5

Lesson Quarter 2
Lesson
Lesson

Exemplar for 8
8
Mathematics 5

IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for Mathematics Grade 5
Quarter 2: Lesson 8 (Week 8)
SY 2024-2025

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MATHEMATICS/QUARTER 2/ GRADE 5

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content Prime and Composite Numbers

Standards

B. Performance Distinguish prime numbers from composite numbers. (NA)

Standards

C. Learning Learning Competency

Competencies
1. Distinguish prime numbers from composite numbers using the Sieve of Eratosthenes.
and Objectives

D. Content 1. Use models to illustrate concepts of prime and composite numbers.

2. Use Sieve of Eratosthenes to determine prime and composite numbers from 1 to 200.

E. Integration 21st Century Skill: Critical Thinking and Collaboration

II. LEARNING RESOURCES

Guadarrama, M. T. A. & Avendaño, G. A. (2021). Number Smart 4 (Revised Ed.). Rex Book Store, Inc. ISBN: 978-621-04-1688-6

Knowledge Channel (2023, February 22). What are Prime and Composite Numbers [Video File]. Youtube. [Link]
v=6pIIFzLhTB8

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Laforteza, R. A. & Santiago, J. P. (2015). Exploring Math Possibilities 5. Don Bosco Press, Inc. ISBN: 978-971-9978-81-7

Sacao, J. R. (2022). Math World 4 (2nd ed.). C & E Publishing, Inc. ISBN: 978-971-98-1716-1

Admin. (2022, July 21). Sieve of Eratosthenes (Method to Find Prime Numbers with Examples). BYJUS. [Link]
eratosthenes/#:~:text=Sieve%20of%20Eratosthenes%20is%20a,in%20the%20third%20century%20B.C.

Suarez, J. V. (2019). Math Beyond Time 5. JO-ES Publishing House, Inc. ISBN: 978-971-655-611-7

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1 The teacher will provide a short

Knowledge review on applying divisibility
1. Short Review
rules. The teacher may conduct
Put check ( ) in the appropriate space if the number is divisible by the the review by calling out
number in the top row. Put ( ) if it is not. volunteers to mark a check or
wrong on the board.
Numbers 2 3 5 11

1 19

2 25

3 30

4 41

5 55

2. Feedback (Optional)

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B. Establishing 1. Lesson Purpose In this part of the lesson, the
Lesson Purpose teacher will guide the students
In our review, we applied the divisibility rules that we learned to determine
to determine the characteristics
whether the given numbers can be divided by the numbers on the top row.
of the given number in the
review part. The teacher may
use the following questions:
Upon observing the given numbers, we can notice that some numbers can be
divided by some numbers on the top row, but some cannot.
1. Are all the given numbers
divisible by the numbers on the
Let us take 19 and 41 for example, can you think of any other number that top row?
can divide these numbers without leaving any remainder? As a matter of fact,
these numbers cannot be divided by any other number except for itself and 2. What numbers can be
one (1). divided by some of the numbers
on the top row?
3. What numbers cannot be
Do you think there are other numbers that share the same characteristics as divided by the numbers on the
these two numbers? top row?

There are various mathematicians in history such as Eratosthenes, Euler, and

Goldbach that studied these types of numbers and now is our time to study
them too. In this part of the lesson, the
teacher will introduce the
2. Unlocking Content Vocabulary related terminologies that are
Before we proceed to our next lesson, let us first revisit some of the commonly used in applying
terminologies that we learned from our previous lesson which will remain divisibility rules. The teacher
important in our new lesson. Let us redefine, on our own words, what these may use the other examples on
words mean: the review to clarify the
concepts.

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 FACTOR MULTIPLE DIVISIBLE

C. Developing and SUB-TOPIC 1: Use models to illustrate concepts of prime and composite
Deepening numbers.
Understanding
1. Explicitation

In this part of the lesson, the

We have here some random numbers from 1 to 30 written on each ball with students will engage the class
varying sizes. What we will do is we will let these balls run through a sift and by “sifting” the listed numbers.
let us observe what numbers will pass through the sift and what will be The instructional material will
filtered out. be prepared such that the
composite numbers are smaller
than the prime numbers. The
12 8 24 16 6 sift may be made from baskets,
nets, or any resources that can
be locally found.

7 5 11 13 2
Which numbers went through the sift? Which one did not?

Now, with a partner, select two numbers that passed through the sift and
another two (2) numbers from those filtered out. Using circles, determine if
you can arrange your chosen number in arrays with no leftover circles. An
array is an arrangement of objects, pictures, or numbers organized in rows or

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columns.

For example, let us arrange 9 in an array:

In this part of the lesson, the
students will be doing an
activity in pairs. They will
model the different given
numbers using arrays of
circles. After the activity, the
teacher will call out volunteers
to show their models on the
board both for those numbers
that passed through the sift
and those numbers that were
filtered out. The teacher may
An array can also tell us the factors of a given number by counting the
process the activity using the
number of rows and columns of each array. For instance, in our given arrays
following questions:
of 9, the first array has 3 columns and 3 rows, while the second one has 1 row
and 9 columns. Therefore, the factors of 9 are 1, 3, and 9.

1. Now, from all your work,

what can you notice about
Now, from our activity, we noticed that those numbers that passed through
those numbers that passed
the sift can be grouped with more than one array without leaving any leftover
though the sift when modeled
circles. However, those numbers that were filtered out can only be arranged
through arrays? How many
with one array. These two groups of numbers can be classified into two:
factors do these numbers have?
a. Prime Numbers
2. How about those numbers
Those numbers that were filtered out by the sift are called prime numbers. that were filtered out. How
These numbers can only be modelled using one array. From the activity, we many factors do these numbers
noticed that prime numbers have exactly two factors: one (1) and itself. have?
Examples: (Less than or equal to 10)

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 2, 3, 5, and 7

b. Composite Numbers The teacher may ask the

students to identify all the
Those numbers that passed through the sift are called composite numbers.
prime numbers below 10.
These numbers can be modelled using more than one array. From the activity,
we can also tell that composite numbers have more than two factors.
Examples: (less than or equal to 10)
4, 6, 8, 9, and 10

Connection of prime and composite number:

Prime numbers are considered the building blocks of natural numbers The teacher may ask the
because all natural numbers can either be a prime number or a composite students to identify all the
number that can be expressed as products of two or more primes. composite numbers that are
less than or equal to 10.

2. Worked Example
Determine whether the following numbers are PRIME or COMPOSITE using
arrays. In this part of the lesson, the
teacher may let the students do
1. 14 4. 47
the activity individually or by
2. 37 5. 49 pair.

3. 27 Answer:
1. COMPOSITE

DAY 2 2. PRIME

3. Lesson Activity (Refer to Worksheet 1) 3. COMPOSITE

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 Activity 1 4. PRIME
Determine whether the following numbers are PRIME and COMPOSITE using 5. COMPOSITE
arrays. Write P if the number is prime and C if it is composite.

____1. 26 ____2. 23
Factors: ___________________ Factors: ___________________
Arrays: Arrays:
The activity will be conducted
on the 2nd day for around 30
minutes. It will be answered
after the students are done
____3. 43 ____4. 34 answering.

Factors: ___________________ Factors: ___________________

Arrays: Arrays: Answers:
1. C (Factors: 1,2,13,26)
2. P (Factors: 1, 23)

____5. 45 ____6. 37 3. P (Factors: 1, 43)

Factors: ___________________ Factors: ___________________ 4. C (Factors: 1, 2, 17, 34)

Arrays: Arrays: 5. C (Factors: 1, 3, 5, 9, 15, 45)

6. P (Factors: 1, 37)

Activity 2
Determine the number that is being described. Write your answer on the space

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 provided.
Answers:
_____1. The prime number between 6 and 10. 1. 7
_____2. The composite number between 15 and 20 that is divisible by 2. 18
9. 3. 8
_____3. The product of the smallest prime number and the smallest 4. 17
composite number. 5. 169
_____4. The sum of all prime numbers less than 10.
_____5. The difference between the prime number between 25 and 30
and the largest composite number less than 200.

DAY 3
SUB-TOPIC 2: Use Sieve of Eratosthenes to determine prime and composite
numbers from 1 to 200.
1. Explicitation
Everyone in the class will be given a card with numbers 1 to 50. All you have
In this part of the lesson, the
to do is to follow the instructions written on the board.
teacher will guide the students
1 2 3 4 5 6 7 8 9 10 in performing the Sieve of
Eratosthenes for counting
11 12 13 14 15 16 17 18 19 20 numbers between 1 to 50. The
21 22 23 24 25 26 27 28 29 30 teacher should inform the
students ahead to bring
31 32 33 34 35 36 37 38 39 40 coloring materials. The teacher
may change the rules for
41 42 43 44 45 46 47 48 49 50
marking such as using checks

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 and wrongs, other colors, etc.
The activity will be processed by
INSTRUCTIONS:
the teacher using the following
1. Put an (x) on number 1. guide questions:

2. Color the number 2 blue. Color all multiples of 2 green.

3. Color the number 3 blue. Color all multiples of 3 green. 1. What can you observe about
the numbers that are colored
4. Color the number 5 blue. Color all multiples of 5 green. blue?
5. Color the number 7 blue. Color all multiples of 7 green. 2. What can you observe about
6. Color all unmarked numbers with blue. the numbers that are colored
green?
Now, pick two random blue colored numbers. Determine whether the number
is prime or composite using array. 3. Why do you think 1 is
crossed out?
Then, pick two random green colored numbers. Determine whether the
number is prime or composite using array.
As we can observe, all numbers that are colored blue are prime numbers while
all numbers that are colored green are composite numbers.
This process of identifying of prime numbers in a given limit of counting
numbers is called the Sieve of Eratosthenes. This method was introduced by
a Greek mathematician, Eratosthenes, during the 3rd Century BC.
As you noticed earlier, one (1) is crossed out because this number is neither In this part of the lesson, the
prime nor composite. One (1) cannot be considered as a prime number teacher may provide the
because by definition, a prime number must have exactly 2 factors. However, 1 students with a new sheet
has only 1 factor which is 1. containing the digits from 1 to
100. This activity should be
We can also notice that there are prime numbers that only differs by two such done by the students
as 3 and 5, 5 and 7, 11 and 13, and 17 and 19. These pairs of prime numbers individually.
are called twin primes.

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2. Worked Example (Refer to Worksheet 2) Answer:
Identify all the prime numbers between 1 to 100 using the Sieve of There are 25 prime numbers
Eratosthenes.
between 1 to 100. These are:
1 2 3 4 5 6 7 8 9 10 2, 3, 5, 7, 11, 13, 17, 19, 23,
11 12 13 14 15 16 17 18 19 20 29, 31, 37, 41, 43, 47, 53, 59,
61, 67, 71, 73, 79, 83, 89, 97
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
Answer:
41 42 43 44 45 46 47 48 49 50
1. 97
51 52 53 54 55 56 57 58 59 60
2. 93
61 62 63 64 65 66 67 68 69 70
3. 2
71 72 73 74 75 76 77 78 79 80
4. 223
81 82 83 84 85 86 87 88 89 90
5. 71 and 73
91 92 93 94 95 96 97 98 99 100
6. 60
7. 27

3. Lesson Activity (Refer to Worksheet 2) 8. 60

Refer to the Prime Numbers Chart that you just constructed. Determine the 9. 10
number that is being described on each item.
10. 194

_____1. What is the largest prime number between 1 and 100?

_____2. What is the difference between the largest prime number and
the smallest composite number?
_____3. What is the only even prime number?
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 _____4. What is the sum of all prime number between 70 and 80?
_____5. What numbers are the only twin primes between 50 and 100?
_____6. What is the sum of all prime numbers between 10 and 20?
_____7. What is the difference between the largest prime number and
the least composite number between 20 and 50?
_____8. What is the sum of all twin primes that is in between 10 and
20?
_____9. How many prime numbers are in between 50 and 100?
_____10. What is the product of the least and largest prime numbers in
between 1 and 100?

B. Making DAY 4 In this part of the lesson, the

Generalizations teacher will guide the students
1. Learners’ Takeaways
in generalizing what they have
From the discussion for this week, learned by answering the given
guide questions. The teacher
a. When can we say that a number is a prime number? can have it through oral
b. When can we say that a number is a composite number? recitation or a worksheet.

c. Is one a prime or a composite number? Why?

d. What are twin primes?
In this part of the lesson, the
teacher will connect the lesson
2. Reflection on Learning to real-life by instilling the
value of being grateful.
a. In this lesson, we learned that prime numbers are the building blocks of
natural numbers. As a person, we also have people around us that makes us

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 who we are. Can you name a person that contributes to your growth?

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating 1. Formative Assessment

Learning
(Refer to Worksheet 3)

2. Homework (Optional)

B. Teacher’s Note observations on Teachers are encouraged to record

Remarks any of the following Effective Practices Problems Encountered relevant observations or any
areas: critical teaching events that
influence the attainment of the
lesson objectives. Use or modify
strategies explored the provided template in recording
the notable instructional areas or
concerns.
materials used

learner engagement/ In addition, notes here can also be

interaction on tasks that will be continued the
next day or additional activities
needed.
others

C. Teacher’s Reflection guide or prompt can be on: Entries on this section are the
Reflection teacher's reflections about the
▪ principles behind the teaching implementation of the whole
lesson, which will serve as inputs
What principles and beliefs informed my lesson? for the LAC sessions. Use or
modify the provided guide

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 Why did I teach the lesson the way I did? questions in eliciting teacher’s
insights.

▪ students

What roles did my students play in my lesson?

What did my students learn? How did they learn?

▪ ways forward

What could I have done differently?

What can I explore in the next lesson?

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