Lesson Plan in Math

Schools Division Office
Department of Education
FERNANDO MA. GUERRERO ELEMENTARY SCHOOL
Pedro Gil St., Paco, Manila
MATHE
QUARTER II
Week 3
Subject: MATH Grade Level: IV
Date: November 20, 2023 (Monday) Day : 1
Knowledge: Identify the prime factors of a number
Skills: Determine the prime numbers as factors of a given number
Values: Writes a given number as a product of its prime factors.
II. CONTENT
Writes a given number as a product of its prime factors. (M4NS-IIb-67)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages Learner’s Module (LM) in Math 4
2. Learner’s Materials Pages
B. Other Learning Resources Powerpoint presentation, pen, paper
IV. PROCEDURE
A. Reviewing or presenting the new lesson Drill: Arrange the letters to get the correct word.
M-O-N-C-O-M
T-I-M-P-U-L-E-S-L
M-O-N-C-O-MT-I-M-P-U-L-E-S-L
B. Establishing a purpose for the lesson Review: Let us try to recall prime and composite number by choosing the correct
answers.
1.What 2 prime numbers have sum of 8?
A. 4 and 4
B. 3 and 5
C. 2 and 6
D. 3 and 6
2. What is the prime number before 19?
A. 15
B. 16
C. 17
D. 18
MATHE
3. What are the prime numbers between 20 and 30?
A. 21, 23
B. 21, 29
C. 23, 27
D. 23, 29
C. Presenting examples of the new lesson
D. Discussing new concepts and practicing Prime numbers are numbers that have only two factors: 1 and itself.
new skills #1 Factor tree is a method to find the prime factors of a number.
Prime factorization is a method to express a composite number as a product of its
prime factors.
E. Discussing new concepts and practicing In expressing the number as a product of its factors, write the prime factors in
new skills #2 ascending order (from smaller to bigger number).
Examples:
F. Developing Mastery Use a factor tree to find the prime factors of the following numbers. Then, write the
number as a product of its prime factors.
G. Finding practical applications of concepts

and skills in daily living
H. Making Generalizations and abstractions  How do you feel about the lesson?
about the lesson
MATHE
 Share something you learned from the topic discussed.
I. Evaluating learning Direction: Choose the letter of the correct answer.
1. Which of the following is a prime number?
A. 21
B. 23
C. 27
D. 28
2. Numbers having exactly two factors are called _______ numbers.
A. prime numbers
B. multiples
C. factors
D. composite numbers
3. The only even prime number is _____.
A. 2
B. 3
C. 4
D. 5
4. Numbers with more than two factors are called ________ numbers.
A. factors
B. prime numbers
C. multiples
D. composite numbers
5. What is the highest 2-digit prime number?
A. 96
B. 97
C. 98
D. 99
Prepared By: Checked By:
CHARISSA C. BELTRAN MR. ARGIE CASTRO, MT-I

Teacher I MATHE Master Teacher In-Charge
Approved By:
JOSEPINA D. VILLAREAL EdD
Principal IV
Date: November 21, 2023 (Tuesday) Day : 2

I. OBJECTIVES
Knowledge: Define the common factors of two numbers
Skills: Write the common factors and the greatest common factor of two numbers using
the different methods.
Values: write the common factors and the greatest common factor of two
numbers using the following methods
write the common factors and the greatest common factor of two
Follow the steps on how to solve the GCF of two numbers or more.
II. CONTENT
A. References
1. Teacher’s Guide Pages Math is Life 4

B. Other Learning Resources Powerpoint presentation, pen, paper

IV. PROCEDURES
A. Reviewing or presenting the new lesson List the factors of:
 12
 36
 45
B. Establishing a purpose for the lesson The teacher will give basic math expressions that the learners need to solve.
Afterwards, the learners need to find the letters in the alphabet that is in the order
of the given answer to each expression.
Example: 2 x 5 = 10, the 10th letter in the alphabet is J.
1x7 = ____ :
9÷3 = ____:
2x3=_____:
 Processing Question: What do you think our lesson will be all about today?
C. Presenting examples of the new lesson Present this problem to the class
Nancy has 8 red and 12 pink gumamela flowers that will be given to her teachers.
She will put them in vases with equal number of red and pink flowers. What is
the greatest possible number of vases will she use?
 Processing Questions:
What is asked in the problem?
What are the given facts that can help you solve the problem?
MATHE
What can you say about Nancy? What kind of person is she?
D. Discussing new concepts and practicing This problem is about finding the greatest common factor because it requires us
new skills #1 to find the greatest quantity of equal groups that we can make with the red and
pink flowers.
Greatest Common Factor (GCF) is the biggest factor or number common to the
given numbers. You can find the answer to the given problem using different
methods.
Method 1. Listing Method

List the factors of 8 and 12.
Arrange the factors from the smallest to biggest.

Factors of 8: 1 , 2 , 4 and 8
Factors of 12: 1 , 2 , 3 , 4 , 6 and 12
Find the common factor/s of 8 and 12.
Factors of 8: 1 , 2 , 4 and 8
Factors of 12: 1 , 2 , 3 , 4 , 6 and 12
Common Factors: 1 , 2, and 4
Get the Greatest Common Factor (GCF) of 8 and 12.
Greatest Common Factor (GCF): 4
Method 2. Prime Factorization

Write each number as a product of its prime factors using
factor tree method.
Method 3. Continuous Division

Continuous division is done following the steps below.
1. Write the given numbers horizontally and find a prime number that will divide
all the given numbers without a remainder, if possible.
2. Divide the given numbers by that prime number and write the quotients below
the dividends.
3. Continue the process until all the quotients have no more common prime
divisor.
4. Multiply all the prime divisors common to the

given numbers
to get the GCF.
Therefore, 4 is the greatest possible number of vases that Nancy can use.
E. Discussing new concepts and practicing
new skills #2
F. Developing Mastery MATHE

Activity 1. Find the Greatest Common Factor (GCF) by completing the needed
data.
1. 6 : 1, __, 3, 6
12 : 1, 2, 3, 4, __, 12
Common Factors :___________________
GCF :______
2. 9 : 1, __, 9
12 : 1, 2, 3, 4, __, 12
Common Factors :___________________
GCF :______
3. 10 : 1, 2, 5, __
15 : 1, 3, __, 15
Common Factors :___________________
GCF :______
4. 20 : 1, 2, 4, 5, __, 20
40 : 1, 2, 4, 5, 8, 10, __, 40
Common Factors :___________________
GCF :______
5. 21 : 1, 3, 7, __
35 : 1, 2, 5, __, 15, 30
Common Factors :___________________
GCF :______
Activity 2.
Find the Greatest Common Factor (GCF) of each pair of numbers
using Prime Factorization (Factor Tree Method).
Activity 3. Find the Greatest Common Factor (GCF) of each pair

of numbers using Continuous Division.
G. Finding practical applications of concepts

and skills in daily living
H. Making Generalizations and abstractions Just always remember:
about the lesson 1. Greatest Common Factor (GCF) is the biggest factor common to the given
numbers.
2. We can find the Greatest Common Factor (GCF) of 2 numbers by listing
method, prime factorization and continuous division.
I. Evaluating Learning MATHE

Direction: Find the Greatest Common Factor (GCF) of the given pair of numbers
using any of the following methods: listing, prime factorization, and continuous
division.
1. 16 and 24
2. 10 and 30
3. 14 and 28
4. 20 and 40
5. 9 and 18
Prepared By: Checked By: Approved By:
CHARISSA C. BELTRAN ARGIE CASTRO JOSEPINA D. VILLAREAL, EdD.
Teacher I Master Teacher In-Charge Principal IV
Date: November 22, 2023 (Wednesday) Day : 3

I. OBJECTIVES
Knowledge: Determine the LCM of the two given numbers
Skills: Perform the following methods: listing, prime factorization and continuous division.
Values: Follow the steps in finding the Least Common Multiples
II. CONTENT

A. References
1. Teacher’s Guide Pages Tabilang, Alma R. et al. 2015.Mathematics 4 Learner’s Material, Department of
Education.
B. Other Learning Resources Powerpoint presentation, flashcards, chart on word problems, other visual materials
III. PROCEDURE
A. Reviewing or presenting the new Drill: Learners will sing the skipcounting song.
lesson
Review: What are the first 5 multiples of:
 2
 4
 5
B. Establishing a purpose for the The class will have a game on finding the least common multiples.
lesson https://www.mathplayground.com/leastcommonmultiple.html
C. Presenting examples of the new An ice cream truck visits Charlie's neighborhood every 3 days during the summer.
lesson Unfortunately, she missed it today. When can Charlie expect the ice cream truck to visit
her neighborhood again?
D. Discussing new concepts and The problem asks: when can Charlie expect the ice cream truck to
practicing new skills #1 visit her neighborhood again?
Find the multiples of whole number 3 to solve the problem.

We get a multiple of a number when we multiply it by another
number. Such as multiplying by 1, 2, 3, 4, 5, and so on, just like the
multiplication table. MATHE

The multiples of 3 are: 3,6,9,12,15,18,21,24.27.30......
The ice cream truck will visit on the days 3,6,9,12,15,18,21,24.27.30......
E. Discussing new concepts and What is a ”Common Multiple”?
practicing new skills #2 During the summer months, one ice cream truck visits Charlie's neighborhood every 3
days and another ice cream truck visits her neighborhood every 5 days. If both trucks
visited today, when is the next time both trucks will visit on the same day?
- The multiples of 3 are: 3,6,9,12,15,18,21,24.27.30......

- The multiples of 5 are: 5,10,15,20,25,30,35,40,45,50,...
Common Multiples are those that are found in both list.

Truck 1 days of visits - 3,6,9,12,15,18,21,24.27.30......
Truck 2 days of visits- 5,10,15,20,25,30,35,40,45,50,.
Notice that 15 and 30 appear in both lists?
So, both ice cream trucks will visit Charlie's neighborhood in 15 days
and in 30 days.
In the problem above, we have found Least Common Multiples of
numbers 3 and 5 by Listing Method.
Another way of finding LCM is by Prime factorization and Continuous Division.
- Prime Factorization using Factor Tree
- Factor trees are trees which help you find the smallest possible
prime number.
F. Developing Mastery Activity 1: Use the numbers written on the egg to answer each
question.
1. Which numbers are multiples of 5?
G. Finding practical applications of

concepts and skills in daily living
H. Making Generalizations and Ask:

abstractions about the lesson  What is an LCM?
 Share something you learned from the topic discussed.
I. Evaluating learning Direction: List the first several multiples of each number. Encircle the common multiples
and find the LCM. Number 1 is done for you.
1. 3 - 3, 6, 9, 12, 15, 18, 21,24..

4 - 4, 8, 12,16, 20, 24, 28...
LCM – 12
2. 6 –
8–
LCM - _____
3. 7 –
6–
LCM - _____
4. 4– MATHE
10 –
LCM - _____
5. 3 –
9–
LCM - _____
Prepared By: Checked By: Approved By:
CHARISSA C. BELTRAN ARGIE CASTRO JOSEPINA D. VILLAREAL, EdD.
Teacher I Master Teacher In-Charge Principal IV
Date: November 23, 2023 (Thursday) Day : 4
I. OBJECTIVES
Knowledge: Solves real-life
problems involving
GCF and LCM of 2
given numbers
Solves real-lifeproblems involvingGCF and LCM of 2given numbers

Skills: Perform the following methods: listing, prime factorization and continuous
division
Values: Apply the steps in problem solving
II. CONTENT Solves real-life problems involving GCF and LCM of 2 given numbers.
(M4NS-IId-70.1)
A. References
1. Teacher’s Guide Pages Tabilang, Alma R. et al. 2015.Mathematics 4 Learner’s Material, Department of
Education.
B. Other Learning Resources Powerpoint presentation, flashcards, chart on word problems, other visual
materials
A. Reviewing or presenting the new lesson Review:

Find the GCF of each set ofnumbers.
1. 6 and 8
2. 8 and 24 MATHE
Give the LCM of the following
set of numbers using
continuous division
Give the LCM of the followingset of numbers usingcontinuous division.

1. 6 and 4
2. 9 and 6
B. Establishing a purpose for the lesson Show a picture of a group of friends sharing a pizza. Ask the students how they
can fairly divide the pizza
among the friends.
The teacher will show a picture of a group of

friends sharing a pizza.
Processing Questions:
 Is it good to share food to others?
 What value do you possess when you share something to other people?
 If you are one of the kids in the picture, how will you divide the pizza
among yourselves?
C. Presenting examples of the new lesson he teacher will present the following numbers and will ask the students to classify
them
as “number with more than two factors” and “number with only two factors”
using the table
below. The class will be divided into four working teams and have them perform
the task.
Ask the group to present and discuss their answer on the board.
he teacher will present the following numbers and will ask the students to classify
them
using the table
the task.
he teacher will present the following numbers and will ask the students to classify
them
MATHE
using the table
the task.
Let the learners read and analyze the problem.
Betty is packing equal
numbers of apple slices and
grapes for snacks. Betty bags
the apple slices in groups of 6
and the grapes in groups of 12.
What is the smallest number of
grapes that she can pack?
Every night, Mang Jonas sells yummy ‘balut’ in the corner of Nijaga St. His
bestsellers are those that were incubated for 16and 18 days. To easily choose
between the two varieties, he isgoing to separate them in 18 and 24 pieces for each
basket. What is the least number of‘balut’ he needs to place inbaskets such that
none will beleft over?
Processing Questions:
1. What is asked in the problem?
2. What are the given data?
3. How will you solve the problem?
4. What is the answer?
D. Discussing new concepts and practicing To solve the problem:

new skills #1 Use the 4 steps plan in solving problems.
1. Understand
 What is asked?
 What are given?
2. Plan
 How will you solve the problem?

 What method will you use to solve the problem?
3. Solve
 MATHE
Find the answer using the method you want to use
4. Look back
 Check if your answer is correct
E. Discussing new concepts and practicing Let the learners try to solve another problem.
new skills #2
1. Sara has 16 red flowers and
24 yellow flowers. She wants to
make bouquets with the same
number of each color flower in
each bouquet. What is the
greatest number of bouquets
she can make?
Sara has 16 red flowers and24 yellow flowers. She wants tomake bouquets with
the samenumber of each color flower ineach bouquet. What is thegreatest number
of bouquetsshe can make?
Step1: UNDERSTAND(Preparation)
Step 2
PLAN
(Thinking
Time)
Step 2: PLAN(ThinkingTime)
Step 3
SOLVE
(Carry out
the plan
Step 3: SOLVE(Carry out the plan)
CHECK
AND LOOK
Step 4: CHECK AND LOOK (Verification)
F. Developing Mastery Group Activity: The class will be divided into 4 groups. Each group will be given
an activity sheet that contains the problem they need to solve. Using the 4-step
plan, each group needs to answer the problem in 5 minutes. The score will be
based on the correctness of their answers.
MATHE
Group 1:
Hot dogs come in packages of
8. Hot dog buns come in
packages of 12. If Grace wants
to have enough to serve 24
people and have none left over,
how many packages of hot dogs
and hot dog buns should she
purchase?
Group 1: Hot dogs come in packages of 8. Hot dog buns come inpackages of 12.
If Grace wantsto have enough to serve 24people and have none left over,how
many packages of hot dogsand hot dog buns should shepurchase?
Group 2:
A choir teacher is dividing 16
sopranos and 8 altos into
singing groups. He wants each
group to have the same
combination of sopranos and
altos, with no singers left over.
What is the greatest number of
groups he can make?
Group 2: A choir teacher is dividing 16sopranos and 8 altos intosinging groups.

He wants eachgroup to have the samecombination of sopranos andaltos, with no
singers left over.What is the greatest number ofgroups he can make?
Group 3:Luna is buying AA batteries and D batteries. The store sells AAbatteries
in packs of 8 and Dbatteries in packs of 9. If Lunawishes to buy the same
numberof AA and D batteries, what isthe smallest number of eachbattery type that
she can buy?
Group 4:While performing a piece ofmusic, Jake strikes the cymbalsevery 9 beats
and the triangle isevery 12 beats. If he just struckboth at the same time, howmany
MATHE
beats will pass before heagain strikes them at the sametime?
G. Finding practical applications of Using the 4-Step Plan, let the learners answer this problem.
By coincidence, Chad's PaintSupplies sold equal quantities oftwo paint colors

yesterday:yellow and blue. All yellow paintcomes in 12-liter containerswhile blue
paint is sold incontainers of 6 liter. What is thesmallest amount of each paintcolor
the store must have sold?
H. Making Generalizations and abstractions There are different methods infinding the GCF and LCM of two given numbers:
about the lesson Listing, Prime Factorization and Continuous Division.
To solve problems involvingGCF and LCM of two given numbers, you are to
follow the steps: Understand, Plan, Solve and Check. If the problem requires
finding the greatest number to group, split or divide equally, share and no excess
or extra then use the GCF. On the other hand, use LCM if the problem shows hints
for a cycle,repetition, smallest number or an event to happen again.
I. Evaluating learning Direction: Answer the problem using a 4-Step Plan.
In a morning walk, two persons step off together. Their steps measure 14 cm and
21 cm. What is the minimum distance each should walk so that all can cover the
same distance in complete steps?
1. What is asked?
2. What are given?
3. What method can we use to solve the problem?
4. Solve.
5. Write the final answer.
MATHE
Date: November 24, 2023 (Friday) Day : 5
I. OBJECTIVES
Knowledge: Determine the greatest common factor and least common multiple of given
numbers.
Skills: Apply the method in finding the GCF and LCM of two or more given numbers.
Values: Follows instructions correctly in answering the test
II. CONTENT
Weekly Test
A. References
1. Teacher’s Guide Pages
B. Other Learning Resources
IV. PROCEDURE
A. Reviewing or presenting the new lesson Have a short recall on the following lessons:
1. Identifying GCF of Two or More Given Numbers
(Call volunteers to answer the question)
2. Identifying the LCM of Two or More Given Numbers

(Call volunteers to answer the question)
B. Establishing a purpose for the lesson Set standards in taking a test.
C. Presenting examples of the new lesson A. Direction: Find the Greatest Common Factor (GCF) of the given pair of
numbers using any of the following methods: listing, prime factorization, and
continuous division.
1. 10 and 50
2. 25 and 75
3. 12 and 48 MATHE
4. 18 and 72
5. 50 and 100
B. Direction: List the first several multiples of each number. Encircle the common
multiples and find the LCM. Number 1 is done for you.
1. 3 - 3, 6, 9, 12, 15, 18, 21,24..
4 - 4, 8, 12,16, 20, 24, 28...
LCM – 12
2. 6 –
8–
LCM - _____
4. 7–
6–
LCM - _____
5. 4–
10 –
LCM - _____
5. 3 –
9–
LCM - _____
D. Discussing new concepts and practicing

new skills #1
E. Discussing new concepts and practicing

new skills #2 MATHE

F. Developing Mastery
G. Finding practical applications of

H. Making Generalizations and abstractions

about the lesson
I. Evaluating learning
Prepared By: Checked By:
CHARISSA C. BELTRAN MR. ARGIE CASTRO, MT-I
Teacher I Master Teacher In-Charge
Approved By:
JOSEPINA D. VILLAREAL EdD
Principal IV

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Schools Division Office

Subject: MATH Grade Level: IV

Date: November 20, 2023 (Monday) Day : 1

Knowledge: Identify the prime factors of a number

Skills: Determine the prime numbers as factors of a given number

Values: Writes a given number as a product of its prime factors.

1. Teacher’s Guide Pages Learner’s Module (LM) in Math 4

2. Learner’s Materials Pages

B. Other Learning Resources Powerpoint presentation, pen, paper

2. What is the prime number before 19?

C. Presenting examples of the new lesson

G. Finding practical applications of concepts

1. Which of the following is a prime number?

2. Numbers having exactly two factors are called _______ numbers.

3. The only even prime number is _____.

5. What is the highest 2-digit prime number?

Prepared By: Checked By:

CHARISSA C. BELTRAN MR. ARGIE CASTRO, MT-I

Teacher I MATHE Master Teacher In-Charge

JOSEPINA D. VILLAREAL EdD

Date: November 21, 2023 (Tuesday) Day : 2

1. Teacher’s Guide Pages Math is Life 4

B. Other Learning Resources Powerpoint presentation, pen, paper

Method 1. Listing Method

Arrange the factors from the smallest to biggest.

Method 2. Prime Factorization

Method 3. Continuous Division

4. Multiply all the prime divisors common to the

F. Developing Mastery MATHE

Activity 3. Find the Greatest Common Factor (GCF) of each pair

G. Finding practical applications of concepts

I. Evaluating Learning MATHE

Prepared By: Checked By: Approved By:

CHARISSA C. BELTRAN ARGIE CASTRO JOSEPINA D. VILLAREAL, EdD.

Teacher I Master Teacher In-Charge Principal IV

Date: November 22, 2023 (Wednesday) Day : 3

III. LEARNING RESOURCES

Find the multiples of whole number 3 to solve the problem.

multiplication table. MATHE

- The multiples of 3 are: 3,6,9,12,15,18,21,24.27.30......

Common Multiples are those that are found in both list.

G. Finding practical applications of

H. Making Generalizations and Ask:

1. 3 - 3, 6, 9, 12, 15, 18, 21,24..

Prepared By: Checked By: Approved By:

CHARISSA C. BELTRAN ARGIE CASTRO JOSEPINA D. VILLAREAL, EdD.

Teacher I Master Teacher In-Charge Principal IV

Date: November 23, 2023 (Thursday) Day : 4

Knowledge: Solves real-life

GCF and LCM of 2

Solves real-lifeproblems involvingGCF and LCM of 2given numbers

2. Learner’s Materials Pages

A. Reviewing or presenting the new lesson Review:

set of numbers using

Give the LCM of the followingset of numbers usingcontinuous division.

among the friends.

The teacher will show a picture of a group of

Let the learners read and analyze the problem.

Betty is packing equal

numbers of apple slices and

grapes for snacks. Betty bags

the apple slices in groups of 6

and the grapes in groups of 12.

What is the smallest number of

grapes that she can pack?

1. What is asked in the problem?