LESSON PLAN in MATHEMATICS 4

District Demonstration Teaching Using 4A’s Method Integrating 4C’s

March 31, 2023

I. OBJECTIVES
A. Content Standards: The learner demonstrates understanding of factors and
multiples and addition and subtraction of fractions.

B. Performance Standards: The learner is able to apply knowledge of factors and

multiples, and addition and subtraction of fractions in mathematical problems and
real-life situations.

C. Learning Competencies/Objectives: The learner finds the common factors and

the greatest common factor (GCF) of two numbers using the following methods:
listing, prime factorization, and continuous division. (M4NS-IIc68.1)

II. CONTENT
 Numbers and Number Sense – Finding the Common Factors and the
Greatest Common Factor (GCF)

Prerequisite Concepts and Skills:

- Mastery of the basic multiplication basic facts
- Identifying prime and composite numbers.

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Pages 118-122, Curriculum Guide Page 108
2. Learners Materials Pages 89-92
3. Additional Materials from Learning Resource (LR) Portal
B. Other Learning Resources
- Computer Assisted Instructions, charts, printed exercises, laptop, and
projector
Value Focus: Helpfulness

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IV. LEARNING TASKS
Teacher’s Activity Pupils’ Activity
A. Introductory Activities
Game Opener
Have a drill on the basic
multiplication facts using the game
“Naming the Babies”. Name two numbers
or factors which when multiplied gave the
following numbers.
24 36 42 56 64

24 = 1 and 24, 2 and 12, 3 and 8, 4

and 6
36 = 1 and 36, 2 and 18, 3 and 12, 4
and 9, 6 and 6
42 = 1 and 42, 2 and 21, 3 and 14, 6
and 7
56 = 1 and 56, 2 and 28, 4 and 14, 7
and 8
64 = 1 and 64, 2 and 32, 4 and 16, 8
and 8
Conduct a review on identifying prime
and composite numbers. With the aid of
the power point, numbers will be flashed
on screen and learners will identify if the
number is prime or composite.

11 27 91 39 1

11 = prime
27 = composite
91 = composite
39 = composite
1 = not prime nor composite
Show a picture of a boy helping his
father harvesting in a farm.

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 Ask the pupils to tell something
about the picture. Elicit the value of
helpfulness.
Ask the following:
 How do you show helpfulness at home?
In school?
 Is it good to be helpful? Why?
 I help my mother in the kitchen. In
school, I help my teacher in
cleaning the room.
 Yes. Because being helpful is a
good deed.

 Present to the class the topic of the

day and the lesson objective.
Topic of the day:
Finding the Common Factors and the
Greatest Common Factor (GCF)

Lesson Objective:
At the end of the lesson, the
pupils are able to find the common factors
and the greatest common factor (GCF) of
two numbers using the following methods:
listing, prime factorization, and continuous
division. (M4NS-IIc68.1)

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B. ACTIVITY
Problem Opener Strategy.
Present this problem to the class.
Arnel helps his father in harvesting
their fruits in the farm. They harvest 12
pineapples and 18 mangoes. They plan to
pack them separately in small boxes.
What is the biggest number of pineapples
and mangoes that can be placed in boxes
if these are of the same number?
Have the pupils read the problem.
Use the DRTA Approach while reading to
elaborate every part of the story.
Then ask the following:
 What did Arnel and his father
do?
 How many pineapples were
harvested?
 How many mangoes were
harvested?
 What do Arnel and his father
plan to do with the fruits?
 How will you solve for the
answer to the problem?
The teacher will guide the pupils on
how to get the GCF of the given using the
three different steps: listing method, prime
factorization and the continuous division.
 They are harvesting fruits in
the farm.
 There are 12 pineapples.
 There are 18 mangoes.
 They plan to pack them
separately in small boxes.
 They will find the greatest
common factor of the two
numbers.

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Perform the Activity
Group the pupils into 3 working
teams and have them perform the task.

Group 1: Finding the Common Factors

and GCF by listing the factors of 12 and
18.
Expected answer:
The factors of 12 are 1, 2, 3, 4, 6, and
12
The factors of 18 are 1, 2, 3, 6, 9, 18
Common Factors: 1, 2, 3, and 6
Greatest Common Factor: 6
Group 2: Finding the GCF of 12 and 18 by
prime factorization. Writing each number
as a product of its prime factors using a
factor tree.
Expected answer:
12 18

2X6 2X9

2X3 3X3
12 = 2 X 2 X 3
18 = 2 X 3 X 3
Common Prime Factors: 2 x 3
GCF: 6
Group 3: Finding the GCF by continuous
division.

Expected answer: 2 12 18
GCF: 2 x 3 = 6 3 6 9
2 3

C. ANALYSIS/PROCESSING
Ask the groups to present and
discuss their answers on the board.

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 Expected answers:
 We solved problems by first finding
the common factors and then the
GCF by the listing method.
Elaborate:
 Common factors are factors common
to two numbers.
 Greatest Common Factor or GCF is
the biggest factor common to two
numbers.

 We also solved for the answer by

writing each number as a product of its
prime factors using factor tree or prime
factorization, then multiplying the
common prime factors to get the GCF.

 We also solved the problem by

continuous division.
Elaborate:
 Continuous division is done following
the steps below:
1. Write the numbers horizontally
and find a prime number that will divide the
numbers if possible.
2. Divide by that prime number and
write the quotients below the dividends.
Copy any number not divided below them.
3. Continue the process until no two
numbers have a common prime divisor.
4. Multiply all the prime divisors
common to the given numbers to get the
GCF.

 Emphasize that prime factors are

factors which are prime numbers.

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D. ABSTRACTION
Ask the following questions:
What are factors?
What is prime factorization?
What are common factors?
What is the Greatest Common
Factor of two numbers?
How do we find the Greatest
Common Factor of two given numbers?
Factors are number that divides
the given number evenly or
exactly, leaving no remainder.
Prime factors are factors which
are prime numbers.
Common factors are factors
common to two numbers.
Greatest Common Factor or
GCF is the biggest factor
common to two numbers.
There are three ways to find the
GCF of two numbers, by listing
method, continuous division
and by prime factorization.

E. APPLICATION
 Group Practice
The class will be group according to
their favorite subject. Those who love
numbers will be Group 1 (Mathematician’s
Group); those who love exploration will be
Group 2 (Scientist’s Group); while those
who love words will be Group 3 (Linguist’s
Group.)

 Solving Activity Center

General Directions: Find the GCF of
each pair of numbers. Use listing

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 method, prime factorization and
continuous division.
Supplementary materials like
worksheet is use in this process.

Group 1 (Mathematician’s group)

1. 15 and 20
2. 16 and 20
3. 9 and 21
1. 5
2. 4
3. 3
Group 2 (Scientist’s Group)
1. 17 and 51
2. 36 and 42
3. 12 and 8
1. 17
2. 12
3. 4
Group 3 (Linguist’s Group)
1. 5 and 6
2. 9 and 27
3. 21 and 30
1. 1
2. 9
3. 3
 Problem – Reading Center
General Directions: Read and solve
each problem.
Supplementary materials like
worksheet is use in this process.

Group 1 (Mathematician’s group)

1. Ian and Isagani went fishing. Ian caught
21 fish and Isagani caught 28 fish. What is
the greatest number of fish each could
catch per hour, if they caught the same
number of fish per hour?

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 1. 7 fish
Group 2 (Scientist’s Group)
1. Mr. Labadia has 2 pieces of wood for
his scrabble board. One has a width of 18
cm and the other one has 20 cm. If both
sizes of wood are to be cut into scrabble
tiles of the same width without wasting
any wood, what is the greatest width into
which the woods can be cut?
1. 2 cm
Group 3 (Linguist’s Group)
1. Corinth is an architecture student
working on an assignment. She plans to
cover a 30 cm by 36 cm sheet of paper
completely with identical square patterns.
Find the side of the largest possible
square pattern that she can use?
1. 6
 Individual Practice
Supplement worksheet on this
process.
Directions: Find the Greatest
Common Factor (GCF) of the given
number pairs by listing method, prime
factorization, and continuous division.
1) 15 and 18 3) 16 and 32
2) 20 and 28 4) 18 and 30
1. 3
2. 4
3. 16
4. 6
F. Closure Activities
 Assessment
Supplement worksheet on this process.
Directions: Find the Greatest Common
Factor (GCF) of the given number pairs by
any method: listing method, prime
factorization, and continuous division.

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 1) 16 and 24
2) 20 and 30
3) 21 and 35
4) Three pieces of ribbon measure
16 cm and 24 cm. Ann wants to cut them
into strips of the same length. What is the
longest possible length of one strip?
5) 36 notebooks and 48 pencils are
shared among a number of children so
that each can get an equal number of
each kind. Find the largest possible
number of children who can receive them.
1. 8
2. 10
3. 7
4. 8 cm
5. 12 children
 Home Activity
Remediation
Supplement worksheet on this
process.
Provide the following exercises. You
may give more.
Write each number as a product of
its prime factors.
1) 12 4) 27
2) 14 5) 33
3) 20 6) 48
1. 2x2x3
2. 2x7
3. 2x2x5
4. 3x3x3
5. 3x11
6. 2x2x2x2x3
 Enrichment
Supplement worksheet on this
process.
Ask the pupils to answer the

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 following questions.
1. What is the Greatest Common
Factor of 2X2X3X5 and 2X3X3X5?
2. What is the Greatest Common
Factor of 2X3X5X7 and 2X2X3X5X7?
3. What is the GCF of 120 and 160?
1. 30
2. 210
3. 40

Prepared by:

ROLANDO G. BOLASTIG JR.

Teacher III

Checked and observed by:

_________________________________
(Name, Signature, Designation & Date)

_________________________________
(Name, Signature, Designation & Date)

_________________________________
(Name, Signature, Designation & Date)

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