SEMI-DETAILED LESSON PLAN IN MATHEMATICS V

PREPARED BY: GLENN RICHARD F. ARBOLE

I. OBJECTIVES At the end of 50-minute discussion, the students

should be able to:

a) identify the common multiples and LCM of 2-4

numbers;
b) compute the common multiples of a given
number using listing method, prime factorization,
and continuous division;
c) apply common multiple and LCM of 2-4
numbers in word problems and in real life
situation.
II. CONTENT
A. Subject Matter: Least Common Multiple (LCM)
B. Competency: finds the common multiples and least common
multiple (LCM) of two numbers using the following
methods: listing, prime factorization, and
continuous division.
C. Code: M4NS-IIc69.1
D. Day: 1
E. Time: 50- minutes
III. LEARNING RESOURCES

A. References Math CG, K to 12 Grade 5 Mathematics Book

B. Other Resources Mathematics for Everyone Grade 5. 2000. pp. 80-
81*
C. Materials Visual aids, Illustration board, Markers, eraser,
playing cards, pencil, and horn
IV. PROCEDURE
A. ENGAGE
1. Drill To implement fun learning experience. The
teacher will instruct the students to do skip
counting. (5 min.)

Skip counting by 2
2,4,6,8,10,12,14,16,18,20

Skip counting by 3
3,6,9,12,15,18,21,24,27,30
 Skip counting by 4
4,8,12,16,20,24,28,32,36,40
Skip counting by 5
5,10,15,20,25,30,35,40,45,50
2. Review • The teacher will ask the students about their
previous lesson
• The teacher will give an activity related to their
previous lesson (5 min.)
B. EXPLORE
3. Motivation To get the attention of the students. The teacher
will let the students play a game called “hunt my
prime factors”. The students will prepare a whole
sheet of paper and find the prime factorization of
the given numbers. (8 min.)

1. 56
2. 60
3. 80
4. 48
5. 20
4. Presentation The teacher will present a situation or text and let
the students analyze and answer the following
questions. (3 min.)

Reinz always drink 8oz of tap water, while Kyle

always drink 12oz of mineral water. What is the
least number of glasses they could drink to make
sure that they get the same number of nutrients of
drinking water?

Why is it important to drink water?

What can we get from drinking water?

5. Setting of • Before the start of the lesson proper the teacher

Standards will remind the students about their goals and
rules every time, they are going to tackle a
lesson. (2 min.)
6. Activity For the activity, the students will play a game
called “blow your horn.” Where the students are
going to find the common multiple and lcm of 2-4
numbers. Each group will consist of 4-5
members, each member has different roles.

Student 1 – leader
Student 2 – secretary
 Student 2 – blower
Students 4 - time keeper
Student 5(if possible) – facilitator

Each group will have an illustration board, eraser,

horn, marker. The teacher will use a playing card
and when the teacher draws the card either 2,3,
or 4 cards then the students will find the least
common multiples of the draw number of the
card. The students will use their board to
calculate or to find the common multiples and
LCM of the numbers. Each group are going to
race who can solve first, the group who finish first
will blow their horn to be recognize. Each group
will be given 1 minute to answer each draw of the
card. (10 min.)
C. EXPLAIN
The teacher will ask questions about their related
to their activity.
• How did you get the LCM?
• Were there any pairs of number you find difficult
in finding LCM?
7. Discussion The teacher will start to discuss the topic for the
day about “finding common multiple and least
common multiple (LCM) for 2-4 numbers.

The LCM or the Least Common Multiple of a

given set of number is the smallest number that is
multiple of all the given numbers.
A common multiple is a whole number that is a
shared multiple of each set of numbers.
The multiples that are common to two or more
numbers are called the common multiples of
those numbers.
We can find the common multiples of two or more
numbers by listing the multiples of each number
and then finding their common multiples. (20
min.)

For example, to find the common multiples of 3

and 4, we list their multiples and then find their
common multiples.

Multiples of 3: 3, 6, 9, 12, 15, 18, 21, 24, 27, 30,

33, 36, …
Multiples of 4: 4, 8, 12, 16, 20, 24, 28, 32, 36, 40,
…
Common multiples of 3 and 4: 12, 24, 36.

To find Least Common Multiple using listing

method:
Step 1: list the multiple of each number
60 – 60, 120, 180, 240, 300
90 – 90, 180, 270, 360
45 – 45, 90, 135, 180, 225
Step 2: find the first common multiple of the
numbers

Since 180 is the first common multiple to all three

numbers, then it is the LCM of the numbers.

To find Least Common Multiple using prime

factorization:
Step 1: find the prime factorization of the
numbers.
90 – 2x2x3x5
60 – 2x 3x5x3
45 – 3x5x3
Step 2: multiply the common multiples
2x2x3x5x3= 180

To find Least Common Multiple using continuous

division:
Step 1: divide the numbers by their common
prime factor

3 60 90 45 divide each number by 3

Step 2: since there is no more common prime

factor for all three numbers, then find a common
prime factor for any two number. Bring down the
number that is not divisible by the prime divisor.

2 20 30 15

3 10 15 15

5 10 5 5
 211

Step 3: the remaining numbers 2,1, and 1 are

now relatively prime. Therefore, the prime
factorization of 60,90 and 45 is the product of the
prime divisors and the remaining quotient:
3x2x3x5x2=180
D. ELABORATE
8. Application The teacher will assess if the students can
calculate or find LCM using the different methods.
(5 min.)

Direction: Find the common multiple and LCM of

the given number using the different methods
(students may choose the method they like).
Show your solution.

1. Find the LCM of 20 and 30

2. Find the LCM PF 120, 144, 160, 180
3. What is the LCM of 15, 35, and 45
4. Find the common multiple of 3 and 4
5. My brother went on the hardware to buy some l
lacked materials for our new house. She buys 15
pieces of nails and 45 pieces of tiles for the floor.
Find the least common multiples of each number
of materials.
9. Generalization The teacher will summarize what they have
tacked today. The teacher will students to answer
some questions. (3 min.)

• What are the different kinds of method in finding

LCM?
• What is LCM?
• What is common multiple?
• Can we apply LCM in real life situation? Give
example.
E. EVALUATE
Direction: Read the problems carefully and find
the LCM of the given numbers. Show your
solution. (5 min.)

1. Glenn went to his farm to harvest the fruits. He

harvested 10 mandarins, 20 pomelos, and 40
durians. Find the least common multiples of each
number of fruits that Glenn harvested on his farm.
 2. Tikoy has a printing shop. Every printed item
has designated place and spaces. In the right
side there are a total of 20 printed items and on
the left side there is a total of 16 printed items.
Find the least common multiple of the printed
items that Tikoy sale.
3. A scenario where Rina and her friend are going
to a restaurant. They always have lunch there
every fifth day, and she has her lunch there every
seventh day. How many days before they meet
again for lunch at the same restaurant?
4. Jhon exercises every 14 days and Grace every
7 days. Jhon and Grace both exercised today.
How many days will it be until they exercise
together again?
5. What is the least common multiple LCM of 32
and 60?
V. ASSIGNMENT Study in advance for the next topic all about
fractions “fractions”. Math Grade 4. 2010. pp.
192-197

VI. REMARKS

VII. REFLECTION