School ICCT Colleges Grade & Grade IV and V

Section
Student Lynn N. Pavia Subject Mathematics
Teacher
Teaching date Quarter 3rd Quarter
and time
DAILY LESSON
PLAN Day Week 2 Day 5 Cooperating Mr. Ricardo Jimenez
Teacher

Lesson Plan in Mathematics

I. OBJECTIVES
A. Content The learner should have knowledge and understanding of …
Standards - equivalent fractions
- factors and multiples up to 100
B. Performance By the end of the quarter, the learners are able to ...
Standards
- find factors and multiples of numbers up to 100
C. Learning - Identify the multiples of given numbers up to 100.
Competencies/ - Use multiples in finding equivalent fractions.
Objectives - Find all the factors of a given number up to 100
(Write the LC
code for each.)

II. CONTENT - Identifying multiples of given numbers up to 100

- Using multiples of a given number up to 100 in determining equivalent
fractions
- Factoring a given number up to 100
III. LEARNING Hoo L.C, Sachidanandan R. (2016). Discover Math 3 (1st ed.). Marshall Cavendish
RESOURCES Education.
Sta. Ana College (n.d.). GCF and LCM Word Problems.
https://sac.edu/StudentServices/EOPS/Documents/Math%20Study%20Guide%203%2
0-%20GCF%20and%20LCM.pdf
Song J, Chen T.H, Shing L. H. (2016). Discover Math 4 (1st ed.). Marshall Cavendish
Education.
Wee, J.S., Bibi, B.M., Caraecle, J.J., Reyes, D.E., Atilano, C.A., Anega, S. A. (2020).
New Century Mathematics 3 Series. The Anvil Education
Publishing.
Toy Theater. (n.d.). Teacher Tools. Retrieved December 30, 2023, from
https://toytheater.com/category/teacher-tools/

A. References
1. Teacher’s K to 12 MELC
Guide
pages
2. Learner’s
Materials
pages
 3. Textbook
pages

4. Additional
Materials
from
Learning
Resource
(LR) portal

B. Other Learning PPT, Marker, Flashcards, Visual Aids, Instructional Materials, Worksheets,
Resources Whiteboard, and Coloring Materials

IV. PROCEDURE I. Preliminary Activity

A. Reviewing A. Prayer
previous ______can you please lead the prayer Yes, Ma’am!
lesson or
presenting B. Greeting
the new Good morning Grade IV and Grade V! Good morning, Ma’am Lynn!
lesson

How is your day? All good and happy, ma’am!

C. Classroom attendance
Group leaders, do we have absentees today? We are sorry to tell you
Ma’am Lynn, that we have __
absents for Grade IV and ___
absents for Grade V today.

Okay, since we only have __ absent, give G double OD JOB

yourself a Good Job Clap Good Job2x

D. Classroom management
Before we have our discussion, I would like to tell Yes, Ma’am!
you my Classroom Rules. And I would like all of you
to follow it, is that clear?

E. Review

Before we proceed on our next lesson, let us have Yes, Ma’am! We are more
a review. Are you ready children? than ready!
For Grade IV
Grade 4 – Basic Level
Instructions: (Answers may vary).
 1. Write the numbers 12, 18, and 24 on the
board.
2. Ask students to find any two numbers that
when multiplied equal the given number.
Worksheet Sample:

Find two numbers that multiply to give the

number:
12 = ___ x ___
18 = ___ x ___
24 = ___ x ___

For Grade V (Answers may vary).

Grade 5 – Advanced Level
Instructions:
1. Give students 3–4 numbers (e.g., 36, 48,
60, 75).
2. Ask them to list all the factors of each
number.
3. Let them use a number table or factor tree
if helpful.
Worksheet Sample:
List all factors of the number:
36 = ___
48 = ___
60 = ___
75 = ___

B. Establishing II. Motivation

a purpose For Both Grade Levels
for the
lesson Before we proceed onto the next part of this Yes, teacher. We are more
lesson, let us have an engaging activity. Are than ready!
you ready class?

Interactive Game: Crack the Code!

Materials: Flashcards with numbers (e.g., 16,
20, 36, 45, etc.)
Instructions:
1. Post flashcards around the board or room.
2. Call on a few students and say: “Can you
guess two numbers that work together to
make this number?”
3. Example: For 36, students might answer:
“6 x 6” or “9 x 4”
4. Every correct pair = 1 point for their
row/team.
C. Presenting III. Analysis
examples/ins
tances of the For Grade IV and Grade V
new lesson
Factor Puzzle Grid (Answers may vary).
Instructions:
1. Provide each student or group with a mini
“Factor Puzzle Grid” (worksheet or board- - I noticed that the
drawn). numbers with more
2. Give them these numbers to work with: 24, factor pairs are
30, 36, 48 usually even numbers.
3. Ask them to list all the factor pairs of each They can be divided
number. by more numbers, like
Sample Puzzle Grid Format: 2, 4, 6, and more. It
Number Factor Pairs looks like even
24 (1, 24), (2, 12), (3, 8), (4, 6) numbers are easier to
30 (1, 30), (2, 15), (3, 10), (5, 6) break into groups.
36 ___________________________ - If I know all the factor
48 ___________________________ pairs, it helps me
solve multiplication
Guide Questions: and division problems
1. What do you notice about the numbers that faster. I can also use
have more factor pairs? Are they even, odd, them when I find the
or do they follow a certain pattern? greatest common
2. If we know how to break down numbers factor or when I want
into all their factor pairs, how can this help us to simplify things like
in solving math problems faster or better? fractions or number
problems.

D. Discussing FACTORING A GIVEN NUMBER UP TO 100

new
concepts 1. Explicitation
and The teacher may utilize the multiplication table to
practicing introduce the factors of given numbers.
new skills #1
The teacher will ask the pupils to encircle all the
numbers 20 in the multiplication table.

The teacher will ask the following:

1. What numbers are multiplied to get the product, Teacher the numbers to get
20? 20 are: 20 and 1, 5 and 4, 10
and 2,
2. What do you call the numbers being multiplied to Teacher, the numbers being
get the product? multiplied to get the product
are called factors.

The factors of 20 are 20, 10, 5, 4, 2, 1

Since the factors of 20 are 20, 10, 5, 4, 2, and 1, this
means that when
you divide 20 by each factor, the quotient will not
have a remainder.
Hence, a factor of a given number will divide that
given number precisely
without a remainder.
2. Worked Example
Factor the given numbers.
a. 6
6x1=6
3x2=6
The factors of 6 are 1, 2, 3, 6
b. 8
8x1=8
4x2=8
The factors of 8 are 1, 2, 4, 8
What are the common factors of 6 and 8?
Factors of 6: 1, 2, 3, 6 Teacher, the common factors
Factors of 8: 1, 2, 4, 8 of 6 and 8 are 1 and 2.

Which of the common factors of 6 and 8 is the

greatest?
Teacher, the greatest common
a. 12 factor of 6 and 8 is 2.
12 x 1 = 12
6 x 2 = 12
4 x 3 = 12
The factors of 12 are 1, 2, 4, 3, 6, 12
b. 18
18 x 1 = 18
9 x 2 = 18
6 x 3 = 18
The factors of 18 are 1, 2, 3, 6, 9, 18

What are the common factors of 12 and 18?

Factors of 12: 1, 2, 3, 4, 6, 12
Factors of 18: 1, 2, 3, 6, 9, 18 Teacher, the common factors
of 12 and 18 are 1, 2, 3, and
Which of the common factors of 12 and 18 is the
6.
greatest?
c. 24
The greatest common factor
24 x 1 = 24 of 12 and 18 is 6.

12 x 2 = 24
8 x 3 = 24
6 x 4 = 24
The factors of 24 are 1, 2, 3, 4, 6, 8,
12, 24
d. 30
30 x 1 = 30
15 x 2 = 30
10 x 3 = 30
5 x 6 = 30
The factors of 30 are 1, 2, 3, 5, 6, 10,
15, 30
e. 36
36 x 1 = 36
18 x 2 = 36
12 x 3 = 36
9 x 4 = 36
6 x 6 = 36
The factors of 36 are 1, 2, 3, 4, 6, 9,
12, 18, 36
What are the common factors of 24, 30, and 36?
Factors of 24: 1, 2, 3, 6, 4, 8, 12, 24
Factors of 30: 1, 2, 3, 5, 6,10, 15, 30
Factors of 36: 1, 2, 3, 4, 6, 9, 12, 18, 36 Teacher, the common factors
of 24, 30 and 36 are 1, 2, 3,
Which of the factors of 24, 30, 36 is the greatest? and 6.
Based on the examples, how do we get the common The greatest common factor
factors of given numbers? of 24, 30, and 36 is 6.
1 as the Common Factor To get the common factors of
What is/are the common factor/s of 8 and 15? the given numbers, we
should;
Factors of 8: 1, 2, 4, 8
- List all the factors of a given
Factors of 15: 1, 3, 5, 15 number .
- Identify the common factors
from the list.
 The common factor of 8 and
15 is 1.

E. Discussing Activity
new Answer Key (Grade IV)
For Grade IV (Basic Level)
concepts
and List the factors of each of the given numbers. Then
practicing identify the common factors of each set.
new skills #2

For Grade V (Intermediate Level) Answer Key (Grade V)

Complete the table below.

F. Developing Before we do our group activities, I have to set a rule Yes, Ma’am!
Mastery that all of you should follow. Are we clear on our
(leads to group rules?
formative
assessment)

Rubrics:

Here is our rubrics for your group activity. You have

10 minutes to do your task and 5 minutes to present it Yes, Ma’am!
in front of your classmate. Are we clear on that?
Group 1 – Grade 4 (Basic Level)
Activity: "Factor Match Cards"
Materials:
- Cards with numbers (10, 12, 18, 24)
- Matching cards with factor pairs (e.g., 2 x 5, 3
x 4)
Instructions:
1. Spread out the cards on the table (number
cards and factor cards).
2. Group members will match each number
with its correct factor pair.
3. They read their matches aloud and explain
why they go together.

Group 2 – Grade 4 (Intermediate Level)

Activity: "Build the Factor Tower"
Materials:
- Number cubes (or paper cut-outs) labeled 1–
10
- Number cards (up to 50)
- Worksheet
Instructions:
1. Draw a number card (e.g., 36).
2. Work as a team to build a tower by
stacking all factor pairs of the number using
number cubes (e.g., 1-36, 2-18, etc.).
3. Write down the factor pairs on the
worksheet as they stack.

Group 3 – Grade 5 (Advanced Level)

Activity: "Factor Sorting Race"
Materials:
- A mix of 12 number cards (some prime, some
with many factors)
- 2 boxes labeled: Few Factors / Many Factors
Instructions:
 1. Sort numbers into the correct box based on
how many factors they have.

2. After sorting, list all the factors of each

number.
3. Discuss: What makes some numbers have
more factors than others?

Group 4 – Grade 5 (Challenge Level)

Activity: "Factor Tree Detectives"
Materials:
- Worksheet with numbers: 60, 72, 90, 96
- Pencils and scratch paper
Instructions:
1. Create factor trees to break each number
down into its prime factors.
2. List all factor pairs using the tree as a
guide.
3. Share your “detective work” with the class.

For Both Grades 4 & 5

G. Finding
practical 1. You are helping your teacher arrange 24 chairs - 1 row of 24
applications of into equal rows. What are the different ways you can 2 rows of 12
concepts and skills group them evenly using factor pairs of 24? 3 rows of 8
in daily living 4 rows of 6
2. Your class is preparing 60 snacks for a field trip.
- Factor pairs of 60:
You need to pack them equally in bags. What are the
(1,60), (2,30), (3,20),
possible ways to group the snacks without leftovers?
(4,15), (5,12), (6,10)

H. Making For Both Grade Levels - Factors are numbers

generalizations that I can multiply
and 1. What are factors
together to get another
abstractions 2. What patterns did you notice when finding factor number. Like, 2 and 3
about the lesson pairs? are factors of 6
3. Can all numbers be factored the same way? because 2 × 3 = 6
- I saw that the smaller
Remember! the first number in the
Factors are numbers that divide another number pair, the bigger the
exactly. A number can have many factor pairs, and second one. Also,
we can use them to divide, arrange, and solve even numbers have
problems in real life. more factor pairs than
odd numbers.
- No, not all numbers.
Some numbers like 7
only have two factors
— 1 and itself.
I. Evaluating EVALUATION
Learning
For Grade IV
Instructions: Answer the questions by showing your Answer Key for Grade IV
work.
1. (1,12), (2,6), (3,4)
1. List all the factor pairs of 12. 2. 1, 2, 3, 6, 9, 18
2. What are the factors of 18? 3. (3,8) and (4,6) (also accept
other correct pairs)
3. Write 2 different factor pairs of 24. 4. Yes, because 15 ÷ 3 = 5
5. (1 row of 20), (2 rows of
4. Can the number 15 be divided evenly by 3? Show
10), (4 rows of 5), (5 rows of
your answer.
4), (10 rows of 2), (20 rows
5. Draw or write a way to group 20 chairs equally in of 1)
rows. List all possible groupings.

Answer Key for Grade V

For Grade V
1. 1, 2, 3, 4, 6, 9, 12, 18, 36
Instructions: Show your work for each item.
2. (1,48), (2,24), (3,16),
1. List all the factors of 36. (4,12), (6,8)
2. Write all the factor pairs of 48. 3. Factor tree example:
3. Create a factor tree for the number 60. 60
4. Is 37 a prime or composite number? Explain why. → 6 × 10
5. If you have 72 apples, list 3 different ways you can → 2 × 3 and 2 × 5
group them evenly.
Prime factors: 2, 2, 3, 5
4. 37 is a prime number
because it has only 2 factors:
1 and 37
5. Sample groupings:
(answers may vary)
8 groups of 9
6 groups of 12
3 groups of 24
J. Additional ASSIGNMENT
activities for
activities or For Grade IV
remediation Instructions: Answer the questions in your notebook. Show your work.
1. List all the factor pairs of 16.
2. Find all the factors of 30.
3. Your teacher has 36 stickers. List 3 different ways she can group them equally.
4. Write a number from 1–50 that has only two factors. What are those factors?
5. Factor 64 and 55.

For Grade V
Instructions: Answer the questions in your notebook. Show your complete solution.

1. List all the factor pairs of 72.

2. Make a factor tree of 84 and write its prime factors.

 3. Is 49 a prime or composite number? Explain your answer.

4. You are packing 60 candies into equal bags. List 4 different ways to do this without
leftovers.

5. Find a number between 50 and 100 that has exactly 6 factors. Show what they are.

Prepared by: Checked by:

LYNN N. PAVIA MR. RICARDO JIMENEZ

Student Teacher Cooperating Teacher