Ghapter 2: Number Theory

Prime and
ussol 1 Composite
Numbers
6t lesson Outcomes

Al lhe end ofihe lesson, you should be abte lo:

. differeniate prme from composte nurnbers ([,,t4Ns]lb 66)l
. wrile a given number as a prcdlct of ils prime f6clorc ([,!4NS-
llb-67);and
. solve word problems involving pime and composire numbers.

'V.tl!:g!-qPg!gr
Samuel wrles the following numbers on a piece ot paper: 48,57,37,91 and
76. He lhen asks Oave to denliry rhe number which does not belong io the group
Dave qives lhe @neci answe. What is hts answer?

@ [et! Focus
What do you lhink is the basis of Oave in identify ng the numtilr whtch is
d tierpnr tom i-e resr? I el s co-side. sol e poss,bte wdys.
1. All five numbeG nave two digits so il cannot be used as basis.
2. Two oi lhe numbers are even white three are odd, so agatn, this ctassi,icalio;
does not make any one number dttferenr.
How aborl tind ng all the faciors oi each number?

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

57 - 1, 3, 19, 57
37 1,37
91 1,7 13,91
76 1,2,4,19,38 76

Observe ihai the number 37 has oniy ndo

faclorc, 1 and 37 (the number ilsell while each of ihe
resl has other lactors aside irom 1 and itsetf.
A number s.a ed Pr,r?e if t has onty lwo facrols. Afew examptes of prime
nrmbers are 2, 13, 29, and 83.
On the orher hand, numbers wth more than rwo factors arc ca|ed Composite.
For instance,4 1s,46, and 120 are composile.

Choprer 2, NUMlEliXrcrY Le$on t: t,tme ond conporireNumbdr

 Try This:
.' Tellwhslher each oflhe lollowing numberc is pnm€ or composite.
12 2.97 3138 4.51 5. 1

1. 2 is prime since it has only two faclors_ 1 and 2. ln fact, 2 is the small€sl
p me number.
2. 97 is prime. lt is th€ biggest two_digit pnme number'
3. 138 is obviously composite since it is €ven. Each of ih€ even numb€rs grestar
than 2 has 2 as factor olher than'1 and itselfwhich makes alleven numbers
greaisr than 2 as prime.
51 rs composrle wiih factoE of 1. 3. 17. and 51.
5. T is NEITHER pime nor composite because it has 1 lactor onlv.

Every composite number can be expressed as a product of its prime

faclors. This process is call€d p,ime factotization. Fot example' let us find the prime
faciorization of 24 usang the Faclor Tree wleihod- Lel us then express the answe' in

24

, A^ Choose any pair oI facloB of 24. Aside

ftom 4 and 6. we may also use 2 and 12
Z--\ a-.-\
2223

The prime fadonzaton d 24is 2,2 t I

2 x 3 ot 2x 3. To check if ihe prime
factorizaiion of a given numb€r is corect, we ask ou6elves two questions:
' 1. Are all factors pnme already?
2. ls the poduct of lhe p me factors the same wilh lhe given numbe,

ln our given number, lhe pime factoE arc 2 and 3 which are bolh primss.
i
product of 2 2 x 2 r 3 is 24. Therefore, our prime factorizalion of 24 is correci.

Give the pnme factorization of 90-

90

10
2/-\ 9 choose any pair of factors.of go We mav also choose
Z'\ Z\ from2&a53&30,5&18,and6&15'
2533
The prime fadonzaion of 90 is 2 x 3'? t 5.

Lochlng ,l6th.mdnct h lh. llnM.dloi. G.ods

ft.r,s*"*
Let's play th€ game Pnme and Composite. I will llash one c6rd al a time. lf the
numb€r in lhe c€rd is p me, you sland at once. lf the number is composite, you must
be seeted

f'.)\
Wte$l&P-qp
. APina Nu,,betisawhole numbergrcate.than I which hasonlytwofacioGr
and lhe number itself.
. A Composite Nunberis a whole number with three or more factors.
. Pnme Factorizalbn is a proc€ss of expressing a composiie number as a
product of its prime factors-

t=q-
t-ZL"*_Sdre
A. Write eBIME if so, and CO[,lPoSlTE if olheMise.
1. 124 -_ 6. 73 -_
2-77 -_ Z. gg ._
3. 69 -_ 8. 61 *-
4. 121 4_ 9. 43
-_
5.59+ 10. 101 +

B. Find lhe prime factorizaiion of the followinq.

1.3016=

3.123=

5. 258 =

C. Solve the following

1. Donessa celebrated her 20$ birthday lhis January 1, 2020. Give the prime
factotization of 2020.
2. Jairyll is thinking of a composite number between 60 and 70. The number
has prime factors lhat have a sum of 12. What is Jairyll's number?
3. Jhon Regand is reading a 435-page novel. lf he reads lhe same number
of pages per day and lhe number is a prime number grealer than 10, how
many pages per day will he rcad?
4. The distance between two cilies is expressed, in kilometres, as a product of
all pime numbers between 4 and 24 wilh no factor repealed. What is ihe
distance belween lhese cities?
5. The area of [,1r Sarrcsa's house and lot in Himamaylan Clly is 342 square
mete6. lf the lensth is a prime number less lhan 25, theh what is the widlh

chopiq 2: r{ur lEtInEorY t.$on r: tnm. oid coneod. Numbd! 23

I
 d
[ !( Let's Rerlccr
Afler l€arning this tesson, refl€ct on how it can be teamed by your futurc pup,ts
in a more effeciive, creativs, and meaningfut way. Oiscuss your:

1. Motlvatlonal AcUvlty. I witt use

2. Teaching Slrategy. I will emptoy

3. Mode of Assessment. I wirt

ll's easy to check if lhe numbers 2, 4, 7, I

33 and 58 are prime or composile using lhe hetp of
divisibilily crile a. Howeier, with big numbels, it woutd
I
. p.oducts I
g Multiples a.e

ie ii:e *i
* E.= €E oltheo'vennumber:n.i I
$€ rhe naiu,alor6!nhn. I
.umb€6 i
^,0 ttEE *S Si
ra\ tL= st ,r , numbsr which are, fierefore,

rhe pame tao E i g:- e of lhe number we are iesting

2ii - fE EN € 100). Since 11, = 121 and
rking.

.3.9 rmbers less than 100 using the

\
.,8
Ieochlig Mdh.mot6 li ln. tnidnEdtqh G.d.;
Prime numbers between I and 100 with the Sieve of Eratosthenes
1 Piace lhe numberc from 1 io 100 in a iable like this

1 2 3 6 8 I 10
11 12 13 14 15 16 17 18 '19 20
21 22 23 24 25 26 27 2A 29 30
31 32 33 34 35 36 38 39 40
4'1 42 45 46 47 48 49 50
51 52 53 54 56 58 59 60
6l 62 63 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
8l a2 84 85 86 a7 88 89 90
91 92 93 94 95 c6 97 98 99 100

2 Cross out 1. rl is NETTHER p me nor composite

3. Encircle 2. ll ls ths smatlest pime. Htghtighl its muttiptes starting wirh 4.
All ihe highllghted numberc arc composite.
4. Frcrn the numberc thai are lefl, encircte 3. Hightight ils mutiiptes stading with 6. An
easy way lo do ii is by counting in ihrees.
5 Encircle 5. Highlighi its mr tiptes stading with.10
Why danl we need to took ror the multiptes ot 4?
What do you observe with lhe nultiples of 5?
Arc there nulliples ot 6 that are nat hightightect yet? Why?
6. Encircle 7. Hishiqhl is mulliples.
Do we have ta look far the nultiples ot 8, 9 and tO? Why?
7. Finally, encircle 11 and highllght its other muttiptes.
So what are the prine nunberc bet een 1 and 100?

@.onih.
Y.- Rrror*,
https/www.khanacademy.olg/maih/pre-a]gebrc/pre-algebra{acrors-muttiples/
pre-algebla pime-numbers/v/.ecognizing-prime-,rumbels
https://www.youtube.com/'/vatch?v=3h4UK62Qrbo
https://www.maihgood es.com/tessons/vol3/p me composite
htlps://M.malhsisf un.com/pime-composite-numberhlmt
hllps://www.youtube.com/waich?v=Rc_2IttcOPS

c\dprs2 nueiEllriEoiY !.so. r.tnmeond compor[e Nuhber

Chapter 2: l{umber Theory

mslr2 l3L'i:"j0ll'.,
tdl
\r/- l^esoa Outcomes
At the end oflhe lesson, you should b€ able lo:
. identify the divisibility rules for on+digil numbers and sslect€d two-digit
numbels (M5NS-lb-58.1); and
. solve roulineand non,routane problems involving divisibitity rules
(ll45NS-1c,59).

Whal is lhe smallest numberlhal can be exactly divided by attnumbersfom 1 lo

rttFocus \ \
To.answerlhe Lesson Opener, we need lo know l-::-:------:\
ihe divisib,tity rures for I i,o ',0. , ."un" ,n"r. ," n""o-' i lE.|6t mC i
ro know if when rs a number divisDre or c€n be exaclty I U-- !
divided by 1.2.3. .... 10. I orru.oe,
'.isaivisiore I
For nsrance, we can say that 24 is divisibre by 8 : lll!'l"llll"jlr; ' I
since 24 + I = 3. while 24 rs not dMsible by 7 i "r,o're nr.oe, a"a y* i
because 24 : 7 = 3 wilh a ramainder of s
l_:_________.i
A Te3t for Oivisibillg by I
Every numbei is divisible by 1.

The ldentity Prcperly of l,lulliplicatlon siales lhat wh€n a number is muliptied

by 1, the product is the number ilself. lnversely, when a number is divided by 1, fle
quotient is lhe number its€lf. This pmp€rty supports that any nlmber is divisible by 1.

When can we say lhat a nlmb€r is divisible by 6ny power of 2 or 2"?

The llrst ton numbsElhrt are divisibl€ by 2 6re 2, 4, 6, 8, 10, 12, 14, 16, 18, and
20.
What is common among lh€s€ numb€rs? Yes, they are a[ even.
So $tlen is a number divisibl€ by 2?

Ie.hlne ,lolhmoli$ ln lh. ht rn.doL GEde

A I€st for Oivisibillty by 2

. Anumber is dNlsrble by 2 ir iseven I

A Test tor Dlvisibility by 4, 8, 16 and Other Powers of 2

Let , be a nalural number Then 4 divides /? if, and onty if, 4 dtvides lhe
number named by the lasl lwo digiis of r. Similarty, I divides , if, and onty if, 8
divides the number named bythe lasl three diqits ofr. ln generat, 2, divides , il
and only il2,divides lhe number named by the tast /digits of r_

Lets Try This:

Answer lhe following with True or Fatse.
1. 231 is divisible by 2
2. 2 372 is divisible by 4
3. 27 576 is divisible by 8
4. 135 792 is divisible by 16

Let's Ch.ck:
1 . 231 is NOT divisible by 2 because il is ODD_ When divided by 2, ii wil g ve

2 372 is divisible by 4 or 2, - exponent is 2 so we take ihe tasr 2 digits of

2 372 which is 72 and is divisible by 4-
27 576 is divisible by 8 or 23 (exponent is 3)- since the last three digiis 576
is visible by 8.
135 792 is divisible by 16 or 24 because the last four digirs of 135 792 which
is 5792 is divisibl€ by 16.

A Test ror Divlsibility by 3 and 9

A naiural number is divisible by 3 if, and onty if, the sum ot irs digits is
divisible by 3. Similady, a naluralnumber is divisibl€ by 9 if, and only if, the sum of
ils digils is divisible by 9.

Let's Try This:

ls 423 divisible by 3?

Lel's Check:
To find out, we add 4 + 2 + 3i the answer is 9. Sinc€ I is divisible by 3, ihen
423 is divisibl€ by 3. Similady, 423 is also divisible by 9 sinc€, obviously, the sum,
which is 9, is divlsible by 9.

A Test for Divisibility by l0

Let, bea natu€lnumber. Then, isdivisibte by 10 jf, and onty if, iis unir
digit is 0.

chopf 2: NUr !fi IltEotY le$on 2: oMn ry Rubr

A Test Ior Divisibility by 5

Lei , be a nalural number. Thenr) is dlvisible by 5 if, and only ii, its
digit is 0 or 5. 'rnit

A Test for Oivisibility by Productg

Lel a and D be natuEl numbers with no common factor other than 1.

Then. ifa divdes c and b divides c, itiollows that ab divides c.

To state the Divisibility by Producls Theorcm rn I

another way: ll a number is divislble by both of its hvo
tuctols which are relalively pnme, then it is d visible by
the prcduct of these faclors.
iEH.reE
|. said
rwo numoeeare
i
!
For example, ihe nLrmber 72 is divisible by bolh
I b be erar,ery p me I
3 and 8 iwhich ars relalively pnme), thereiore, 72 s I lhen @mmon lador rs t
divisible by 24 which is lhe prcduci oi 3 and 8. | 1only. I
tl
Let's Try This:
Explain why the,irst number is divisibie by ihe second.
1. 216t 6
2. 544: 12
3. 1 320i 15

L.t's Check:
1. 216 is divisible by 0 since it is divisible by boih 2 and 3 (faclors of 6).
2. 504 is divisibe by 12 because it is divisible by 3 and 4, two faclors of
12 which are rclalively prime.
3. I 320 is divisible by 15 since I is divisible by 3 and 5 (faciors of 15).

Test for Divlsibility Test by 1l

A natuml number is divisible by 11 lf, and only il the difierence of the

sums ol the digits in the even and odd positions in lhe number is divisible by
11

Let s Try This:

Lel's find out if 4'l 019 is divisible by 1'1.

Let's Check:
ln 41 019, lhe digits in the odd positiofl (firsl, thnd, and itth) are 4, 0, and I and
th€ir sum is 13. on the olher hand, the digits in ihe even position (second and fou,tt)
are 1 and 1 and their sum ls 2. The difiercnce between ihe sums of lhe odd_placed and
even-placed diqits, 13 2 = 11, is divisible by 11.Ihercfore, 41 0'19 is divisible by 11.
{t rp."*.
To practice more on divisibility rules, we
r€ going to play lhe game The Boat is Sinking . Th€ t6acher will sta.l by
t$r A Twisl. The lwisl is, those siud€nts who do sayinq: '"the boat is sinking,
g@up youBelves by 6.'
,d belong to a group will be disqualifed to ioin
The students who do not
n t,le nexl rcund. While ptaying, recod on the
belong wilh any group will be
&ad the numbeE being used in t're game to
b discussed afteMards. A sample of the lable is

40 6 6
2 40-4 = 36
3

. Every number is divisible by 1.

. A number is divisible by 2 if it is even.
. A number is divisibte by 3 if th€ sum o, its digils is a multiple of 3.
. A number is divisible by 4 if its last lwo digits are divisible by 4.
. A number is divisible by 5 if its last digit is either 0 or 5.
. A number is divisible by 6 if it is divisibl€ by bolh 2 and 3.
. A number is divisible by 7 if lh€ difference between twice the units digil and the
rcmainingdigit is divisibls by 7.
. A flumber is divisible by 8 if lhe last lhrce digits ars divisible by 8-
. A number is divisible by I ii lhe sum of its digits is divisible by 9.
. A number is divisible by 10 if lhe units disil is zero.

chopt(2r u rEtiiaolY l,6Di 2: Dlriblllt lule!

A. Complele the rable. write (r') if rhe number on the lefl is divisible by the numb€r on
lhe lop and wdle (x) if nol.

2 3 4 5 6 8 9 't0 11 16
1.234
2.450
3. 675
4.1680
5. 3740

B. Datemine if ths frrst number is divisibls by lhe second. Wrile D if it is and ND if

1. 5296 i 3
2.1275:9
3.856;6
_
4. 10052 | 2
5. 976;4 _
C. Solve th€ followins probl€ms.

1- 156 pupils will go to a f6ld lrip and severalte6chels are assignod to a group
of equal numbsr of pupils. The head tsacher lhought of grouping th6 pupils in
groups of 3s, 4s, 5s, 6s, 7s, 8s and 9s. Ar€ all groupings possible? Show your

2- Find alllhe possibl€ values ofA and B if the 6-digit numb€r 2A1686 is divisible
by 4 and 9.

3. Find the smallest 4{igit numb€r which is €xactly divisible by all lh6 numbers
fmm 2 to 10.

4, lf a number is divisible by 3, 5 and 11, what as the noxt larger number diu&
bi sll t\ese numbers?

5. Who am l? 'l am a 2-digit number I am divisible by 3 and by 4. My tens digh is

twice my ones digil.'
4
Di{
7 . !- [et's Reflea
Aft6r learning this lesson, reflect on how it can be.leamed by your future pupils
h a more effective, creative, and meaningful way. Discuss your:

1. Motlvational Activity. I will use

2. Teaching Strategy. lwill employ

3. Mode of Assassment. I will administer

Let's make a generalization regarding Divisibility of Sums and Differences by

answering the following questions.
1. Give two numbers and a third number which can exactly divide the first two
numbers.
2. What is the sum of the first two numbers? ls it divisible by the third number?
3. What.is the difference of the first two numbers? ls it divisible by the third
number?
Do the activity again using a different set of numbers. Does it still work?
Now make a generalization regarding divisibility of sums and differences.

@,amrn*-""
hft ps://www.mathsisf un.com/divisibility-rules.html
https://www.khanacademy.org/math/pre-algebra/pre-algebra-factors-multiples/pre-
algebra-divisibility{ests/v/divisibility-testsjor-2-34-5-6-9- 1 0
https:i/www.mathwarehouse.com/arithmetic/numbers/divisibility-rules-and-tests.php
https://www.youtube.com/watch?v=Yl pAKJ4rf:M
https://w.youtube.com/watch?v=i 1 6N01 ldlhk

Chqpter 2: NUMIER IHEORY lesson 2: Dlvlslblllty Rules

Chapter2: umber fheory
,r lGreM
lEssll J I [EE]T-
Factor

6l lessoa Outcomes

At lhe end ol the lesson, you should be ableto:

. ,nd lhe fqctors of ? numberi
. lind lh€ common factors and lhe qr€at€sl common fEctor (GCF) of
two !o thrce numberc using iheiollowing methods: listing, prime
factonzafio., 6nd continuous division (M4NS-llc{8.1); and
. solve rcal-life problems involving GcF of2'3 given numbers (M5N$
1e"70.2).

lvan has three pieces ol string wilh lengths of 48 m, 80 m, and 96 m. He

wishes to cut ihe three pieces ol stnng inlo smaller whole meler pieces of squal length
with no remaindeB. what is ih€ grsalest possible length of each of the smaller pisces
ofstdng?

@ Lat! Focus
\-
One way to answer the prcblem above is !o simply lisl down all the possibls
whole meter pieces which each sting can be cut inio exactly. For insiance, the 48 m
stdng can be cut into I m, 2 m, 3 m, 4 m, 6 m, 8 m, 12 m, 16 m, 24 m, and 48 n
pieces. The second string, 80 m, can be cut into 1 m, 2 m, 4 m, 5 m, 8 m, 10 m, 16 m,
20 m, 40 m, and 80 m pieces. Finally, lhe 96 m stdng can be cut into 1 m, 2 m, 3 m, 4
m, 6 m, I m, 12 m, 16 m, 24 m, 32 m, 48 n, and 96 m piec€s. The ljsl is ananged in

4A - 1, 2, 3, 4, 6, 8, 12,'16, 24, 4A

80 - 1, 2, 4, 5, 8, 10, 16, 20, 40, 80

96 1, 2,3,4, 6,8, 12, 16.24.32,44,96

To know if in which lenglhs of smaller iieces c€n lns thrce strings b€ cut inio,
we take lhe pieces common io allthre€ strings, and these ar€: 1, 2, 4, 8, and 16 lt
means that ihe longest piece in which the three stnngs c€n be cut inio i5 16 m.
The numbe6 1, 2, 3, 4, 6, a, 12, 16.24, and 4a are laciors of 48. Thss€ are
numbers that can exactly divide 48. The factors of 80 arc 1,2, 4, 5,8, 10, 16, 20, 40,
80. On the other hand, the factors of 96 are 1, 2, 3, 4, 6, 8, 12, 16, 24, 32, 48, 96.
The common factors of 48, 80 and 96 are 1, 2, 4,8, and 16. The greatest
among the common factors, which is 16, is calLd the Greatest Comtnon Factor (GCF)
or Greatest Common Divisor (GCD) of 48, 80 and 96.
The process used above to find the GCF of 48, 80 and S is called Listing
Method. Two other mothods in finding the GCF are Prime Factorization and
Decomposition or Continuous Division Method.

Prime Factorization Method

To flnd the GCF of 48, 80 and 96 using the prime factorization method, simply
find the prime factorization of the given numbers-the product of the prime factors
common to all given numbers is their GCF. That is,

48= x3
80= x.

96= xix2
Com,non Prim. Factors: 2 x 2 x 2 x 2 = 16
Therefore, the GGF of 48, 80 and 96 is 16.

'Continuous Divi3ion ilsthod

True to its name, in using the continuous division method, we continue dividing
the given numbers by a common prime number until the quotients are relatively prime.
Let's take a look the procacs using the same numbers above.

2.1 48 80 96 Divide each number by 2. Write the quotient

below the numbers.

. 2 | 24 40 48 . Divide by 2.

2 | 12 20 24 Divids by 2.

2 | 6 10 12 Divide by 2.
3 56

Since 3, 5, 6 are already relatively prime, then the GCF of 48, 80 and 96 is the
product ofthe prime faclors used as divisors which is 2 x 2x2x2ot 16.

Chopter2:NUT.IBERtHEOtY terlon3iGr{letlCo.monfocU,teCf) 33
|
 ilBlblbq
|
I
. Two or moE numbers ae said lo be retattv.ty
they have no more common diviso.s ex@pt 1.
pdme
i
f i
I

$t rpr"*L€l's lind out if which of the lhree methods in finding the cCF you tike best.
Solve for the GCF of the given sel of numbers. The ctass witt be divided in lhree
groups. Please refer 10 the table below on the assigned method for each grolp to use.

Group
1 2 3
'1.28 and 70 Lisling
2. 39. 52 and 65 Lisling
3. 36 and 54 Listing

UYleLlgELA
o Factors are nun'beE beng multiplied to gel lhe producr.
o Great*t Common Factor (cCF) is the biggest number that c€n exacity divide
lhe given numbers.
. The methods of rnding lhe GCF of lwo or morc numbers are Lisling, Pdme
Faclorization, Continuous Division, and Euclidian Atgortthm_

E\^
l-ZLet\
t&a- Solve
A. Find lhe GCF of the following numbers using the merhod indicaled.
1. 12, 14,20 Lisling 4.21, 35, 84 - Prime Faclo zalion
2. 24 and 30 - Prime Facto zalion 5. 42, 72, 90 - Conlinuols Division
3. 24, 32, 56 Continuous Division

B. Complele the table.

114
2.27
3. 56
472
5.2'1
C. Solve the following problems
'1. The principal of a school wishes to diskibute 84 balls and 108 bats equally
among a number of boys. Find the groatest number of boys who will receive
the gift in this way.
2. .When a certain number of children share 208 or 125 comic books, there are
leflovers of 8 and 5 comic books, respectively. Find the largest possible number
. of children.
3. I am a single-digit number. lf I divide 39, 85, and 113, there will be remainders
of 3, 4, and 5, respectively. What is the greatest number I could possibly be?
4. Aaron wishes to group 56 oranges, 196 apples, 84 mangoes, and 140 pears
such that each group must be of the same fruit and has the same number of
fruits. What is the smallest number of groups that Aaron can make out of these
fruits?
5. Find the greatest number such that if 52 and 67 are to be divided by this
number, you get the same remainder in each case. What is the product of the
digits of this number?

^.
Ii( tetb Reflea
After leaming this lesson, reflect on how it can be learned by your future pupils in
a more effective, creative, and meaningful way. Discuss your:
1. Motivational Activlty. I will use

2. Teaching Strategy. lwill employ

3. Mode of Assessment. lwill administer

I

Chopts 2: NUilBEt IHEORY Lessn 3: Greqleit Commq Eoctor (GCf)

 ffir*r,*"
Finding lhe GCF of Numbe6 using Euclidian algorithm.
The methods we learned in linding the GCF may be easy to use but only wih
small numbe6. lf given large numbe6, then it might require morc time and calculations
if we lisl all faciors or if we frnd lhe prime factorization of th€ numbers.. One method
lhat may be used with big numbers is lhe Euclidian Algorithm. Leara this method by
fo,'owng the sleps below.
Find ihe GCF of 240 and 288.
Step 'l : Divide the bigger number by lhe smaller lf there is no remainder,
then the divisor (smaller number) is the GCE ll ihere is a remainder,
proceed lo step 2.

Step 2: Divide lhe smalier number by the remainde.. lf there is no remainde(

lhen rhe divisor is lhe GcF. lf lhe.e is a remainder, repeat the
process-

What is your answer?

Do you think this method will slill work wilh three given numbers? Check it by
mak,nq yoL' own examples.

@q@sss,,*I
httpsr/www.mathsisfun.com/greatesl-common-faciorhtml
https/www.youlube.com/walch?v=uE908N5JYB4
https://www.youlube.com/watch?v=Nikjbvb3zv8
https:/l,!ww.puelemath.com/modules/lcm gclhtm
https:/,h/w;.khanacademy.org/math/pre-algebla/pre-algebrajaclors-multiples/pre'
algebra-greateslcommon-divisor/v/greatoslcommon-div sor

Ieo.hi.g Molh6molici ln the lnirmedlote orcdes

Ghapter 2: Number Theory

u$.r4 I
Least Common
Multiple (LCM)

/61 Lesson Outcomes

At the end of lhe lesson, you should be able lol
. frnd ihe multiples ofa numb€r:
. rnd lhe common multipl€s and least common mulliple (LCM) oftwo or
more numbers Lrsing the following methods: lisling, prifte factorization,
and continuous dlvision (II4NS-|lc{8r1 and 69.1);and
. solve rsal-life problems involving LCM of2-3 given numbers (MsNS-
te-70-2)-

,<.
Vle$e!-qPercr
$,Vsu-Himamaylan Cily Campus has ihree bells. BellArings every 60 minules, Bell
B every 90 minutes, and BellC every 45 minules. They all ring together at 7:00 a.m. When
is rhe next rime that they will all ring together again?

The most logical way lo solve the problem is by lisiing lhe time from 7:00 and
adding successively 60 minutes or t hourforBellA,90 minutesfor&118. and45 minutes
lor Bell C until lhe first common tims emerg€s. This, however, mighl lake loo lotrg to
do. The best oplion is to solve by finding lhe Least Common Multiple ot the numbers (in
minules) and converl them to hours, then add lo 7:00.
Let us frst deline "inulliple'. Whal is multiple orwhat are mulliples ofa number.)
Multipl€s are producls of ihe natural numbeB and ihe givsn number. For inslance,
he multiples of8 are 8, 16, 24,32,40, and so on. These sre derived by mullaplying 8 by
1,2,3,4,5, and so on.
Let us now solve lhe probl€m above using lhe Lislins [4ethod.

Lblins M€thod
Step 1: List the mulliples of each number
60 - 60, 120,.180.240,300, ...
90 -90, 180, 270, 360,...
45 - 145,90, 135 180,

Choph{2:NUi iElniFOtY te$on 4: te6lCommo. Mu[ipl. (LCM)

 Stsp 2: Find the lirst common multiple of lhe numbers.

Since I 80 is lhe first multiple cornmon to all lhree numbers, lhen il is the
LC[,{ of lhe numbers.

Prlme Faclorizatlon Method

Step 1 : Find the prime fac$crization of the numbers.

60-2x2x3t5
90-2r 3r5r3
45- 3x5x3
Step 2: Mulliply lhe common multiples.

2r2x315,3=180
ObseNe th€t unlike in GCF where a pime tuctor has to be common to all given
numbers, for LCM, even if a prime factor is common to only llvo numbers, it can slill be
consid€rod as a common prime factor

contlnuous Dlvi.ion M6thod

iH!&i&q
Tru6 to irs name, in usins thecontnuous method. i' r*" '11"'9 ^1p1 .i
we conrnue drydins ihe siven numberc by a common 1 :r#il,[n:::|i:'' :
pflms faclor unlil ths quotienis are differenl relalivelyi ir.. -."i- oli""ls iI
prime numbels. Let's iake a look al lhe prccess usng the | €rcopl . 1 :

same numb€rs above.

S;ep I : Divid€ th€ numbeB by thsir common prime factor

3 l60 90 45 Divide each number by 3. Write the quotienl

bslow lhe numbels

Stap 2: Since ther€ is no more common prime factor for all thre€ numbeE, lhen
nnd a common pdme factor ror any two numbers. Ering down the number that is
not divisible by lhe prime divisor

2 | 20 30 15 Divide by 2- Bring down 1 5 since it is not

divisible by 2.

3 110 15 15 Divideby3.

511055 Dvidebys.
211

I@hhg llolhamlld ln lh. l ilmodlot Grnd..

 Stop 3: The remaining numters 2, 1, and 1 are now relatively prime. Therefore,
lhe prime factorization of 60, 90-and 45 is the poduct of lhe prime divisors and lhe
remaining quotient 3 r 2 x 3 x 5 x 2 = 180.

9tstD,-u$.
L6t's tind oul if which of the three melhods in linding lhe LCM do you like b€st.
Solvs for lhe LCM of the'given set of numbers. The class will be divided in lhree groups.
Please reier to the lable below on the assigned melhod for each group to use.

6roup
1 2 3

1.28 and 70 Listing

Division

2. 14. 24 and 12 Listing

3. 36 and 54
Conlinuous
Listing
Division

&fgilarq
a ,{u][plea are products of a given nomber and lhe naturarcounting numbers.
a L68t common Multiplo (Lcti,l) is t\s leasl numberlhal c€n exactly be divided
by lhe given numb€rs.
. Th8 thr€€ mothods of fnding the LCM of 2 or more numbors ar€: Lldlng,
Primo Factorlzatlon and Conllnuou3 Dlvlslon.

Solve
A. Discovering pattems

Ta6k List lhe frsl 5 common multipl€s of6,8 and 10 using the Lisling Melhod.
6-
8-
't0-
GuldeQu$tiom:

Ouestion 1: What have you observed from ihe lisl?

Question 2: Whal generalizalion can you make oui of lhe pattem you have
dismvercd?

ciorhi 2: r{ uMlEt tnEorY r.*d4rerconmnMumele(tcM) I 39

B. Find the LcM ofthefollowing numbers using theihree methods. Uiilize the given table
Encircle your final answsr

clven Numbsr3 UidnC Prlmo F.ctorlator coitinuouB Dlvblon

1- 4A,64

2- 24,36,42

3-2,4,6,A,10,

C. Solve ihe following problems

1 . Find the leasi number of sleps in a stairc€se that when a p€rson goes up 8 steps
al alime, 12 sieps at a time, org steps al a lims, therc are stillT steps remaining

2. A lighlhouse flash€s ils light every I 2 minules. Another lighlhouse flashes every
18 minutes. lf the two lighthouses flash logether at 12:00 noon, at what time will
they nexl fash togethe,
3. When the box of biscuits is shared equally among 12, 15, or 18 children, there
are always 8 biscuits left. Find the smallesl number of biscuits in the box.
4. I have 3 numbers. They are consecutive multiples of 3. lheir sum is 27. What is
the LcM of these 3 numb€rs
5. Find lhe least number which when divided by 12, 15, 18, and 30 gives the
remainder6.9. 12, and 24, respectivelv.

t:( Let's Rcflcct

Afier learning lhis llsson, renact on ho* il csn b€ l6am.d by vour lulure pupils in
a more eflsciive, creaiive, and meaninglulway. Discuss vour:

1 . Molivatlonal Actlvity. I will use

2. Teachins Slratogy- I will employ

Iedchlng r^oh.hon t h he H.m.dloi. 6Ed.r

3. Mode of Assessment. I will administer

ffir*r,*"
How do you solve problems like this?
Two numbers have a GCF of 16 and an LCM of 96. lf one of the numbers is 48,
what is the other?
Let us solve this problem by doing the following activity.
1. Think of any two numbers.
2. Find their product.
3. Find their GCF and LCM..
4. Find the product of the GCF and LCM.

What can you say about the product of the given numbers and the product of
their GCF and LCM?

5. Make more examples to check if it works with all numbers.

Product Product
Given Numbers GCF LCM
(of given numbers) lcCF x lCMl

1.

What generalization can you formulate out of the activity?

@urn*-"" https://www.khanacademy.org/math/pre-algebra/p!'e-algebra-factors-multiples/
pre-algebra-lcm/v/leasl-common-multiple-exercise
1 U3L3GL.html
http://www. math.com/school/subject'l /lessons/S
https://www.mathsisf un.com/least-common-multiple. html
https://www.youtube.com/watch?v=MjbjDvY-Kc
https://w.youtube.com/watch?v=z5vlj06Ex0U

Chopter 2: NT MBER IHEORY Le$on 4r [eo5l Common Multiple (tCM)

 Wfite True' if lhe statement is correct and 'False' if not W te your answer on lh€
space after the slatement.

1. 24isalac(otofl2O.'
2. 12 is a multiple of 24.
3. lfa number€nds in 0, then it is always divisible by 1,2, and
5.
4. The sum oftwo cons;utive odd numbers is always divisible

5. The sum ofanvtwo odd numbers is alwavs odd.

6. The GcF of8 and 6 is 24.
7. The biggest three-digit number thal is prime is 999.
8. All evsn numbers are composite.
9. lfa number is divisible by x, it is atso divisible by allfactors of

1 0 The LCM of lwo or more numbers can be smaller than lhe

grcalest of lhe given numbers.

B. Directionr Encircle the best answer.

1 . What is lh€ sum of lhe faclors of 72?

A. 174 C. 195
B. 185 D. 198

2. How many faclors has 120?

c. 14
812 D16

What is lhe greatesl multiple of 24 which is less than 200?

A. 198 c.194
B. 196 o. 192

What is lhe average of the lirst fve mulliples of l3?

A. 39 c.30
B. 35 D. 26
6. How many common mullipl€s of 12 and I are belween 50 aniC 100?
c. 3'
8,2 D,4

7. What is the least common mullipleof 18,24 and 30?

A. 180 c. 360
B. 240 D. 480

The GCF of two numbers is 8 v,tile lheir LCM as 96. lf on€ numb€r is 32, whal
is the olh€A
A. 18 C. 2A
B. 24 D. 32

Novemelcan anange his stamps by 16, 12, and 18 on a page without any left
over What is fne smallsst number of stamps for which h€ cqn do lhis?
c. 164
B. 150 D. 180

10. Vvhich of ths following stalemenls is lrue?

A. lf4 divides x.lhen 2 divides x.
B. lf2 divides x,lhen every mulipls of2 divides x.
C. lf2 dividssx,lhen4 dividos x.
D. If4 dtuides x,lhen every multple of2 divides x.

cnddd2ch..k: ! rEr rxEorY

D. Solve the following problems. Express your answer as a mixed number and as ah
improper fraction.
1. Boyet is arranging 31 empty bottles in cases wherein 12 bottles can fit per
case. How many cases did Boyet fill?
2. The Binuligay Handicrafr made 50 personalized tote bag. They were placed 6
in a pack. How many packs were filled?
3. Twenty-two key chains were bought by Pauline on her trip to Cebu. lf there
were 5 key chains in a pack, how may packs did Pauline buy?
4. Ballpens are sold 3+1 per pack. Joy'wants lo buy 24 pieces. How many packs
will she buy?
5. A pack of handkerchief contains 3 pieces. Vince bought 8 pieces. How many
packs did he buy?

4
Di( Let's Reflea
Ater leaming this lesson, reflect on how it can be learned by your future pupils
in a more effective, creative, and meaningful way. Discuss your:
f . iiotivational Activity. I will use

2. Teaching Strategy. lwill employ

3. Mode of Assessment. lwill administer

ffir*r"* Represent each fraction in as many ways as you can

"-4e9
r. z.s
-- !2 . u+

hths:/ flw.youtube.mm^flatch?v=GpumUOiGS6Q
htlps:/Ailw.youtube.com^mtch?v=TrutPJf9cmQ'
htlps:/ ilw.ksleaming.@m/ftee-math-worksheets/fifth-grade-s/converting-fEctions/improper-
fractions-tGmixed-numbe6
https:/ ilw.greatsdhools.org/gldworksheets/changing-improper-fraclions-to-mixed-numbers/
https:/ ilw.teacheBpayteachere.com/PrcducuFREE-Valentines-Day-Math-Ceoter-10661'16

Chqptq 3: le$on l: Chonglng lmEopd trqcllon lo Mlxed Number ond Vlce Vetrq
'RACIIONS