A Detailed Lesson Plan in Mathematics IV

(Fast Learners)

I. Learning Objectives
Cognitive: Identify the multiples of a given number up to 100
Psychomotor: Write the common multiples and Least Common multiple (LCM) of two
numbers using the following methods: listing, prime factorization, and continuous
division.
Value Focus: Respect for Others/ Cooperation

II. Subject Matter: Finding the Common Multiples and Least Common Multiples (LCM)
References – Mathematics 4, TG p.122- 125
Mathematics 4, LM p. 93- 96
Materials – Charts, Cut outs, Activity Cards

III. Procedure
Teacher’s Activity Pupil’s Activity

A. Preliminary Activities
1.Drill
Before we start our new lesson, we will Yes ma’am!
have first a drill on skip counting. 2, 4, 6, 8, 10, 12, 14, 16, 18, 20 etc.
Let’s start counting by 2’s. 3, 6, 9, 12, 15, 18 etc.
How about counting by 3’s? (Let the
pupils count by 3’s 4’s, 5’s, and so on.)
Very Good!

2. Review
Now, let’s have a short review of what
we have discussed. We have learned about writing a
What have you learned yesterday? number as a product of its prime factors.
I have here a magic box. Inside the box
are numbers. I will call somebody to pick a
number and write it as a product of its
prime factors using a factor tree. (Pupils called will answer the activity)
( The teacher will call pupils to answer)
What is the number that you have 48 ma’am
picked?
How will you write it as a product of its 48
prime factors using a factor tree? /\
2 x 24
/\
2 x 12
/\
3x4
/\
2x2
48 = 2 x 2 x 2 x 2 x 3
Did he/she got the correct answer? Yes ma’am!
 Teacher’s Activity Pupil’s Activity

Let’s all clap for him/her. (Other pupils will be called to answer
(Call other pupils to answer the activity) the activity)

3. Motivation Yes ma’am!

Do you want to play? Listen to the instruction of the teacher
What are the things to be considered ma’am.
when playing? Observe discipline while having the
game.
Participate actively in the game.
Now, we will have a game. We will call
it “Group Yourselves”.
Are you ready? Yes ma’am we are now ready.
When I say group yourselves according
to ________________, Go to your
respective group. Ok ma’am!
Group yourselves according to height. (Pupils will go to their respective group
Group yourselves according to age, with the same height, age, favorite fruit
favorite fruit and color. and color)
What have you realized after the game? We realized we have something in
common.
We have our differences in terms of our
favorites.
So, you have realized that each of us is a
unique individual who has individual Yes ma’am!
differences and commonalities.
How should we treat other people
knowing that we have individual We should treat them with respect
differences and commonalities? ma’am.
Very good! We should always respect
each other.
Like all of us, numbers also have
commonalties. Let’s see what these are?

B. Developmental Activities
1. Presentation
I have here a problem. Let’s read and
try to solve it.
Sheila owns a dry good store and Jackie
owns a restaurant. They buy their goods
and supplies every six weeks and eight
(Pupils will read the word problem)
weeks respectively. If they buy their goods
in the same department store this week,
on what week will they buy again their
good supplies at the same time?
Shiela owns a dry good store.
Who owns a dry good store? Jackie owns a restaurant.
Who owns a restaurant?
When does Sheila buy her goods and every six week
supplies?
 Teacher’s Activity Pupil’s Activity

What about Jackie? every eight weeks

What does the problem ask for? What week will they buy again their
goods and supplies at the same time?
How will you solve for the answer to
the problem? by using the listing method ma’am
Can you think of other ways to solve it? Yes ma’am!

2. Performing the Activities

I will group you into 6 groups. Think of
ways on how you can solve this problem
by group. After solving this problem, you
will present your output in front.
Yes ma’am!
(Pupils will go to their respective group
3. Processing the Activities to solve the problem)
Now, choose your representative for
this activity to present your group output
in front. Yes ma’am.
(Pupils will let their representative to
present their output)
How did you solve for the correct
answer?
by using the listing method ma’am
by using the prime factorization ma’am

Which multiples are common to 6 and

8? The common multiples of 6 and 8 are
24, 48 and 72 ma’am.

What is the smallest multiple common

to 6 and 8? 24 ma’am
So, 24 is the least common multiple of 6
and 8. Least Common Multiple or (LCM)
is the smallest multiple common to 2
numbers.

4. Reinforcing the Concept and Skill

I have here another problem. Let us
read and solve it.
Carina baked puto. She wants to
(Pupils will read the word problem )
pack them in boxes of 8 and 12 pieces.
What is the smallest number of pieces of
puto that she can pack using the boxes?

To solve the problem, we need to find

the least common multiple or LCM of 8
and 12.
Here’s how we should solve it.
 Teacher’s Activity Pupil’s Activity

1. By Listing Method
Write the multiples of 8 on the board.
Write the multiples of 12 on the board. 8, 16, 24, 32, 40, 48 56, 64, 72, 80, 88, 96
What are the common multiples of 8
and 12? 12, 24, 36, 48, 60,7 2, 84, 96
What is the Least Common Multiple
(LCM) of 8 and 12? 24, 48, 72, 96

2. Another way of solving for the Least The Least Common Multiple (LCM) is
Common Multiple (LCM) is by Prime 24.
Factorization.
8 12
/\ /\
4x2 4x3
/\ /\
2x2 2x2

What are the prime factors of 8 and 12? 8=2x2x2

12= 2 x 2 x 3
So, we have 2 x 2 x 2 x 3 =24
What is the LCM of 8 and 12? The Least Common Multiple (LCM) of
8 and 12 is 24.
3. We can also solve this problem by using
the Continuous Division.
Here’s how we can do it.

2 8 12
2 4 6
3 2 3
2 2 1
1
To get the LCM multiply all the divisors
and the remaining number below the line.

We have 2 x 2 x 3 x 2 = 24 The Least Common Multiple (LCM) of

What is the LCM of 8 and 12? 8 and 12 is 24.

Did we arrive with the same answer Yes ma’am!

using the different methods?

Now that you have learned about the

different ways of solving for the LCM of 2
numbers, try to find the least common Yes ma’am!
factor of each pair of numbers.

You will do this activity by pairs. Your

seatmate will be your partner in finding
for the LCM. Each pair will be given an
activity card to work on. Use any
 Teacher’s Activity Pupil’s Activity

of the methods in finding the LCM of 2 (Pupils will read what is written in the
numbers. activity card and solve it by pairs.)

Let us now check your answers if you Find the least common multiple of each
got it correctly. pair of numbers. Write your answer on the
Who will come on the board and write the blank before each number.
LCM of each pair of numbers?
(The teacher will call pupils to answer on _____1. 12 and 4
the board) _____2. 7 and 6
_____3. 9 and 8
_____4. 10 and 12
_____5. 6 and 8

( Pupils called by the teacher will answer

on the board )
12 1. 12 and 4
42 2. 7 and 6
72 3. 9 and 8
60 4. 10 and 12
24 5. 6 and 8

Well done!

5. Summarizing the Lesson

How do we get the Least Common
Multiple of numbers? To find the LCM of two given
numbers, we can use the Listing Method,
Prime Factorization and Continuous
Division.

6. Applying to New and other Situations

We will have another game. We will call

it “Find Me” game. Each group will get a
magic fruit in the basket. In that magic
fruit, there are numbers written on it. All
you have to do is to find the common
multiples and identify the Least Common
Multiple (LCM) of the pair of numbers
from the numbers written on it.
The group who will get the highest
points will be declared as winners and will
get star for their group achievement. Do
this only for 5 minutes.
Are you now ready? Yes ma’am!
But you should always remember the
things to be observed when doing a group
activity. Yes ma’am!
 Teacher’s Activity Pupil’s Activity

(The teacher will let each group get 3 (Each group will get 3 magic fruits and
magic fruits and let them solve perform the activity by group like this )
cooperatively.)

36 56 72 54 18 63
Multiples and LCM of
6 and 9

Let’s see which group will win today’s

game. Yes ma’am!
Let your representative write your
group’s answer on the board. (Representative of each group will write
their answer on the board.)
(The teacher will check if the answer of
each group is correct and identify the
winning group.)

Let us give an excellent clap for the

Smart Group. (Pupils will clap for the winning team)
What does each member of the group
do in order to win in a game? We should cooperate with one another
ma’am.
That’s right! You need to cooperate well
in doing a group activity.
To test if you know already how to
identify the LCM of each pair of numbers,
I have here another activity. You will work
on this individually.
Yes ma’am!
(Pupils will answer the activity
individually)

Find the LCM of each set of numbers.

1. 6 and 4
2. 4 and 20

(The teacher will call for pupils to write (Pupils called will write their answers on
their answers on the board.) the board)

1. 6 and 24 - LCM = 24
2. 4 and 20 – LCM = 20
Very good!
I think you are now ready to answer
the next activity. Yes ma’am!
 Teacher’s Activity Pupil’s Activity

C. Assessment

We will now assess what you have

learned today. Answer the activity
individually. Write your answers on the
activity sheet provided to you. (Pupils will answer the activity provided
to them as an assessment)

A. Find the LCM of each pair of numbers

using the indicated method.
1. 6 and 12 ( listing method)
2. 9 and 12 ( prime factorization)
3. 45 and 50 ( continuous division)

B. Find the LCM using any method.

4. 12 and 18
5. 24 and 36

Now, kindly pass your answer sheet

forward.
Yes ma’am!
(Pupils will pass their answer sheet for
checking.)

D. Home Activity

For your assignment, do what is (Pupils will copy their assignment and do
instructed to you. Do this in your this at home.)
assignment notebook.

Find the LCM of the following pairs of

numbers.
1. 6 and 9
2. 18 and 30
3. 9 and 15
4. 8 and 12
5. 5 and 10

Prepared by: Marlyn A. Ibrao

 Innovation: Using the Continuous Division in Finding the LCM of a Number,
Integration of Games, and Trial and Error Method

1. To Find Lowest Common Multiple by using Continuous Division Method

In the discussion part, I introduced to the pupils another way of finding the Least
Common Multiple using the continuous division
To find Least Common Multiple 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 and the
co-prime numbers left in the last row. This product is the least common multiple
of the given numbers.

Let us consider some of the examples to find lowest common multiple (L.C.M) of
two or more numbers by using continuous division method.

Find least common multiple (LCM) of 8 and 12 by using Continuous Division

Method.
We can read the explanation and see below the LCM of 8 and 12.

First we write the numbers 8 and 12 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 4 and 6 directly under the numbers in the next row.
Then again we divide 3 by 3 and put the quotient 1 directly under numbers 3
only next row. Here 2 will remain as it is because we can’t divide 2 by 3.
We continue the process and similarly we divide 2 by 2 and write 1 on the next
row. Here 1 will remain as it is because we can’t divide 1 by 2. So we directly write
under the numbers in the next row.

According to the explanation we continue the process and until all co-prime
numbers are left in the last row.

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

1 1
And at last we multiply all the prime numbers by which we have divided and
the co-prime numbers left in the last row 2 × 2 × 3 x 2.

Therefore, the product is the least common multiple of 8 and 12 is 24.

2. Integration of Games like “Group Yourselves” and “Find Me”

A. “Group Yourselves” Game

In the motivation part, to arouse the interest of the pupils, I integrated the game
which I called as “Group Yourselves”. This game has something to do with the topic
finding the Least Common Multiple (LCM) of a given number because in this game
pupils will find someone with commonalities to them like their height, age, favorite
fruit and color.

These are the steps in doing the game “Group Yourselves”.

Step 1. Pupils will form a circle.
Step 2. The teacher will say Group Yourselves according to height.
Step 3. The pupils will find their group according to their height.
Step 4. The teacher will say Group Yourselves according to age.
Step 5. The pupils will find their group according to their height.
The teacher will continue giving instruction to the pupils as what categories will they
form themselves.

2. “Find Me” Game

In the application part of the lesson, I also integrated the game which I termed as
“Find Me”. In this game, pupils will identify the Least Common Multiple of the given
numbers. While they are learning as a group, they will be enjoying in a form a game.

36 56 72 54 18 63 24 56 48 54 18 72
Multiples and LCM of Multiples and LCM of
6 and 9 8 and 12

These are the steps in doing the game “Find Me”.

Step 1. Pupils will be group into 6.
Step 2. Each group will get three magic fruit in the basket.
Step 3. They will identify and choose the multiples of the pair of number written on it.
Step 4. They will identify the Least Common Multiple of the pairs of number.
Step 5. The group who will the highest point will be declared as winners.
3. Trial and Error Method

This approach is far more successful with simple problems and in games, and is
often resorted to when no apparent rule applies. This method is often used by pupils
who have higher mental capacity in solving a word problem. The trial-and-error
approach has been studied from its natural computational point of view. They can
apply different ways of solving a problem based from their previous leanings.
Some complex problems can be solved by a technique that is called trial and
error. Trial and error is typically good for problems where you have multiple chances to
get the correct solution. In addition to this, trial and error is also a great way to gain
knowledge. Basically, a learner that uses the trial and error method will try to a method
to see if it is a good solution. If it is not a good solution, they try another option. If the
method works, the person using it has acquired the correct solution to a problem.
Trial and error is not a method of finding the best solution, nor is it a method of
finding all solutions. It is a problem solving technique that is simply used to find a
solution. One of the most powerful advantages to this technique is that it does not
require you to have a lot of knowledge. However, it may require learners to have large
amounts of patience.
During the presentation part of the lesson, I encouraged the pupils to do the Trial
and Error Method in finding the solution of the problem. By using this method, the
pupils arrived with the different ways of finding the Least Common Multiple of
numbers.

Steps followed in applying the Trial and Error Method in this activity.

Step 1. The pupils are grouped into 6.

Step 2. The teacher let them think of ways on how they can solve the problem
Step 3. The group applied different ways of solving the problem.
Step 4. Each group presented their output and the solution they have made to solve it.
Step 5. The teacher checked if they arrived with a correct answer.