A Detailed Lesson Plan in Mathematics IV

(Fast Learners)

I. Learning Objectives
Cognitive: Identify the common factors of a given number
Psychomotor: Write the common factors and the greatest common factor of two
numbers using the following methods: listing, prime factorization, and continuous
division.
Value Focus: Helpfulness/Alertness

II. Subject Matter: Finding the Common Multiples and Greatest Common Factors (GCF)
References – Mathematics 4, TG p.118 - 122
Mathematics 4, LM p. 89 - 92
Materials – Flash Cards, Charts, Cut outs, Activity Cards

III. Procedure
Teacher’s Activity Pupils’ Activity

A. Preliminary Activities
1. Drill
Let’s have a drill on the basic
multiplication fact.
(The teacher will flash basic
multiplication cards and let the pupils give
the correct of the multiplication facts.) (Pupils will give their answer to the
basic multiplication facts flashed by the
teacher.)
9 8 11 7 6
X X X X X
7 5 7 6 9

9 8 11 7 6
X X X X X
7 5 7 6 9

63 40 77 42 54
2. Review
Now, take a look at these numbers. Tell
whether the number is a prime number or
composite number.

(The teacher will flash again number

cards and call pupils to identify whether it
is a prime or composite number.)

17 25 23 56 36 (Pupils will identify if the number is a

prime number or composite number.)
 Teacher’s Activity Pupils’ Activity

17 Prime Number

25
Composite Number

23 Prime Number

56 Composite Number

36 Composite Number

Very Good!

3. Motivation
We will have a game and we will call it
“Mix and Match”. In this game, I will
distribute numbers cards to all of you.
When I say “Mix”, all of you will mix with
one another. When I say “Match” you look
for a partner who is holding a number that
when you multiply both numbers it will
give the answer that I am holding.
Yes ma’am!
Are you ready class? Yes ma’am! We are now ready.

Okay! Then let’s start the game.

(The teacher will say “Mix” and will

flash the number card one by one)
(The pupils will mix with one another)
35 10 54

5 3 1 2 8 10
12 44 16

4 7 9 6 4 11

(The teacher will say “Match” and the

pupils will find their partner.)

(Pupils will find their “ Match” to get the

answer which the teacher is holding)

35 7 5
 Teacher’s Activity Pupils’ Activity

10 1 10

54 9 6

12 4 3

44 4 11

16 2 8

Very Good!
What have you realized after the game? We have realized that we have to find
the correct pair of the number to get the
correct answer.

What value do you need to possess in

order to find the correct pair of the
number? We need to be alert in order to find the
pair of the number.
That’s true. We need to be alert in
everything we do in order to finish
everything in time.
Just like in the game, numbers do have
their partner. Without this partner, we
cannot get the answer that we need.
Let’s see what these pairs being talked
about in our new lesson.

B. Developmental Activities

1. Think

Let us read the word problem.

(Pupils will read and understand the
Arnel helps his father in their word problem.)
bakeshop. They baked 48 cupcakes and
60 cookies. They plan to pack them
separately in small boxes. What is the
biggest number of cupcakes and cookies
that can be placed in boxes if these are of
the same number?

What did Arnel and his father baked? They baked cookies and cupcakes.
 Teacher’s Activity Pupils’ Activity

How many cupcakes were baked? 48 cupcakes

How many cookies were baked? 60 cookies
What do Arnel and his father plan to do
with the cupcakes and cookies? They plan to pack them separately in
small boxes with the same number.

Can you solve the problem of Arnel

and his father? Yes ma’am!

Now, try to think of a way on solving

the problem of Arnel and his father.
(Pupils will think of ways on solving the
problem.)
2. Pair
You will solve this problem by pairs.
Your seatmate will serve as your partner
in solving this problem.
Yes ma’am!
You can use any method in solving it
and later on you will be presenting your
output by pair. Yes ma’am!
(Pupils will work with their pairs in
finding solution to the problem.)
3. Share
Now, let’s see if you have found the
solution of the problem.
(The teacher will let some pairs to share
their solution on the board.)
(The pupils will share their solution on the
board.)
What are the methods you use in
solving the problem?
We used the listing method ma’am.
We also used the prime factorization
ma’am.
That’s right! Those are some ways of
solving the problem.
What are the common factors of 48 and
60? Common factors – 1, 2, 3, 4,6 ,and 12

What factor of 48 and 60 is the greatest? 12 ma’am

So, 12 is the greatest common factor of

48 and 60. Greatest Common Factor or
(GCF) is the greatest common factor to 2
numbers.
How could Arnel and his father pack
the cupcakes and cookies? They can pack the cupcakes and cookies
by 12’s ma’am.
Very good!
 Teacher’s Activity Pupils’ Activity

4. Discussion
We can find the Greatest Common
Factor (GCF) of a number in three ways.
1. By Listing Method
List down the factors of 48.
1, 2, 3, 4,6, 8, 12, 16, 24, and 48
List down the factors of 60.
1, 2, 3, 4, 5, 6, 10, 12, 15, 20, 30 and 60
What are the common factors?
1, 2, 3, 4, 6 and 12
What is the greatest common factor of
48 and 60? 12 ma’am

2. Another way finding the greatest

common factor of 48 and 60 is by prime
factorization.
We will write 48 and 60 as a product of
its prime factors using a factor tree.

48 60
/\ /\
2 x 24 2 x 30
/\ /\
2 x 12 2 x 15
/\ /\
3x4 3x5
/\
2x2

What are the prime factors of 48 and

60?
48 – 2 x 2 x 2 x 2 x 3
60 – 2 x 2 x 3 x 5
What are the common factors?
2x2x3
Multiply all the common factors.
What is the Greatest Common Factor
(GCF)? The GCF of 48 and 60 is 12.

3. We can also solve this problem by using

the Continuous Division.
Here’s how we can do it.

2 48 60
2 24 30
3 12 15
4 5
To get the GCF multiply all the divisors.
We have 2 x 2 x 3 = 12
What is the GCF of 48 and 60? The GCF of 48 and 60 is 12.
 Teacher’s Activity Pupils’ Activity

(The teacher will give other pairs of

numbers and let the pupils identify the
GCF of the numbers.) (Pupils will identify the GCF of
numbers given by the teacher.)

5. Generalization
How do we get the Greatest Common
Factor (GCF) of numbers?
To find the GCF of two given numbers,
we can use the Listing Method, Prime
Very well said! Factorization and Continuous Division.

6. Application
We will have another game which is
called as “Passing the Paper”.
Are you excited?
Yes ma’am!

This will be a group work. You will

form two lines in every row. I will pass a
paper on your group mate standing in
front of your line. As I flash a pair of
number, those in front will write a factor
of that number and then pass it to the next
in line until on the last member in line. The
member at the back will be the one to
identify the GCF of the numbers. Use the
listing method in this game.
Yes ma’am!
(The pupils will form two lines in every
Well, let’s start the game. row.)

(The teacher will flash the first pair of

numbers)

36 18 (The pupils will start listing the factors of

36 and 18. Pupils will use the listing
method to do the activity.)

(After identifying the factors of the first

pair of number, the teacher will flash again
another pair until the GCF of the five pairs
of number will be identified.)

(The pupils will follow the same step

but the pupil in front will go to the back
line while the second in line will be the
one in front for the second set of numbers.)
 Teacher’s Activity Pupils’ Activity

Who won the game?

Let’s see what group has the highest
point.
(The teacher will identify the group
who has the highest group and declare
them as winners.)
Team Delightful won this game! Let‘s
give them an excellent clap.
(Pupils will clap for the winners)

C. Assessment

Find the Greatest Common Factor of

the following pair of numbers by listing
method, prime factorization or continuous
division.

1. 16 and 24
2. 20 and 30
3. 21 and 35
4. 32 and 40
5. 18 and 27
(Pupils will identify the GCF of the pair
of numbers using any of the method.)

1. 8
2. 10
3. 7
4. 8
5. 9
Who got all the correct answer?
(Pupils will raise their hands)

Very Good!

D. Home Activity
List the factors of each pair of number.
Write their common factors and identify
the GCF.

1. 15 and 18
2. 16 and 32
3. 20 and 28
4. 18 and 30
5. 25 and 50 (Pupils will copy their assignment in
their assignment notebook.)

Prepared by: Marlyn A. Ibrao

 Innovation: Using the Think-Pair and Share Method, Continuous Division in
Finding the GCF of a Number, and Integration of Games

1. Using the Think-Pair and Share Method

The Think-Pair-Share strategy is designed to differentiate instruction by
providing student’s time and structure for thinking solutions, and share these solutions
with a peer. This learning strategy promotes classroom participation by encouraging a
high degree of pupil response. This strategy provides an opportunity for all students to
share their thinking with at least one other student which, in turn, increases their sense
of involvement in classroom learning.
In the presentation part of the lesson, I used the Think-Pair and Share strategy so
pupils will think of possible solution s in the problem raised.
This is how the Think-Pair and Share done:

 Think: Teachers let the pupils read a word problem. Students "think" how they
would be able to solve the problem in a given amount of time (usually 1-3 minutes).
 Pair: Each student should be paired with another student. Teachers may choose
whether to assign pairs or let students pick their own partner. Remember to be
sensitive to learners' needs when creating pairs. Students share their thinking with
their partner, discuss ideas, and ask questions of their partner about their thoughts on
the solution (2-5 minutes).
 Share: Once partners have had ample time to share their thoughts and have a
discussion, teachers expand the "share" into a whole-class discussion. Allow each
group to choose who will present their solution they had to the rest of the class.

2. To Find Greatest Common Factor by using Continuous Division Method

In the discussion part, I introduced to the pupils another way of finding the
Greatest Common Factor using the continuous division
To find Greatest Common Factor by using Continuous Division Method we
need to follow the following steps.

Step 1: Write the given numbers in a horizontal line, separating them by

commas.
Step 2: Divide them by a suitable prime number, which exactly divides at least
two of the given numbers.
Step 3: We put the quotient directly under the numbers in the next row. If the
number is not divided exactly, we bring it down in the next row.
Step 4: We continue the process of step 2 and step 3 until all co-prime numbers
are left in the last row.
Step 5: We multiply all the prime numbers by which we have divided. The
product is the Greatest Common Factor of the given numbers.

Let us consider some of the examples to find Greatest common factor (GCF) of
two or more numbers by using continuous division method.

Find Greatest Common Factor (GCF) of 48 and 60 by using Continuous Division

Method.
We can read the explanation and see below the GCF of 48 and 60.

First we write the numbers 48 and 60 in a row separating them by a dash or

comma. Then we divide by a least prime number 2 which could divide the two
numbers. Now we put the quotient 24 and 30 directly under the numbers in the next
row.
Then again we divide it by 3 and put the quotient 4 and 5 directly under the row.
According to the explanation we continue the process and until all co-prime
numbers are left in the last row.

2 48 60
2 24 30
3 12 15
4 5

And at last we multiply all the prime numbers by which we have divided 2 × 2 ×
3. Therefore, the product is the Greatest Common Factor of 48 and 60 is 24.

3. Integration of Games like “Mix and Match” and “Passing the Paper”

A. “Mix and Match”

During the motivation part I used the “Mix and Match” game which has
something to do with the lesson finding the Greatest Common Factor of Pair of
numbers.
These are the steps in doing the game:
Step 1. The teacher will distribute number card to the pupils.
Step 2. When the teacher say “Mix”, the pupils will mix with one another.
Step 3. When the teacher say “ Match”, the pupils will look for their partner who is
holding a number that when you multiply both numbers it will give the answer that she
is holding.
Step 4. Follow step 2 and 3 until the game is over.

35 7 5

B. “Passing the Paper”

In the application part of the lesson, I also integrated the game which I called
“Passing the Paper”. This is like the game Passing the Message but in here, pupils will
pass a paper wherein the will write the factors of the pair of number flashed by the
teacher. They will use the listing method in this game.
These are the steps of the game.
Step 1. Group the pupils by row.
Step 2. Form two lines in each row.
Step 3. The teacher will give them paper to write.
Step 4. The teacher will flash pair of numbers.
Step 5. The two members in front will write a factor of the number.
Step 6. The members in front will pass the paper at the members on their back.
Step 7. The process continuous until the paper reaches the last member at the back.
Step 8. The last member will identify the GCF of the Numbers.

Note: After every round, there will be shifting of member’s position.