DAILY LESSON V - Del Pilar - 12:15 – 1:00

PLAN FOR GUITNANGBAYAN ELEMENTARY V – Jacinto 1:00 – 1:45

IN-PERSON SCHOOL V – Bonifacio 1:45 – 2:30
CLASSES V – Silang 2:30 – 3:15
Grade and V – Luna 3:30 – 4:15
School: Section: V - Rizal 5:45 – 6:30
Teacher: GARRY O. JAMBALOS Subject: Mathematics
Teaching Dates: AUGUST 12-16, 2024 (WEEK 2) Quarter: FIRST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
a. Content demonstrates understanding of divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions
Standards
b. Performance is able to apply divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions in mathematical problems
Standards and real-life situations.
c. Most Essential uses divisibility rules for 4, 8, uses divisibility rules for 4, 8, 12, solves routine and non- solves routine and non-
Learning 12, and 11 to find common and 11 to find common factors. routine problems involving routine problems involving
Competencies factors. (M5NSIb-58.3) (M5NSIb-58.3) factors, multiples, and factors, multiples, and
(MELCs) divisibility rules for divisibility rules for
2,3,4,5,6,8,9,10,11, and 2,3,4,5,6,8,9,10,11, and 12.
12. (M5NSIc-59) (M5NSIc-59)
d. Learning a. use divisibility rules for 4, 8, a. use divisibility rules for 4, 8, a. solve routine and non- a. solve routine and non-
Objectives 11, and 12 to find common 11, and 12 to find common routine problems involving routine problems involving
factors; and factors; and factors, multiples, factors, multiples,
b. appreciate the use of b. appreciate the use of and divisibility rules for 2, and divisibility rules for 2, 3,
divisibility rules for 4, 8, 11 and divisibility rules for 4, 8, 11 and 3, 4, 5, 6, 8, 9, 10, 11, and 4, 5, 6, 8, 9, 10, 11, and 12.
12 in finding common factors. 12 in finding common factors. 12.
II. LEARNING Solving Problems Solving Problems
CONTENT Divisibility Rules for 4, 8, 11 Divisibility Rules for 4, 8, 11 Involving Factors, Involving Factors,
WEEKLY TEST
(Subject Matter) and 12 and 12 Multiples and Divisibility Multiples and Divisibility
Rules Rules
III. LEARNING
RESOURCES/REFEREN
CES
a. Teacher’s Guide
Pages
b. Learner’s Material
Pages
c. Textbook Pages
d. LRMDS Materials Serrato, E. (2020). Quarter 1 – Module Serrato, E. (2020). Quarter 1 – Module Velasco, C. (2020). Quarter 1 – Velasco, C. (2020). Quarter 1 –
(SLMs/LASs) 3: Using Divisibility Rules for 4, 8, 11 3: Using Divisibility Rules for 4, 8, 11 Module 4: Solving Problems Module 4: Solving Problems
 and 12[Self-Learning Module].Moodle. and 12[Self-Learning Module].Moodle. Involving Factors, Multiples and Involving Factors, Multiples and
Department of Education. Retrieved Department of Education. Retrieved Divisibility Divisibility
July 22, 2023) from https://r7- July 22, 2023) from https://r7- Rules [Self-Learning Rules [Self-Learning
2.lms.deped.gov.ph/moodle/mod/folde 2.lms.deped.gov.ph/moodle/mod/folder Module].Moodle. Department of Module].Moodle. Department of
r/view.php?id=13093 /view.php?id=13093 Education. Retrieved July 22, Education. Retrieved July 22,
2023) from https://r7- 2023) from https://r7-
2.lms.deped.gov.ph/moodle/mo 2.lms.deped.gov.ph/moodle/mod/f
d/folder/view.php?id=13093 older/view.php?id=13093
e. Other Learning PowerPoint Presentation, laptop, PowerPoint Presentation, laptop, PowerPoint Presentation, PowerPoint Presentation, laptop, PowerPoint
Resources SLMs/Learning Activity Sheets, pens, SLMs/Learning Activity Sheets, pens, laptop, SLMs/Learning Activity SLMs/Learning Activity Sheets, Presentation, laptop,
notebook notebook Sheets, pens, notebook pens, notebook SLMs/Learning Activity
Sheets, pens, notebook
IV. PROCEDURES
A. PRELIMINARY a. Greetings; b. Checking of Attendance; c. Prayer; d. Singing of National Anthem; e. Exercise; f. Word of the day; g. Spelling; h. Reading
ACTIVITIES
B. Review the Directions: See if the Directions: How do you use Directions: Box the Directions: Read the
previous numbers in the first column divisibility rules for 4, 8, 11, and number of it is divisible by problem and answer the
lesson/Drill are divisible by 2, 3, 5, 6, 9 or 12 in finding the common the given number. Circle it questions.
10. Mark (X) on the factors? Supply the missing is NOT divisible. The first
corresponding columns. terms below. one is done for you. Lorna’s age is divisible by 8.
It is also divisible by 12. If
A number is divisible by (1.) Lorna’s age is greater than
_______ if the last two digits are 30 but less than 50, how old
zero (0). If the number formed is she?
by the last (2.)_______ digits of
a given number is divisible by 8, a. What is Asked?
then the original number is
divisible by 8. If a number ends
in (3.) _______ zeros, then it is b. What are the given facts?
also divisible by 8. A number is
divisible by 11 if the (4.)
__________ of the sum of the c. What strategy can we
odd-positioned digits and the use to solve the problem?
sum of those in even-positioned
digits, counted from right to left d. What is the solution?
is 0 or divisible by 11. A number
is divisible by 12 if the sum of its
digits is divisible by 3 and the e. What is the answer?
number formed by its last two
digits is divisible by
(5.)________. f. Check
C. Establishing a How would you apply the How many whole numbers from Number Sorting: Prepare Divisibility Hopscotch:
purpose for the divisibility rules in changing 20 to 40 are divisible by 4? 8? a set of number cards Create a hopscotch board
lesson/ Motivation money to the storekeeper? 11? 12? (e.g., 1 to 50). Ask with numbers divisible by 2,
students to sort the 3, 4, 5, 6, 8, 9, 10, 11, or 12.
numbers into three Learners take turns hopping
groups: divisible by 4, 8,11 on the board, and they must
and 12. call out whether the number
they land on is divisible by
2, 3, 4, 5, 6, 8, 9, 10, 11, or
12.

D. Presenting Divisibility rules are mathematical Divisibility rules are mathematical Divisibility rules are Divisibility rules are
examples/instances principles that help determine if principles that help determine if mathematical principles that mathematical principles that
of the new one number can be evenly divided one number can be evenly divided help determine if one help determine if one number
lesson/Motivation by another without leaving a by another without leaving a number can be evenly can be evenly divided by
remainder. They are specific remainder. They are specific divided by another without another without leaving a
guidelines for identifying factors guidelines for identifying factors leaving a remainder. They remainder. They are specific
and multiples of certain numbers. and multiples of certain numbers. are specific guidelines for guidelines for identifying
Understanding divisibility rules is Understanding divisibility rules is identifying factors and factors and multiples of certain
essential in various mathematical essential in various mathematical multiples of certain numbers. numbers. Understanding
applications, such as simplifying applications, such as simplifying Understanding divisibility divisibility rules is essential in
fractions, determining common fractions, determining common rules is essential in various various mathematical
factors, and organizing numbers factors, and organizing numbers mathematical applications, applications, such as
efficiently. efficiently. such as simplifying fractions, simplifying fractions,
determining common factors, determining common factors,
and organizing numbers and organizing numbers
efficiently. efficiently.
E. Discussing new A divisibility rule is a simple way of A divisibility rule is a simple way of A divisibility rule is a simple A divisibility rule is a simple
concepts and determining whether a given determining whether a given way of determining whether way of determining whether a
practicing new number is divisible by another number is divisible by another a given number is divisible given number is divisible by
skills No. 1 number. It can be used to quickly number. It can be used to quickly by another number. It can be another number. It can be
find the factors of given numbers. find the factors of given numbers. used to quickly find the used to quickly find the factors
“Divisible by another number” “Divisible by another number” factors of given numbers. of given numbers. “Divisible by
means a number can be divided by means a number can be divided by “Divisible by another another number” means a
another number without any another number without any number” means a number number can be divided by
remainder. remainder. can be divided by another another number without any
number without any remainder.
 remainder.
F. Discussing new How do we know if a number is How do we know if a number is PROBLEM-SOLVING PROBLEM-SOLVING
concepts and divisible by 4, 8, 11 or 12? divisible by 4, 8, 11 or 12? Karen's age is divisible by 8. It Karen's age is divisible by 8. It is
is also divisible by 12. If Karen's also divisible by 12. If Karen's age
practicing new age is between 35 and 55, how is between 35 and 55, how old is
skills No. 2 Divisibility Rule for 4. Divisibility Rule for 4.
old is she? she?
“If the last two digits of a number “If the last two digits of a number a. What is asked? a. What is asked?
formed a number divisible by 4, or formed a number divisible by 4, or The age of Karen The age of Karen
if the last two digits of the number if the last two digits of the number b. What are the given facts? b. What are the given facts?
are both zero, then that number is are both zero, then that number is  Karen’s age is divisible by 8  Karen’s age is divisible by 8 and
divisible by 4.” divisible by 4.” and by 12  Karen’s age is by 12  Karen’s age is between
between 35 and 55 c. 35 and 55 c.
c. What strategy can we use c. What strategy can we use to
Divisibility Rule for 8. Divisibility Rule for 8. to solve the problem? solve the problem?
List all possible numbers List all possible numbers between
“If the last three digits of a number “If the last three digits of a number between 35 and 55 divisible by 35 and 55 divisible by 8. Then,
formed a number divisible by 8 or if formed a number divisible by 8 or if 8. Then, eliminate all numbers eliminate all numbers that are not
the last three digits of the number the last three digits of the number that are not divisible by divisible by
are all zeros, then that number is are all zeros, then that number is d. What is the solution? d. What is the solution?
divisible by 8.” divisible by 8.” Listing all numbers divisible by Listing all numbers divisible by 8
8 within the range, we get 40 within the range, we get 40 and
and 48 Another clue is that the 48 Another clue is that the
Divisibility Rules for 11. Divisibility Rules for 11. number is divisible by 12. We number is divisible by 12. We can
“If the difference of the sum of the “If the difference of the sum of the can eliminate 40, since 48 is eliminate 40, since 48 is exactly
exactly divisible by 12. divisible by 12.
alternating digits (from left to right) alternating digits (from left to right) e. What is the complete e. What is the complete
is 0 or divisible by 11, then the is 0 or divisible by 11, then the answer? answer?
number is divisible by 11.” number is divisible by 11.” Answer: Karen is 48 years old. Answer: Karen is 48 years old.
Check: We check based on the Check: We check based on the
given clues given clues
48 is divisible by 8 48 is divisible by 8
Divisibility Rules for 12. Divisibility Rules for 12. 48 is divisible by 12 48 is divisible by 12
“If the number is divisible by 3 and “If the number is divisible by 3 and 48 is between 35 and 55 48 is between 35 and 55
4, then that number is divisible by 4, then that number is divisible by
12.” 12.” Example 2: Jose needs to cut a Example 2: Jose needs to cut a
string in lengths of 4 inches string in lengths of 4 inches each.
each. He was able to get three He was able to get three coils of
coils of strings that have the strings that have the following
following length in inches: 134, length in inches: 134, 166 and
Finding the common factors of the Finding the common factors of the 166 and 172. Which of the three 172. Which of the three coils of
given numbers. given numbers. coils of strings is his best strings is his best options to cut
1. Find the common factors of 264 1. Find the common factors of 264 options to cut equally sized equally sized strings without any
and 372 using the divisibility rules. and 372 using the divisibility rules. strings without any excess? excess?
a. What is asked? a. What is asked?
The best option of strings to cut The best option of strings to cut
b. What are the given facts? b. What are the given facts?
 each piece of string should be  each piece of string should be 4
4 inches long inches long
  available string coils  available string coils measuring
measuring 134, 166 and 172 134, 166 and 172 inches
inches c. What strategy can we use to
Therefore, the common factors of Therefore, the common factors of
c. What strategy can we use solve the problem?
264 and 372 are: 1, 2, 3,4, 6, 12. 264 and 372 are: 1, 2, 3,4, 6, 12. to solve the problem? Using the divisibility rule, test
Using the divisibility rule, test which of the string coil’s length is
which of the string coil’s length exactly divisible by 4
is exactly divisible by 4 d. What is the solution?
d. What is the solution? Testing the divisibility for 4
Testing the divisibility for 4 a. 134 134 is not divisible by 4
a. 134 134 is not divisible by 4 because its last two digits – which
because its last two digits – is 34 is not divisible by 4.
which is 34 is not divisible by 4. b. 166 166 is not divisible by 4
b. 166 166 is not divisible by 4 because its last two digits – which
because its last two digits – is 66 is not divisible by 4.
which is 66 is not divisible by 4. c. 172 172 is divisible by 4
c. 172 172 is divisible by 4 because its last two digits – which
because its last two digits – is 72 is divisible by 4.
which is 72 is divisible by 4. e. What is the complete answer?
e. What is the complete Answer: Jose should choose the
answer? Answer: Jose should string coil that is 172 inches long
choose the string coil that is to cut equally sized strings
172 inches long to cut equally without any excess? Check:
sized strings without any Divide 172 by 4 (72 ÷ 4 = 43).
excess? Check: Since there is no remainder,
Divide 172 by 4 (72 ÷ 4 = 43). surely Jose will get equal sized
Since there is no remainder, strings without excess.
surely Jose will get equal sized
strings without excess.
G. Developing Directions: Put a check mark in Directions. Using the divisibility Directions: Non-routine Directions: Read the problem
Mastery (Leads to the corresponding column to rules, write True on the blank if the problems can be done and fill in the table.
Formative identify whether each number in number on the left column is a without using a standard Jerry and Henry love playing
Assessment) the first column is divisible by 4, 8, common factor to the numbers on procedure. They can be marbles. Jerry has 60 marbles
11, or 12. the right column. If not, write False. solved by drawing a picture, while Henry has 80 marbles.
1.) 4 using a number line, acting- They plan to keep their
192 and 670 out, making a table, and marbles in a clay jar. How
many others. many possible groups will
2.) 8 1) How many whole there be if they are going to
432 and 864 numbers among the given put them equally inside the
3.) 11 numbers are divisible by 2? clay jar respectively? Put a
462 and 330 by 5? by 10?
a. Numbers between 86 236
4.) 12 and 87 000 star if the number is
240 and 500 divisible of the given number.
5.) 12
480 and 960 b. Numbers between 2366
 and 8080

2) What is the biggest three-

digit multiple of 2 that you
can think of that uses the
digits 5 and 8? Show your
answer using any method.

3) What is the largest

possible five-digit number
divisible by 12 that you can
make from the digits 1,2, 3, 5
and one more digit?

H. Finding Practical How can you apply the divisibility How can you apply the divisibility Why is it important to Explain how successfully
Application of rules for 4, 8, 11 and 12 in real rules for 4, 8, 11 and 12 in real life? understand divisibility rules solving routine and non-routine
Concepts and Skills life? Cite at least 2 examples. Cite at least 2 examples. for numbers like 2, 3, 4, 5, 6, problems related to divisibility
in Daily Lives 8, 9, 10, 11, and 12 in rules boosts grade 5 students'
everyday life? Give an confidence in handling more
example of a situation where complex mathematical
knowing these rules would challenges.
be beneficial.
I. Making How can you tell if a number is What are the rules for checking How to solve routine and How to solve routine and non-
Generalization and divisible by 4, 8,11 and 12? divisibility by 4, 8, 11 and 12? non-routine problems using routine problems using the
Abstraction the divisibility rules for 2, 3, divisibility rules for 2, 3, 4, 5, 6,
4, 5, 6, 8, 9, 10, 11, and 12? 8, 9, 10, 11, and 12?
J. Evaluating Directions. Use the divisibility Directions: Shade the box of 4, 8, Directions: Read the Directions: Read the problem
Learning rules for 4, 8, 11 or 12 to list down 11 or 12 if they are common factors problem and answer the and answer the questions.
all the factors of each pair of of the given numbers. questions. Three pieces of wood come at
numbers. Then, encircle the Joseph planted 600 onions length of 128cm, 145cm and
common factors. equally in 20 rows. How 168cm. Mario needs to have
1) 160 and 320 many onions were planted in blocks
each row? If Joseph decided of wood that are 12cm long.
to plant at least 10 onions in Which of the three woods
2) 528 and 396 each row, will it still be should Mario choose to get
distributed equally? equally sized
a. What is Asked? blocks of wood without
3) 240 and 112 excess?
a. What is Asked?
b. What are the given facts?
4) 132 and 264
 b. What are the given facts?

5) 288 and 120 c. What strategy can we use

to solve the problem? c. What strategy can we use
to solve the problem?

d. What is the solution?

d. What is the solution?

e. What is the answer?

e. What is the answer?

f. Check
f. Check

K. Additional
activities for
application or
remediation
V. REMARKS The delivery of instruction and The delivery of instruction and The delivery of instruction and The delivery of instruction and The delivery of
expectations meet the purpose and expectations meet the purpose and expectations meet the purpose expectations meet the purpose instruction and
objectives of the lesson because the objectives of the lesson because the and objectives of the lesson and objectives of the lesson expectations meet the
learners learners because the learners because the learners purpose and objectives
of the lesson because
the learners
VI. REFLECTIONS Learners are engaged in the Learners are engaged in the Learners are engaged in the Learners are engaged in the Learners are
teaching-learning process when teaching-learning process when teaching-learning process teaching-learning process engaged in the
incorporating incorporating when incorporating when incorporating teaching-learning
process when
incorporating
VII. FEEDBACK
A. No. of learner who
earned 80%
B .No. of learner who
scored below 80%
( needs remediation)
C. No. of learners who
have caught up with
the lesson
D. No of learner who
continue to require
remediation
E. Which of my
teaching strategies
work well? Why?
F. What difficulties did I
encounter which my
principal /supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share w/other
teacher?