Mathematics

Quarter 2 – Module 3:
Number Theory
MATHEMATICS– Grade IV
Self-Learning Module (SLM)
Quarter 2 – Module 3: Number Theory
First Edition, 2020

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Writers: Erlinda S. Estandarte, Shiela Joy M. Germin, Gladys S. Gillera,

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Mathematics
Quarter 2 – Module 3:
Number Theory
Introductory Message
For the facilitator:

Welcome to the Mathematics – Grade IV Self-Learning Module (SLM) on Number

Theory!

This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

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For the learner:

Welcome to the Mathematics – Grade IV Self-Learning Module (SLM) on Number

Theory!

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

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 Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

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 What I Need to Know

This module was designed and written to help you master Solving Real-
Life Problems involving GCF and LCM of two given numbers. The scope
of this module can be used in many different learning situations. The
language used recognizes the diverse vocabulary level of learners. The
lessons are arranged to follow the standard sequence of the course. But
the order of the lessons can be changed to correspond with the textbook
you used for the learners.

The module is divided into four lessons, namely:

 Lesson 1- Solving real-life problems involving GCF of two given
numbers
 Lesson 2- Solving real-life problems involving LCM of two given
numbers
 Lesson 3 – Solving real-life problems involving GCF and LCM of two
given numbers
 Lesson 4 – Solving real-life problems involving GCF or LCM of 2-3
given numbers.

After using this module, you are expected to solve real- life problems
involving the Greatest Common Factor (GCF) and Least Common
Multiple (LCM) of two given numbers. (M4NS-IId-70.1)

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 What I Know

Read, analyze and solve the problem. Choose the letter of the correct
answer and write it on your answer sheet.

Problem 1: Alice sews face masks with different colors in her dress shop.
She makes 25 red face masks a 35 blue face masks. She plans to pack
them separately in small packages. What is the biggest number of red and
blue face masks that can be placed in the packages if these are of the
same number?

1. The problem asked for __.

a. The number of red face masks.
b. The number of blue face masks.
c. The plan of Alice.
d. The biggest number of red and blue face masks that can be
placed in the packages.

2. The given facts are:

a. the biggest number of red and blue face mask
b. 25 red face masks and 35 blue face masks
c. the number of red face mask
d. the number of blue face mask

3. How will you solve the problem?

a. by finding the GCF of 25 and 35
b. by finding the LCM of 25 and 35
c. by dividing 35 by 25
d. by multiplying 25 by 35

4. What is the answer to the problem?

a. 25 b.10 c. 5 d. 15

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Problem 2: Teddy can finish walking two kilometers in 30 minutes while
Phoebe can do it in 45 minutes. They started at 4:30 a.m. and agreed to
finish their walk at the same time.

5. At what time will both Teddy and Phoebe finish walking?

a.5:00 a.m. b. 6:00 a.m. c. 6:30 a.m. d. 7:00 a.m.

6. How far has Teddy walked?

a. 3 km b. 4 km c. 6 km d. 8 km

7. How far has Phoebe walked?

a. 2 km b. 3 km c. 4 km d. 5 km

Problem 3: Elmo is creating individual servings of starters for a birthday

party. He has 9 banana sticks,18 mango sticks and 27apple sticks. He
wants each serving to be identical with no food left over.

8. The facts given in this problem are:

a. Elmo and food
b. food, left over
c. 9,18 and 27
d. 7, 8 and 10

9. We can solve the problem by:

a. finding the LCM of 9,18 and 27
b. finding the GCF of 9,18 and 27
c. dividing 27 by 18
d. multiplying 18 and 27

10. What is the greatest number of servings Elmo can create?

a. 7 b. 8 c. 9 d. 10

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 Lesson Solving Real-Life Problems
1 Involving GCF of Two Given
Numbers
Learning Objectives:
1. Solves real-life problems involving Greatest Common Factor
(GCF) of two given numbers
2. Identifies the process of solving word problems involving GCF
3. Shows helpfulness to others.

What’s In

In your previous lesson, you have learned on finding the Greatest

Common Factor (GCF) of two or more numbers. Let’s try to do the
following exercises.
A. Write each number as a product of its prime factors.
1.) 15 2.) 12 3.) 16
B. Find the GCF of the following pair of numbers:
1.) 6 and 18 2.) 15 and 30 3.) 12 and 24

What’s New

This lesson focuses on solving real-life problems involving GCF of

two given numbers. Read and study the situation below and answer the
questions that follow.
Linda helps her mother make bouquets of red roses and white
roses for Grandmother on Mother’s Day. She has 24 red roses and 36
white roses. What is the greatest number of roses that she can use in a
bouquet if each color of roses is equally distributed?
1. Who helps mother make bouquets? _________________________
2. How does Linda show helpfulness at home? ____________________

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3. Is it good to be helpful? Why? ________________________________
4. How many red roses does she have? ___ How many white roses? ___
5. How can we solve the problem? ______________________________

What is It

In solving real-life problems involving GCF (Greatest Common

Factor) we follow the 4-step plan. First step is Understand; Know what
the problem asked for and know the given facts. Second is Plan;
Determine the operation/method to use. Next is Solve; Carry Out /Show
the solution to the problem. And the last step is Check and Look Back;
Check if the answer is reasonable and then state the complete answer.
Now, let us answer the problem using the 4-step plan.
Understand:
What does the problem ask The greatest number of roses that
for? she can use in a bouquet.
What are the given facts? 24 red roses, 36 white roses
Plan:
How will you solve the by finding the Greatest Common
problem? Factor ( GCF)
Solve:
How is the solution done? By using Listing Method:
Listing the factors of 12 and 18
24: 1, 2, 3, 4, 6, 8, 12 and 24
36: 1, 2, 3, 4, 6, 9, 12, 18 and 36
The Greatest Common Factor
(GCF) of 24 and 36 is 12.
By using Prime Factorization
24 36

2 x 12 2 x 18

2x6 2x9

2x3 3x3

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 Factors of 24 = 2 x 2 x 2 x 3
Factors of 36 = 2 x 2 x 3 x 3
2 x 2 x 3 = 12
The GCF of 24 and 36 is 12.
By using Continuous Division
2 24 36
2 12 18
3 6 9
2 3
2 x 2 x 3 = 12
The GCF of 24 and 36 is 12.
Check and Look Back:
What is the answer to the She can use 12 roses
problem?

What’s More
Problem 1
Rowena sews face masks with different colors in her dress shop.
She made 48 white face masks and 60 checkered face masks. She plans
to pack them separately in small packages. What is the biggest number
of white and checkered face masks that can be placed in the packages if
these are of the same number?
Match column A with column B. Write your answer on the blank
before the number.
A B
__1. What is asked for in the problem? A. 12 face masks
__2. What facts are given? B. by finding the GCF of 48
and 60
__3. How will you solve the problem? C. The biggest number of
white and checkered
face mask that can be
placed in the packages.
__4. What is the answer to the problem? D. 48 white face masks and
60 checkered face masks

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Problem 2
Doctor Anthony is planning to create helping hand teams to serve
as frontliners. There are 24 men and 30 women who wanted to join. If they
will be grouped separately in teams with the same number, what is the
biggest number of member in a team?
Encircle the letter of the correct answer.
1. The problem asked for __.
a. The number of women who wanted to join the team.
b. The number of men who wanted to join the team.
c. The biggest number of member in a team.
2. The given facts are:
a. The biggest number of member in a team.
b. 24 men and 30 women
c. 30 people
3. How will you solve the problem?
a. by finding the GCFof 24 and 30
b. by finding the LCM of 24 and 30
c. by dividing 30 by 24
4. What is the answer to the problem?
a. 12 b. 8 c. 6

What I Have Learned

Have you learned something new? Let’s check it out!

Fill in the blank with the correct word/s that would make the
statement true. Choose your answer from the box.
check solve prime
operation/method four understand

In solving real-life problems involving GCF, we use the _____-step

plan. The first step is____________; Know what the problem asked for
and know the given facts. The second step is Plan; Determine the
_______________to use. You can use different ways in finding the GCF
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such as Listing Method, _______ Factorization or Continous Division. The
next step is__________; carry out /show the solution to the problem.
And the last step is __________and Look Back; check if the answer is
reasonable and then state the complete answer.

What I Can Do

Read, analyze and solve each problem.

1. Carmen and Tessie went to the farm. Carmen harvested 15 tomatoes

and Tessie harvested 25 tomatoes. What is the greatest number of
tomatoes each could harvest per minute if they harvested the same
number of tomatoes per minute?
a. What is asked for in the problem? _________________________
b. What facts are given? __________________________________
c. How will you solve the problem? __________________________
d. What is the answer to the problem? _______________________

2. Mr. Valiente has two long bamboo poles to be used in a fence. One
measures 20 feet, while the other one measures 30 feet. He wants to
cut them in such a way that all the pieces are equal with the longest
length as possible. How many pieces of bamboo poles will he get?
a. What is asked for in the problem? _________________________
b. What facts are given? __________________________________
c. How will you solve the problem? __________________________
d. What is the answer to the problem? _______________________

Additional Activities

Answer the problem using the 4 step plan.

Mr. Bernas bought two pieces of ropes which was 16 m long and 20
m long respectively. He is planning to cut them into pieces of the same
length without excess. Find the longest possible length of the pieces.

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 Lesson Solving Real-Life Problems
2 Involving LCM of Two Given
Numbers
Learning Objectives:
1. Solves real-life problems involving Least Common Multiple
(LCM) of two given numbers
2. Analyzes word problems using the 4-step plan
3. Learns the value of helping others especially a family member

What’s In

In your previous lesson, you have learned that the Least Common
Multiple (LCM) is the smallest common number that can be divided by the
given numbers. Let us see if you can still remember on how to find it.
Complete the cross-number puzzle by finding the LCM of the
1 4 5
following:
Across Down 2

1. 25 and 125 1. 14 and 16

3
2. 20 and 70 4. 60 and 80
3. 40 and 50 5. 20 and 125
Now, let us apply what you have learned. Study the problem below.
Mark can jog around the oval-shaped field in 6 minutes while
Sam can do it in 9 minutes. If they both start at 5:00 a.m., at what
time will they be side by side again?

To solve the problem, we have to find the LCM of 6 and 9. This time, let
us use the Prime Factorization Method.
6= 2 x 3
9= 3 x 3
2 x 3 x 3 = 18
The LCM of 6 and 9 is 18.
So, Mark and Sam will be side by side again after 18 minutes.
If they start at 5:00 a.m., then they will be side by side again at 5:18 a.m.
Come on! You can also try the other methods of finding the LCM.

9
 What’s New

Rodelyn and Clarence are siblings. One day, they baked cookies
together. Rodelyn wants to pack the cookies in boxes of 12 pieces while
Clarence wants to pack them in boxes of 16 pieces. What is the smallest
number of cookies that they can pack using the boxes?
Questions:
1. Do you also have siblings? How many are they?
2. Have you tried baking or working together with your siblings or other
member of the family?
3. How did you feel after helping them?
4. Do you think Rodelyn and Clarence are good siblings?
5. How many cookies did Rodelyn want to pack in a box?
How many cookies did Clarence want to pack in a box?

What is It

Now, let us analyze and solve the problem using the 4-step plan.

Understand:
What does the problem ask The smallest number of cookies
for? that they can pack using the boxes.
What are the given facts? boxes of 12 pieces and 16 pieces
Plan:
How will you solve the By finding the Least Common
problem? Multiple (LCM)
Solve:
How is the solution done? By Listing the Multiples
12: 12, 24, 36, 48, 60
16: 16, 32, 48, 64, 80
LCM: 48

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 By Prime Factorization
12 = 2x2x3
16 = 2 x 2 x 2 x 2
2 x 2 x 2 x 2 x 3 = 48
LCM: 48

By Continuous Division
2 12 16
2 6 4
3 4
2 x 2 x 3 x 4 = 48
LCM: 48

Check and Look Back:

What is the answer to the The smallest number of cookies
problem? that they can pack using the boxes
is 48.
To check: Rodelyn can pack 12-piece
cookies using 4 boxes
(12 x 4 = 48);
Clarence can pack 8-piece cookies
using 3 boxes (16 x 3 = 48)

What’s More

Problem 1.

Philip takes 25 minutes to finish painting a span of wall while his

brother, Eric, takes 30 minutes to do it. They started to paint at 8:00 a.m.
and agreed to finish at the same time.
a. At what time did both Philip and Eric finish painting?
b. How many spans of wall did Philip paint?
c. How many spans of wall did Eric paint?

11
Fill in the blanks with your answers.
Understand:
a. What does the problem ask for? The ________ both Philip and Eric
finished painting.
The number of ________ Philip
painted.
The number of ________ Eric
painted.
b. What are the given facts? _____ minutes and _____ minutes
Plan:
c. How will you solve the problem? by finding the ________
Solve:
How is the solution done? d. By Listing the Multiples
25: 25, 50, ___, 100, ___, 150
30: ___, 60, 90, 120, ___, 180
LCM: ________
e. By Prime Factorization
25= 5 x ___
30= 2 x 3 x ___
2 x 3 x 5 x ___ = ___
LCM: ________
f. By Continuous Division
___ 25 30
5 ___
5 x 5 x ___ = ___
LCM: ___
g. Since 1 hour = 60 minutes
So, ___ ÷ 60 = ___ hours and
___ minutes
Check and Look Back:
h. At what time did both Philip and The time both Philip and Eric
Eric finish painting? finished painting is ________
i. How many spans of wall did Philip painted ________ spans of
Philip paint? wall. 25 x ___ = ___
j. How many spans of wall did Eric Eric painted ________ spans of
paint? wall. 30 x ___ = 150
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Problem 2.
Matt and Arshley help their mother in cutting the ribbons. Matt cuts
the ribbon into equal lengths of 20 centimeters, while Arshley cuts the
ribbon into equal lengths of 50 centimeters. If there is no remainder in
both cases, find the shortest possible length of ribbon given to each of
them.
Complete the answer to each question.
1. What does the problem ask for? The shortest ____________________
2. What are the given facts? ______ centimeters, ______ centimeters
3. How will you solve the problem? by finding the ______
4. What is the answer to the problem? The shortest possible length of
ribbon given to each of them is ______
5. How many pieces of equal lengths of ribbon each of them cut? Matt
cuts ______ pieces while Samantha cuts ______ pieces.

What I Have Learned

A. Find and ring the words that will help you in solving word
problems involving LCM. Clues are given below.
M A R L C S H I E L O V E L L A J O U
U N D E R S T A N D M C O U A N T G R
I N E A Z A N G W U B Y H Q M V Y U F
G A B S C H D E S F J G E P H E Z H P
K I J T W K L R O X A M Z L T N O B C
C H E C K A N D L O O K B A C K S X W
L P Q O Q R R S V T U V W N X Y Z L N
J A B M C A V F E P G D E O F G H F G
F E J M K L R K S M N Q A J D C O K S
I Z A O B C K D M T E F B I G H R I C
P C O N T I N U O U S D I V I S I O N
H P Q M R V S T N U O V Y W X R Y Z X
Q I Y U J J H Z I Q I F T Y B H X W E
C V X L I S T I N G U P G D T S R Q Y
S P G T O N M Z A D G M L K J I E H V
N P R I M E F A C T O R I Z A T I O N
V M G P L F W Z J K W U S E D C L X P
A B A L Y C X T U G L R B V T U F Q J
O W D E H O F E N D P O C M K D I G B

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 1. Know what is asked and find the necessary information.
2. Determine how to solve the problem.
3. Showing the solutions.
4. See if your answer makes sense.
5. The smallest common number that can be divided by the given
numbers.
6. The three methods in finding the LCM.

B. Read, analyze and solve the problem using the 4-step plan.
Samantha washes her dirty clothes every three days while Andrei
washes his dirty clothes every five days. If they wash together at the 2nd
day of the month, when will they both wash their dirty clothes together
again?
a. What does the problem ask for? __________________________
b. What are the given facts? _______________________________
c. How will you solve the problem? __________________________
d. Show your solutions. (Use only one method)
e. What is the answer to the problem? _______________________

What I Can Do

Jayrose is helping her sister-in-law to sell 60 Tiktok shorts. She

wants to sell them in pairs, fours and fives.
a. How will Jayrose sell the Tiktok shorts of her sister-in-law?
b. Can she sell all the pieces of shorts, without remainder, if she
sells them in threes, sixes and dozens? Why?

Additional Activities

Read, analyze and solve the problem using the 4-step plan.
Sarah is a member of Dance Club and her younger sister, Hara, is
a member of Drama Club. They both have a practice which started at
1:00p.m. The Dance Club takes 20 minutes to finish a round while the
Drama Club takes 25 minutes. If they practice continuously and end at
the same time, when will Sarah and Hara meet again?
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 Lesson
Solving Real-life Problems
3 Involving GCF and LCM

Learning Objectives:
1. Solves real-life problems involving GCF and LCM of two given
numbers
2. Answers real-life word problems involving GCF and LCM
3. Appreciate the importance of sharing

What’s In

In your previous lessons, you have learned how to solve problems

involving GCF, and LCM. Now, let’s try this problem.
Gevic and Leo are arranging modules in boxes. Gevic arranges 16
modules at a time, while Leo arranges 20 modules at a time. If they end
up arranging the same number of modules, what is the smallest number
of modules each could have arranged?
a. What is asked in the problem? ___________________________
b. What facts are given? __________________________________
c. How will you solve the problem? __________________________
d. What is the answer to the problem? _______________________

What’s New

Jenny wants to give money to her nephews. She has 60-peso bill
and 18-peso coin. She divides it to the greatest amount each child could
have. How many nephews will receive the money?
Answer the following questions.
a. What is Jenny going to do with the money?
b. How much bills she has? coins?
c. Is it good to share? Why?

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 What is It

Let us answer the problem using the 4-step plan.

a. What is asked for in the problem? The number of nephews who will
receive the money.
b. What facts are given? 60-peso bill and 18-peso coin
c. How will you solve the problem? by finding the GCF
d. Solve the problem. (Use any of the three methods)

By Listing Method By Prime By Continuous

Factorization Division
60= 1,2,3,4,5,6,10,12,15,20,30,60 60= 2 x 2 x 3 x 5 2 60 18
18= 1,2,3,6,9,18 18= 2x3x3 3 30 9
GCF= 6 2x3 10 3
GCF = 2 x 3 = 6 GCF =2 x3 =6

e. What is the answer to the problem? 6 nephews

What’s More

Problem 1.
Teacher Neneth is planning to divide her pupils into groups such
that each group will have the same number of pupils. There are 24 boys
and 32 girls in her class. What is the greatest number of pupils each group
should have?
a. What is asked in the problem? ___________________________
b. What facts are given? __________________________________
c. How will you solve the problem? __________________________
d. What is the answer to the problem? _______________________

16
Problem 2.
Cardo wants to put the mangoes he has in baskets of 8 mangoes
and baskets of 10 mangoes. What is the smallest number of mangoes that
Cardo can put using the baskets?
a. What is asked in the problem? ___________________________
b. What facts are given? __________________________________
c. How will you solve the problem? __________________________
d. What is the answer to the problem? _______________________

What I Have Learned

Did you remember the 4-step plan in solving problems involving

GCF and LCM of two given numbers? What are they?
1.__________ 2. ___________ 3. ___________ 4. ___________

What I Can Do

Carol wants to give candies to her friends. If she gives the candies
equally among her 10 or 12 friends, there are always three candies left.
What is the smallest number of candies she could have?
a. What is asked in the problem? ___________________________
b. What facts are given? __________________________________
c. How will you solve the problem? __________________________
d. What is the answer to the problem? _______________________

Additional Activities

Read, analyze and solve the problem.

Mother is baking cookies and cupcakes for Ervy Jhon’s birthday.
She baked 36 cookies and 42 cupcakes to be served to thier visitors.
If she wants to serve the cookies and cupcakes in such a way that all
the visitors have the same number of cookies and cupcakes if
possible, how many visitors could she serve?
17
 Lesson Solving Real-Life Problems
4 Involving GCF or LCM of 2-3
Given Numbers
Learning Objectives:
1. Solves real-life problems involving GCF or LCM of 2-3 given
numbers.
2. Writes problems involving GCF and LCM.
3. Appreciates the importance of cooperation in every situation

What’s In

Today we will learn more about real-life problems involving GCF and
LCM. Let’s start!

Bonsai plants are sold in bundles of 10. Flower pots are sold in
bundles of 12. Biboy wants to buy the smallest number of bonsai plants
and flower pots so that he will have exactly 1 flower pot per bonsai plant.
How many bonsai plants and flower pots should Biboy buy?
a. What is asked for in the problem? _______________________
b. What facts are given? ________________________________
c. How will you solve the problem? ________________________
d. What are the answers to the problem? ___________________

What’s New

This lesson helps you solve problems involving GCF and LCM of 2-
3 given numbers. Let’ check this out!

Kaye has 54 eggs. Rae has 60 eggs. Earl has 48 eggs. They work
together to put the eggs in a tray so that each tray will have the same
number of eggs. What is the maximum number of eggs each tray should
have?
a. Who are working together? _____________________________
b. How many eggs does Kaye have? _____ Rae? _____ Earl? ____
18
 c. How can we solve the problem? _________________________
d. How does they show cooperation? ________________________
e. Is it good to be cooperative? Why? _______________________

What is It

Understand :
What does the problem asked for? The greatest number of eggs each
tray should have.
What are the given facts? 54 eggs, 60 eggs, 48 eggs
Plan :
How will you solve the problem? By finding the Greatest Common
Factor ( GCF)
Solve :
How is the solution done? By using Listing Method
Listing the factors of 54, 60 and 48
54: 1, 2, 3, 6, 9, 18, 27 and 54
60: 1, 2, 3, 4, 5, 6, 10, 12, 15, 20,
30 and 60
48: 1, 2, 3, 4, 6, 8, 12, 16, 24, 48
The GCF of 54, 60 and 48 is 6.

By using Prime Factorization

54 = 2 x3x3x3
60 = 2 x 2 x3 x5
48 = 2 x 2 x 2 x 2 x 3
The common factors are 2 and 3.
and 2 x 3 = 6
So, the GCF of 54, 60 and 48 is 6.

By Continuous Division
2 54 60 48
3 27 30 24
9 10 8
2 x3=6
GCF: 6

19
Check and Look Back :
What is the answer to the The greatest number of eggs each
Problem? tray should have is 6.

What’s More

Read, analyze and solve each problem using the 4-step plan.

Problem 1. Jerry, Mara and Lito love to sanitize their hands with alcohol.
Jerry uses alcohol 30 bottles a month, Mara uses 20 bottles a month,
while Lito uses alcohol 40 bottles a month. If they will use the same
amount of alcohol, what is the least number of bottles they can use?
a. What is asked for in the problem? ________________________
b. What facts are given? ________________________________
c. How will you solve the problem? ________________________
d. What is the answer to the problem? ______________________

Problem2. Indira is sewing 80 printed face masks, and 60 plain colored

face mask weekly and donated them to the frontliners in their town. What
is the greatest number of face mask each frontliner will receive if they
were given the same number of printed and colored face mask?
a. What is asked for in the problem? ________________________
b. What facts are given? ________________________________
c. How will you solve the problem? ________________________
d. What is the answer to the problem? ______________________

What I Have Learned

Let us check if you understand our lesson well.

Fill in the blanks with the correct word/s to complete the statement.
There are _______ steps in solving real-life problems involving GCF
and LCM of 2 – 3 given numbers. The first step is _______, which
answers the question, “What is being asked?” Second is _______, third is
_______ and lastly _______. It is very important to master the methods in
finding the ______ and ______ of the given numbers to come up with the
correct answer.
20
 What I Can Do

A rectangular field measures 12 m long and 18 m wide. It will be

equally partitioned into small squares such that each will serve as an
area for vegetable plots.

a. What will be the side of the small squares?

b. How many small squares of vegetable plots can be made?

Additional Activities

Read, analyze and solve the problem.

Levi takes 20 minutes to finish each set of workout, Ramona takes

30 minutes, while Ruth takes 40 minutes to finish. They started at 5:00
a.m. If they want to finish at the same time, what time will they all finish
their workout?

21
 Assessment

Read and analyse the problem carefully. Choose the letter of the
correct answer and write it on your answer sheet.

Problem 1. Dave has two-piece long wood to be used in making a

table. One measures 20 feet, while the other one measures 30 feet.
He wants to cut them in such a way that all the pieces are equal,
with the longest possible length. What is length of wood he can cut?

1. What is asked in the problem?

a. The number of tables Dave can make.
b. The length of wood he can cut.
c. The number of pieces of wood Dave has.
d. The equal number of tables.

2. How will you solve the problem?

a. by finding the GCF of 15 and 30
b. by finding the GCF of 10 and 30
c. by finding the GCF of 20 and 30
d. by finding the GCF of 30 and 25

3. Which is the answer to the problem?

a. 10 ft b. 5 ft c. 15 d. 20 ft

4. How many equal pieces of woods were cut by Dave?

a. 2 b. 3 c. 4 d. 5

Problem 2. Smasher Van, bound for Koronadal City, leaves Polomolok

every 15 minutes while Nustafa Van leaves every 20 minutes.

5. How often do the two vans leave Polomolok at the same time?
a. every 30 minutes c. every 1 hour
b. every 40 minutes d. every 2 hours

22
6. How many times will the Smasher Van leave Polomolok so that the
two vans leave together?
a. 2 times b. 3 times c. 4 times d. 5 times

7. How many times will the Nustafa Van leave Polomolok so that the
two vans leave together?
a. 2 times b. 3 times c. 4 times d. 5 times

Problem 3. Jurainy and Rayhana love to bake cookies. Jurainy can

bake 60 cookies in an hour, while Rayhana can bake 80 cookies within
an hour. They started to bake at 6:30 a.m. and agreed to make the same
number of cookies.

8. How many cookies can each of them bake?

a. 120 cookies b. 180 cookies c. 240 cookies d. 400 cookies

9. What time will Jurainy finish baking?

a. 9:30 a.m. b. 10:00 a.m. c. 10:30 a.m. d. 11:00 a.m.

10. How many hours will Rayhana finish baking?

a. 2 b. 3 c. 4 d. 5

23
 24
What I Know
1. d 2. b 3. a 4. c 5. b 6. c 7. c 8. c 9. b 10. c
Lesson 1 Lesson 3 Lesson 3 Lesson 4
What’s In What’s In What I What’s In What’s In
A.1.) 15= 3x5 Have a. The smallest a. The number of
2.)12 =2x2x3 Learned
number of modules bonsai plants and
3.).16= 2x2x2x2 1 2 5 A. 1. each could have flower pots should
1 4 0 Understand
B.1.) 6 2.) 15 3.) 12 arranged. Biboy buy.
2. Plan
What’s New 2 0 0 3. Solve b. 16 modules and b. 10 and 12
1. Linda Problem 1 4. Check 20 modules c. look for the LCM
a. time and Look c. by finding the LCM d. 60 bonsai plants
2. She helps Mother spans of wall
make bouquets. Back d. 80 modules and 60 flower pots
spans of wall
5. Least What’s New What’s New
3. Yes. It is good to b. 25
Common
be helpful because it 30 a. She wants to give it to 1. Kaye, Rae, and
Multiple
makes a work lighter. c. LCM her nephews. Earl
6. Listing
(other related answer d. 75 125 Prime
b. 60 pesos, 18 pesos 2. Kaye-54, Rae-60,
30 150 Facrtorizarion c. Yes. Because it is one
is accepted) and Earl-48
150 Continuous way to help others.
4. 24, 36 e. 5 Division (other related answer is 3.look for GCF
5. by finding the GCF 5 B. accepted) 4. By woking
What’s More 5 150 a. The day e. by finding the GCF together
150 when they What’s More 5. Yes. It makes the
Problem 1
f. 5 will both work easier to do.
1. C 2. D 3. B 4. A Problem 1.
6 wash their (other related answer
Problem 2 a. The greatest number
6 150 dirty clothes is accepted)
1. C 2. B 3. A 4. C of pupils each group
150 together
shoud have. What’s More
What I Have g. 150 2 30 again.
b. 24 boys and 32 girls
Learned h. 10:30 a.m. b. 3 days Problem 1.
c. look for the GCF
i. 6 and 5 days a. The least number
four d. 8 pupils
6 150 c. by finding of bottle they can
Understand Problem 2
j. 5 the LCM use.
Operation/method a. The smallest number
5 150 d.
3: 3,6,9,12,15 of mangoes that Cardo b. 30, 20 and 40
Prime Problem 2
5: 5,10,15,20, can put using the c. look for the LCM
Solve 1. possible
LCM: 15 baskets. d. 120 bottles
Check length of
(other b. baskets of 8 Problem 2.
What I Can Do ribbon
method is mangoes and baskets
given to accepted)
a. The greatest
1. a. The greatest of 10 mangoes
each of 15 + 2 = 17 number of face mask
number of tomatoes c. look for the LCM
them. 5. They will each frontliner will
b. 40 mangoes
each could harvest. 2. 20 cm both wash receive.
b. 15 tomatoes and 50 cm What I Have
their dirty b. 80 and 60
25 tomatoes 3. LCM Learned
clothes c. look for the GCF
c. by finding the GCF 4. 100 cm together 1. Understand
5. 5 2. Plan d. 20 face masks
dg. 5 tomatoes again on
2 the 17th day 3. Solve What I Have
2. a. The number of 4. Check and look back Learned
of the
pieces of bamboo What I Can Do
month. four, Understand,
poles Mr. Valiente will What I Can Do Plan, Solve, Check
a. The smallest
get. a. Since the LCM is 20, number of candies and Look Back,
b. 20 feet and 30 feet she can divide 60 by 20 she could have. GCF, LCM
c. by finding the GCF and sell. b. 10 or 12 friends
b. Yes. Since the LCM is
What I Can Do
d. 5 bamboo poles c. look for the LCM a. 6 meters
12, she can divide 60 by
Additional Activity 12 d. 63 candies b. 6 squares
The longest possible Additional Activities Additional Activity Additional Activity
length is 4 meters. 2:40 p.m. 6 visitors 7:00 a.m.
ASSESSMENT
1. b 2. c 3. a 4. d 5. c 6. c 7. b 8. c 9. b 10. b
Answer Key
References

Books:

Barlow, Jim. Steck-Vaughn Pre-GED Mathematics. Reprint, Austin, TX: Steck-Vaughn

Co., 2000.

Guadarrama, M., Butaran, R., Camitan, A., dela Cruz, M., Riel, T., Zotomayor, P.,
2015. Number Smart Mathematics Grade 4. 1st ed. Quezon City: Rex Bookstore, Inc.

Salvador, G., et.al., 2012. Lesson Guide in Elementary Mathematics Grade 6. Revised
ed. Bureau of Elementary Education, Department of Education.

Tabilang, A., Arce, I., Pascua, R., Calayag, N., Dacuba, L., Borais, D., Buemia, R.,
Collao, M., Morandante, L., Danao, A., Gonzaga, L., Brione, I. and Daganta, A.,
2015. Mathematics 4 Teachers Guide. 1st ed. Pasig City: Lexicon Press, Inc.

Uy, G., et.al., 2012. Lesson Guide in Elementary Mathematics Grade 5. Revised ed.
Bureau of Elementary Education, Department of Education.

Yun, X., 2019. New Syllabus Primary Mathematics Grade 3. Revised ed. Quezon City:
Rex Bookstore, Inc.

25
 EDITOR’S NOTE
This Self-Learning Module (SLM) was developed by DepEd
SOCCSKSARGEN with the primary objective of preparing for and addressing
the new normal. Contents of this module were based on DepEd’s Most
Essential Learning Competencies (MELC). This is a supplementary material
to be used by all learners of SOCCSKSARGEN Region in all public schools
beginning SY 2020-2021. The process of LR development was observed in the
production of this module. This is Version 1.0. We highly encourage feedback,
comments, and recommendations.

For inquiries or feedback, please write or call:

Department of Education – SOCCSKSARGEN
Learning Resource Management System (LRMS)

Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax No.: (083) 228 8825 / (083) 228 1893
Email Address: region12@deped.gov.ph