DETAILED LESSON PLAN

I. Learning Competency and Objectives

(M5NS-Ic-60)

At the end of the lesson, the students can:

a) demonstrates understanding of whole numbers up to 10 000 000, demonstrates understanding of

divisibility, order of operations, factors and multiples, and the four fundamental operations involving fraction
b.) The learner is is able to recognize and represent whole numbers up to 10 000 000 in various forms and
contexts. is able to apply divisibility, order of operations, factors and multiples, and the four fundamental
operations involving fractions in mathematical problems and real-life situations.
c.) creates problems (with reasonable answers) involving factors, multiples and divisibility rules.
II. Subject Matter
Topic: creatIngs problems(with reasonable answers) involving factors, multiples and divisibility rules.
a) Subject: Mathematics 5
b) Materials: Visual Aids
c) Reference: TG
d) Values Integration: Communication and Reasoning
e) Learning Strategy/Approach: Constructivist Approach

III. Learning Procedure (5E’s Model)

Teacher’s Activities Students’ Activities

A. ENGAGE

Hello class, good morning Good morning, Ma’am.

Now I want you to arrange your seats and

make sure you are in line with the seats in
front of you.

Motivation (Chikading): Let students sing the

chikading song for connect the topic about
counting.

B. EXPLORE Expected answer:

Group Activity: Exploring Whole

Numbers:
Divide students into groups.
Provide each group with visual aids and
various representations of whole numbers up
to 10,000,000.
Instruct students to explore and discuss
different forms and contexts of these
numbers.

C. EXPLAIN

Introduction of the lesson:

Creating problems involving factors, multiples,
and divisibility rules can engage students in
understanding fundamental concepts of number
theory. For instance, a problem could ask
students to find the least common multiple of two
numbers, challenging them to apply their
knowledge of multiples. Another problem might
involve identifying factors of a given number,
encouraging students to apply divisibility rules to
efficiently determine factors. Students could also
be tasked with determining if a number is
divisible by certain primes, reinforcing their
understanding of divisibility rules. Such problems
not only strengthen computational skills but also
foster critical thinking and problem-solving
abilities in students. Additionally, incorporating
real-world contexts into these problems can
enhance engagement and relevance for
students.

D. ELABORATE

 Present mathematical problems

involving whole numbers, divisibility,
order of operations, factors,
multiples, and fractions.
 Guide students through solving
these problems step by step,
encouraging discussions and
reasoning.

The problem

Sarah has 24 apples and wants to share

them equally among her 3 friends. Each
friend also wants to have an equal number
of apples. How many apples will each friend
receive?

Solution:

Identify relevant concepts: This problem

involves whole numbers (apples), divisibility
(sharing equally among friends), factors
(number of friends), and multiples (equal
distribution).
Plan the solution: We need to divide 24
apples equally among 3 friends. To do this,
we'll divide 24 by 3.

Perform the division: 24 ÷ 3 = 8. So, each

friend will receive 8 apples.

Check the answer: To verify, we can multiply

the number of friends by the number of
apples each friend receives: 3 friends × 8
apples/friend = 24 apples, which matches
the total number of apples Sarah has.

Encourage discussion: Ask students why

they think it's important to check the
answer. Discuss the significance of factors
and multiples in solving the problem. Also,
prompt students to think about real-life
scenarios where understanding divisibility
and fractions would be useful.
Expected answer:

Another problem solving please answer this
Tom is planning a party and wants to make
fruit punch. He has 2 liters of orange juice
and 3 liters of pineapple juice. Each batch of
fruit punch requires equal amounts of
orange juice and pineapple juice. How many
liters of fruit punch can Tom make?
Solution:
Identify relevant concepts: This problem involves
whole numbers (liters of juice), divisibility (equal
amounts of orange and pineapple juice in each
batch), and fractions (portions of juice combined
to make fruit punch).
Plan the solution: We need to find the common
amount of orange juice and pineapple juice to
make each batch. Then, we'll determine how
many batches Tom can make with the given
amounts of orange and pineapple juice.

Determine the common amount of juice: Since

each batch requires equal parts of orange and
pineapple juice, we'll find the least common
multiple (LCM) of 2 and 3, which is 6 liters (2 × 3 =
6).

Calculate the number of batches: Tom can make

6-liter batches with the given juice. To find out
how many batches he can make, we'll divide the
total juice available by the amount needed for
each batch: (2 liters + 3 liters) ÷ 6 liters/batch =
5/6 batches.

Convert fractional batches to whole batches:

Since Tom can't make a fraction of a batch, he
 can make a maximum of 5 batches of fruit punch.
Encourage discussion: Discuss with students why
finding the LCM is crucial in this problem. Explore
different scenarios where understanding fractions
and multiples is essential in planning and
organizing events.

Students will do the Group Experimentation:

E. EVALUATE
Feeling Quiz Bee:
Conduct a quiz bee where all learners
participate, answering questions related to the
lesson's concepts.
Group Experimentation:
Assign each group a problem-solving task
related to factors, multiples, or divisibility rules.
(ALL LEARNERS PARTICIPATES IN
ACTIVITIES)
Observation:
This Topic is using the constructivism theory
because each student or learners have their own
knowledge on how to solve the problems so it
means each problem have uses constructivism
theory.
Conclusion:
This topic or lesson also is more on challenge
especially when it comes to teaching you as a
teacher you need to more discussions the topic on
how or what are the methods or strategies to
solve in owned or more problem solving.

IV. Evaluation

Individual Assessment:

Assign individual tasks or exercises to assess students' understanding of the concepts covered in the
lesson.

Evaluate students' ability to apply divisibility, order of operations, factors, multiples, and fractions in
solving problems.

V. Assignment

Homework Assignment:

Assign homework tasks that require students to create problems involving factors, multiples, and
divisibility rules.

Encourage students to apply their knowledge to real-life situations.

Prepared by:

Jhay Ann Quibol

BEED 3 – GROUP 3