Mathematics 5

LESSON 1
Quarter 1 Week 4
Day 1

I. OBJECTIVES
A. Content The learner demonstrates understanding of
Standards 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
Standards operations, factors and multiples and the four
fundamental operations involving fractions in
mathematical problems and real – life situations.

C. Learning States, explains and interprets Parenthesis,

Competencies or Multiplication, Division, Addition or Subtraction
Objectives (PMDAS) rule. M5NS – Ic – 61.2b
II. CONTENT Stating, explaining and interpreting parenthesis,
multiplication, division, addition or subtraction
(PMDAS) rule.
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Lesson Guide in Elementary Mathematics Grade 6
pages pp. 26 -27
2. Learners Materials
pages
3. Textbook pages 21st Century MATHletes p.21
4. Additional materials Division Contextualized Curriculum Matrix
Division Local Heritage Matrix
from Learning
Resource (LR)

84
 Portal
B. Other Learning
Resources
IV. PROCEDURE
A. Review previous Work by pairs. Let the learner write their answers on
their show – me – board/slates.
lesson or
1. 9 + 5 x 6
presenting the new 2. 16 – 8 + 10
3. 3 x 7 – 8
lesson
4. 10 ÷ 5 + 5 x 1
5. 36 – 8 x 2 + 8
B. Establishing a Show a coconut husk to the learners.
purpose for the Ask:
lesson  Where do you think this coconut husk
came from?
 What other products can be made from
the parts of a coconut tree?
C. Presenting Ramon has a coconut tree plantation. He is also
selling coconut midrib. Lito, his friend is a regular
examples/instances
buyer of coconut midribs. He ordered 150 bundles
of the new lesson of coconut midrib for P35 each bundle. If Lito gives
2 P1000 peso bills, how much change did he
receive?
D. Discussing new Ask some comprehension questions
concepts and  Who has a coconut plantation?
practicing new skills  Who is his regular costumer?
#1  What character traits does Ramon have?
 What is asked in the problem?
 What facts are given?
 How will you solve the problem?

E. Discussing new Introduce the grouping symbols and discuss the

concepts and rules for order of operations.
practicing new skills PMDAS RULE
#2 1. Perform the operations within each pair of
grouping symbols (parenthesis, brackets and
braces) beginning with the innermost pair.
2. Perform multiplication or division as they occur
from left to right
3. Perform addition or subtraction as they occur
from left to right.

Example
3 x [4 – 2 x (10 – 8) + 12 ÷ 6 x 1]
3 x [4 – 2 x 2 + 12 ÷ 6 x 1] Rule 1
3 x [4- 4 + 12 ÷ 6 x 1] Rule 2
3 x [0 + 2 x 1] Rule 2

85
 3 x [0 + 2] Rule 3
3x2 Rule 2
6
F. Developing mastery

G. Finding practical Solve the given problems

applications of
Lhet and Chie are sisters. During weekends they
concepts and skills
in daily living are making baskets. Lhet makes 50 baskets a day.
Chie also makes 35 baskets per day. They were
paid P5 for each basket. How much did they earn?
H. Making State the PMDAS rule
generalizations and  PMDAS is a word formed from the initial letters
abstractions about of Parenthesis, Multiply, Divide, Add and
the lesson Subtract to remember the rules of order of
operations.
How were you able to know the order of operations
in solving equations?
 When solving a numerical expression that has
more than one operation, we follow the PMDAS
rule. That is.
 Perform the operation/s inside the parenthesis
first.
 Perform multiplication or division operation in

86
 order from left to right.
Perform addition or subtraction operation in order
from left to right.
I. Evaluating learning Choose the letter of the correct answer. This should
be given in an activity form.
1. What is the first step in solving problem using
PMDAS?
A. Multiply
B. Add
C. Subtract
D. Perform the operation inside the
parenthesis or grouping symbols
2. How will you solve this equation [(40 – 20) +
45 ÷ 9] x 5?
I. Perform the operations inside the grouping
symbols
II. Add
III. Multiply
IV. Divide
A. I, II, III, IV C. I, IV, II, III
B. I, III, IV, II D. I, IV, III, II
3. Which of the following is the second step in
order to solve the problem above?
A. Divide C. Add
B. Multiply D. Subtract
4. What is PMDAS?
A. Perform the operation inside the
parenthesis, multiply or divide and add or
subtract
B. Multiply and add
C. Parenthesis, Multiplication, Division,
Addition, Subtraction
D. Divide and Multiply
5. Solve: 75 ÷ 5 x [ (20 – 18) + 2]

87
 A. 80 B. 90 C. 100 D. 124
J. Additional activities Perform the indicated operations.
for application or 1. 45 ÷ (5 + 4) – 5
remediation 2. (30 x 3) ÷ ( 6 x 7)
3. [(3 + 9) ÷ 3] x (2 x 5)
4. 7 x [(25 – 12) x 5 + 5 x 4]
5. (23 x 90) ÷ 4 x 4 + 5
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional activities
for remediation who
scored below 80%.
C. Did the remedial
lessons work? No. of
learners who have caught
up with the lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use./discover which I wish
to share with other
teachers?

88
 Mathematics 5
LESSON 2
Quarter 1 Week 4
Day 2

I. OBJECTIVES
A. Content Standards 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
Standards operations, factors and multiples and the four
fundamental operations involving fractions in
mathematical problems and real – life situations.
C. Learning Simplifies a series of operations on whole numbers
Competencies or involving two operations using PMDAS or GMDAS
Objectives rule. M5NS – Id – 62.2a
II. CONTENT Simplifying a series of operations on whole
numbers involving two operations using
PMDAS or GMDAS rule.
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learners Materials
pages
3. Textbook pages 21st Century Mathletes p.21

4. Additional materials
from Learning
Resource (LR)
Portal
B. Other Learning Simplified Mathematics Grade 5 p.35

89
 Resources Division Contextualized Curriculum Matrix
Division Local Heritage Matrix
IV. PROCEDURE
A. Review previous Perform the indicated operations of the following
lesson or presenting expressions.
the new lesson 1. 22 – (2 x 4)
2. (8 x 4) + 4
3. 30 ÷ (2 x 5)
4. 24 + 3 - 16
5. 3 x (6 + 2)
B. Establishing a purpose Ask 3 learners to get one soft broom each from the
for the lesson
broom box.
Let them hold the soft brooms stay in front of their
classmates.
Ask them to say something about the soft broom.

C. Presenting Mang Cardo has 5 children to send to school. He

examples/instances of the
new lesson
D. Discussing new
concepts and practicing
new skills #1
E. Discussing new
concepts and practicing
new skills #2
need to earn money for their expenses. He must
sell 145 soft brooms every day for P85 each to
support his family. How much money does he earn
every week?
a. Ask some comprehension questions
 How many children does Mang Cardo
has?
 How did Mang Cardo support his family?
 What kind of father ids Mang Cardo?
 What is asked in the problem?
 What are the given facts?
 How will you solve the problem?
Discuss the problem and let them simplify the
expressions of the problem.

90
F. Developing mastery

G. Finding practical Solve the given problems

applications of concepts Dominick, a grade 6 pupil is industrious and
and skills in daily living
diligent. After class he sells pinuso and was paid
P150 per tray. During weekends, he goes with his
uncle in selling soft broom and was given P2 for
each soft broom he sells as his commission. If he
sold 3 trays of pinuso daily and 30 pieces of sot
broom, how much money does he earn for one
week?
H. Making generalizations How were you able to simplify a series of
and abstractions about the operations using PMDAS rule in solving equations?
lesson When solving a numerical expression that has more
than one operation, we follow the PMDAS rule. That
is.
Perform the operation/s inside the parenthesis first.
Perform multiplication or division operation in order
from left to right.
Perform addition or subtraction operation in order
from left to right.
I. Evaluating learning Choose the letter of the correct answer. This can be
written in an activity form.
1. Simplify: (40 ÷ 5) + 4
A. 9 B. 10 C. 11 D. 12

91
 2. Solve: 72 ÷ (8 x 3)
A. 4 B. 5 C. 6 D. 7
3. Find the value: 85 – (3 x 11)
A. 33 B. 52 C. 84 D. 924
4. What is the value of N in 28 ÷ (4 + 24)?
A. 3 B. 2 C. 1 D. 0
5. Simplify: 56 ÷( 7 x 2)
A. 2 B. 4 C. 6 D. 8
J. Additional activities for Simplify the following expression:
application or remediation 1. 65 ÷ (7 + 6)
2. (425 ÷ 5) – 70
3. (92 ÷ 2 ) x 16
4. 77 x (20 + 22)
5. 120 + (350 – 125)

V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional activities
for remediation who scored
below 80%.
C. Did the remedial
lessons work? No. of
learners who have caught
up with the lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use./discover which I wish
to share with other
teachers?

92
 Mathematics 5
LESSON 3
Quarter 1 Week 4
Day 3

I. OBJECTIVES
A. Content The learner demonstrates understanding of divisibility,
Standards order of operations, factors and multiples and the four
fundamental operations involving fractions
B. Performance The learner is able to apply divisibility, order of
Standards operations, factors and multiples and the four
fundamental operations involving fractions in
mathematical problems and real – life situations.
C. Learning Simplifies a series of operations on whole numbers
Competencies involving more than two operations using PMDAS or
or Objectives GMDAS rule. ( M5NS – Id – 62.2b)
II. CONTENT Simplifying a series of operations on whole
numbers involving more than two operations using
PMDAS or GMDAS rule.
III. LEARNING
RESOURCE
S
A. References
1. Teacher’s Guide Lesson Guide in Elementary Mathematics Grade 6 pp
pages 26
2. Learners
Materials pages
3. Textbook pages 21st Century MATHletes p.21

4. Additional
materials from
Learning
Resource (LR)

93
 Portal
B. Other Learning 21st Century Soaring Mathematics 5 p.64
Resources Math for Life pp. 88, 92
Simplified Mathematics Grade 5 p.36 -37
Division Contextualized Curriculum Matrix
Division Local Heritage Matrix
IV. PROCEDURE
A. Review previous Review: Work by Pair:
lesson or presenting Place parenthesis in the equation so that each
the new lesson equation will be a true statement.
1. 14 + 16 – 9 = 21
2. 5 x 6 – 5 = 5
3. 21 ÷ 3 x 7 = 1
4. 36 – 18 + 14 = 4
5. 42 ÷ 4 – 7 = 21
B. Establishing a Show a picture of sandals made of abaca
purpose for the lesson
Ask:
When do we use these products?
Where can we find or buy these abaca products?
Do we promote these products? Why?
C. Presenting James Liam was invited to a birthday party of his best
examples/instances of friend. He wants to buy 2 pairs of abaca sandals cost
the new lesson P1 250 each pair, 3 pairs of slippers cost P85 each
pair and 2 bags made of abaca cost P1 550. If he has
only 3 P1000 peso bills, how much more money does
he need in order to buy those gifts?
D. Discussing new a. Ask some comprehension questions
concepts and practicing
 Who has a birthday?
new skills #1
 What are the gifts that James Liam wanted to buy?
 What kind of father is Mang Cardo?
 What is asked in the problem?
 What are the given facts?
 What are the operations needed to solve

94
 the problem?
E. Discussing new Discuss the problem and let them simplify the
concepts and practicing
expressions of the problem. ( t can be done through a
new skills #2
group activity)
F. Developing mastery
AVERAGE ADVANCE

Group I: Group I:
Simplify the following Insert operations signs and
expressions: parenthesis when necessary to
1. 5 x 2 -3 + (6 ÷ 2) make the following sentences
2. (7 x 3)+ (9 ÷ 3) correct.
3. 8 x 9 + [(12 -5) x 8] 1. 3 4 5 = 35
2. 3 4 5 = 17
Group 2: 3. 3 4 5 = 60
Perform the indicated operations. 4.3 4 5 = 23
1. (9 x 2 ÷ 2) + 8 – 6 Reference : Soaring 21st Math 5 p. 64
2. (8 – 4 ÷ 2) + 6 x 4
3. 9 x 4 – (20 ÷ 5 + 3) Group 2:
Simplify the following expressions
Group 3: 1. [(20 + 4) ÷ 2] + (15 x 2)
Give the value of N 2. (30 x 5) ÷ (15 x 5) + 12
1.(8 x 4) + (9 x 4) = N 3. 30 – (45 ÷ 5 x 20
2. 9 – 8 + 20 ÷ 10 = N
3. 12 x 3 + [(12 ÷ 30 + 12
GROUP 4: GROUP 3:
Solve the following: Use 2, 4, 6 or 8 to make the
1. 61 – (2 x 25) + 36 ÷ 2 statement correct.
2. 4 x [(12 + 8) x 2 + 3] – 4 1. ___ x ____ ÷ (___ + ___) = 8
3. 8 x [(9 ÷ 3) x 3 + 120 2. ___ x ____ - (___ + ___) = 24
3. ___ x (___ + ___) - ___ = 28
4. (___ + ___) x (___ + ___) =84
Reference : Soaring 21st Math 5
p. 64
ADVANCE
Group 4:
Write a number statement to solve it. Number 1 is done for
you.
1. What number will result if you divide 40 by 8 and subtract
the quotient from 50?
n = 50 – (40÷ 8) = 50 – 5 = 45
2. What quotient will you get if you divide the difference of 98
and 53 by 9?
3. How many more is the product of 8 and 6 than the quotient
of 45 and 5?
4. What number will result if you multiply the difference of 72
and 28 by their sum?

Reference : Math for Life Grade 5 p.92

G. Finding practical Solve the given problems

applications of concepts Mother prepared 3 plates of pandesal, each plate with
and skills in daily living 12 pandesal. She will equally serve among her 9
neighbors who will visit her. How many pandesal will
each neighbor get?
Reference : Math for Life Grade 5 p.8

95
H. Making How were you able to simplify a series of operations
generalizations and using PMDAS rule in solving equations?
abstractions about the  To simplify PMDAS perform the
lesson operations within each pair of grouping
symbols (parenthesis, brackets and
braces) starting with the innermost pair.
 Perform multiplication or division
operation in order from left to right.
 Perform addition or subtraction
operation in order from left to right.
I. Evaluating learning Simplify the expressions in Column A then match your
answer in Column B. Write the letter of the correct
answer.

COLUMN A COLUMN B
_____ 1. (20 + 80) ÷ 5 – 7 A. 128
_____ 2. 7 x [(36 – 3 x 8)] B. 24
_____ 3. [5 x (14 – 3 + 2) + (2 x 4)] + 36 C. 13
_____ 4. 2 x (16 – 8) + (9 – 1) D. 960
_____ 5. (28 + 7) x 32. E. 141
J. Additional activities Simplify the following expression:
for application or 1. [(6 x 8) + 35 – 8 ] x 2 + 6
remediation 2. 11 + 8 – (6 x 2)
3. (21 x 3) – (27 ÷ 3) + 10
4. 90 – (2 x 8 + 7)
5. 28 ÷ 4 =- (27 ÷ 9 x 3)

V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional
activities for remediation
who scored below 80%.
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked well?
Why did these work?

96
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use./discover which I
wish to share with other
teachers?

97
 Mathematics 5
LESSON 4
Quarter 1 Week 4
Day 4

I. OBJECTIVES
A. Content The learner demonstrates understanding of divisibility,
Standards order of operations, factors and multiples and the four
fundamental operations involving fractions
B. Performance The learner is able to apply divisibility, order of
Standards operations, factors and multiples and the four
fundamental operations involving fractions in
mathematical problems and real – life situations.
C. Learning Finding the Common Factors and the Greatest Common
Competencie Factor of 2 – 4 Numbers Using Continuous Division
s or (M5NS-Id-68.2)
Objectives
II. CONTENT Finding the common factors and the greatest
common factor of 2-4 numbers using continuous
division
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learners
Materials
pages
3. Textbook 21st Century MATHletes p. 45

pages
4. Additional
materials from

98
 Learning
Resource (LR)
Portal
B. Other Learning Power Minds Grade 5
Resources Soaring 21st Century Mathematic 5 p.164
Division Contextualized Curriculum Matrix ARTCUL-
INDMAT-I-P14
Division Local Heritage matrix
IV. PROCEDURE
A. Review Drill:
previous Mechanics:
lesson or  Pupils will pass the die while the music is playing
presenting the  .When the music stops, the pupil holding the die
new lesson will roll it and answer the question corresponding
to number of car on the die.
 Continue it until the last question answered.
Questions that correspond to the number on the die.
1. What are the prime numbers less than 10?
2. What are the prime numbers between 10 to 20?
3. What are the prime numbers between 20 to 30?
4. What are the prime numbers between 30 to 40?
5. What are the prime numbers between 40 to 50?
6. What are the prime numbers between 50 to 60?
B. Establishing a Showing pictures of Ibos and Suman
purpose for the
What can you say about the picture?
lesson
Do you eat Ibos and Suman?
Where do we usually served this foods?
C. Presenting Presentation:
examples/instances Aling Linda and Aling Martha are twins, They are
of the new lesson preparing foods for their birthday. Aling Linda prepared
50 Ibos while Aling Martha prepared 30 Suman. Each of
them would like to give it to their visitors. What is the
greatest number of native foods each of their visitors get

99
 if Aling Linda and Aling Martha will give the same number
of the native foods?
D. Discussing new Analysis and Discussion:
concepts and
- Help the learners understand the problem by asking
practicing new skills
#1 some comprehension questions.
 What is asked in the problem?
 What are the given?
 How will you solve the problem?
 What is the answer for the given numbers?

E. Discussing new Teacher guides the learner in finding the GCF using
concepts and continuous division.
practicing new skills  Step 1 – Write the numbers
#2
horizontally 50 30
 Step 2 - Find a prime number that
can divide 50 , 30 (2)

2 50 30
 Step 3 – Divide the numbers by the
prime number, write the quotient
below.

2 50 30

5 25 15
 Step 4 – Continue the process
until no other number is common.

2 50 30

5 25 15
5 3

100
  Step 5 – Multiply the common
factors.

2 x 5 = 10
Therefore, the GCF of 50 and 30 is 10.
F. Developing Let the children group into 4 and provide them with the
mastery
materials to be used.
AVERAGE LEARNERS
GROUP 1- COLOR MY COMMON PRIME FACTORS
Color the leaves with the correct common prime factors
of the numbers written in the flower.

42
25
12
50

3
3
2
2

5
2

Reference: Power Minds Grade 5

101
 AVERAGE ADVANCE

GROUP II - Find the common factors GROUP I. Find the GCF of the
of the following numbers. following numbers.
1. 5 and 10 1. 38 and 45
2. 12 and 9 2. 24 and 40
3. 16 and 18 3. 12, 15 and 18
GROUP III – Find the factors and GROUP II – Find the GCF of the
identify the GCF each set of numbers.
1. 15 1. 2 x 6, 2 x 9
45 GCF____
GCF ____
2. 28 2. 2 x 28, 8 x 8
36 GCF____
GCF ____
3. 24 3. 5 x 9, 3 x 25
GROUP IV – Choose the GCF from
40 GROUP III. Use the Venn Diagram
GCF____
the following given factors.____
GCF inReference:
finding the Soaring
GCf of the
21stgiven
Century
1) 8 – (1, 2, 4, 8) numbers. Mathematics 5 p. 164
12 – (1, 2, 3, 4, 6, 12)
GCF - ___________ 42 60 48 64
2) 15 – (1, 3, 5, 15)

20 - (1, 2, 4, 5, 10, 20)

GCF - ___________
3) 16 – (1, 2, 4, 8, 16) 80
40 - (1, 2, 4, 5, 8,10, 20, 40)
GCF - ___________
ADVANCE

GROUP IV: Read the problem then answer the questions below?

Ramon and John are coconut vendors. They sell coconut fruit in their barangay.
Ramon sells 18 coconut fruit in the morning while John sell 12 coconut fruit in the
afternoon. What is the greatest common factor if they sell the same number of
coconut fruit?

a. What is asked? ____________________________

b. What are given?____________________________
c. What is/are operations to be used to solve the problem?
____________________________________________
d. Write your solution:____________________________
e. What is the GCF of the given numbers in the problem?

G. Finding practical Solve the problem:

applications of
Miss Cruz asked her children to help her pack the foods
concepts and skills in
daily living for sale. There are 30 Pinuso, 40 Baduya and 60
Biniribid. All packages must have at least one kind of
food. What is the greatest number of packages the girls

102
 can made using all the foods?
H. Making What are common factors?
generalizations and
Common factors are the two numbers have in common.
abstractions about
the lesson How do we find the GCF of 2 – 4 numbers using
continuous division?
Use continuous division or Ladder method in finding the
greatest common factors of 2 – 4 numbers. It is done by
respective division (with common factors as divisor and
multiplying all common divisors to get the GCF.
I. Evaluating learning Choose the letter of the correct answer. This should be
given in an activity form.
1. What are the prime factors of 65?
A. 13 and 5 B. 65 and 2
C. 12 and 6 D. 11 and 8
2. What are the common prime factors of 10, 20 and
30?
A. 2, 5 B. 10,12 C. 5, 7 D. 15, 25
3. What is the GCF of 9, 18, 36 and 27?
A. 6 B. 18 C.9 D. 36
4. What is the GCF of 20, 40, 30 and 50?
A. 10 B. 20 C. 15 D. 25
5. What is the GCF of 72, 120 and 144?
A. 12 B. 24 C. 18 D. 36
J. Additional activities Find the GCF of each set of numbers.
for application or
1. 98, 14
remediation
2. 20, 75
3. 30, 35
4. 66, 110
5. 18, 24, 54
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80% in
the evaluation.

103
B. No. of learners
who require
additional activities
for remediation who
scored below 80%.
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
D. No. of learners
who continue to
require remediation.
E. Which of my
teaching strategies
worked well? Why did
these work?
F. What difficulties
did I encounter which
my principal or
supervisor can help
me solve?
G. What innovation or
localized materials
did I use? Discover
which I wish to share
with other teachers?

104
 Mathematics 5
LESSON 5
Quarter 1 Week 4
Day 5

I. OBJECTIVES
A. Content The learner demonstrates understanding of
Standards 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
Standards operations, factors and multiples and the four
fundamental operations involving fractions in
mathematical problems and real – life situations.
C. Learning Finds the common multiples and the least common
Competencies or multiple of 2- 4 numbers using continuous division.
Objectives (M5NS-Id-69.2)

II. CONTENT Finding the common multiples and the least

common multiple of 2-4 numbers using continuous
division
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Lesson Guide in Elem. Math 6 p.154
Lesson Guide in Elem. Math 5 p. 48
pages
2. Learners Materials
pages
3. Textbook pages 21st Century MATHletes pp. 48 – 52
4. Additional materials
from Learning
Resource (LR) Portal
B. Other Learning Simplified Mathematics Grade 5 p.45
Soaring 21st Century Mathematics Grade 5 p. 167 -
Resources
168
Division Contextualized Curriculum Matrix

105
 Division Local Heritage Matrix
IV. PROCEDURE
A. Review previous Let the learners use a slate/show-me-board in
answering the following numbers using listing
lesson or presenting
method.
the new lesson Find the GCF of the following numbers.
1. 12, 42
2. 6, 18
3. 24, 36, 48
4. 32, 66, 78
5. 16, 32, 64, 80
B. Establishing a purpose Showing pictures of gumamela and uru alas dose,
for the lesson describe each flowers.
C. Presenting Alexa waters her gumamela plant every 4 days and
examples/instances of the her uru alas dose plant every 6 days. Not counting
new lesson the first day, when is the first time both plants are
watered on the same day? When is the next day?
D. Discussing new Help the pupils understand the problem by asking
concepts and practicing some compression questions:
new skills #1  What is asked?
 What are given?
 How will you solve the problem?
E. Discussing new Let the pupils find the common multiples and the
concepts and practicing least common multiple.
new skills #2 Guide them in finding the LCM using the continuous
division with the following steps.
1. Write the numbers horizontally.

4 6

2. Find a prime number that can divide 4, 6.(2)

2 4 6

3. Divide the numbers by the prime number,

write the quotient below.

2 4 6

2 3

2 x 2 x 3 = 12
4. Continue the process until no other prime
number is common.
5. Multiply all the numbers outside the inverted
division. The LCM of 4 and is 12.

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F. Developing mastery

Group IV:
Find the LCM of the
following numbers.
1. 12 and 24 _____
2. 45 and 15 _____
3. 4, 8 and 6 ______
G. Finding practical Read and solve the problem:
applications of concepts
1. Mario goes home every other day. Her
and skills in daily living
sister goes home every after 3 days. If
they see each other today, when will
they see each other again at home?
2. What is the LCM of 15, 45?
H. Making generalizations Read and solve the problem:
and abstractions about the 1. Mario goes home every other day. Her
lesson sister goes home every after 3 days. If
they see each other today, when will
they see each other again at home?
2. What is the LCM of 15, 45?
I. Evaluating learning Choose the letter of the correct answer:

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 1. What are the common divisors of 4, 8, 16 and 12?
A. 2, 2, 2 B. 2, 2, 3 C. 2, 3 D.2, 2
2. What is the least common multiple of 6, 8, and
12?
A. 20 B. 24 C. 28 D.32
3. What is the LCM of 14, 21 and 49?
A. 294 B. 300 C. 340 D. 400
4. What is the LCM of 18, 12, 24 and 16?
A. 72 B. 100 C. 154 D. 230
5. What is the LCM of 6, 9, 12 and 15?
A. 72 B. 180 C. 194 D. 280
J. Additional activities for Find the LCM of each pair of numbers using
application or remediation continuous division:
1. 10 and 25
2. 20 and 50
3. 42 and 48
4. 20 and 45
5. 24 and 18
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional activities
for remediation who
scored below 80%.
C. Did the remedial
lessons work? No. of
learners who have caught
up with the lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use./discover which I wish
to share with other
teachers?

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