 of 160

lempiras.

How much will the total of the sale be?

21


2. Find the right numbers for the boxes

Workbook 1 - Mathematics

Fourth grade of Basic Education

Printed and published by the Secretary of Education

In the framework of the national emergency COVID-19

Tegucigalpa, MDC, Honduras, CA

2020

Documents

Workbook 1, Fourth Grade Mathematics of Basic Education