School Grade Level FIVE

Teacher Learning Area MATH 5

DAILY LESSON
Date & Quarter 1st QUARTER/Week 4
LOG Time

I.OBJECTIVES

A. Content Standard The learner demonstrates understanding of divisibility, order of operations, factors and
multiples, and the four fundamental operations involving fractions.
B. Performance The learner is able to apply divisibility, order of operations, factors and multiples, and
Standard the four fundamental operations involving fractions in mathematical problems and real-
life situations.
C. Learning finds the common factors, GCF, common multiples and LCM of 2–4 numbers using
Competencies continuous division. (M5NS-Ib-58.1)

Objectives: At the end of the week, you shall have

a.Find the common factors and the GCF of two – four numbers using continuous
division
b.Compute the GCF of the given numbers using continuous division

II. Subject Matter: Finds the common factors and the GCF of two - four numbers using continuous
division

III. LEARNING RESOURCES

A. References Learning Activity Sheet Quarter 4 Week 4

Melc p. 287

Textbook for Grade 5 pp. 318-323,

LM pp. 203-206

DLP Gr. 5 Module 9

 BEAM LG Gr. 6 – NumberTheory

 Lesson Guide in Elem.Math Gr. 5 p.33, Gr. 6 p.148

A. Other Learning PPT, meta cards, pentel pen, manila paper, brag tags, worksheets, traffic light behavior
Resources chart, strips of cartolina, boxes, Flaglets, flash cards

Integration: ESP, language

Strategies: Differentiated Instruction, Group work,

IV. PROCEDURES ACTIVITIES ANNOTATIONS

A) Reviewing previous Preliminary:

lesson or presenting the
Setting of Standards This illustrates
new lesson
observable # 5:
Establish safe and
secure learning
Say: I have here “STARS”, I will give this to those pupils who will
environments to
ELICIT actively participate enhance learning
through the
during our discussion and those who will demonstrate positive
consistent
Good morning, class! behavior. implementation of
policies, guidelines
Will you look for some 1.Drill and procedures
papers under your chairs .
and kindly keep them first Game – Flaglets Race
inside your house.
Leaders, please report Have a drill on the basic multiplication facts using the game “Flaglets Race”
about the attendance of
your group Mechanics:

a.Divide the class into four groups. The leader gets the flags. Note: pls see
last page for
b.The teacher will flash the number written in the cartolina strips.
complete
c.Ask the first member of each group to give the product of the number. annotations

d.The pupil who raises the flag first, gives the answer. The team gets the
point if the answer is correct. The first group who will get 5 stars wins the
game.

2. Review (Past lesson)

Say: Last time we discussed Prime and composite numbers. I hope

you still remember about it.

Game – Climbing the Ladder “Reach for the Star”

Mechanics:

a.Divide the pupils into 2 groups.

b.Flash the cards with numbers.

c.The pupils identify the number whether it is prime or composite numbers.

The first pupil who answers correctly climbs one step of the ladder.

d.The group who first reaches the top is the winner.

B) Establishing the Motivation

purpose for the lesson
Show a picture of a girl helping her mother in their garden. Ask the pupils to
tell something about the picture. Elicit the value of helpfulness. This illustrates
Before we go on with our observable #.1
Ask: how do you show helpfulness at home? In school? Is it
lesson for today, we are Apply knowledge of
good to be helpful? Why? content within and
going to sing first.
across curriculum
teaching areas
.
Are you ready?

Let’s do this…

C) Presenting
examples/instances of
the new lesson Present the situation to the class. Ask the pupils to read and
understand it.

(ENGAGE)
This illustrates
observable #.1
Apply knowledge of
content within and
across curriculum
teaching areas

Have the pupils read the problem.

This illustrates
Then ask: How many bougainvillea plants were sold? How many rose observable #2 Use
plants were sold? What do Kendra and her mother needs to do with the a range of teaching
strategies that
bougainvillea plants and rose plants? How will you solve for the answer to
enhance learner
the problem? achievement in
literacy and
a.Using the same given numbers 36 and 60, find the GCF by using numeracy skills

continuous division.

b.Guide the pupils to get the GCF of the given numbers.

•Ask the pupil to write the number horizontally.

36 60
This illustrates
observable #3
•What prime number can divide 36 and 60? (12)
Applied a range of
teaching strategies
2 36 60
to develop critical
and creative
•Ask the pupils to divide the numbers by the given prime number. Write the thinking, as well as
quotients below the dividends. other higher-order
thinking skills
2 36 60
.
18 30

•Continue the process until none of the numbers have a common divisor.

2 36 60

2 18 30

3 9 15

3 5

Therefore the GCF is 2 x 2 x 3 = 12.

•What is the GCF of 36 and 60?

 •How did you get the GCF of 36 and 60?

By getting the product of all the prime divisor or the

common factors, we obtain the GCF of the given
numbers.

Say:

Today we will discuss Finding the common factors and the GCF of
two - four numbers using continuous division.

Do you know how to Finds the common factors and the GCF of two
- four numbers using continuous division

Let’s watch this video and learn how to Finds the common factors
and the GCF of two - four numbers using continuous division.

Show video lesson.

https://www.youtube.com/watch?v=VdzoCzFYGdk

(Watch and listen carefully stay focus and learn.

This illustrates
observable #6,

Maintain learning
environments that
nurture and inspire
learners to
participate,
cooperate and
collaborate in
continued
learning.

D) Discussing new Common factors are factors that are the same for two or
concepts and practicing more numbers by using listing method or listing of factors. The GCF or
new skills #1 greatest common factor is the greatest number contained exactly in 2 or
more numbers. Factors are also divisors, so it follows that the greatest This illustrates
common factor is also the greatest common divisor of the given numbers. observable #4
(EXPLAIN) Some numbers like 25 and 18, have no common factors other than 1. The Displayed
numbers are said to be relatively prime. proficient use of
Mother Tongue,
Filipino and English
to facilitate
. A. Find the common factors of the following through listing of teaching and
factors. learning

1. What are the common factors of 10, 20, and 30?

Solution: (Listing Method)

10 = 1, 2, 5, 10 List all the factors of

10, 20, and 30.

20 = 1, 2, 4, 5, 10, 20 List down all the

factors common to

30 = 1, 2, 3, 5, 6, 10, 15, 30 the given

numbers.

The common factors of 10, 20, and 30 are 1, 2, 5, and 10.

The greatest/largest factor common to 10, 20, and 30 is 10.

Therefore, the GCF of 10, 20, and 30 is 10.

2. What are the common factors of 24, 32, and 40?

Solution:

24 = 1, 2, 3, 4, 6, 8, 12, 24

32 = 1, 2, 4, 8, 16, 32

40 = 1, 2, 4, 5, 8, 10, 20, 40

The common factors of 24, 32, and 40 are 1, 2, 4 and 8.

The greatest factor common to 24, 32, and 40 is 8.

So, the GCF of 24, 32, and 40 is 8.

B. Find the GCF of the following using continuous division.

1. What is the GCF of 18 and 27?

Solution:

18 27

Step Arrange the given numbers

1 horizontally

3 18 27 Look for a number which can

divide both, in this case,

6 9 It is 3. Then divide each

number and write the quotient
Step below.
2
(see illustration)
 3 18 27 Repeat the process until there is
no common prime

Divisor.

3 6 9

2 3 Notice that number 3 is the

common prime divisor in

the process.

Step 3x3=9 Multiply all the common divisors.

3

Answer: The GCF of 18 and 27 is 9.

2. What is the GCF of 28, 56, and 42?

Solution:

Step 28 56 42
1
Arrange the given numbers
horizontally

7 28 56 42 Write the common prime

divisor at the left-hand

Step 4 8 6 side and the quotients

2 below the numbers.

2 4 8 6 Repeat the process until

there is no common

2 4 3 prime divisor.

Step 7 x 2 = 14 Multiply all the common

3 divisors.

Answer: The GCF of 28, 56, and 42 is 14.

Discussing new concepts Group Activity: (Collaborative Work) (Differentiated Activity)

and practicing new skills
#2 Group the class into three.
Let me remind you of our classroom rules.Respect and
(EXPLORE) cooperate.What are these again?
(Group Work) This illustrates
observable #6
Distribute metacards for each group containing procedures Maintained
to perform. Check pupils answers. learning
environments that
promote fairness,
respect and care to
Group the pupils into 3 working teams and have them perform the encourage
task using continuous division. learning.

GROUP- 1 Find the common factors of the following sets of .

numbers. Use listing of factors.

This illustrates
observable #7

Applying a range
of successful
strategies that
maintain learning
environments that
motivate learners
to work
productively by
assuming
responsibly for
their own learning.

This illustrates
observable #9.

GROUP 2: Find the GCF of the following using continuous division Design, adapt
method. and implement
teaching
Write the correct answer in the blank provided before each strategies that are
number. responsive to
learners with
disabilities,
giftedness and
_____ 1. 24, 30, 36
talents.

_____ 2. 20, 40, 60

_____ 3. 16, 24, 40

_____ 4. 14, 21, 28

_____ 5. 25, 15, 30

 Group 3: Read the problem carefully then answer using
continuous division method.

Mrs. Virusa bought three different items such as 60 face

masks, 80 bottled alcohol, and 120 pieces of soap to be given to her
neighbors for this pandemic situation. She divides the items equally
among her neighbors such that each receives equal number
of items. What is the largest possible number of neighbors can
receive? How many items does each of her neighbors receive?

Say: While doing the activity I am observing each group using this

“Traffic Light Behavior Chart”.

When your number is in the Red Light it means you are

noisy and you are given a sad face.

When in Yellow Light it means that you are still thinking

and nothing is happening on your group yet.

When in Green Light it means that you actively and happily

done your tasks.

Ask the groups to present and discuss their answers on the board.
Expected answer:
E) Developing Mastery (Think-Pair-Share)
(Leads to Formative
Assessment) Find the common factors and the GCF of the following pairs of
numbers using continuous division. This illustrates
observable #.1
Apply knowledge of
a)50 and 100 content within and
across curriculum
b) 66 and 99 c) 9, 27 and 81 teaching areas

d)12 , 16 and 24

e) 18, 30 and 42

_________________________________
F) Making generalization What is Greatest Common Factor (GCF) of two given number?
and abstractions about
the lesson How do we find the Greatest Common Factor (GCF) of two given numbers
using continuous division?

(ELABORATE) Greatest Common Factor or GCF is the biggest factor common to two
numbers.

Continuous division is done following the steps below:

•Write the number horizontally and find a prime number that will divide the
numbers, if possible.

•Divide by that prime number and write the quotients below the dividends.
Copy any numbers not divided below them.

•Continue the process until no two numbers have a common prime divisor.

•Multiply all the prime divisors common to the given numbers to get the
GCF.

H) Evaluating Learning Find the Greatest Common Factor (GCF) of the given pairs of numbers by
continuous division.

1)16 and 24 2) 18, 27 and 36 3) 48, 56, 64 and 72

4) 36, 45 and 66 5) 27, 45, 63, and 81

(EVALUATION)

I) Additional activities for

application or
remediation Provide the following exercise. You may give more.
(EXTEND) Find the GCF of the following numbers.

1) 9 12 2) 18 24 32 3) 21 28 35 42
V. REMARKS

VI. REFLECTIONS Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be
done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them
relevant questions.
Annotation:

Observable #1: Apply knowledge of content within and across curriculum teaching areas.

In this lesson, Observable #1 is demonstrated as the teacher integrates language

skills throughout the lesson as students read problem statements, discuss solutions, and
engage in classroom discussions. Also, integration is achieved through the incorporation of
values education (ESP). By presenting a picture of a girl helping her mother in their garden
and discussing the value of helpfulness, the lesson promotes ethical and moral
development in students, emphasizing the importance of being helpful both at home and
in school. This integration fosters character development and reinforces the significance of
positive values in real-life situations.

Observable #2: Use a range of teaching strategies that enhance learner achievement in literacy
and numeracy skills.

Observable #2 is exemplified as the teacher employs various teaching strategies, including

engaging games, collaborative group work, and real-world problem-solving. These
strategies enhance students' numeracy skills by actively involving them in activities that
require critical thinking and mathematical reasoning.

Observable #3: Applied a range of teaching strategies to develop critical and creative thinking,
as well as other higher-order thinking skills.

Observable #3 is evident throughout the lesson as the teacher encourages students to

think critically when determining prime and composite numbers and when finding
common factors and GCFs using continuous division. The lesson promotes higher-order
thinking by challenging students to analyze numbers and solve complex problems.

Observable #4: Displayed proficient use of Mother Tongue, Filipino, and English to facilitate
teaching and learning.

Observable #4 showcases the proficient use of language, including Mother Tongue,

Filipino, and English, to ensure students' comprehension. The teacher effectively utilizes
language to explain mathematical concepts, making the lesson accessible to a diverse
group of students.

Observable #5: Establish safe and secure learning environments to enhance learning through the
consistent implementation of policies, guidelines, and procedures.

Observable #5 is addressed as the teacher sets clear classroom rules and expectations,
creating a safe and secure learning environment. This establishes a conducive atmosphere
for students to engage in learning activities comfortably.

Observable #6: Maintained learning environments that promote fairness, respect, and care to
encourage learning.

Observable #6 is exemplified by the teacher's emphasis on fairness, respect, and

cooperation within the classroom. The use of behavior charts and group activities
encourages students to interact respectfully, collaborate effectively, and actively
participate in the learning process.